“Sy, I didn’t quite finish…”

“Um, I didn’t get a chance…”

“I got the passage read and annotated, but…”

“I’m sorry that I didn’t…”

Trail Talk

Yesterday, was our first big turn-in day. “Life is Lit” work was due. The kids had to have read and annotated the passage, and they also had to have completed the “Identifying Theme” sheet. Many did. Some didn’t. My response?

(To the whole class)“Okay, here’s the deal, chicos. There should never be any unnecessary stress in this class. You did it or you didn’t. But either way, you need to own it. You need to take responsibility. I appreciate that many of you are sincerely sorry for not getting the practice done, but I don’t want you to be sorry; I only want you to do better. So you didn’t get it done. Life goes on. Mistakes and regrets are simply part of that, so take this as an opportunity to reflect and do better next time. That’s the best thing you can do for me. That’s the best thing you can do for yourself. Let’s get down the trail.”

Let me explain. Of course, I care if the kids get the work done on time. That’s the ideal situation in any classroom–graded or no. But the reality, in any system, with any approach, is that there will always be some who don’t get it done. In some systems, kids are penalized for that. In my system there is no penalty. But there is opportunity. To learn. To do better. In my system, there is only practice and performance. I work hard to make sure that the practice matches the performance, so my kids are prepared when they have to perform.

Yesterday, without having done the practice, some kids learned that they were not prepared for the day’s work. It was hard. They were lost. And I seized upon that lost moment. And by the end, there were many aha’s as kids began to realize that the practice I had placed in front of them was necessary work, not busy work. I am expecting a lot from my kiddos. I expect them to perform at their best. And as many had to go back to the proverbial drawing board yesterday because they could not get over the bar, I believe that the notion that work will pay off began to click. And it’s that “click” that I seek. I want them to discover on their own the connection between practice and performance. I want them to discover the struggle that comes with neglect, and I want them to discover the triumph that comes with dedication. And I don’t need to penalize with points to achieve that end. I just need to push and support them along their way.

Here’s a peek at our work from yesterday.

Today’s Trail

Along today’s trail we will…

…begin with smiles and frowns.

…clean up some of the work that’s cluttering our way.

…reflect on our week in our Journey Journals.

Been a great, first full week. Such great kids. So many awesome experiences lie ahead. Have a great weekend, all.

Do. Reflect. Do Better.

“I’m lost,” she shared.

“Awesome,” I exclaimed.

Taken a bit by surprise, she and her friends cocked their heads, furrowed their brows, and smiled their doubts. Awesome? How’s that awesome?

“Let’s get found,” I smiled with reassurance, thanking her for getting lost, thanking her for providing a path for her learning. I love it when my kids get lost. Wish they would do it more often.

Trail Talk

The work’s begun. And so has the confusion. Yesterday, we began our weekly, Wednesday, “We-are-grammarians!” days. Not the most inspiring or exciting day of our week, but alas a necessary one. There are realities on my kids’ horizons that require that they have some knowledge, some skill with grammar, so I devote a day to it. But I don’t make that day about drill and kill. And I work hard to connect it to our work as writers, focusing mostly on syntax and creating practical pathways to application, but first there has to be some foundational work. Yesterday, we started laying a foundation. Here’s how I go about it.

First, I make some assumptions, but because they are assumptions, they may not be entirely accurate. But, in a world without enough time, I have to make sacrifices. And I tell the kids as much. I tell them that I am going to assume that they have had experience with some elements of grammar, and that I will not spend the time teaching that which I assume they “already know.” I assume that they know the parts of speech. I recognize that this assumption is outta whack. Kids’ “knowing” is all over the place with this, but I am not going to take the time to reteach them nouns, which they have likely “learned” every year since second grade. And I am not going to “put them to the test,” penalizing them for their “faulty memories” of things apparently not important enough to remember. But, that said, I do want them to have a working understanding of the terms I use, of the language I speak. So I provide for that.

