Yesterday, despite my staying and working later than usual, my desk was still buried beneath student work. But that’s a load I am accustomed to, an endless cycle of never ahead, just less behind. The teacher’s lot. And after 22 years, it no longer fazes me, I just sigh, turn off the lights, and retire for the day. But yesterday, my sigh lasted a little longer, the dark was a little darker when I flipped the switch, and though I walked out the door, I never really left. I remained.

In a quiet little corner of my room, I remained, seated next to Cee Jay, a tear trickling down her face as she shared the weight of her young world, asking for feedback on her hook, and whether it got my attention.

“My story does not begin with ‘once upon a time.’ That’s the stuff of fairy tales. My life is no fairy tale.”

Yes, Cee Jay, it got my attention. It still has my attention. And it likely will for some time. And you are not the first. Many have held my attention over the years, and because I still carry remnants of their shared stories, I know this one will not soon fade from my memory. You, as they from my past, have come to rest on my shoulders, and I will carry you as I have them for as long as my memory’s intact.

And that’s the burden and the beauty of connecting with kids around their stories. That’s the risk and the reward of forging relationships with them. And though I have known that for a long time, it always catches me off guard a bit as each new year unfolds and I get to know my kids, get to know their stories. Thus, I have remained many a night in my room, inspired and haunted by the lives that I learn, leaving parts of myself behind to honor in silence the trust they have placed in me. A heavy load that, but it’s the load we carry. It’s what we do. We are teachers. We carry the world.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

...finish Seedfolks.

…build compound-sentence tracks using characters and themes from Seedfolks. I will share the activity and results in tomorrow’s post.

…reflect in our Journey Journals.

And that’s our day. Shout out to all my peeps who also carry the beautiful burden of lives learned. I know what you carry. Thank you.

Do. Reflect. Do Better.

Maisie: This is hard.

Me: Yep. You’re not wrong, Mais. How can I help?

I don’t try to sugarcoat things with my kids. Writing is creating, and creating is a messy, hard affair. But it’s also a deeply satisfying affair. There’s a certain satisfaction to be found in work. I want them to find that satisfaction, to discover that reward. And that reward is not limited to the “perfect paper” in the end. It is open, wide open, to the pursuit of progress, the grit in growth. My kids are in such a rush to “write to get done,” slaves to the product, that they don’t know how to embrace the process, which I believe is the real reward, the beauty in the mess. And so, I am glad that they find it hard. It is a necessary struggle, a struggle I am eager to support.

Yesterday, Maisie found the struggle in starting. And I found a struggle to support. So I sat down on the floor, back resting against the wall, looking up at her, listening to her, asking questions, offering suggestions, until she found a path. And purposefully, I was not quiet. I wanted the other kids to hear about her struggle and listen to my support. I wanted them to confront their own struggles, to solicit my support, too. They did. And I “supported” my butt off for the rest of the period. And, in that, I engaged in my own creative work, discovering beautiful messes from one kid to the next, digging into the difficult, reveling in the connection of shared work.

I live for those connections. And to help create those connections, when I can, I do the work with the kids. I am writing along with them, sharing my own struggles and successes through the process. Yesterday, I introduced hooks. And while the kids have had experiences in the past with hooks, I seek to raise the bar. I expect three things from a hook.

1. It gets the reader’s attention.
2. It helps create context.
3. It resurfaces in the end.

In addition, I try to put the following notion into the kids’ heads.

Hooks are not something we do for readers; hooks are something that we do to readers. I add, then, that writers are manipulators. We use language to plant seeds, to paint scenes, to suggest views. We use our power to put the reader’s mind where we need it to be. And so, nothing is neither a simple motion, nor a random act. Everything is intention. We write with intention, and that intention is not without consideration of audience. Indeed, we cannot manipulate that which we have not considered. So we consider audience.

Okay. But what’s the end game? How does this serve in the real world? Well, whether it’s a cover letter for a job application, an essay for a scholarship, an answer in an interview, or an essay for a college application, there is real-world power in making oneself standout, making oneself memorable. I tell the kids when they begin filling out college and scholarship apps next year, I want them to have the ability, the power to be the kid who gets remembered from the hundreds of others against whom they are competing. And simply going through the motions of putting words on a page leads not to that end. They have to write with intention, they have to be manipulators. They have to be writers.

Yesterday, I asked them to evaluate how I tried to get their attention and if I helped create context with my own hook. I projected and read my example.

I wore them to bed that first night. No one knew. I even had to be sneaky about getting into my top bunk, turning off the light early so my brother wouldn’t see as I climbed the end of the bed. Mission accomplished, I settled in, seeking slumber, but it eluded me, I was too excited.

