“Sy, how does one become a professional writer?”

“Good question, Maisie. I don’t know. She has to write, I guess. She has to write a lot.”

Maisie is already a writer. She is voice. She is a force. She just doesn’t know it yet…well, not fully. I am constantly amazed at the words she paints on her paper and the ideas she floats in the air during class discussions. She speaks. People listen.

Hi, Maisie. I know you are reading this. And I hope you are taking my words to heart. And I hope, too, that you remember this day somewhere down the road at a book signing, where I hope to be standing in line, waiting to get my copy signed. You are a writer. 

Hi, all. Running short on time and ideas this morning. Wanted to motivate Ms. Maisie Short a bit, thus the title “A Short Post.”  Wish I could find such an in for all my kids. Maybe today’s Community Circle will bring me closer to that as I seek to learn each kid.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…build community with Community Circle (It’s my first Friday commitment).

…end with a Sappy Sy Rhyme.

We have conferences Monday and Tuesday, school but no kids, so my next post won’t be until next Wednesday. Have a great weekend, all.

Do. Reflect. Do Better. 

“I still don’t like you and I don’t plan to talk to you. No hugs or nothing, we aren’t friends. Even though you are a prestige abandoner, you’re still a great LA teacher. Thanks for knowing there’s more inside me and trying to get it out of me. This changes nothing however, bye.”

The kids sent home Learning Reports yesterday. They filled out the template below and emailed it to their parents/guardians. They also copied me, so I could see what they were sending home. And while I have neither the time nor feel the necessity to check them all, I scanned through a number of them yesterday to catch a glimpse of what the kids were sharing with their parents. Glad I did.

Greetings

I gave the kids the opportunity to personalize their greetings, instead of using the generic, “Hey, Mom and Dad.” Some of them changed it to better meet their family situation: single parent, two households, step-parents, grandparents, sister, etc. Some changed it to have fun. Here are a few greetings that caught my attention.

“Yo! Mom and Dad. It’s your #1 daughter “no one”. Did you hear about pluto? Thats messed up!”

“Whazzzzzzzzzzzzzzz up my homies!!!!!!!!!”

“Hola, mi madre y mi padre.”

“Hey hey pretty lady.HOLLLAA.”

I appreciate that kids felt they could have a little fun with these. Many just used the generic approach, but a good number personalized them, and the fact that they were able to have some fun showed me that it was not a stressful situation. And it shouldn’t be. But, too often, especially in a traditional setting, grades and parents equals stress. I am trying to change that.

Content

As I skimmed through the content of the kids’ emails, I found many comments that pleased me and one that really disappointed me.

“If I were to argue for a grade right now I would ask for an A because the mistakes I’ve made have been generally small and easy to fix (which I plan on doing) and after each performance I have been able to learn from all of my mistakes.”

“I simply need to use the feedback i received and learn from my minimal mistakes, i understand what i did wrong on both and i just need to pay a bit more attention to detail.”

The last comment stung a bit. Below is the email response that I sent to both Jack (name changed) and his mom. I will also have a one-on-one conversation with Jack today. It concerns me that he feels this way. I want my kids to feel empowered, and Jack’s comment doesn’t indicate that he feels empowered. I’m not okay with that.

Good morning, Jack. I am surprised and sorry that you feel that you are getting unfair scores on the performances. Please come talk to me, so I can explain the scores and what you can do differently next time to do better. Please remember that you are encouraged to do retakes based on my feedback. And you may retake performances as many times as you like, until you get to the score you want. Again, I am sorry that you feel I have been unfair. Please come talk to me.

-syrie

Our world is full of issues, topics that divide us. Our perspectives, as we, are diverse. And while these differences are necessary to ensure a healthy society, they become dangerous when we fail to listen to each other. The divide widens, and our society declines. Of course, this is nothing new, but lately it’s felt that we are more divided than ever, our perspectives further apart, our future less certain, and we are unable to come together around today’s pervasive and divisive issues.

Project Be A Voice is an attempt to address that divide by getting each of us to consider our voice and its power and place in our society. It is an attempt to learn to speak in a way that compels others to consider our views so that we may be understood. It is not an attempt to point fingers. It is not an attempt to determine right and wrong. It is not an attempt to change people or mute their perspectives. Indeed, but it is an attempt to put understanding as a matter of course back into our society. It is an attempt to help each of us be a voice that may be heard, that may be listened to, that may be understood. Let’s go find our voices.

