Saying “NO” to Question Interrogation So We Can Say “YES” to Engaging Dialogue

By Amy Brennan

“Teaching is listening. Learning is talking.” Deborah Meier’s quote was used to open the December 15, 2016 #G2Great Twitter chat. This quote speaks to the heart of this chat and places students at the center of the classroom. When we say “NO” to question interrogation we are able to say “YES” to engaging dialogue so we can keep our students and their learning at the center.

Whenever I enter a classroom and hear that healthy buzz of a student centered classroom, it gives me a moment to pause and listen closely. Each time I am amazed at the discussions I listen to, the detailed conversations where students are growing their learning together. This happened to me just the other day in a second grade classroom. As the teacher facilitated the student to student discourse through skillful conducting, I watched in awe as I witnessed this maestro. Similar to Rodrigo from Mozart in the Jungle (an Amazon Prime Original- you must watch!) as he skillfully conducts the New York Symphony Orchestra when you watch as he leads and teaches, he is not playing the music — he is listening to the music. Of course he plays occasionally during a practice, but it is lean coaching along with very few quick demonstrations and the work or dialogue of the orchestra is done by the musicians. When the symphony practices he listens, when the symphony performs, he listens. Individual players or sections receive feedback and at times the entire orchestra will receive feedback. Always the maestro is listening. Skillful teachers are maestros and they listen to the discourse and move along as the conversations.

Drop the Mic

Saying “NO” to question interrogation so we can say “YES” to engaging dialogue was a chat that brought deeper levels of thinking and learning to the conversation. This of course is the result of the collective learning that happens each week at #G2Great. Every week I reflect on the power of this PLN and December 15th was no different. If you want a quick peek into the power of this chat check out this tweet below:

And this one…

Learning to talk, learning to question and learning to listen are all essential in a classroom that supports engaging dialogue. This is a practice that takes time to develop as a classroom community.

Learn to talk

Learning to engage in meaningful dialogue is not developed by questions designed to interrogate. Learning happens when the learner is “doing” the thing they are learning. Rodrigo said in episode 3 of the 1st season when he speaks about practice, “I can assure you this (practice) is the only way this music is going to get into our bones.” Students will improve in the depth of their discussions when they effectively practice. Keith Gavert shared an important point that students need to have time to think before they turn and talk. Providing time for in-the-head thinking and rehearsal allows students to practice before they say it to someone else. After individual thinking it is necessary to put our ideas out there to share and then allow them to grow in the company of others. The insight that students share helps to build on this thinking.

Learn to Question

Learning to engage in meaningful dialogue requires that students also learn to question. This is a necessary part of the process of discourse and generating questions facilitates the growth of ideas. Teachers model effective questions and teach students how to create their own questions to deepen the conversation and level of thinking. Sharing with students how to generate questions at different levels; literal, inferential and metacognitive can open so many possibilities to create engaging classroom dialogue. Using tools with students such as Bloom’s Taxonomy, Webb’s Depth of Knowledge or Costa’s Levels of Thinking or Questioning can provide students with the language they need to develop and understand different levels of questions.

Learn to Listen

This comes full circle, just as the maestro and teacher listen to the Symphony Orchestra or the class discussion, we also have to teach students to listen, to listen closely not only to understand but to grow ideas. The engaging dialogue begs to be listened to, ideas cannot grow alone and without being heard. Just as Rodrigo from Mozart in the Jungle cues the orchestra to listen to certain sections of the music or orchestra, the teacher cues the class into the dialogue like what to listen for, or who said something in a partnership that needs to be shared with others. Turn and talk and share are critical elements for teachers to conduct their class discussions. Students learn to listen closely to become stronger at discourse and to grow deeper ideas through listening, thinking and responding.

If we listen closely we can be the maestro of our classroom conversations. Our students talk should be the foundation of classroom learning. If we are growing ideas together our ideas are better, it is as simple as that! The next time your class is engaging in meaningful dialogue raise your hands, hold your imaginary baton, close your eyes and listen to cue each section to grow ideas and learn. Be the maestro.

Saying “No” To Teacher-Centered Practice So That We Can Say “Yes” to Student-Centered Practices

By Jenn Hayhurst

Kathleen Tolan Memorial Fund

Dear Readers,

On a personal note, this blog post is dedicated to the memory of Kathleen Tolan, who devoted her life to student-centered practices. She would have been the first to, unapologetically, say “no” to whatever was not in the best interests of students. For this, and so many other reasons, she was a teacher to admire.

On December 8, 2016 #G2Great continued a conversation in our Five Part Series: Saying “No” So We can Say: “Yes” as we examined the topic – Saying “No” to Teacher-Centered Instruction So We Can Say “Yes” to Student-Centered Practices. These conversations are essential to the health and well-being of our profession because as we examine our beliefs, we clarify the work the work that needs to happen in our classrooms. Our professional growth is both an individual and collective process. If we keep the conversation going, we can begin to uncover the power of our impact. Ours is a community that is devoted to discovering professional empowerment.

