“Man, I feel like someone cares about us.” –Julian, 2nd period

The new desks had arrived in the afternoon the day before, so it was fun to watch the kids’ reactions to the new desks as they walked into the room yesterday morning. To no one in particular, Julian, wiping his hands across the new, shiny desk top, bouncing his back against the new ergonomically-smart seat, shared aloud the above sentiment, smiling from ear to ear. Funny how things, even simple things, can brighten one’s day. Wish we could do more, Julian.

And finally, today, I will have the opportunity to hand back last week’s Performance Opportunity. Monday and Tuesday are devoted to My-Learning Projects, and yesterday the PSAT stole the day, so today is the day. As I have already shared, I was generally pleased with the outcome. I was especially pleased with the students who applied what they learned from the Practice Opportunity feedback.

I also mentioned earlier that while I was pleased with our progress, we still have a lot of learning to do. And that learning relies on two things. One is continued opportunity and feedback, which I will readily provide. The other is the kids’ mindsets as they move along with me. Much depends on their buying into the 180 approach and ultimately taking ownership of their learning. Many have begun to embrace it, but there remains a good number who still seem to be holding it at arm’s length, not fully trusting me or the experience. So, I will continue to work hard to earn their trust. Today, is an important step in that direction.  And it begins with how they respond to this latest round of feedback. Indeed, and as their performances yielded different results, I have narrowed it down to four result-response scenarios, and how I hope the kids respond.

1. The kids who met standard. This was a mixed bag of achieving with or without my feedback. And while this is the smallest group of the four, their responses to the Performance Opportunity results are no less important. They have to be careful about settling too comfortably into their success on this one opportunity, accepting my challenges to stretch themselves to the next level and continuing the practice.
2. The kids who stayed the same from the practice to the performance. Here the danger is disappointment and frustration. My worry for these kids is that because they did not experience immediate success from my feedback, they will not take to heart my encouragement, my advice that this stuff takes time and effort and that they need to be patient. I want them to understand that real learning is not about instant gratification. It’s about struggle, perseverance, and…attitude.
3. The kids who went down from the practice to the performance. A handful of kids actually were less successful on the performance than the practice. Their resilience will be put to the test today as they process the results and my feedback. What I hope they are able to internalize is that they made mistakes, and mistakes are learning opportunities. The vast majority of their mistakes are easily correctable. Mistakes lead to success. I want them to embrace them as such. Yeah, I know. Easier said than done. But I’ll say it until they believe it.
4. The kids who were way off the target. To a kid, this almost exclusively was a result of no practice and no feedback. I hope this serves as a reality check. Learning requires practice and feedback. Atop each paper, I wrote, “Please do the practice.” Not sure what else there is to say.

I will frame it as such when I give the kids the results today. I hope they receive it as I intend it. I hope. Trust is a tricky thing, but with this I have no tricks. I simply have a sincere desire to help my kids grow. Maybe, they’ll see that. If not, I will work even harder. Never been afraid of hard work.

Happy Thursday, all.

Desks. Got lucky. Happened to be in the right room at the right time. First new desks in my 20 year career. And while I am pleased to have some new shiny things in the room, they still pale in comparison to the bright stars who fill them every day. I just hope the kids find them more comfortable than the circa 1975, attached-chair affairs they’ve been sitting in. Glad we could finally step into the 21st century. Irritates me that education lags behind the times, but I am not really talking about desks. Those are small potatoes in the grand scheme. I can teach kids without desks. What I am really talking about is access to technology.

It’s becoming increasingly evident that if I am to adequately prepare kids for the future, let alone the present, then I–we–have to have immediate access to that which turns the world: technology. Whether we like it or not, tech is here. But, I often wonder if the American public really knows how largely absent it still remains in our schools.  Yes, we have computers. In fact, the LA department, has one cart of Chromebooks per grade level, which we utilize, but even then, we have to share, which roughly equates to two access days per week. As such, we find ourselves bouncing back and forth, reverting to “older” methods 3/5 of the week. Of course, older doesn’t necessarily mean bad. I don’t have to have computers to teach kids. But, older might mean not as good as it could or should be. The world outside education has changed significantly and drastically in a remarkably short amount of time, while the world inside education largely remains in a time capsule, a nostalgic nest of antiquity. The greatest nation in the world should have the greatest educational system in the world. Maybe tonight, instead of emails and hot-mic comments, our to-be leaders can find time to talk about things that really matter. Education matters. Or maybe it’s.  Education matters? Sorry. Rant over.