Yesterday, this was my attempt to inspire my kids as we officially kicked off Project Be A Voice. It was my attempt to make relevant our work with argumentation and persuasion. I want them to find their voices. I want them to be voices. I do not want to simply go through the motions with them. I want them to dig deeply to find what matters, and then I want to help them speak in a way that compels others to consider their views so that they may be understood. I want them to be the generation that speaks and listens to each other. Of course that is perhaps a mission impossible, but if I can move the needle even a bit, it will be worth it.

We have to come to the table not only ready to speak but also willing to listen. It is thus, then, incumbent on us all to find our mouths so that we may find others’ ears, so that we may speak what is worth listening to. When people listen, they may understand. When people understand, they may come together. When people come together, they may change the world. Let’s talk. Let’s listen. Let’s understand. Let’s come together. Let’s change the world.

Below is the first Performance opportunity I gave my kids. I want them to be able to see an issue objectively, so I asked them to select an issue close to them, and then I challenged them to present it objectively.

This is just a small first step, but we are underway, seeking our voices. One step at a time.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…email Learning Reports to parents.

…complete the Performance.

…end with a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better.

Courage is not without fear. I am neither the first to make such a suggestion, nor will I be the last. Twain, Roosevelt, Mandela and others said it first and better. But from whomever such words hail, there is truth, there is wisdom. To be brave is to be afraid.

I am afraid. So, I guess I must be brave. At least I like the sound of that. In my darker, less-certain moments it helps to think that I am doing brave work. But even armed with such notions of self-importance–maybe self-inflicted delusion–I falter. I doubt. I wonder. I worry. Am I doing brave work? Or am I just on a crazy crusade? And if I am, what’s the cost? Am I chasing better to the betterment or the detriment of my students? I wonder. I worry. I’m haunted.

I live with ghosts. 

“Other teachers give more work. Maybe I need to give more work.”

“Smiles and Frowns takes time. Maybe I am wasting instructional time.”

“Kid seem to take their other classes more seriously. Maybe I need to make my class more serious.”

“Other teachers cover more content. Maybe I need to cover more content.”

“Other teachers don’t give their kids as much freedom as I do. Maybe I need to give my kids less freedom.”

“Many believe that hard deadlines teach responsibility. Maybe I need to be harder with my deadlines.”

“I do a lot of corny things with and for my kids. Maybe I need to do fewer corny things.”

“I neither value nor believe in standardized testing data. Maybe I am wrong. What if I am wrong?”

“I do not believe that every kid will learn everything I teach while they are with me. Maybe it’s wrong to think that they will eventually.”

“Other teachers don’t allow resources, retakes, redo’s, or corrections on assessments. Maybe I am giving them too many lifelines.”

“Other teachers seem so sure that traditional approaches are the best way for kids to learn. Maybe I should go back to traditional ways.”

Maybe. Lots a maybe’s. There are many more, and they all cast shadows upon my journey. They make me wonder. They make me worry. And while they are near-constant companions, they never quite fully take hold, and I continue. I keep moving forward, for I remember that it was the “mirage of maybe” that led me astray in the first place, a vision, a belief that a better was on the horizon. And it was thus that I set out to distance myself from the status quo, breaking from its comfort, doubting its wisdom. For I believed that maybe, just maybe, I might find that better. And so I took a step. Maybe a brave step. Not certain of that. But I am certain that it was not a step without fear. For fear is the only certainty I know. I’m afraid. Always afraid. But that’s why I continue. To stop is to give in. But I can’t. Won’t reach better that way. Have to keep walking. One brave step at a time.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…officially kick off Project Be A Voice.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Monday, all.

Do. Reflect. Do Better.

Seems I was the odd one out yesterday. Well, I guess, in some respects, I am that one most days. But yesterday’s oddity came in the form of my being about the only one of my kids’ teachers who did not give a test. Most of my kids had four to five major tests on the same day. On Wednesday, the day before, caught up in a moment of incredulity upon learning that there would be an honors bio test on top of the honors math and AP history tests, Dylan caught us all off-guard when he dropped an F-bomb. “And all on the same effin’ day.” I don’t know what surprised us more. The word. Or who said it. Either, it was said. Maybe it had to be. He didn’t say it gratuitously, recklessly, or unabashedly. He apologized. And he meant it. But he also meant the message behind what he had said earlier. And I listened. But I am one. Others need to listen, too.

