I’m not a good dancer. Would rather get a root canal than have to dance in public. Still remember–vividly, painfully–my first public appearance in 7th grade, 34 years ago, when Kelly Wright pulled me away from the wall, which I had been holding up all night, and onto the floor. Had no idea what to do, so I followed the crowd. Never did get it right. Awkward. Clumsy. Self-conscious. Ugh.

But, in a different sense, in a different way, in a different time, and on a different floor, I have learned some steps along the way, and even if I can’t cut a rug, I can move pretty well in the classroom. My kids have taught me to dance–so to speak.

Of course, I am not speaking literally here. I am not dancing with my kids. But I am not not dancing either, for it is choreographed, each requiring a different step, a different tune, a different beat. They lead. I follow, and as the year goes on, I learn the moves.

I know what a thumbs up means from S.

I understand why T passes each day in Smiles and Frowns.

I anticipate J’s fun fact each day as he grins his delight in sharing.

I know E has to draw; it’s her oxygen, so I let her breathe.

I know S has to help with something, anything, so I find her jobs.

I know M will begin every Performance with “I can’t” always to end with “I can.”

I know J’s sarcasm is love.

I know N’s just being here is a dance in itself.

I know, because they show, and I pay attention. And eventually, I come to know the subtle and not-so-subtle moves of each as we daily dance through our year. And then, the music stops, and they leave me behind, but not without, for they have left me better than I was with memories of moves that will make me a better partner for next year’s troupe when the dance begins again.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…taking control in writing through hooks and context.

…reflecting in our Journey Journals.

…discussing Why with Sy.

…hearing a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better. (and maybe dance a little along the way)

Time is a trickster, a mirage, a con. He lulls us into security with the promise of all the days ahead, and we enter into the year thinking we will reach far ends, distant lands with our kids. 180 days seems a lifetime in September. In March, it seems a blink, a mission impossible. Of course, when one considers kids first and content second, it only plays into time’s hands.

But I cannot help it. Are there things to get to, to cover? Impossibly. Is the state test coming up? Sadly. Lots to do. But there are kids in the room, too. And I am devoted to them, and, as such, there are times when that devotion is at odds with the calendar. We can plan content, but we, at best, can only predict kids. And even then, our predictions can only hit half the marks as kids and life take twists and turns that were not clear in the crystal ball.

And now with a mere 63 days ahead, I fret a bit about my choices this year. Should I have “contented” more and “kidded” less? What ends await? What will my kids take with them? Should I speed up? Should I push through the mountain pass even though it’s not clear? And though maybe I wonder and worry aloud, I am just making noise. I already know the answers. The voice in my head speaks clearly, “You will consider kids. Time be damned. He is but a construct. Your kids are real. They set the pace. They create the calendar. Listen to your kids.”

Of course, this “voice” may simply be a convenient rationalization for a guy who seems unwilling–maybe unable–to acquiesce to the dictates of time. But time tells lies. Doesn’t it? In all my “time” as a teacher, I have never found my experiences nor my kids marching uniformly to time’s drum, reaching the same place in the same way at the same time. Time is an impossible journey. We cannot keep up. But we try. I try. Every single year, I fall victim to time’s tempt, and I think maybe, just maybe, this will be the year that I keep pace. This year is not the year. Time be damned. Maybe next year.

Today’s Trail

Along today’s trail we will experience…

…reconnecting through Smiles and Frowns.

…considering and constructing an argument.

…reflecting in our Journey Journals.

…discussing Why with Sy.

…hearing a Sappy Sy Rhyme.

Happy Monday, all.

Do. Reflect. Do Better.

Can’t explain it. But I’ll try. Yesterday, I felt a moment. It was palpable, nearly touchable. I didn’t experience it. I felt it.

I’m not sure if it started with Ryan, the mechanical wizard who otherwisehates school, sharing–as he does now daily–that his smile was being in my class.

Maybe it was my wonder at Brennan’s business brilliance as he shared his work during our “Sittin’ with Sy” session. He talked beyond the three-allotted minutes. Usually I cannot get him to elaborate on anything. And yesterday, I found myself in a “who-is-this-kid?” moment. I am still stunned by the confidence and enthusiasm he exuded.

Or possibly it was Dominique’s dive into sharing her native culture with her classmates as they sat and stared in wonder as she explained pow-wows to them and her role as a dancer. Dom is short, but yesterday, she was 10 feet tall.

And, of course, there was Leonie our foreign exchange student from Germany who was getting me to say–well, to try–the most difficult German words for foreigners to pronounce, recording me with her phone, so she could share it with her parents, whom she misses terribly. We laughed and laughed.

Maybe it was the other Ryan, the awkward kiddo who was badly bullied earlier in the year (see “Broken” http://www.letschangeeducation.com/project-180-day-71/), who excitedly shared his draft with me, taking careful measure of my feedback as we talked about his next better.