Get Set:

Saying yes or no to any practice begins with reconciling what we believe. Now more than ever we need to make decisions around best practices that link to an authentic philosophy for educational practices. Our stances must be informed by formative and summative data and it is imperative that we read and write professionally, This is how we have the good judgement to say yes or no to a mandate that does not keep students at the center of decision-making:

Get Ready:

Part of keeping students at the center of instructional decision-making means that we value independence. We say yes to independence when we flex guided practice. Setting explicit goals, modeling and reflection are some practices that we need to incorporate into our instructional day. These are practices that every teacher can say yes to despite any mandate that comes our way:

Letting Go:

During the chat our conversation took a turn toward agency. For me, agency is a topic I return to again and again. It is the ultimate intention for every teacher – to have students who work with as Peter Johnston put it “a sense of agency”. Working in classrooms We know there are many paths to independence as we work to create our maps for empowered learning. No matter where we work or what curriculum we follow there is always room for the gradual release through guided practice and collaborative learning. When we can finally let go and have and give students room to teach and learn from each other we know we have achieved a classroom built on a foundation of high expectations that students can grow into:

A teacher’s life is immersed in growth We are always evolving as if we are waking up to new understandings for how students learn best. Coming together each week for #G2Great is a way to uncover these best practices and that is amazing. However, I think what I love the most about our brilliant PLN is that no matter where anyone is in the journey, we are always coming back to kids at the center and to learn with a sense of joy and wonder.

Saying “NO” to Trivial Stuff So We Can Say “YES” to Rich Substance

by Mary Howard

On December 1, 2016, #G2Great continued our five part series, Saying “No” So We Can Say “Yes” with our sights set squarely on alleviating the trivial stuff that usurps time for the rich substance students deserve. Our willingness to say “no” to the work that doesn’t matter so we can say “yes” to the work that does is the heart and soul of Good to Great Teaching, the book that inspired our #G2Great Twitter chat.

And so in that spirit I look back to reflect on the impact of those two small but professionally monumental words that can have a lasting impact on the quality of our day-to-day practices. This week our amazing #G2Great educators drew a professional line in the sand with enthusiastic collective commitment to pull those words out of their back pockets in just right moments when the choices we make keep children at the center of all we do:

Making a commitment to celebrate time as a limited precious resource

Have you ever really listened intently to the sound of a ticking clock in an empty classroom? Well I have done that every day of my career so as an expert clock listener I can tell you that the sound reverberates loudly across the walls once we acknowledge that time is our most precious commodity. The stark realization that time is a gift that is utterly irreplaceable is a profound thought that should be at the forefront of our every move. Imagine if we were to leave a note in every nook and cranny of our classrooms that said simply, “Each minute is irreplaceable and if you choose to waste even one of them – you owe your students an apology.” (exactly what I wrote to myself). Teachers who say “yes” to rich substance view the wise expenditure of time as a serious responsibility, choosing to focus on what is most likely to have a positive and lingering impact on the lives of students.

Making a commitment to the beliefs and values that are your internal guide

Teachers who say “yes” to rich substance are committed to making choices in the name of children, but this process of assuming professional responsibility does not happen by chance. We begin by identifying our deepest innermost beliefs about teaching and learning that will then form the values that guide those choices. Once we embrace our beliefs and values fully, they become part of who we are – ever present and inseparably intertwined with our words and actions. Regardless of the demands that will always vie for our attention, those beliefs and values are infused into every learning experience and somehow enrich even those we may not have chosen for ourselves. Our beliefs and values elevate our work because we know that it is not what we do that matters, but how we do those things in the most effective ways and always grounded in why we are doing them.

Making a commitment to exploratory discoveries leading to new possibilities

Teachers who say “yes” to rich substance know that great teaching is a process of uncertainty that often leads us in directions we could not possibly have imagined before the learning begins. Purpose guides us on a messy pathway to what is possible but it is the step-by-step journey along the way that has the potential to dramatically impact each of us. If we are willing to set the stage for discovery and trust children to lead the way as we wait in the wings to support their efforts – well it is quite something to behold because those are the lessons we will never forget. When we craft the learning opportunities that are designed to instill a sense of wonder, our role changes as children become our teachers. Within that zone of unknown where discovery resides, meaningful, purposeful, authentic learning fills the air with the low hum of joyful learning. And we are forever changed as a result!

Making a commitment to prioritize our daily professional non-negotiables

Teachers who say “yes” to rich substance hold tight to the practices that deserve a place of honor in every school day. While there will always be some things we cannot control, we can control what we choose to honor and refuse to relinquish regardless of competing demands. We do this by putting our non-negotaibles in the daily calendar, carved in professional stone so that nothing can replace them. We make them the center of our day because we know that we must fill each learning day with reading, writing and talking that will actively engage our students in enthusiastic learning. We don’t make excuses and we don’t covet anything that will force us to abandon those non-negotiables. Why? Because we are not willing to give up what we know matters most!

Making a commitment to respectful dialogue that has the potential to lift us higher

Teachers who say “yes” to rich substance know that in order to have the joyful experiences our students deserve we must be willing to initiate honest and even difficult conversations. We do this because we know that this respectful discourse has tremendous potential to increase the likelihood that every educator in the building will move closer to saying “yes” to the work that matters. Although many of us suggested closing our doors to do this inspired work, our #G2Great dialogue helped us reconsider the impact of opening our doors to become a model for school wide change. If we believe every child deserves the best we have to offer then we must work together to spread this commitment across the building in any and every way that we can so that every child will have the richest opportunities.