Yesterday, I listened more as I heard kids speak of staying up all night, falling asleep at their computers, their haggard expressions revealing their inestimable stress. Stress. Stressed brains can’t learn. Stress stinks. My room stunk all day yesterday. I couldn’t ignore it, so I didn’t. I gave them a break. I didn’t give them the day off. I gave them a choice. They could do my work, or they could study for their tests. The work in my class is important. But it is not more important than my kids. Sid was obviously worried about her bio test as she was trying to sneak some studying in during Smiles and Frowns, something she ordinarily wouldn’t do. She wasn’t being disrespectful to or inconsiderate of her peers. She was stressed. And as I thought ahead to our day, looking out upon my stressed kiddos, I didn’t want to add to their stress by creating a situation where they were trying to sneak about, worrying about upsetting me as their stress compelled them to study for their upcoming tests. So, I gave them some grace. I acknowledged their situation and tried to help them achieve some regulation in their lives. My work will be there when they get there. And when they do, it may well be they will be in a less-stressed state so they can actually learn.

So what’s the answer? Not sure, but, as is, is madness. I don’t believe it’s about coordinating test days among teachers. That would become a proprietary, logistical nightmare. But maybe it is about re-imagining the use of assessment. Maybe instead of creating high-stakes, high-stress OF learning situations with assessment, we can create FOR or AS learning situations that give kids another shot AS they learn the material. Of course, in that re-imagining exists a lot of time, thought, and effort, but I believe it is worth the challenge if it creates a better way for our kids to learn. Our kids do not need this much stress in their lives. And I believe we can change it, so they don’t. But I cannot do it alone. I am not patting myself on the back, suggesting that I am the only teacher in my building who cares about kids. To be sure, I believe many practice compassion, and that’s great. Truly. But I am calling out those who adhere to what’s been done for seemingly no better reason than it’s what’s been done. No fan of the status quo. I become an adversary when it crushes kids, and I seek to smite it. We can do better. All of us.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…clear the clutter (we were supposed to have Community Circle today, but a lot of kids are out for a field trip, so we moved it to next Friday).

…end with a Sappy Sy Rhyme.

Happy Friday, all. Have a great weekend.

Do. Reflect. Do Better.

Got myself a good tired going on. Been riding high all week with my kiddos, and today I have crashed a bit. It’s a good crash, no bumps, no bruises. But it’s a crash, and I love it. Even so, gonna ease off the pedal some today to give myself and the kids a chance to regroup. Learning is messy, and we have created some loose ends, some clutter this week, so we will clear the clutter today.

A highlight from yesterday was choosing our Classroom Community Champs. Proud of how my kids regard each other. We spend a lot of time building community, so when I see them honor each other in this and in other ways, it makes the time we spend worth it. Kids rock.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…clear the clutter.

…end with a Sappy Sy Rhyme.

Happy Thursday, all. Sorry for the short post. Have a great day.

Do. Reflect. Do Better. 

“You are all fricking brilliant! I am so impressed by and have so enjoyed your discussion these past two days. You rock. Thank you.”

And I was. And I am. I am proud of my kids’ discussions on voice and listening the last few days. They truly are wiser than their ages. They inspire me and give me hope. And I want to help that hope. I want to help find them find their voices so they may be the generation who not only speaks but listens. We need a generation like that. Here is what I offered them yesterday at the end of their discussion, at the beginning of our work.

Change the world? Why not? Is that not the hope we should have for each class of kids as they make their way through the system? What else would I want for them? Is it only my job to help them pass the state assessment in April? Is that the measure? Is that the mark? Is that all? I find little hope and inspiration in that. And I imagine my kids would find even less. So, I choose not that mark, not that end. I see something bigger and better in my young charges. I see a heap of hope. And I will not let that be diminished by the insanity of standardization. I will see it rise up in the humanity of humanization. Humans. Hope.

Okay, off my soapbox. But I believe this stuff. And I believe my kids believe I believe this stuff. It is the why in our work. So we will go on believing.

Gonna listen today. Gonna see if we can find a voice in three texts. Gonna see if we can separate noise from voice. Yesterday, Juliane synthesized our work comparing it to the famous, “If a tree falls in the forest…” He suggested, “If a person speaks in a roomful of people, and no one listens, has he said anything?” Whoa. Still thinking about that one. Well, in truth, I have been thinking about it all along, for it has really been my goal from the outset, which I tried to communicate in my message above. We don’t have a voice until people listen to us. I feel like the world is one large roomful of people with too many people talking, too many people saying nothing, because no one is listening. And so the world is full of noise. So much noise. I think I can change that. I truly think I can help my kids learn to speak so that when they do, people will listen. I believe that.

So, when I put the three texts in front of my kids today. I will first ask them to hear the words, asking them where and if there were places where they listened and why. The first is a poem I met yesterday in a meeting. The latter two are quick little arguments I wrote up about our Access Time here at CHS. We have not talked about argument or rhetoric yet. I want to see what the kids pick up with their ears before I formally introduce those elements.