Or maybe it was the quiet moment after, as I paused from chasing my tail all period, and I looked out on my kids and felt. I just felt. It was there. They were there. I was there. We were there. I’ll never forget it. I tried to explain it to my kids, and I wasn’t sure I was succeeding until one of them said, simply, “We know Sy.”

Man, I could get hooked on that feeling.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…the joy of personal reading.

…reflecting in our Journey Journals.

…discussing Why with Sy.

…hearing a Sappy Sy Rhyme.

Happy Friday, all. Have a great weekend.

Do. Reflect. Do Better.

How are you?

What are you working on?

How can I help?

These are my new FAQ’s. Yesterday, inspired by one of my Twitter follows Amy Fast, an assistant principal in Oregon, who encouraged us to ask students how they are doing, I made a small tweak to my conferencing-with-kids approach.

In an ongoing, not-always-easy effort to create time for one-on-one conferences with my kiddos, I recently created a schedule to meet with half my kids each week on Wednesdays and Thursdays. I want this to be an intentional must in our classroom culture, a sacred routine. I have come close many times to making it so, but I have allowed “things” to get in the way, and we end up with more misses than hits, and…well, it’s never quite stuck. This year I vowed to make it so, and with only 65 days ahead, I think–maybe–I moved closer to making my must a reality, and Amy helped.

Keepin’ It Simple

Past efforts have often gotten bogged down with my trying to make the experience too formal: keeping record, tracking data, etc. And while these things carry value, they also create cumbersome, often clumsy conversations. And, as I am woefully aware, such things have ruined the routine–before it even became a routine. So, after further processing and reflecting on Amy’s tweet, I decided to make it simple.

First, I wanted to set a different tone. “Conference” sounds so formal. So, I changed the name to “Sittin’ with Sy.” Names matter, and I wanted one that would set an easy tone with my kiddos.

Next, I considered what I wanted the content of the conversation to include. Already, a staunch believer of the people in the room being the most important thing in the room (Smiles and Frowns), I wanted to start with the person in the conference. “How are you?” It’s not that I didn’t already “check in” with my kids, but I wanted it to be clear to all that this is where it all begins. From there, it really comes down to two things: work and help. “What are you working on?” “How can I help.” Simple.

Finally, I had to protect time. So, I used a timer–have done this in the past, but I am renewing my “get-to-everyone” vow, so I have to use the timer. Three minutes seems to be just about right–give or take.

Yesterday, I sat with a fourth of my kids. I asked them how they were doing, what they were working on, and how I could help. I will sit with another fourth today, and I will once again keep it simple. Just me and the kids talking. Simple.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns

…drafting our “This is me” introductions

…sittin’ with Sy

…reflecting in our Journey Journals

…discussing Why with Sy

…hearing a Sappy Sy Rhyme

Happy Thursday, all.

Do. Reflect. Do Better.

Hit a milestone today. Since I began Project 180 a little over three years ago, I have written 700 posts. As I think about that number, it’s hard to imagine that I have found that many things to write about, especially at 4:30 AM. And though there are certainly days when it is hard to find material and /or inspiration, I keep plugging along, one post at a time. Of course, at times, I wonder how much longer I will continue–if I want to continue, but I always find myself back here at the keyboard each morning, sharing my journey. And for now, I can’t imagine quitting my routine reflection each day. It has helped me grow as a teacher, and I want to believe, at least on a minor scale, it has helped others along their own ways, too. So for now, I am going to continue the journey. Thank you for being here. Some of you have been here since post #1. I appreciate everyone’s kind, consistent support. Could not have done it without you. Thank you.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…writing introductions for our This Is Me project.

…conferencing with Sy.

…finishing yesterday’s Audience Awareness Performance.

…reflecting in our Journey Journals.

…discussing Why with Sy

…hearing a Sappy Sy Rhyme.

Do. Reflect. Do Better.

I asked my kids to pay attention this week. I asked them to observe the tone their teachers take and set while conducting the learning experiences in their classrooms, further asking my students to note their own responses to the different approaches. Of course, this includes their experiences in my classroom and the tone I set. I told them it’s not about singling out or calling out any teachers; it’s about noting their responsiveness to the various approaches they encounter during their day.

Why? I want them to be better writers, communicators. I am trying to make a case for the importance of audience awareness, and its impact on how we write. Writers, like teachers, set the tone. And that tone invariably impacts the response of the reader and, in the classroom, the learner. Approach determines response. Intuitively, they know this, and experientially they have come to know it better. To this point, I suggest to my kids they know how to approach their parents as well as they know how not to approach their parents when they want something. They get that, but in my experiences with young writers such knowledge does not always transfer to their writing. I want that transfer. I want them to consider not only the “what” and “why” of their writing but also the “who” of their writing. That, I believe completes the formula for “how.” To that end, I offered this yesterday.