Second, I believe in resources. I believe in the “real-world” real learners use resources. I think of the myriad resources at my disposal that I use daily to move my own learning forward. I don’t rely on memory if I don’t have to. And in truth, I have very little space in my RAM, so I do what learners do, and I Google it. Okay, that’s an oversimplification, but it’s not entirely off the mark. Learners need resources. Resources are abundantly available. So learners need to use resources. And so, I allow resources on all assessments. For my class, those resources come in two forms: My Sources and Sy Sources.

My Sources. Yesterday, the kids created their first My Source. For things that are review, for things assumed, I give the kids an opportunity to create their own sources, sources that fit them, sources that they may use on assessments. Below are some My Source examples that kids created for the parts of speech.

Importantly, I have to remember that “My Sources” are their sources, and though I want to jump to conclusions about and offer criticisms of their “sources” from the view through my teachers lenses, I don’t. Their sources will be helpful or they won’t. They will discover either way. And from their discoveries they will learn. They can always go back and add to their sources if they choose.

Sy Sources. These are the sources that I create for the kids. For those grammar elements that I deem more important, that I am going to teach, I create the resources. I used to have them copy them down in their notebooks, but I find note taking monotonous, and I also find it using up time that I don’t have. So I make the notes. I know that there is some power in having the kids write the notes themselves, but for me, that power is not greater than the time it takes. Kids keep these in their folders, and are they allowed to use them on all assessments.

Practice for Performance. In my class, we practice to perform. I provide ample practice opportunities in the same form that the performances take. For sentences, I use an approach I call TSX (see below). It is the same approach for both practice and performance opportunities, opportunities for me to give feedback.

Note: In the last example, I got distracted and didn’t write about sleep. I don’t know why I wrote about barking dogs. It was two periods before the kids called me out. 

Lost and Found

Yesterday, Sara got “lost” in the practice. Turns out she wasn’t alone. But she was one of the brave who was willing to admit it. And because I want my kids to get lost, I will celebrate aloud when they do. I will throw “awesomes” out there. I will hold my heart and “moon” out loud that they need me when they raise their hands. And I will also exaggerate my disappointment and heartbreak when it’s only that they want to go to the bathroom. Can’t help you without that kiddos.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…take aim at integrating text evidence with our first Life is Lit passage. I will share more about this in tomorrow’s post.

…reflect in our Journey Journals.

And that’s our day. Excited to get lost with my kids today. Have a great day, all.

Do. Reflect. Do Better.

“I am not a writer.”

“I am a writer.”

“I am not a writer.”

“I am not a writer.”

“I am a writer.”

Trail Talk

And that’s what I heard as we ended our day. I asked the kids to begin their Journey Journal reflections with one statement or the other, choosing the one that best described their mindset as a writer. After writing their explanations, I asked them to “publish” their statements by sharing them aloud as we went around the room. Importantly, I asked them to not be “teacher pleasers,” asked them to give real answers. Their first and most important role in my class is that they be themselves, and in this I expected no less. Kids have to be real, but I have to provide the freedom, the “safety” in order for them to be so. And I believe, their statements yesterday were real reflections of how they feel about themselves as writers. And while I was thrilled by their honesty, I was deeply discouraged by their revelation. I have a room full of kids who cannot, will not call themselves writers. Yet.

I aim to change their mindsets. You see, I don’t only want them to become better writers, but I also want them to change how they view themselves. And that will be no easy task, for they have long existed in a system that has conditioned them to be “completers” of writing assignments, not to be writers. A few have been lucky enough to discover the role of writer,–the power and beauty of their voice, but far too many have not even really been given a fair chance. I seek to change that along our journey this year. And so, I have increased my burden, filled my pack with a leaden task, but it is a task worthy, for if kids can change their mindsets here, then I believe the world is theirs, for writing is power. And that’s the crux. I want my kids to be empowered by the role of writer. I want them to be cast for life as the wielders of their potent voices in a world moved by words. And that, I believe, begins with their belief. And so, that is where I will begin. In fact, I already have. It began on day one.