Disappointment. Got a “Dear Monte” letter yesterday. Sadly, the WSASCD, due to low attendance numbers, had to cancel the east side Washington Teachers’ Conference. So, I won’t get an opportunity to share Project 180 after all. Truly a missed opportunity, but there will be others. Still, disappointing, though. Darn it.

Disruption. A necessary disruption, but a disruption nonetheless. CHS  is hosting the PSAT today, and nearly all my kids will be taking it all morning, so I will be “studentless.”  And while I hate the delay, I support this important opportunity for kids to get a glimpse of what the SAT will be like. For most, it will be the hardest test they have ever taken, but they will get some valuable feedback from the experience, so I can’t really complain too much. Still, it will be awfully quiet in 211 this morning.

Happy Wednesday, all. Sorry for the uninspiring post this morning. Sorry, too, for the politics.

Turns out I’m neither the only nor always the best resource in the room. Yesterday I was served up a humble reminder of this truth.

As I rolled out the plan for creating our blogs for the My Learning Projects, it became quite evident–quite quickly–that the maestro needed to take a seat and let the band play. Following what I thought were not only painstakingly explicit but also absolutely necessary instructions for the successful creation of our blogs, I carefully led the kids down the path only to discover that they were already there by the time I arrived.  So, I ditched the plans and let them lead. Oh, I still had to point here and there a bit, but by and large, they were navigating in their world, moving through the they’ve-never-not-known-a-world-without-technology territory, and I so let loose the reins, giving them their heads, and they went, free and unencumbered, stretching their legs, galloping forth, free in their confidence. I sat by.

And whether out of habit, duty, or just a desire to be part, I tried to remain relevant, seeking to help where I could. But even then as I fumbled around the room trying to help kids with their “Welcome” and “About” pages, it continued to be clear that I was not the best resource in the room. Indeed, for time after time, the kids, bemused by my sincere, but not-so-brilliant efforts, kindly–if not always patiently–told me, “We got you, Sy,” as they took over, helping their peers post pictures, etc. And so, I let go, and instead of playing the role of helper, I learned to play the part of help finder.  And even this was short lived, as the kids started responding on their own to raised hands and calls for help. So, I went to my desk and performed clerical duties, but I watched, not to monitor and manage, but to marvel at my young learners spreading their wings, flying unassisted, soaring into their learning.  It was a privilege to witness. It was a privilege to know that they “got me” when I need it. A privilege. Best. Job. In. The. World.

Happy Tuesday, all. We continue our exploration of the blogosphere today. Looks like I’ll get some paperwork done.

Well, gotta say, I am rather pleased with the results of the kids’ first formal Performance Opportunity. All seem to have put their best efforts into the task despite the fact that their grade, their A is already in the books. That is not to say, that each met the standard. To be sure, many did, but many have a ways to go, and because of the P-180 approach to learning, they will have other opportunities; they have to have other opportunities. Learning is not a line; learning is a circle. In the P-180 classroom learning, not covering, is the goal. Therefore, we will continue to cycle back to the Super-Student Standards, giving kids as many chances as necessary to grow within the standard. And really, that is a key difference in the P-180 classroom.

Whether it is a Practice Opp. or a Performance Opp, growth is the goal. Each opportunity, practice or performance, is an opportunity for feedback on how to reach that growth goal. And though some of the kids are still warming up to the idea that feedback is critical, not personal, the vast majority are seeming to embrace it as a necessary means to a necessary end, and as such, they have begun to let go of the emotional responses that have been generally associated with teachers’ judgments of their efforts, emotional responses that sometimes unconsciously but almost always inevitably impact learning. My great hope is that as we continue down the P-180 path, all will arrive at a point where they fully trust my approach and begin to immerse themselves in the growth opportunities. That is probably too much to hope for, but I am motivated by the fact that only 33 days in, a good many are already there. I will continue to work hard at earning their trust. Every day.

On to another topic, today the kids will begin their blogs. I am so excited about this part of their My-Learning Projects. Using Google’s Blogger, the kids will create and maintain a blog for their projects, reaching a real audience. What’s cool is that they have a great deal of creative control, and what’s even cooler–from my position–is that I will get to help them develop their craft as writers in an authentic context. So much of what we attempt to teach kids doesn’t stick because it lacks an anchor, a relevant and meaningful experience to keep hold of the learning, but I am hoping that the blog experience provides an adequate anchor to make stick all that I intend to toss their way. Truly excited about where this could lead.

Happy Monday, all. Have a great week.

Not many comments this week. On another note, I am pleased to share that the Performance Opportunities are showing good signs of growth. I am halfway through the pile, and I am happy with the kids’ efforts. No surprise, but the ones who got feedback on the practice are doing better on the performance. Hopefully, this will motivate more to take advantage of the practice opportunities and the feedback that comes from it. Feedback fuels learning.

