The Apology

An apology recently “bookended” my day. The day before, she apologized at the end of 6th, knowing that she had disappointed me. (Doesn’t matter why. Suffice to say, she just doesn’t always know she’s talking. Love her, but she drives me nuts). I accepted. Wasn’t a huge deal. I’d already begun to forget about it before she’d even exited the room.

But yesterday morning, before school, she was back. I was in a meeting with my grade-level team, but she came in and up anyway.

“Sorry Sy. Wanted to apologize again for yesterday,” studying my eyes, taking measure of my response.

Taking measure. But I, too, was taking measure. And in that moment she blocked out the sun, her character rising estimably before me–a giant, as she stood tall in front of two other adults, owning her actions.

“It’s all good, kiddo,” I offered, giving her a high-five, letting her know how much I appreciated her action, how much I felt respected.

In my room one of my core self-standards is that I want kids to feel respected. So I give them respect in an effort to earn theirs. Yesterday, I felt like my efforts have paid off. I don’t expect kids to respect me because I am a teacher, an adult. I want kids to respect me because they find me worthy of their respect. Yesterday morning I felt worthy.

The Applause

He shared. He finally shared. On day 60, Caleb finally shared during Smiles and Frowns. He shared a smile. His peers applauded. It was a beautiful thing. He said more in that moment than he’s said all year.

The Absence

Well, not an absence exactly. I was there. I was just tucked among the kids learning from them, on the day I was being observed, judged. Not once did I stand in front of the kids. I sat with them through Smiles and Frowns, and I continued to sit and sift my way through the room, engaging them on their Truth Projects. My evaluator made her way around the room talking to kids–not me–about our classroom, about their learning.

Oh, there will be a post-ob conference, where she and I will discuss the day, but I will say nothing better than the kids said it yesterday.

The Admission

I have had a secret. But secret’s are hard to hold, so yesterday I let it go on Twitter.

Feel better. It’s off my chest. And I am encouraged by the initial response and possible traction of this particular conversation concerning grades. We’ll see where it goes.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…continuing our media exploration with our “Truth Projects.”

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme

Happy Thursday, all.

Do. Reflect. Do Better. 

Dang, slept late. Sorry. Sometimes the days just catch up with me.

Speaking of days, cannot believe a third of the year is behind us. Gonna blink and it’ll be June.

And it’s at these times, these mileposts (60 days), when I wonder where we’ll find ourselves at journey’s end. I am pleased with our progress so far. I feel like we are hitting a comfortable stride, moving towards the end of the semester with a purpose. Of course, it’s also at these times that old habits haunt, and I wonder if we have gotten through enough content. But then I remember the journey, the vistas, the discoveries, the connections, and I am resolved in the pace I have picked for our path. Hurrying and scurrying are not learning. And, as the path is not paved and each day reveals a new course, we simply make our way. Together. And come June, that’s where we’ll be. Together. Wherever together. Till then, one day at a time.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…making more discoveries with our “Truth Projects.”

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better. 

Won’t You Share Your Story

It’s a beautiful day

For Smiles and Frowns

Won’t you share

Your ups and downs

 

Won’t you share

We all care

Won’t you share

Your story

~Sappy Sy

At the time, it always seems like a good idea, but then, as I look back, I often wonder, “Dude, what’re ya doing? Who are you?”

Yesterday, Sappy Sy took on a slightly different role. See, even now, I talk about him as if he’s a different person, and while he’s not–he’s me and I he–I often wonder how this introverted, self-conscious, inhibited guy gets himself into these goofy, cornball situations. But, even as I wonder, I know that I will find myself here time and again.

In part, it’s the only place where I have ever felt truly comfortable, where I can “dance like there’s nobody’s watching.” I can do that nowhere else. Nowhere. But in the classroom I become someone else. It still surprises me after all these years.

In other part, it’s out of a deep desire to dare and do differently. I want my class to be different. I can’t talk change and not walk change. And so, I walk. Sometimes, the path leads somewhere, and sometimes it goes nowhere. Either way, I just keep walking, learning, and reflecting.

Yesterday, my latest walk was a manifestation of a birthday gift (my Sappy Sy sweater) a deep respect for Mr. Rogers’ kindness and compassion, and a chance to “dance” with my kids. So, I did. And from here on,  I will start Smiles and Frowns by  putting on my sweater and singing “Won’t You Share Your Story,” even during my formal observation tomorrow. Wonder what my principal will think. Hope she has her smile and frown ready.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…practicing the “power of story” with anecdotes.