“I hope you discover the unique power of your voice. Language is power, a power available to all. It is not reserved for a select few. You have language, which means you have power. I will help you find your way, but it begins with your believing that you have power. I so hope you make this important discovery this year.” (from Student Letter)

“I hope you discover the power of a growth mindset. I firmly believe that our attitude about anything means everything. With that, I would like you to add a tiny word with gigantic implications to your learning vocabulary. Yet. I hope it helps you bridge the gap between “I can’t” and “I can.” (from Student Letter)

“Role #4: Writer. This is also a worker role. My hope is that you write more this year than you have in all your other years combined. I believe this is perhaps one of the most important skills you can develop for life now and later. I need you to be a writer. I want you to believe you are a writer. We are writers.” (from Roles, Routines, Rights, and Responsibilities)

“Monday is a We Are Writers day (WAW). As the name suggests, we will be writing every Monday, working on either the assigned writing or our Passion Paper.   Tuesday is also a We Are Writers day (WAW).” (from Roles, Routines, Rights, and Responsibilities)

Okay, so I am peddlin’ propaganda and practicing amateur psychology. But my intentions are good. I really want my kids to change their mindsets. And I will work hard to that end all year long. Of course, it’s not like teaching writing wasn’t hard enough already, but I can’t teach writing to kids who aren’t writers. So, instead, I will focus on teaching writers to write. We are writers. Hear it. Say it. Believe it.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…continue with Seedfolks.

…introduce “We Are Grammarians” Wednesdays. Needless to say, I do not feel the same passion here to change mindset as I do with writing. Still, there are realities that the kids must face for which I can prepare them. Too, if I am intentional, I can further empower them as writers here. And really, that is my goal. Tomorrow, I will share  how I am approaching that this year.

…reflect in our Journey Journals.

And that’s our day. Had some great initial writing conferences with kiddos yesterday. Beyond the rah-rah mantra stuff, conferences and feedback will be my greatest tool for helping my kids discover their power as writers. So excited to continue my journey with these lovely little humans. Happy Wednesday, all.

Do. Reflect. Do Better.

“But more, I am asking them to trust me. Only eight days in, that’s a lot to ask, but I will do all that I can to earn that trust–every single day.”

Trail Talk

One of the best things about teaching the same class four times a day is that I get to see my growth in real time; I get to make mistakes–and I make plenty, but doing so lets me live my mantra: do, reflect, do better. Yesterday was no exception. I just wish it hadn’t taken me half the day to find my new better.

Mistake #1: Second period, my first of the day, was only fifteen minutes long due to a sophomore class meeting. The kids returned and I decided to roll out the narrative essay assignment. Yeah, good idea, Sy. Judging by the number of questions I got from the later periods, I will be redoing that. Haste makes waste, and now I will go back and apologize and clarify.

Mistake #2: Third period, full fifty-five minutes. More time. More clarity. But failure to launch. Stymied by a room full of kids who have been conditioned to “write to complete,” I discovered that my–what I thought was–inspirational kick off was more show than go. Though I encouraged them to take their time with the pre-write, and though I cautioned them that our first ideas are rarely our best ideas, many–too many–of them latched on to the first idea that popped into their heads and set to asking how long the essay had to be. Ugh. I hate that question. I often respond by asking my own question, “How long does a bridge have to be?” Answer: as long as it needs to be. I don’t give length requirements for essays. I ask the kids to achieve their purpose with their essays. Thus, length will vary. And though I always find the “length question” annoying, I have to remember that that’s how they’ve been trained, and so I have to be patient. And I will be. I will also go back and apologize and redirect third period.

Reflection: Fourth period. Different class. Different focus. But I am preoccupied with second and third behind me and fifth and sixth on the way. Gotta find my better. After lunch, and only moments before rolling out the essay, I had a thought. And I put the statements in the above picture on the board, asking kids to have a conversation with a neighbor about the differences between the two. What follows is a good discussion as a class, and an opportunity for me again to sell the notion that I need them to play the role of writers; I need them to believe they are writers.