“We are getting tons of assignments, and then we don’t know if we turn them in or not in class. Can we throw away all those loose completed-in-class assignments, please???” –Anonymous

Anonymous, thank you for bringing this to my attention. I will work harder to be more clear about what we will do and turn in, and what we will do and not turn in. Sorry I have not been as clear about this as I could be. As for the “loose assignments,” if I have not collected it, I am not going to, but some may be worth keeping to use on performance opportunities. Again, I will try to be more helpful with this. As for anything that I have returned,  you may throw it away, I am keeping everything that I want kept in your portfolio. Hope this helps.

“Hey, Sy. I’ve been trying not to take advantage of the this class; however, I haven’t turned in many assignments. I think it’s because any slack I can get, I take because I have all honors classes and after school activities, and it’s just hard to get everything done. I am trying to turn in more class work.” –Anonymous

Anonymous, I am glad that you are seeking to balance your crazy schedule in a way that also enables you to take advantage of the practice opportunities in this class. Hopefully, our heart-to-heart as a class this week helps in this regard. 

“I like the entry tasks and how they don’t have to do with class. They are just fun little questions to start the class; sometimes they are more serious and other times they are not, and I like that. Also, I don’t mind the EOW because I don’t think having a longer EOW would help. A small one once a week isn’t asking much of us if you think about it.” –Anonymous

Anonymous, glad that you find value in our “connections” entry tasks. Thank you for your mature perspective on the EOW’s. Hopefully, our discussion this week resonated with you as it confirmed your thinking on the subject.

“Hey, Sy. I just wanted to say thanks for giving us the opportunity to learn and not stress about schoolwork. I appreciate it greatly. I feel that in your class I have learned not only about literature and sentence structure but also about life. I would like to thank you for that.” –Anonymous

Hey, Anonymous, I just wanted to say thank you for thanking me. Project 180 feels lonely at times as I wonder and worry about its impact. Your words help. A lot. Thank you.

Have a great weekend, all.

Today, we build community. I tend to make promises, and recently, in response to a call for more Community Circle, I promised the kids that we would have it once a month. Going a step farther, it was suggested and then agreed upon that we would have it on the first Friday of each month, but since it was after the fact and I already had other plans, this month we are doing it on the second Friday. Promise kept.

As the name suggests, Community Circle is an activity where we sit as a community in a big circle on the floor, responding to prompts both serious and fun, building relationships, creating culture. Kids may share, pass, or ask for a comeback if they are not ready to respond. It is such a great opportunity to simply focus on what matters most in any classroom: the people who fill it. Indeed, I get to learn about the kids. The kids get to learn about each other, and no less importantly, the kids get to learn about me. Additionally, it is an opportunity to further develop the art of good listening. In so many ways it truly is a win, win. Yes, it is a day away from the academic aspects of our experience, but from the very bottom of my being, I believe that real learning requires real relationships. And real relationships are not lucky accidents; they are hard work. They live and breathe, and they need to be nurtured. I choose the work of relationships because learning is no lucky accident either. It, too, needs a steward, and I have found that I best serve that end when I am connected to my kids. Community Circle creates connections. And so, as promises go, this is an easy one to keep.

Speaking of community, yesterday I received an email from Jerry Dawson, a high school English and journalism teacher in East Windsor, New Jersey. His former college professor, Dr. Wilbur Sowder from The College of New Jersey, forwarded yesterday’s blog post to him, and Jerry wanted to offer his words of encouragement for Project 180. I had no idea that the word of the project had arrived on the East Coast, but I was thrilled to learn that our community is growing. Welcome Jerry and Dr. Sowder! We are pleased to have you as members of our small community.

Happy Friday, all. West Coast peeps be safe in the storm.

Thirty one days in, and we have reached an important milestone in Project 180. The first formal assessment is in the books…well, it is soon to be.  A lot of work remains for me, but the kids’ work is done. And now, at this juncture in the journey, I can take stock, reflect, and seek out better as we make our way to the next milestone in the Project’s evolution. Do. Learn. Do Better.

Here are some random ruminations running around in my head that have led to some revelations/changes in the first month.