Making a commitment to the opportunities today affords to impact tomorrow

Teachers who say “yes” to rich substance know that we must always keep an eye to the future but that today is where we are needed now. We celebrate each moment as we consider how to provide the opportunities that students need at this point and time, yet knowing that our choices will impact children long after the day is done. We work to ensure that we offer the learning experiences our students need at that moment and time but always with our sights on how that may change on a day to day basis. We accomplish this by knowing each child and using that knowledge to create a learning day to meet their immediate needs while building upon those needs as new opportunities arise. We know each new day is another opportunity to provide the interconnected experiences that will have staying power.

Making a commitment to the children who inspire the work that matters

Teachers who say “yes” to rich substance make these hard choices because they know their students depend on them to do so. They have an unwavering dedication to each child and this dedication fills them with a resolute desire to make daily professional promises that know no boundaries. They refuse to be tethered to programs or scripts, willing instead to focus on the learning needs of their students as they hold tight to what matters. They do this because they are present in each learning moment and willing to use those moments as an instructional guide. They view children as a lesson plan waiting to be written, shifting their plans based on the child in front of them while always believing that every child can and will be successful.

This week, we challenged our #G2Great educators to put their commitment to students in writing:

In closing, I want to express gratitude for incredible #G2Great educators who bring their passion for teaching day after day. Our commitment will forever lift us above the multitude of absurd mandates, directives and questionable programs ever-present on the educational horizon. Never lose faith that “No” is your stepping stone to “yes” and the antidote of roadblocks that cloud our view if we are willing to choose the one little word that will lead us upwards.

We choose children over mandates. We choose children over directives. We choose children over programs. And we do this by saying “no” to the trivial stuff that alleviates precious time so that we can say “yes” to the rich substance that will leave a lasting imprint on the learning lives of children. In an age of uncertainty, we need more than ever to hold tight to the literacy work that matters!

We are grateful for your unwavering commitment to children #G2great friends!

Assessment That Informs

By Amy Brennan

Sitting at the computer, my jaw tightened and my stomach knotted up. I felt that uncomfortable feeling, the one that comes when I know it is going to get messy. When I know it would be easier to step back, rather than lean in and embrace the mess or uncertainty that comes with difficult conversations and ultimately leads to a greater reward – deeper understanding. This was how I felt when we were planning the questions for the November 10, 2016 #G2Great chat. This chat was part of a series of chats focused on Saying “NO” So We Can Say “YES” and in particular this chat focused on Saying NO to numerical data so we can say YES to Assessment that Informs.

My apprehension resulted from knowing what people say in response to hearing the word assessment or data. Over the past several years the word “assessment” has gained a rather negative connotation for a variety of reasons. Assessment and data have almost become “bad words” in some circles. The same implication is often associated with the phrase “data-driven instruction.” Fortunately, as I reflect on our chat, I do not see evidence that “assessment” and “data” are “bad” things or that educators view them in this light. I see that there is hope in education, as teachers recognize that data and assessment are pieces of our students, pieces that tell the story of the whole child. As educators we acknowledge this – we need to know where our students are if we want to advance learning. One step further, our students need to know where they are if they are to advance their own learning.

Watch as the story unfolds…

Brene Brown, known for her Ted Talk and research that led to her books Daring Greatly and Rising Strong, has been referred to as a researcher storyteller. I am reminded of words spoken by Brene Brown, “Stories are data with a soul…” If we flip this idea we can consider that in using assessment we can derive data that builds the stories of our students — our “whole students” not just one data point, but several. Several data points that tell us the story of our students as learners. We can look through all types of data and find patterns, patterns which cause us to dig deeper and support our students’ learning.

Remember everyone has a story…

On my short lunch break one day I was standing in the local Walgreen’s in the check-out line, tapping my foot, checking and rechecking the time on my phone. “This line is moving sooooo slow,” was the protruding thought in my head. There was no clear reason for it that I could see except that it appeared to me that it was moving in super slow motion. This in no way was conducive to a teacher’s already short lunch break. My agitation grew. Finally I was next in line and I looked up from checking the time on my phone to catch the end of the conversation the cashier was having with the customer in front of me. In my hurried mind I wondered why they were talking so much. Seriously? I needed to get back to school! As I looked up to the cashier’s face her smile caught my attention. She was an older women, with short, curly, gray hair. But her smile was captivating. Her smile was so deep and genuine, and then I glanced to her eyes they seemed to smile too. My curiosity set in at that moment as I stepped forward and she asked me, “So dear, what is your story?” I must have looked confused because then she followed up with, “Aw, honey everyone has a story, tell me yours.” I hold this moment in my mind so often because it reminds me that each and every one of us has a story. We just need to make the time to listen for it. Data tells us the story of our students, but only if we make the time to listen to it. We cannot just glance at numbers alone and make plans for learning. We need to take the numbers along with all the other research we gain from informal assessments and build the story of our students’ learning.