But I can’t expect that just because I mentioned that to them last week and I remind them with my corny mantras that they will instantly become so. It’s gonna take time, and it’s gonna take a lot of work. And I am going to have to give them experiences that buck the notion that has been cemented into their heads that writing–that learning–is a transaction. I want both to be an experience. I asked the kids to not write to get done in my class. I asked them to just write to get better. Yes, I am asking a lot of them, for we will write–experience writing–eight “essays” this year. But more, I am asking them to trust me. Only eight days in, that’s a lot to ask, but I will do all that I can to earn that trust–every single day.

And so, it got better. I got better, and by the end of sixth period, I felt I was sitting among a room full of kids who were willing to be writers. And for me, that was a huge first step. I am just bummed that it took me half the day to get there. Thank goodness for redo’s.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns. Only a small handful of kids passed yesterday. And that makes my heart glad. I am hoping it’s a sign that they are becoming more comfortable with the classroom community. They will always have the right to pass, but it bums me out when they do, for it’s a missed opportunity for us to learn about them.

…read one more chapter from Seedfolks. Almost done. Love reading to the kids, and they are enjoying the book. Plus, it is a good anchor text for us to reference when I introduce theme, which has been the plan all along.

…resume pre-write for essay and maybe begin drafting. Maybe. In no hurry, especially since I am going to reload and try again during second and third. We are writers.

…take our Brain Break. I know to some that this may seem an unnecessary provision, but it has resulted in my having zero phone issues. I give them three to four minutes to stand, stretch, talk, check phones, etc. So worth it.

…reflect in our Journey Journals.

…conclude with our Mindset Mantras. Yesterday was my first attempt at this. And by the end of second, I found it better placed at the end of the period. So, from here on, this will be what ends the class each day. Not a terrible thing for kids to hear they are awesome as they leave the room. Not a terrible thing at all.

Happy Tuesday, all.

Do. Reflect. Do Better. 

“With seven days behind us, the stage is set. We have already established the 4 R’s (roles, routines, rights, and responsibilities) and we have begun forging the fifth: relationships. I set a slow, deliberate pace for that reason, and now we will pick up the pace as we dig into our work. I am ready. The kids are ready. Here we go.”

Trail Talk

“What happened to our desks? Why are all the chairs in a big circle?”

I introduced Community Circle on Friday. For the majority of the period, we sat in a big circle and built community. I present prompts, and we go around the room, sharing our responses. As with Smiles and Frowns, kids always have the right to pass, but few passed as we spent the time getting to know the members of our community. We will do this on the first Friday of every month. Here are the prompts from our first Community Circle.

• Would you rather be by yourself or in a crowd?
• What do you miss most about summer?
• What has been the highlight of your school year so far?
• Share a movie or show that you have watched multiple times.
• Share a pet peeve.

I have done Community Circle for years. Yes, it takes time, but I think it is valuable. It is such a great way to build community. In the past, some of my colleagues have been critical, calling it a waste of time. I am sorry they see it that way. I have never found time spent getting to know my kids a waste. Never.

With seven days behind us, the stage is set. We have already established the 4 R’s (roles, routines, rights, and responsibilities) and we have begun forging the fifth: relationships. I set a slow, deliberate pace for that reason, and now we will pick up the pace as we dig into our work. I am ready. The kids are ready. Here we go.

Today’s Trail

Along today’s trail we will…

…begin with smiles and frowns.

…read one more chapter out of Seedfolks.

…introduce Mindset Mantras. For the next two weeks, I will say column one. I am sure that some of the kids will find this corny, but they will survive. They might even start to believe it. If that’s the case, corny is worth it.

…introduce Life is Lit passage #1. Every Monday, kids will get a new Life is Lit passage. Theme is one of our must-meet focus standards, and this is one way that we will focus on it. By Thursday, they have to have it read and annotated, and they also have to complete the “identifying theme” handout that comes with it. On Thursday, we will discuss and use the passage for quote integration.

…take our Brain Break

…introduce our Narrative Essay, Truths from the Human Experience. This is the primary focus for the day. Kids will have to write in four modes this semester: narration, description, argumentation, and definition. For narration, we will tie into theme. The accompanying handout on theme is very similar to the one above; it has been adapted to be used as a pre-writing tool.

…capture our day in our Journey Journals.