I still couldn’t believe it. Nikes. My very own Nikes. I must have traced the swoop a hundred times, falling just short of calling them “My precious.” I was excited, not crazy. And though I didn’t make it through the whole night with them on my feet–they got uncomfortable, I would wear them to school the next day. The next day I would be cool. Nikes. My very own.

For attention, they discovered my intention of not immediately revealing “the object.” They tuned into the “sneaky effect.” And, they noted my allusion to The Lord of the Rings. All intended.

For context, they noted I was young (bunk bed, school). They understood that I had gotten and was really excited about a new pair of shoes. And they also guessed that maybe I was not in the cool crowd. All intended.

And then, I shared the required “basic situation” and “my message.”

Basic situation: In fourth grade, I was humiliated for wearing a pair of “used” shoes.

My Message(s):

Bad Experiences can provide important lessons.

How we view ourselves is more important than how others view us.

From there, we set to work. Before starting their hooks, kids had to identify their situations and messages. I also asked them to review the hook handout I provided for them with eighteen different hook types, definitions and examples (shared in yesterday’s post). And today we continue. Today we work.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…continue our work on our narrative essays.

…reflect in our Journey Journals.

Happy Tuesday, all.

Do. Reflect. Do Better.

And it just sat there. Walked by it all weekend. At times, it was forgotten. At times, it beckoned me as if it were the beat of my telltale heart, echoing in my brain, “They need feedback, they need feedback, they need feedback, they…”

Of course, I could just as well have left it in my backpack, but I needed it for the fair to carry water and jackets for my family Saturday night. But even left in my backpack, the steady chant of guilty reminders would have been inescapable. And so, it really didn’t matter where I left it–school, backpack, end table by the couch (where I left it); the pile of papers requiring my attention is still sitting there at 3:30 AM this morning untouched.

Oh, I have my reasons–excuses maybe. Daughter decided that she just had to have the horse this fall, so my past few weekends have been filled with fence building. And while it is only 400 ft. of fence, I can’t do anything halfway, and I err on the “overbuild,” so it has taken a lot of time. I try to stay fit and ride my bike on weekends (no ride this weekend). I have a set coffee date with my lovely wife every Saturday morning (she’s also a teacher, and we like to see each other on occasion, so we schedule time). There are ten cords of wood that still need to be stacked, a yard the size of a city park that needs to be made ready for winter, and…(the list goes on). And on occasion, I just like to sit down and relax, which rarely happens. But despite my reasons, the papers sit unmoved, unsympathetic to my plight. They need attention. They demand attention. And they will get it.

As teachers do, I have already twisted and tweaked my schedule this week, so I can get to them. I have convinced myself that there is still time, that the kids really don’t need to get them back till Thursday. But that’s just the pile of papers. I also have all the planning and preparing for this week. I wish I could just “have the kids write” for the next two days, but I have to model; I have to conference; I have to teach. And then, of course, there’s life outside of school, too.

And I know I am not alone. I imagine there are more than a few of you reading this this morning who are in my shoes, and, too, you are frantically reorganizing, re-prioritizing your personal and professional schedules to steal time this week; time that doesn’t exist, but we will try anyway. Won’t we? Mad we are. Crazy as loons. Scrambling on a Monday morning, starting our “psycle” all over again.

Though I can feel the papers staring at me across the yet-dark room, I am not going to let them push me over the edge. I can’t. I have too many kiddos depending on my attitude, my energy this week. So, I will don one of my fifteen Superman shirts today, and face the trail, making it happen as I always do, slipping back and forth between my human and hero self, as all my colleagues do, frenetically confronting time, hoping to win, learning to lose. Alas, we are teachers.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…pick up our Life is Lit passage for the week. Week two for Life is Lit. This week we will wander into the world of Bradbury. Our guiding question for the week, “Do we control technology, or does technology control us?” We will continue working with theme. This week I will ask the kids to point to specific elements from their “Identifying Theme” handouts that helped them arrive at their choices for themes. I hand this out on Mondays. It is due on Thursdays.

…start drafting our narrative essays. Sometimes the best way to get started is just to get started. I will do a mini-lesson on hooks using the resource I created for the kids below (using the topic of growth mindset). The goal here is to write a narrative along with the kids, but I will likely get little in-class time to write, for I will be helping kiddos. Today, I just want them to try some of the approaches and get something down on the page.

…reflect in our Journey Journals.

And that’s our day. Hope my Superman shirt sees me through. Happy Monday, all.

Do. Reflect. Do Better.

“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.