My early-morning routine generally begins with a cup of coffee and a quick cruise through Facebook, the news, and Twitter. And while I am catching up on the world big and small, in truth, I am frequently looking for inspiration for the morning’s post. It is not always easy to come up with ideas at 3:30 in the morning–every day, so I seek my muse and I often find her in the Twitterverse. The graphic above caught my eye, and since I really had nothing else on this early Monday morn, I grabbed it. Here it goes.

I’ve spoken before about influence and power, highlighting the differences, advancing the former as the banner, the beacon in the P-180 classroom. Power does not belong in the P-180 classroom. It necessarily leaves as soon as we hand the A’s to the kids. But influence doesn’t magically appear in the vacuum of power’s exit from the stage. Influence is not incidental. Influence is intentional. And intentional influence is at the center of success in the P-180 classroom.

It’s funny how sometimes we don’t know what we know until someone or something shows us what we know. For me, in this particular moment, that something was the above graphic. It’s as if Ms. Vora divined what was going on in my muddled mess of a mind, and she captured it–beautifully. Thank you, Tanmay. I don’t know you, but I feel like you know me, at least that which makes me tick.

Of course, I am not suggesting that I am the things that she highlights. But I am suggesting that I work at those things; I work hard at those things. To some degree, I believe I always have as a teacher, but now it’s not a novelty; it’s a necessity. I have to work at these things to keep 180 alive. And now that these things have finally taken form, I will work even harder–with even greater intention–to create the influence I need to change education–within and without. In the end, if I am honest, it won’t be enough  to change the world in 211. I want to influence others to make their own changes, to make better the worlds of our kids’ educational experiences, our kids’ journeys. You see, I believe we can change the world. One classroom at a time.

Happy Monday, friends.

Some words from the kids this week. They are the best. Such good companions on this journey. Lucky to be among them.

“Syrie, to be honest, your class takes so much stress off me, but I still feel like I’m learning more in this class than if there were a grade involved. Thank you! –Aidan

Aidan, I’m happy that this class and approach have helped relieve some stress for you. I am also happy to hear that you feel like you are learning.

“I think the Learning Log every 4 weeks will be a good idea.” –Layla

Layla, thank you for chiming in on the discussion about this topic. I value your input. See the next comment and response.

“This system is great, but one thing about our new idea to have Learning Logs every three weeks is a little counter-intuitive to the plan for having one a month. Due to the planning of it, we will only have one a month anyway, just at different times.” –Anonymous

Anonymous, good point. I had pretty much arrived at the same conclusion, and since I was already leaning towards every three weeks, and since it will still essentially be once per month, I think it will end up being a satisfactory solution for all. 

“I am happy to be in this class because I haven’t only learned about how to survive in school but also life. I feel like most of school only applies in the classroom, but this class will help me in everything that I do. We don’t get “grades” in life, we only get opportunities to be a better person. Thanks so much for the opportunity! –Anonymous

Anonymous, so happy that you have discovered the essence of the approach: opportunity. That is what it’s really all about in the classroom AND in life. Wise words, young friend.

“I really enjoy this class because it is super laid back and super fun. I love how we can learn and not be based on a letter grade. You are a wonderful teacher. Also, I want you to know that I like getting the EOW and the TOW on Friday and having it due the next. Thanks for everything, Sy.” –Hanne

Hanne, thank you for your feedback this week. Glad that you are enjoying the journey. So happy that I get to experience learning with you this year.

“Sy, I’m sorry that I haven’t gotten a lot of the work done. It’s just always buried under other classes’ work. I feel like for this system to work every teacher has to do it.” –Anonymous

Anonymous, no apologies necessary. Sorry that you find yourself buried by work. I wish, too, other teachers would, if not follow, at least re-evaluate their approach to grading, teaching, and learning. 

“Hey, Sy. I just want to first thank you for all the encouragement you give all of us for our work; whether we receive a 1 or a 3 on something, you still encourage us to keep going and keep pushing ourselves. I also want to say how great I think Project 180 is because you’re not only teaching us about Language Arts, you’re teaching us real-life lessons as well. You provide us with learning opportunities but don’t make us do them. Like you’ve said before, that puts us in charge of our learning, teaching us not only how to form a complex sentence but also teaching us self-discipline, and that, in reality, we’re in charge of our own learning and our own life. Thanks, Sy! –Anonymous

Anonymous, thank YOU. Thank you for taking responsibility for yourself in learning and in life. I am impressed and inspired by your wise words. You have discovered exactly what I hoped you would find on this journey. Excited to see how far we make it this year. Again, thank you. 

Happy Saturday, all.

This graphic caught my attention in the Twitterverse this morning, and while it doesn’t fit my thinking exactly, it’s pretty darn close, especially in the sense that learning is a circle, not a line. We have to give kids multiple opportunities to circle back to beginning, giving them not only another chance to prove proficiency, but also–maybe more importantly–another chance to apply new learning. This, I believe, is when growth occurs. But this takes time. Even more, it takes intentionality. The P-180 classroom relies on both.

Intentionality. This rests on the 10 Super-Student Standards, the year-long targets that provide the platform for all learning opportunities, both practice and performance. To be sure, the idea of power or focus standards is nothing new. But in a P-180 classroom, the difference might be in how they are used. In a 180 classroom, they are embedded and scaffolded, infused into all we do–ever present as they cycle, appearing again and again. The standards are selected with a full-view of the year ahead, guided not only by the Standards Du Jour (at present the Core) but also the experience and expertise of the classroom teacher. As I have said in the past, they are the 10 on which we will hang our hats at the end of the year, the 10 with which I, with confidence and evidence, will be able to say my kids have achieved proficiency.

And that is why learning has to be a circle. Thinking back over my years, where–regrettably–learning was more line than circle, I cannot say with much confidence that kids actually learned. Oh, they “learned” enough to get past the test, but I am not confident they “kept” that learning as we rushed into new content, covering as much as we could over the course of the year. Now with 180, I am focused on learning the content, not covering the content. And, yes, there will be some things that we do not get to, and that’s the cost, but there is always a cost. And that is where intentionality comes into play. I have been very intentional in my selection of standards, selecting what I believe will support the challenges that kids face not only now but also later. Of course, a part of being intentional is keeping track of one’s decisions, making sure he has made the right choices, which means I may have to make some changes along the way as I learn. But that fits, too. Do. Learn. Do Better.

Time. The P-180 classroom sets a slow pace. And this takes some getting used to. The problem with a slow pace is that it eats time, and I struggle with this. I worry more than I care to admit if I am taking too much time. I am conscious–very conscious–of the fact that 37 days in we have only had one assessment, and I frequently feel the urge to jump ahead as time disappears on the horizon. But I resist. I pause and reflect and find that while we are not passing by targets and tests like mileposts on a fast freeway, I have been able to provide a steady stream of feedback, way more feedback than I have ever provided at this point in any of my twenty years. And, then, I stop worrying. And, I also find a feeling, a feeling that I have never quite felt before, a feeling that my kids are learning, really learning, and that feels good, feels right. But I, maybe like my kids, have not reached a point where I fully trust my experiences with 180, and so I remain cautious; I remain hesitant to fully let go and trust my feelings. But with each passing day, it’s becoming easier to trust the path that lies ahead. I hope it’s getting easier for the kids, too.

Happy Friday, all.

“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.