Busy day ahead on the trail. Eager to dig into the work with my kiddos. Happy Monday, all.

Do. Reflect. Do Better.

 

“And so I face my doubt–look straight into it, and if in that moment I find myself looking back, I know I am okay, for I am whole, my halves complete: courage and doubt; can’t have one without the other.”

Trail Talk

With some final preparations today, the stage will finally be fully set for us to start down the trail on Monday, which will begin our first full week of the year. In some respects it has been my slowest start in twenty-two years,  but in many other respects, it has been my most productive. And I attribute that to my giving myself permission to take the time to do the things necessary to set the stage for our learning journey. And while it has not been easy to resist the urgency to charge ahead, I am glad that I have stuck to the plan, glad that I have exercised discipline in keeping the faith that I am making the right decisions.

Some of the kids are restless, made more so by the fact that this is quite different from the reality of their past and the reality of their present outside room 211. Many of my colleagues, especially those with whom I share honors students, have engaged their warp drives and are miles ahead, hours of homework and assignments beyond, with quizzes already in the books. I am not saying that’s bad or good. I am simply saying it is. And, as such, it is different. And that has created some doubt for some of the kids, and if I am honest, I, too, have felt tugs of doubt, wondering if I really am making the right decisions, but when one takes risks, one must confront doubt, else he is really not risking anything. And so I face my doubt–look straight into it, and if in that moment I find myself looking back, I know I am okay, for I am whole, my halves complete: courage and doubt; can’t have one without the other.

And so I stand. Resolute and secure in the knowledge that while I may not be making the right decision, I am making my latest best decision, one I must own until I learn and can do better. Maybe that’s the right decision.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns

…continue considering character, community, and conflict with Seedfolks. 

…build community with Community Circle.

…capture the day in or Journey Journals.

Shorter periods today. Easy agenda. My restless ones will have to be restless just a bit longer. They’ll survive. And so will I. Have a great weekend, all.

Do. Reflect. Do Better.

“We are creators of culture, and the choices we make give life to the environment that we share with our kids.”

Trail Talk

“I forgot to share the grading policies with my parents last night. When is it due?” 

“When you get it to me.”

(Deep exhale) “That’s why I love this class. No stress.”

Katarina panicked a bit as her peers were handing me their signed grading policies. I had distributed and explained them only the day before, asking kids to take them home to share with parents, returning them to me with a signature by week’s end. Many kids returned them the next day. Katarina didn’t, nor did some of the other kids. I didn’t expect them the next day. And I didn’t expect her to panic, but I wasn’t surprised either. In the compliance-based realities of their school experiences, kids have been conditioned to respond as such, fearing at least that they have disappointed the teacher, fearing at most that they would be penalized for missing a deadline. And from that place of fear, they panic. They stress.

I am trying to change that. I am not suggesting that deadlines are not important. I am certainly not suggesting that helping kids develop responsibility isn’t of value–remember, I am giving them ownership over their learning. But I am suggesting that we don’t need to create panic, stress-inducing situations to hold kids accountable. And, as I believe with much that transpires in the classroom, in that there is a choice. Our choice. We are creators of culture, and the choices we make give life to the environment that we share with our kids. I choose not to scare my kids down the path of responsibility. I choose to guide my kids in that direction, lending a hand when I can. And that hand doesn’t have to be heavy to help them discover the freedom and power of accountability.

Katarina will have the signed paper for me today; I have no doubt. I trust that being responsible matters to her. And I am willing to give her the freedom, the room to show me that. I don’t need to play the stress card to create that situation. I have better cards in my hand. And while some may think that kids love my class because “it’s easy,” they misinterpret what they see. Katarina did not say that she loved my class because it was easy. She said she loved it because there’s no stress. I believe we can create challenging experiences for kids in ways that minimize unnecessary stress. And it starts with a choice, and that’s in our hands.

On a separate note, Open House went really well last night. Parents seemed receptive to my approach to learning. Of course, ten minutes is not nearly enough time to do it justice, but I think I managed to plot the course for the year.

Trail Talk

Along today’s trail we will…

…begin with Smiles and Frowns.