1. In line with my belief that my primary role as a teacher is that of an opportunity provider and possibility peddler, I have begun calling our work and assessments by different names. Our work will now be called “practice opportunities,” and our assessments will be called “performance opportunities.” Truly, I feel that both are opportunities to learn, opportunities for feedback–the fuel for learning. And when we give kids the necessary nutrients, growth is possible. Opportunity. Possibility.
2. Changes bring changes. Names matter. Though I will no doubt slip back into old habits from time-to-time and call it grading, I no longer grade student work. Even more, though I suppose technically it still is, I no longer feel like assessing student work is the most fitting name for what I do. I don’t grade; I don’t really assess; I give feedback. So, I am going to coin a new verb. I “feedback.” I give fuel (feed) back to the kids, so they may grow. So, as it goes, I don’t have a pile of performance opportunities to grade or assess. I have a pile of papers to feedback.
3. Environment. Stemming from their own experiences, even those who aren’t teachers could generally describe a classroom testing environment. No talking. Eyes on own paper. Cover your answers. Desks clear. Phones away. Tests in by end of period. And so on. We’ve all lived it. Here is what the performance opportunity environment looked like yesterday.
   1. Open resource. Kids could use any assignments, notes, resources at their disposal–a benefit from doing the practice.
   2. No talking. But this was not to prevent cheating. In the P-180 classroom, there is no reason to cheat with an A in the grade book. No talking is simply a way to ensure an optimal, distraction-free opportunity for kids to do their best work. It’s a consideration, not a restriction.
   3. Plugged in. Some kids claim that they do better with music in their ears, and while I have my doubts and reservations, I am trusting them to know best what they need. The proof will be in the performance.
   4. Phones out—during their brain break. My cellphone policy hinges on my promise to give the kids a 3-minute brain break every day, even on performance opp. days. A promise is a promise. So, the kids took their 3 minutes when they chose. I can’t build trust if I don’t give them opportunities to be trustworthy.
   5. No Time. Though nearly all finished, a few each period needed extended time, so I let them take the PO home. It’s all about their demonstrating their abilities against the standard. I want them to have what they need to do their best. If that’s time, it is an easy give. I suppose they could con someone into doing it for them, but really, in the end, it serves no purpose. It won’t affect their grade, only their learning. I have to trust.

Of course, I have more “random” running through my brain that I will capture and share another time, but for now, I’m out of time. Gotta get ready to provide opportunity and peddle possibility. The journey continues.

Happy Thursday, all.

Yesterday, I made a withdrawal on an investment. It was not planned, but the moment found me, and I moved on it. It happened as I was wrapping up the last few feedback conferences in 6th period. The conversation below was the catalyst.

Cheyenne: (quietly, anxiously) Hey, Sy, can I still turn in those essays that I didn’t do?

Me: Of course. Always. If you find value in doing them. Is it because they are showing up as missing in the grade book?

Cheyenne: Well, no. Yes. I mean. I just feel bad for not doing them.

Me: Okay, but I don’t want you to feel bad. I don’t take it personally. Of course I am disappointed that you didn’t do them, because I believe you are missing out on opportunities. But I am not going to hold it against ya, kiddo.

Cheyenne: (with sincerity) But I want to do them.

Me: Well, of course you can, but I maybe have a better idea. Let’s chalk it up as what’s done is done. We are not so far along that you are being left behind, and there will be plenty other practice opportunities around these skills, so let’s not worry about catching up on what’s passed; let’s instead focus on what’s to come. The choice is yours chica, but I’d rather see you take this experience and commit to making a more concerted effort to capitalize on future opportunities, than overwhelming yourself with both. Okay?

Cheyenne: Okay. Thank you.

That concluded the conferences, and I was then on to helping kids with their My Learning projects, circulating around the room, engaging them in conversations about their topics, helping them find that “just-right” EQ. But, as I circulated, I reflected. I reflected on my moments-ago conversation with Cheyenne about her missing work. I reflected on the feedback–push back–I was still getting on the essay of the week. I reflected on some private doubts that occasionally seep into brain about 180. And, then, I decided. I decided it was time. It was time to make a withdrawal on the thirty days of deposits that I had put into P-180 and the kids.

It was in the last few minutes of the period. I asked for the kids’ attention. Sat in front them. And began by sharing–with permission–Cheyenne’s and my conversation. One, I wanted to show her that she was not alone. Two, I wanted to use it as leverage to get my less-productive kids to reflect on their own choices a month into the year. And, finally, three, I wanted to use it as an opportunity to continue my ongoing efforts to get the kids to see learning differently. And, it was then that I decided to make a withdrawal by calling kids out with a let’s-get-real/tough-love conversation about their learning. It went a little like this.

“Okay, since we’re here, I’m gonna call a big fat BS on the essay-of-the-week bashing. First, generally speaking, the ones complaining aren’t the ones doing. And if you’re not doing them, I’m not entirely sure what you’re whining about. And quite frankly, as time goes on, the less you do, the less I am willing to listen. Sorry.