Go deeper into the story…

When we read and go deeper into a story we notice patterns, patterns possibly in how characters might react to differents situations or other characters and then we make inferences about that character based on those patterns. In studying data,we need to dig deeper to make it meaningful. We need to find the patterns across different data points and gain a clearer understanding of what our students know, how they learn and how we can advance their learning. We need to look at formal and informal data, quantitative and qualitative data and then talk to our students, watch as they learn and respond to each iteration in learning.

Make sure students know their own story…

“It’s not about the data – it’s about interpretation. What’s the story underlying all these data?” John Hattie in this video talks about making learning visible and understanding the story of all the data. Hattie’s mantra, “Know Thy Impact” relies on understanding the impact that one’s own teaching has on students’ learning. If we want to advance learning in our classroom it requires that we know our impact. This is formative assessment at its best. Teachers become evaluators of their own teaching and then help students to become their own teachers. In this way, we need to teach our students how to understand and evaluate their own learning. We need to help students to know and understand their own story, and to do this they need to look at the data and interpret the data. Students need to learn, reflect and revise their learning based on their own story.

Sitting at my computer, I look up at the Supermoon tonight, I feel a sense of clarity in the ideas that earlier left me feeling uncomfortable. Before my jaw was tightened, now it feels relaxed. Before my stomach was in a knot, now it is at ease. I feel hope and clarity because that discomfort has been resolved with understanding and that understanding puts the numbers in perspective. I know the numbers are part of each student’s story and the story continues to build day by day through formative assessment — data is powerful when you listen to the story.

Saying “NO” to Compliance So We Can Say “YES” to Professional Responsibility

Guest Blogger Kari Yates

Every time I participate in a #G2Great twitter chat, I’m in awe. What is it about this chat that motivates people in every time zone to juggle dinner arrangements, carpools, bedtime stories and dozens of other daily realities to be part of the conversation on Thursday nights? For me, it’s the fact that the topics are so relevant. The questions are so thought-provoking. The perspectives are so diverse. And the dialogue is simultaneously passionate yet respectful . Every time I participate, I grow. This Thursday’s topic, Saying “No” to Compliance So We Can Say “Yes” to Professional Responsibility was no exception.

But let me start with a confession. When Dr. Mary Howard asked me to write this week’s guest post I was both incredibly honored and a bit reluctant. Afterall, I’ve spent the last decade working as a principal and district-level administrator which has meant that I am often the face and voice of external pressure knocking on the classroom door. I am often the one in the room that teachers look to when they want to know, “What was the district thinking, anyway?” But of course that’s not news to my #G2Great PLN. They know me well enough to know that I toss and turn many nights wondering, “What is the right mix of external pressure and autonomy?” “How do we get schools and whole systems headed in the right direction without limiting the teacher decision-making that is so vital to thriving classrooms?”

Thursday night’s chat helped refresh and revitalize my thinking about this crucial topic. Using the collective brilliance of Thursday’s #G2Great chat participants, today’s post contains five considerations for helping us cross that bridge between “us” and “them” while staying focused on our one common and constant mandate: Do right by kids!

1. We’re all on the same team.

Although we have diverse roles within the system, we are all here for one purpose. We’re here to serve children. The children are wise and wonderful. When we keep our eyes and our hearts on them, we are more likely to move in the right direction. The face of a child can become a source of energy and courage when there’s tough work to do or there are tricky decisions to make.

2. Keep working to name the “Why?”

During the chat, Gravity Goldberg reminded us that the best questions are WHY questions. Whether a decision is coming from inside or outside of the classroom, as reflective educators and decision-makers we must keep working to name our “Why?” Whenever a practice comes into question it provides the perfect opportunity to revisit the questions of ‘Why?” If Simon Sinek had been able to join us on Thursday night, he might have reminded us that great leaders always start with why.

3. Professional decisions are research-informed.

It never feels good to be asked to do things we don’t understand or believe in. But once we understand the “why” we’re better positioned for critical dialogue about “how” and “what”. As the great Marie Clay reminds us, there are different paths to common outcomes. These alternate paths, of course, should not just reflect our personal preferences, or “the way we’ve always done it”. Instead, we must follow the signposts of research, learning theory, and of course the children in front of us.

4. Keep stretching.

If we’re doing our jobs as educators, we’re stretching and growing right alongside our students. We’re constantly asking ourselves, “How can we make our school even more responsive to the needs of our students?” And we’re looking for answers through collaborative decision-making, reflective dialogue, and professional learning, not a push for blind cookie-cutter compliance to a program. Programs will never solve our problems. Only better teaching can.

5. Keep the door open.

Yes! We must learn to ask brave questions when things don’t feel right. We must share our ideas freely. We must stand up for what we believe our students need. But we must also challenge ourselves to listen wholeheartedly and completely. We must learn to look for common ground and the thread of good that is usually hidden on the other side of the divide. We must dare to open our doors, rather than close them. Honest, respectful dialogue is our best tool for bridging whatever gap we find ourselves needing to cross.

The journey from compliance to professional responsibility can only happen one brave act of trust, one honest conversation, one research-informed alternative, and one student-centered decision at a time. And when it comes right down to it, maybe our common mandate and our professional responsibility are one in the same: Do right by kids.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I’d love to connect and continue the conversation.

Follow me on Twitter @Kari_Yates

Find me on Facebook at Simply Inspired Teaching

Follow my blog SimplyInspiredTeaching.com where I share ideas, inspiration, and companionship for the journey.