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Tuesday, all. Sorry for my goofy half. I’ll have a talk with him, and see if I can set him straight.

Do. Reflect. Do Better. 

Eager to wear my  teacher hat again today. I, as most, wear lots of different hats, but aside from father and husband, none fits better than my teacher hat.

And while I would wear it every day, I often find it feels and fits best after a break. It’s as if I need to quit wearing it for awhile to remember. And so, while I am away, I don my different caps. Over break, I played lumberjack, plumber, farmer, and explorer. And though I find such trades deeply satisfying (well, not plumbing), they never fulfill me as much as teaching. It really is a wondrous thing. Glad I had time to remember.

Along today’s trail we will experience…

…reconnecting through Smiles and Frowns.

…the joy of personal reading.

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Monday, all.

Do. Reflect. Do Better. 

Conferences for the next two days. No kids. They get the entire week off. Lucky ducks. I hope they sleep in and find time to just be kids.

See you all back here next week. Have a wonderful Thanksgiving.

Eat. Eat again. Eat some more. 

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.

I don’t issue rules to my kids. I present roles, routines, rights, and responsibilities. I begin with roles because I want my kids to feel present within the various settings and scenes during their experiences in my room. Of all, I want them to be themselves. It is not my goal to script kids within the roles; it is only my goal for kids to find comfort and confidence in the numerous acts that will play out over the year, during which I hope they can find and be themselves. That’s who I want them to be. That’s my wish.

And last week, my wish came true…well, at least for one kid.

I love this. So much. I’m not sure who wrote it. They did not leave a name. And so, I am just going to assume it’s any of my kids. Maybe all. I can only hope.

To be. Just to be. Isn’t that what any of us ever really wants? I’m glad, at least for one of my kiddos, that they found such a space.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…wrapping up Performance #5 and/or

…continuing our media exploration for our Truth Projects.

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Friday, all. Have a wondrous weekend.

Do. Reflect. Do Better. 

Performance Learning. Not sure why I came up with this particular name. I think it followed from using “practice” for our work, and as such, it seemed natural to call our assessments “performances.” We practice. We perform.

The “concept” of the approach is quite simple. I present performance opportunities to the kids, tasks designed for them to demonstrate achievement with our grade-level priority standards. They “perform” and get feedback. They get a marker: 3=hit the target, 2=near miss, 1=far miss. When they miss the target, they get descriptive, actionable feedback that seeks to answer two questions for the learner:

Why did I miss the target?

What can I do better/differently next time?

Next time. That is the key to the Performance approach. There is a “forever” next time, always a possibility to do better. Sometimes it is simply making corrections to a “near miss” or completely redoing a “far miss.” I want there to be a next time, for I believe that is where/when learning happens–responding to feedback. So, sometimes, I ask the kids to perform with minimum prep. It’s almost a ready-or-not approach. Sounds unfair, and if it were a traditional classroom, it most certainly would be, but in this context, they and I know that there will be feedback, that there will be a next time–maybe many next times.

Yes, many next times. If each “time,” is indeed an opportunity to learn, then why would I limit the number of times a kid could learn? Unlike traditional assessments, which let the pieces fall where they may after a test, Performances in my class are predicated on getting everyone to a 3. But wait, is that fair to the other kids who achieved a 3 the first time? Why isn’t it fair? All that a kid earning a 3 sooner than another demonstrates is something that we all know but generally fail to put into practice: kids learn at different rates. We know this. In the Project 180 classroom, I practice this. In the Project 180 classroom learning is not a competition, it’s a mission.

It’s not perfect. I’m sure–I live as if–there’s another better around the bend. And so, as always, I will give chase to improve my kids’ learning experiences, to make things possible.

Possible. That’s the mission.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…continuing/completing our Methods of Elaboration Performance.

…exploring selected media for our Truth Projects.

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Thursday, all.

Do. Reflect. Do Better. 

Last week I asked my kids for feedback. I asked them how I was doing in relation to my “My Room” standards, if they were feeling connected, empowered, valued, respected, challenged, and supported.

Overwhelmingly, kids reported that they very much felt those things and more. In particular, they felt connected and supported, reporting that they felt like…

 “…we are a family.”