…continue considering character, community, and conflict with Seedfolks. 

…introduce responsibilities.

…finish and share “Twitterviews” for reading and writing stories.

…capture the day in or Journey Journals.

Not much new today. Looking forward to wrapping up the “stage setting days,” and diving into the work of the journey next week. Happy Thursday, all.

Do. Reflect. Do Better. 

Roles

Here are the various roles that I will need you to play over the course of the year. Sometimes, our day’s path will require you play one specific role; most times, our path will require that you play many simultaneously. Either way, I promise I will not ask you to stretch yourself beyond your limits. You got this.

Role #1: Yourself. This is your most important role. I need you to be who you are. I realize that the setting in which we find ourselves sometimes impacts our ability to be ourselves, but my hope is that the classroom community and culture we create during our time together will give each of us the comfort and confidence to be who we are. This is the role that matters most to me as I join you in your journey this year. I am excited to know YOU.

Role #2: Valued Community Member. This is your second most important role. At present, many of us are not well-acquainted, but we are in this together either way. And as we will spend a lot of time together both struggling and celebrating over the days to come, my hope is that we establish a community that is rich in relationships and in excess of empathy. We are a community.

Role #3: Reader. This will be one of your worker roles. Lots to read as we explore various texts along numerous paths, discovering the power in others’ words. I need you to be a reader. I need you to believe you are a reader. We are readers.

Role #4: Writer. This is also a worker role. My hope is that you write more this year than you have in all your other years combined. I believe this is perhaps one of the most important skills you can develop for life now and later. I need you to be a writer. I want you to believe you are a writer. We are writers.

Role #5: Mistake Maker. Another worker role. By now, you know there are no penalties for mistakes in our room. In fact, mistakes are enthusiastically encouraged as they are launching points into learning. Mistakes lead to learning. We will travel down many mistake paths this year, which means we’ll find lots of learning. We are mistake makers.

Role #6: Reflector. Last role but no less an important one. By now you also know that I will expect you to add to your learning story each day in your Journey Journal. Each day we will end our time together, reflecting on and sharing from our day’s experiences. Reflection is such an important part of learning. I really need you to become reflectors.

Trail Talk

“I don’t know about all of recorded history repeating itself, but there are certainly aspects of my life that tend to repeat themselves. In particular and of the moment is my inability to plan effectively for the first few days of school. I always fall into the I-think-I-have-more-time-than-I-really-do trap, and this year, rushing headlong down the trail, I fell victim once again. Same trap for twenty-two years now. Old dog. Same old tricks.”

This is one of my five (keeping a journal in each class) Journey Journal reflections from Friday. I always underestimate the out-of-my-control variables that impede progress on the first few days, and we are already behind, but I am not completely without wisdom from my past adventures. Yes, we are behind, but rushing ahead will not necessarily catch us up, so I will keep the pace I planned: seven days to set the stage. I may, indeed, have to change a few of the props, but the show will go on as planned.

Today’s Trail

Along today’s trail we will…

…check in with Smiles and Frowns.

…discuss our approach to learning (grading policies). Finally getting to this today. Really, it’s introducing a new language, and as such, the kids will have lots of questions, and the unfamiliar will be uncomfortable for them for awhile. I have to remember that they have been speaking “grades” for ten years now, so I cannot expect them to pick it up immediately. It will take time, and it will take patience. But my earnest hope is that kids leave me “fluent in feedback” come June.

…establish roles (Roles, Routines, Rights, Respsonsibilities). Over the next four days, I will roll out the 4 R’s. Today, I will focus on the roles that I would like the kids to fill over the course of our journey. Again, my goal here, with all of these, is to create a year-long experience, not a fill-your-seat, do-your-time, episodic approach to learning. 

…continue considering, character, community, and conflict with Seedfolks. 

…capture the day in or Journey Journals

And that’s what’s on the menu today. I know I am taking the slow approach. But I am asking kids to do things that they have never done before, to follow new trails so they may discover new possibilities. And with that, I have the responsibility to make sure that they are ready for what lies ahead.

Do. Reflect. Do Better.