Second, let’s take a closer look at what it is that I am asking you to do with the essay. It is a practice opportunity. It is a structured activity for you to practice getting your thoughts on paper in an organized, purpose-driven manner. I have set a 250 word maximum, asking you to spend no more than 15-20 minutes. 15-20 minutes per week. When was the last time that any of your other teachers gave you 20 minutes of homework–for the week? The week. And on top of that, more or less, I generally provide at least that much time in class, so really for some, it’s never homework. Beyond that, it is my opportunity to give you feedback on one, never more than two, learning targets, directly linked to upcoming performance opportunities. In addition, you have made a lot of comments about the EOW’s, and I have listened and responded. I have not only stated and restated my case for them, but I have also indicated that I will find ways to lighten the load when I can. This week, I did not give you an EOW because we have an assessment. And, last week, your EOW was a “3-sentence essay. This is too much?

And, finally, third, let’s take a look at your learning. Your learning. I have given you ownership, and with that comes responsibility. And frankly, some of you have yet to take that responsibility, and that worries me. If you are not practicing, you’re probably not learning. Learning requires feedback. And if you are not turning practice into me, I can’t give you feedback. And you are missing out.

So, what’s the plan, chicos? We are a month in, and there have not been so many missed opportunities, but as we continue down this path, a path that is not going to change, I’m not sure how many opportunities you can afford to miss. I am here. I will give you all I have–all, but that is not enough. In the end it comes down to you; it comes down to how much you give. I think it’s time to start giving yourself more, young friends. After all, It’s your learning.”

And the period ended. Abigail gave me a fist bump and thanked me for the pep talk, the rest of the kids said “laters,” and we went on our way. I’d like to think that my withdrawal yesterday did not put me in the red, for I believe I have made ample deposits to this point, but if it did upset the balance, I will continue making deposits until all is righted. I have two more withdrawals to make in 2nd and 3rd period. Ah, the many pleasures of teaching.

Happy Wednesday, all.

Yes, feedback is critical, not personal, but when it’s delivered personally, it’s not taken quite so critically.

In yesterday’s post about learning stories, I remarked that the Do-Learn-Do Better approach to learning is not only something I push on my kids, but it is also something that I push on myself–both personally and professionally. It is how I try to live my life. And yesterday, as I sat down to help my kids pen their next pages with my feedback on a practice activity, I added a few lines to my own learning story.

If I plugged it into the template that I shared yesterday, it would go something like this.

What I did: Over the weekend, I spent a lot of time poring over kids’ practice activities, writing lengthy comments, indicating if they hit the target, providing feedback for growth. I promised them that I would have it back to them before the assessment on Wednesday, and I was able to get 2nd and 3rd period done, but 6th would have to wait till Tuesday, which was not ideal, but I would still honor my pledge to get it back before the assessment. So, as the kids continued working on their My Learning Projects, I sat down with each kid in 2nd and 3rd, sharing my feedback, giving tips for a better performance on the assessment. This went well.

Bummed that I did not have 6th done, I decided part way through 3rd period that I would just sit down with kids during 6th and assess it on the spot, verbalizing face-to-face my feedback in real time. This went better. I’ll explain.

What I learned: Rather, what I remembered. I’ve known for a long time now that I can get more done in a shorter amount of time in a face-to-face conference with a kiddo than I can writing lengthy comments in isolation.  But for some reason, I forget, and I revert back to old habits, spending way too much time writing way too many comments that the kids won’t likely read anyway. It’s not efficient. But my learning yesterday was more than a reminder about efficient practice.

About halfway through 3rd period, I realized that my conferencing with the kids was simply my reading my comments to them. Of course, it wasn’t just that. I also attempted to set their minds at ease, assuring them gently that my feedback was critical, not personal, wishing them luck on the upcoming assessment, yada, yada, yada. And, at this point, it dawned on me that I could just sit down with kids during 6th and get it done. And I did, but I also learned something along the way.

Yes, feedback is critical, not personal, but when it’s delivered personally, it’s not taken quite so critically. With pen in hand in isolation, I become the distant critic of the work. Sitting beside a kid, I become the caring coach, offering a critique of their performance.  And while the content of my feedback is basically the same, the delivery and reception of my feedback take on a different feel, as the student and I engage in a real dialogue about their learning, a sweet symphony of the verbal and non-verbal, striving for harmony.  Indeed, the song was better sung 6th period.

What I will do next time: Next time, I will not forget. Next time, I will remember that I can do so much more for kids in person than I can in isolation. Of course the struggle has always been and will continue to be carving out the necessary time. But I can and will make it happen. I have to. It may be the most important role I can play in their stories. Next time, I will do better. Ever better. Next time…

Happy Tuesday, all. ‘Til next time.