Check out my book, Simple Starts: Making the Move to a Reader-Centered Classroom from Heinemann.

Kristin Ackerman and Jen McDonough: Conferring With Young Writers What to Do When You Don’t Know What to Do

By, Jenn Hayhurst

On October 27, 2016 #G2Great celebrated Kristin Ackerman and Jen McDonough’s beautiful new book, Conferring with Young Writers What to Do When You Don’t Know to Do. Kristin and Jen’s work brought us together to think deeply about what young writers need, and how to tap into conferring to encourage independence.

During the chat I imagined teachers everywhere thinking about conferring and the writing process as they dedicated more of their lives to the art of teaching. I am struck by an overwhelming sense of well-being as I think of all these literacy leaders who are pushing themselves to learn long after the school day has ended. I truly believe that educators who actively read and write every day are a force for good in an otherwise challenging world.

We read. We write. We grow…

Writers need...

Lori Sabo ( reminded us that “writers write” and that we all need to take time to devote energy to the actual act of writing. Her words of wisdom reached out to us, asking us all to remember that any literacy learning begins and ends in the service of comprehension:

Living a writerly life…

What can we do to build routines and structures for writing? Linda Hoyt suggested that we should practice what we preach. If our students need to write then so do we. We can all be writing role models who work in partnerships with our students, showing them how to be resilient writers who understand how to work through struggle:

Structures for Conferring…

The chat moved into a bigger discussion about how we organize our instructional day to support conferring. Kym Harjes-Velez shared her system with us. Conferring may be complex but classroom structures can be easily managed and simple to keep up:

Growth…

Jessica Maffetone reminded us all that learning to become a writer is a process that is completely aligned with growth. The beautiful thing about writing is that as we confer with our students we see their skill develop over time. It is both introspective and collaborative at the same time. Kristin and Jen never promised us that this work would be easy, but this is what teaching is all about:

Independence…

There are many pieces that make conferring work well. We know that being a keen “kidwatcher” is an essential skill that we grow over time. Jen McDonough focused the conversation on another important piece, having tools at the ready to help students become independent once the conference ends:

Learning…

As Kitty Donohoe so wisely observed, learning and agency go hand-in-hand. We really do learn best in the company of others. A collaborative and creative process is the mainstay of the world our young writers will inherit. Their work becomes meaningful when we create environments that that are built around community and work:

Kristin Ackerman added onto this thinking when she shared how they are using students’ reflections as another great teaching tool:

Mentors…

When we celebrate student writing as mentors we are elevating our own practice. Courtney Kinney shared how she uses student writing to teach others. It is so true that we are at the pinnacle of our practice when we use students’ work to teach. Having student writing on hand as we confer places their voices at the center of the writing workshop, it sends the message their work matters and has an impact:

Thank you Kristin and Jen. Your book really got the conversation going and made us all think of the power that skilled teachers can bring to conferring. You reminded us that our conferring work builds community through strong relationships. As I end this post I think about our growing #G2Great PLN. We are teachers, we are administrators, we are authors, and we are all dedicated to the art of teaching as we keep our students at the center of all that we do.

Georgia Heard: Heart Maps: Helping Students Create and Craft Authentic Writing

by Mary Howard

On October 20, 2016, #G2Great was delighted to welcome guest host Georgia Heard. Georgia is the author of the incredible new book from Heinemann, Heart Maps: Helping Students Create and Craft Authentic Writing. Within moments of announcing Georgia would be our guest host, an enthusiastic hum spread across Twitter and grew to a fever pitch throughout the chat.

Every once in a while a book comes along that emanates JOY. “Joy” is custom made for Heart Maps where Georgia takes us on a joyful ‘heart journey’ with student-centered maps in hand to celebrate the inner writer within each child. Page after glorious page is filled with the perfect blend of carefully crafted advice from the heart and illustrated heart maps that bring her sage advice to life. Twenty Heart Map templates in Georgia’s book have already captivated writers by giving their ideas a ‘heart home.’

During the chat, Georgia posed two questions that should give us all pause for thought. These questions should also remind us why we need Heart Maps in schools everywhere:

Georgia’s questions reflect the spirit of Heart Maps as a flexible process designed to awaken writers’ hearts from the inside out. And so in celebration of our joyful journey with Georgia as our #G2Great guide, I reflect back on our chat through her eyes with six HEART SIGNPOSTS – from her heart to ours!

Writing from the Heart begins with MODELS

Heart Maps allow us to set the stage for student writing as we show children how to unleash their hopes, dreams and wishes from heart to paper. With an array of Heart Maps at our fingertips, we encourage them to use the one that makes most sense as we offer a powerful reflection tool they can use again and again.

Writing from the Heart is fueled by PASSION

Heart Maps celebrate the amazing stories children brings to the learning table. We honor our writers by helping them breathe new life into those stories using words and images lovingly placed on a Heart map of their choice. Passion helps them rediscover stories and relive them on the wings of writing.

Writing from the Heart extends an INVITATION

Heart maps invite children to capture whatever story they want to tell with room to envision what is possible. We do this by creating a visible forum to record thinking, unfettered by mechanics that thwart their efforts so thinking will become a springboard along a wonderful new path to writing.