“…everyone cares about everyone else.”

“…we are all on the same team, other people care about my success.”

“…Sy will sit down with us and explain things until I get them.”

“…my learning is what matters, not my grade, and I like that.”

In all, there were many, many positives shared, from feeling no stress to feeling like a human to feeling like they have an ally. But as gratifying as all that is, it is not what sticks with me this morning. In truth, something has been poking me for days now. Three kids said, in different ways, that they did not feel challenged. Hmmm. Dang it.

I’m not okay with that. I have written each of them a response to their feedback, not only earnestly acknowledging and lamenting their situation but also sincerely asking them to help me understand what being challenged means to them. And it is this that I am eager to hear. What does it mean to be challenged? 

In school we often talk of rigor and its role in creating challenging, high-expectation situations for our students. But I have oft thought it misused, even abused, generally taking the form of severity and quantity. As such, I have worked for years to make sure my support matches my expectations, believing if I can’t support it, then I shouldn’t expect it. I wonder if that’s where I went sideways with these three. Am I offering too much support? Do they expect rigor in the form of severity and quantity? How will they articulate it? Today, I will hopefully find out as they get back to me. And then I will do better to meet their needs, to help them feel challenged in an authentic, productive way.

As I was dealing with the “pokiness” of what’s stuck with me these past days, I came across a tweet by one of the educators I follow on Twitter, Connie Hamilton.

And it came at a good time as I am sorting through my thinking on what I want challenging to feel like in my room. I had seen similar graphics in the past–maybe this very one, and I have to acknowledge that such things have seeped into my consciousness as I strive to create a space where kids feel challenged in ways that stray from the right in the graphic above. It is from the left that I now draw my strength and conviction to do differently in the 180 classroom, but as I do differently, I have to remember that different looks and feels differently for us all. I wonder if that’s partly responsible for my three kids’ feelings. Maybe it’s different. Regardless, I will do better. I want them to feel challenged. Really, I do.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…applying methods of elaboration to our writing.

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better. 

Morning, all. Rare oversleep for me. So, I am going to lean on a thread I tweeted out this weekend for today’s post.

Project 180 really got its start with challenging convention and smiting the status quo in the grading arena. From offering every kid an A for the entire year–giving the pendulum a shove–to settling somewhere in between with my current select-and-support approach, I continue to wonder and worry about this thing that holds so much sway in the classroom: grading. And as I walk through my wonder and worry, I will continue to attempt shedding light on the fact that we “make” this thing. No one hands us the manual on our way through the door. We are largely making it up along the way. And I think we need to own this, for our making carries serious consequences for kids, especially when we offer up our edifices as irrefutable proof of learning, a thing not to be questioned.

So, as we make and learn better ways, let’s make possibilities instead of hiding behind impossibilities. Things are only impossible if we make them so. We make.

Today’s Trail

Along today’s trail we will experience…

…connecting with Smiles and Frowns.

…the joy of personal reading.

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better. 

so much depends

upon a conversation

between a teacher

and a student

along the way

Trying my hand at amateur poetry by channeling William Carlos Williams this morning to capture my sentiments from talking with kids yesterday.

Each team or individual met with me to discuss their progress with their Truth Projects. Our conversation was framed around three simple questions.

What have you explored?

What have you discovered?

What’s next?

And for roughly five minutes we connected. They talked. I listened. We made and held eye contact. We leaned in. We laughed back. We expressed. We wondered. We planned. We schemed. We connected.

It was simple. It was beautiful.

And as I think of my very favorite, my most gratifying moments with kids over the last twenty-three years, it’s moments like these that bubble to the top, moments when I see them and they see me, moments when it’s human as it should be.

Today, I will seek to listen again as I ask them to evaluate me and my efforts with my “My Room” standards. I will hand them a card like the one above and ask them to give me some feedback, to let me know how I am doing. I will also ask them to use one of the elaboration methods we’ve been learning.

I will listen. I will learn. I will do better.

this is just to say

I have listened

to the kids

you were trying

to keep quiet

forgive me

they spoke

so certainly

so sincerely

Today’s Trail

Along today’s trail we will experience…

…connecting with Smiles and Frowns.

…evaluating the teacher and his promises.

…writing to elaborate.

…hearing a Sappy Sy Rhyme.

Happy Friday, all. Have a great weekend.

Do. Reflect. Do Better.