From here, I will begin the process of formally introducing argumentation and rhetoric. And from here, it is my hope that my kids build the skills to become the voices in the room.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…listen for voices.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better. 

“I am limited to asking probing or clarifying questions and keeping track of time. You will discuss the first six questions. Please do not raise your hands. Instead, find polite entry points into the conversation. Please try to contribute at least once. Please monitor your mic time. Go.”

After discussing the first six questions in smaller groups, we came together to discuss them as a class. Above were the parameters of our discussion. Intentionally, I “stayed out of it.” I want the kids talking, and though I want some structure to the conversation, I also want there to be some room for them to explore and address the organic elements of discussion, so I give them some freedom. As such, there were some messy moments, but overall the kids pulled it together, and they engaged in a respectful, thoughtful conversation about voice and listening, using the questions as their guide. Admittedly, it was hard for me to “stay out of it,” but, as always, I am glad I did. I learn so much from my little rock stars when I give them the stage. I am learning to listen as they are learning to speak. No coincidence, that. It’s part of the plan with this unit. I want them to find their voices. Can’t happen if I am doing the talking. So, I listen. I am finding my ears.

And as I listen, I try to find teachable moments that I can use after the conversation to direct our learning. One such moment came from question one.

What is the difference between being heard and being listened to?

I tuned in a bit during their small group discussions–can’t help it, and I was a little surprised by the two differing views here. So, when we got to the full-class discussion, I was not surprised that the two views surfaced again, in all five of my classes. The kids were split in about half on their interpretations of the difference between listening and hearing. Both sides made their cases, I asked probing and clarifying questions, and yet there still remained some disagreement between the two camps. The kids kept looking to me to set it straight, but I stayed out of it. Today I will step into it, and we will clarify for the sake of our work with this project what the differences are.

And while I thought the distinction would be obvious, there was a large number of kids who found “being heard” as heeding what someone says, flipflopping what many of us consider a conventional difference between the two. At first, I was like, “really?” But as I listened, I learned, and I think I know why a good many kids hold to this notion. In popular culture, they hear the expressions, “I want to be heard,” I don’t feel heard,” “We will be heard,” etc. Of course, this can be translated into, “I want to be understood.” Thus, I came to understand how they were confusing the two. Today, using information from an Article I found, we will clarify the differences, but in that clarification, I will honor the kids who pushed “being heard,” letting them I know I understand where their thinking came from.

Of course in my probing, a few of my favorite questions were, “Do kids get in trouble for not listening or not hearing?” or “Do you want your future significant other to hear you or listen to you?” Ah, kids. Today, we will clear things up a bit. I want them to find their voices, but they have to find their ears, too. I want them to discover that if we want to be understood, we have to learn to understand, so that when we speak, we say something worth listening to. Anyone can open their mouth and be heard. I want them to speak their voices and change the world.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…do a “Credibility through Convention” entry task (I’ll explain tomorrow).

…continue and complete our discussion on voice/

…email learning reports home to parents.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better.

Lots a noise where we livin’.

Lots a bitterness. Lots a division.

Lots a shoutin’. And not enough listenin’.

Not gonna wade into it. But I am on a mission.

I will not use this platform for politics, but I will use it as an opportunity to share what I am trying to do in my classroom to help kids find their voices, so they may be more than noise through my Project Be a Voice.

To kick things off, here is a list of questions that I will ask my kids today. They will first write their own responses on a Think Sheet, then share their thinking within their groups, and finally we will discuss as a class.

• What’s the difference between being heard and being listened to?
• Why do we listen to some people and not others?
• Why are opinions important to society? How do they help? How do they hurt?
• What’s an argument?
• Based on your definition of argument, who wins the argument?
• What do you consider good evidence?
• What is truth?
• Where do opinions come from?
• What are the traits of a good listener? Are you a good listener?
• When are our own voices put to the test? Whom do we need to listen to us? How do we know if others are listening?
• Do people listen to you? How do you know? Why do they or don’t they listen to you?
• Do you feel like you have a voice? Why?

From here, we will then journey forth into learning about using rhetoric and argumentation, identifying what matters to us, and finding and developing our voices so that we may be listened to. And that is what I want for my kids. I want them to be voices. We don’t need more noise. Already got plenty of that.

Today’s Trail

Along today’s trail we will…

...begin with Smiles and Frowns.

…respond to and discuss questions about voice.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Monday, all. Let’s have a great week.

Do. Reflect. Do Better.