Writing from the Heart inspires CURIOSITY

Heart Maps allow children to linger a bit longer in their own thinking and use this as a scaffold to writing. We are inspired by our curiosity about student ideas waiting to be awakened which in turn inspires theirs. It is this shared sense of curiosity that leads us on an exciting combined expedition.

Writing from the Heart celebrates EXPLORATION

Heart Maps give students time to explore matters of the heart, joyfully sifting through the ‘experiences that beg to be written’. We believe deeply that life experiences lead to profound writing if we are willing to take the time to let those life experiences blossom into view in personally relevant and meaningful ways.

Writing from the Heart beckons COLLABORATION

Heart Maps give children a visible tool they can hold in their hands. This concrete reference can then be shared with others as they work together to explore the words and images on their hearts collectively. Collaborative dialogue is a powerful way to transform ideas from heart map to heart writing.

Georgia’s words remind us that we must make time for what matters – and writing from the heart matters deeply. Since we started with Georgia’s question, let’s end with a question and a hope that sums up her message…

We respond to Georgia’s question by creating an atmosphere where kids will “ache with caring” and use Heart Maps to inspire children everywhere. We are so grateful for Georgia’s gift of a “metaphoric heart map as a means to discover stories” and we accept her challenge to awaken writers “most secret, true selves” while in the process awakening our most secret, true personal and professional hearts!

Georgia’s hope is answered as teachers across the world use Heart Maps to give writers a home for their thoughts and dreams as we release the writer that has always resided inside. May Georgia’s images in Heart Maps and #G2Great examples below inspire you as you continue your own joyful heart journey in the company of children.

In Heart Maps Georgia writes, “My hope is that as you explore heart mapping with your writers, you will fall in love with the stories and poems, truths and courage that will unfold–both theirs and your own” (p. 131).

And so we will Georgia. And so we will!

Bathe your heart in these wonderful images of Heart Maps Georgia posted during our #G2Great chat

Use these links below to get to know Georgia

Twitter

Heart Maps Facebook Page

Website

Amy Ludwig Vanderwater Heart Maps Post

Heart Maps Book

Two Writing Teachers Heart Maps Review

More books by Georgia Heard

Heinemann Post on #G2Great Chat

Turning Our Schools Around: Moving from Basals to Books

by Amy Brennan

On October 13, 2016 #G2Great welcomed guest Dr. Michael Grimaldi to inspire our conversation around making a critical shift in literacy in our schools. We were inspired to have this principal join us as we watched him lead his school in the process of moving from basals to books. Turning a school around is no easy task. Moving a school from basals to books requires vision, passion, and support for teachers.

Vision

When you have a clear vision and can articulate it to others – they want to follow. When you can explain the why behind your vision others will want to follow. Articulating the vision of providing our students with authentic literature and real world reading experiences is the beginning of the change process. Careful and intentional starts like beginning with read-aloud and building classroom libraries allows time to build the energy and opportunity for all stakeholders to watch the excitement of reading begin to build throughout a school. As teachers, administrators, parents and students begin to see and feel this energy the mental image for the vision begins to formulate in their thinking, creating a shared vision for what could be.

Dr. Michael Grimaldi led his school in creating not only energy and excitement around the vision, but putting the vision into action.

When you read the tweets below it is clear that Michael has a vision and has shared that vision with all stakeholders in his school.

Passion

People follow you and your vision when they see and believe in your passion. Once that vision is shared, the energy that is generated by the passion is contagious. The best part of that is watching kids get excited and passionate about literacy. Dr. Grimaldi’s energy is evidence of his passion. He organized efforts with Book Fairies to donate books to his school. He brought together teachers, staff developers and volunteers for books and pizza, where many hands sharing the vision organized books to be circulated into classroom libraries and directly into students’ hands for reading.

Those who connect with him on Twitter, Voxer or in-person are sure to see evidence of that passion he has for leading school wide reform that will ensure that all students have access to high quality books and literacy experiences.

Support

With change and growth comes an uncomfortable feeling that signals that we are on the edge of something great. Unfortunately, that uncomfortable feeling, which can be coupled with a multitude of other demands, can leave educators feeling overwhelmed and frustrated. Without support this can spread like virus throughout a school system. Visionary leaders with passion know that when educators reach that uncomfortable place they need support more than ever because they recognize that just beyond that uncomfortable stretch is growth. To sustain this over the long term (because change takes time of course) the support needs to be ongoing. Setting up collaborative structures where teachers can share in the thinking and learning while they support each other and receive positive support from administrators is critical if change is to begin and take hold.

Teacher resiliency is an important attribute that visionary leaders nurture. Developing resiliency is critical to surviving and thriving as educators. Leaders who recognize this and foster this in their educators build healthy learning organizations that continually learn and grow. Resiliency allows teachers to build capacity over time. In making the shift from basals to books teachers are building capacity throughout the shift. Teachers are thinking, growing and learning and this directly correlates to shifts in our students thinking, growing and learning. When we as educators learn, our students learn.

Leaders like Dr. Michael Grimaldi understand the importance of supporting teachers in way that are resourceful. Encouraging teachers to share with each other and be resourceful while making space for these practices within the school is an important piece for leaders to plan for. Being resourceful requires thinking and creativity, skills that we support in the learning process. Being resourceful requires problem-solving skills, something that was named as a top 21st-century skill for our students. Receiving resources does not translate into an increase in student learning, however being resourceful can. Educators who are resourceful model the skills of problem-solving through their actions, these are valuable to students as they prepare for college and careers.

Sharing your vision and building this into a shared vision is best developed through sharing your passions as you articulate your vision while supporting teachers in the process of change. Any schoolwide efforts for change and improvement require leadership that has all three ideas that Dr. Michael Grimaldi shares with educators — vision, passion, and support. Join #G2Great and Dr. Michael Grimaldi as we act as “trailblazers” modeling our VISON and PASSION while we SUPPORT fellow educators in building resiliency that will STRETCH and GROW and we build better schools?

Getting to Know Dr. Michael Grimaldi

Video:

Implementing Reading Workshop: Get more books: https://vimeo.com/128152460/recommended

Reading Workshop Here We Come

https://vimeo.com/128325815

Writing Workshop – A New Approach https://www.youtube.com/watch?v=nPx2ROt_VIE&app=desktop

Interactive Read Aloud grade 4

https://www.youtube.com/watch?v=AErpyn0n9uU

Classroom Management with Heart Facilitating Intrinsic Motivation

By Jenn Hayhurst

On October 6, 2016, #G2Great began an important conversation about classroom management; specifically, classroom management with a heart. What does this mean? Teachers who embrace classroom management with a heart believe that the classroom ought to be a place that keeps the whole student at the center of all decision making in an effort to support growth in all its forms. Intellectual, social, and emotional growth happens when students have a sense of identity and are part of a caring community .

However many teachers are being mandated to implement school-wide initiatives such as: Class Dojo, and Clip Up/Down systems. Often times, these pose unintentional consequences. We begin to find solutions when we open our whole selves up to what is unfolding before our eyes. When we truly see our students for who they are and we can begin to adjust our approach this is what it means to teach with an open heart.

OPEN YOUR HEART to Relationships and Respect

Positive relationships are built on a foundation of mutual respect. Forging meaningful relationships with students begins when we open our hearts to what our students value.

OPEN YOUR HEART to Intrinsic Motivation:

Students who believe their work in the classroom matters are students who have a sense of agency. Teachers who are flexible in their approach understand that learning is an invitation. We cannot foist learning upon students, but rather we draw it out. When we open our hearts to intrinsic motivation we value what and how a student thinks and feels.

OPEN YOUR HEART to an Authentic Vision:

Creating the kind of classroom that reflects who you are as a teacher requires personal vision. Promoting responsibility, kindness, and empathy happen when we model those traits for our students. Classroom rules become relevant when our actions support our words. Our behaviors encourage students to grow into our high expectations.

OPEN YOUR HEART to Creating Community:

A student’s world grows incrementally over time. When they enter school their worlds open up a little wider. What kind of classroom community will you create? Let’s make a promise to nurture and inspire students so they will take risks and grow into self confident learners. Responsive teachers build communities that are consistent, caring, and maintain high expectations for students and teachers alike.

Teaching with heart is not about knowing a quick catch phrase or following a lock step sequence of steps to “deal with” unwanted behaviors. It’s about being present in the moment and responding to student needs keeping dignity and respect at the forefront. It’s about being flexible and forgiving with students as well as with yourself.

We are so fortunate to have a robust PLN that can keep us informed and help us to think deeply about this topic. Here are some great resources so we can read more widely and keep the conversation going:

Pernille Ripp: Let’s Discuss Class Dojo for a Moment: Pernille Ripp https://pernillesripp.com/2015/04/17/lets-discuss-class-dojo-for-a-moment/

Kristi Mraz: Some Thoughts on Clip Charts

https://kinderconfidential.wordpress.com/2015/09/03/196/

Kimberly Davis: A Mountain of Motivation:

https://onstageleadership.com/blog/2016/08/29/a-mountain-of-motivation/

Rita Platt: Positive Phone Calls to Parents is Like Money in the Bank!

http://www.weteachwelearn.org/2015/07/positive-phone-calls-to-parents-is-like-money-in-the-bank/

The Surprising Truth About What Motivates Us

https://www.youtube.com/watch?v=u6XAPnuFjJc

Justin Dolci Padlet

https://padlet.com/justin_dolci/egpy0vpbvo7y

Column by Wendy Thomas Russell Hey teachers, please stop using behavior charts. Here’s why

http://www.pbs.org/newshour/updates/column-hey-teachers-please-stop-using-behavior-charts-heres/

Russ Walsh: A Parent’s Guide to Public Education in the 21st Century

by Mary C. Howard

On September 29, 2016, #G2Great was fortunate to welcome guest host Russ Walsh, author of the incredible new book, A Parents Guide to Public Education in the 21^st Century. Russ’ knowledge and passion for teaching and learning preceded him, so we weren’t surprised when he quickly enrolled as an honorary member of the #G2Great educational joy club.

I was a Russ Walsh devotee minutes after happening on his amazing blog, Russ on Reading. Russ lives the words on his front page: Discussing sound literacy instruction, supporting teachers and defending public education. He courageously tackles tough topics sure to elicit ripples of discomfort like 9/19/16; 7/26/16; 3/25/16; 3/9/15; 2/3/14; 9/18/13 to mention a few. My head nods in enthusiastic agreement with every post followed by audible cheers and a healthy dose of Russ gratitude.

In his remarkable book, Russ refers to immutable principles for public education in A Bill of Rights for students. After an inspirational walk down twitter memory lane, I realized that our ability to achieve Russ’ Bill of Rights is dependent upon dedicated teachers who bring his words to life in the trenches by transforming beliefs into actions.

And so I propose immutable principles highlighted in A Bill of Professional Responsibility for teachers that will make those rights a reality. #G2Great tweets from Russ and friends inspired seven principles that ask us to look inward to our own practices as we put those beliefs into action. With this introspective spirit in mind, I begin each principle with the words, “I WILL…”

I WILL create an environment that beckons each child to the learning experience

Our first order of business is to create a warm, nurturing learning environment that is palpable each day our students walk into our rooms. This precursor to learning sets the stage for keeping students at the center of our work. Caring learning spaces demonstrate that we view school as an extension of students’ lives and that we are dedicated to creating a heart home where parents entrust their child into our care each day. As we build this bridge from home to school, we are cognizant that school may well be the only safe haven for some students.

I WILL celebrate the uniqueness each child brings to the learning table

This nurturing environment supports our instructional efforts on a day-to-day basis. We welcome the children who walk through our doors and are determined to design experiences that will enrich the learning lives of those children. We know that each child is unique so we create flexible opportunities with specific learners in mind. We view the learning process as a journey and recognize that it is often a messy process of risk taking. We demonstrate in our words and actions that the bumpy road is as important as the final destination and celebrate each step along the way.

I WILL bring my best self to every learning day and ensure high success for all

We know that we can only give children the classrooms they deserve when we see our own professional learning as high priority. We embrace our role as both teacher and learner and seek to understand through the research that will guide us on an exploratory quest leading to success for every child. We reject one-size-fits-all scripts, opting instead for instructional experiences that take the child into account. We trust our growing knowledge of best practices more than publishers because we know that professional decision-making is central to the success of those practices.

I WILL use day-to-day assessments and on the spot interactions to know each child

We know that the high quality flexible instruction we are committed to will only be possible if we truly know students at that specific instructional moment in time. We use our knowledge of students to continuously craft and adjust our learning goals over time. We refuse to define children as a score or number, rather using daily formative assessment to open a window on children as learners. We are resolute in our commitment to communicate in positive ways with parents and use our understandings to support each child’s ongoing pathway to learning.

I WILL offer a wide range of opportunities designed to promote meaning-making

We ensure that there is a variety of instructional settings and experiences in place to create a learning day designed to grow our learners. We know that students need differentiated targeted support so we make room in each day for experiences that will intensify learning. We ground these experiences in authentic purposes, making sure that word work will not overshadow our higher purpose of reading as a meaningful pursuit. We honor each of our readers as we offer inviting books and engaging instructional experiences with comprehension always in our sights.

I WILL coordinate my efforts with others in a collaborative spirit of excellence

We believe that coordination of efforts is a critical factor in achieving success. We build in regular opportunities for thoughtful dialogue to engage in deeper discussions that explore a thoughtfully responsive way to meet students’ needs. Our collaborations energize us because they are driven by our curiosity about children and our determination to collectively support their success. We know that our strength resides in merging our efforts so we are willing to work side-by-side to that end. We continuously work to achieve instructional excellence together because we know that it can quickly spread across an entire school building.

I WILL create a classroom where joyful reading is a gift we give every day

Words like joy, love of reading and motivation came up time and time again during our #G2Great chat. Making time for independent reading and read-aloud in every day with a focus on intrinsic motivation was a common theme. There were countless tweets about reading for the sake of reading with books as the heart and soul of those events. The passion for these joyful experiences was high – and the energy could be felt across the #G2Great Twittersphere.

#G2Great is grateful for the honor of spending an hour soaking in Russ’ wisdom and dedication to public education and I am particularly grateful to him for inspiring this blog post. His wonderful new book opens a door from school to home and we happily walked through those doors with our own curiosity about teaching and learning leading the way. We know that our work is never done and that the best way to do it is surrounded by curious others.

There is no question in my mind that teachers are and always have been our greatest hope for the future. What we choose to do on a moment-to-moment, day-to-day, and year-to-year basis will always be the difference in our success and ultimately students’. We can say what we believe children deserve but the truth is that until we dig our heels in and do the hard work, those words will remain but an empty promise. In the end, it is only when our actions mirror our beliefs that we can truly demonstrate our deep commitment to children. Thank you for reminding us that dedicated and knowledgeable teachers play the most powerful role of all, Russ!

Learn More About Russ Walsh Here

Russ’s Book: A Parent’s Guide to Public Education in the 21^st Century

Book: Youtube interview at Garn Press https://www.youtube.com/watch?v=Qaj8tJ0UxcQ

Book Group Discussion Guide http://russonreading.blogspot.com/p/book-group-discussion-guide-for-parents.html

FaceBook Page https://www.facebook.com/groups/1040234972750361/

Blog http://russonreading.blogspot.com

Twitter @ruswalsh

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