What + Why + Who = How We Write

This is how I want my writers to approach writing. I want them to come to understand it’s not just about putting pen to paper to complete a transaction. It’s about putting the pieces together to create a connection, to make meaning with the reader, not for the reader. Readers make their own meaning. My hope as you are reading this is that you are not thinking about what I am saying but rather what you are thinking, which I hope has already found its way into your own writing experiences, a path to your own understanding, the truth of your own response.

So, today, we write. The kids have to revise one of their written requests from last week (to a friend, parent, teacher/coach, principal). But this time they have to take their writing beyond the what and why; they have to consider who and how that will impact their readers’ responses, as they use rhetorical appeals and convey tone, all parts to the puzzle of effective communication.

Of course, I want this lesson to go beyond writing. I want it to be a part of their living, now and later. I want them to understand that life does not occur in a vacuum. I want them to understand the push and pull, the give and take, the cause and effect. I want them to understand that approaches are consequential. And so, as they write their requests, as they observe their teachers, I want them to be aware of their own approaches to better understand the world’s responses. And, then, I want them to use it, to own it, to grow from it.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns

…revising our writing to demonstrate audience awareness.

…reflecting in our Journey Journals.

…discussing Why with Sy.

…hearing a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better.

This is just a short shout to all who dare different, who see beyond the status quo, who humanize their rooms. Thank you for all that you do to better education for kids. I know it is not always an easy path, but that means it’s likely worthwhile as you venture out to find better. So for you on this fourth day in March:

“March forth, friends, chase your better, dare your different. Kids need you.”

Thank you. You are making a difference. You are not alone.

Today’s Trail

Along today’s trail we will experience…

…reconnecting through Smiles and Frowns.

…analyzing and revising “Requests” for rhetorical appeals and tone (Performance).

…reflecting in our Journey Journals.

…discussing Why with Sy.

…hearing a Sappy Sy Rhyme.

Sorry for the lame post this morning, all. Tired today.

Do. Reflect. Do Better.

There’s not only what we say but also how we say it. For now, I want my kids to focus on the “how.”

In truth, the odds are already against them. They’re kids. Generally, they are not taken seriously. Generally, they are impetuous and impulsive, quick with their “what’s” and not careful with their “how’s.” And, consequently, the odds against them increase.

But I think I can help, and I want to. My wanting kids to feel empowered (Standard #2) goes beyond the walls of 206. I want them to feel empowered without as well as within.

When kids are younger, we ask them to use their words to get what they want. Well, I want to help them in their less-young years to use their words to get what they want, too.

This week I asked them to write four requests: to a friend, a parent, a teacher/coach, and a principal. I gave minimal direction, telling them that they had to request something they really wanted and something that was within the power of the person to whom they were making their requests. Length was up to them, but I suggested they had to get to what they wanted, and why they wanted it. They printed two copies: one to cut up and deliver and one to analyze.

See, I was going to introduce the rhetorical appeals and tone earlier in the week, but then I thought it might be better to introduce them by having kids apply it to something they’ve already written. So, I decided to have them write requests. Today, I will introduce the appeals along with tone, asking my kids to analyze their requests for both. I also wrote requests. I wrote one for each of the appeals (ethos, pathos, logos) as models. And while I overemphasized each in the respective requests, I did so to make the differences among the three notable. We will also consider tone in our analysis. Ultimately, I want them to get to a place as communicators where they come to understand the role of audience and how it’s not just what and how but also who. I want them to understand that words have power, that words are gifts, that words matter. And I want them to use their words. Now. Forever.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…analyzing for appeals and tone.

…reflecting in our Journey Journals.

…discussing “Why with Sy.”

…hearing a Sappy Sy Rhyme.

Happy weekend, all.

Do. Reflect. Do Better.

I have never found comfort in the way of things. And though I sometimes wonder if it’s a fatal flaw, I can’t seem to help myself, and I follow a different path. And whether it is really a flaw, possibly hubris, or simply a restless spirit, when I set out on my journey three years ago with Project 180, I did so with the idea of changing, bettering the state of education. That was my “True North,” but when I set out out, I pointed south, and I’ve been going south ever since. Maybe my compass is broken.

Along the way, I have shared my journey, “publishing” my classroom and my earnest attempts to find my way as I seek to better the educational experience for my students, which I then believed-and still believe–necessitated “doing different.”

And so to do different, to turn ed upside I had to turn myself upside down, so I could get myself right side up.

For a time, I thought of myself as a turtle, thinking that if I turned myself upside down, I would eventually get back on my feet. That’s the discomfort I needed, the discomfort education needed. Of course, seeking discomfort creates no easy path, but in the “hard going,” I learned lessons, finding myself stuck in a perpetual cycle (180 degrees at a time) of doing, reflecting, and doing my best to do better. And in that I found my mantra: Do. Reflect. Do Better. And this has become my way, a ceaseless quest for better. This is my journey.

Over the past three years, others have come to know my journey. Some see some value in what I share. Some think I am crazy. And some think I am just wrong, that I toy with things better left alone, for they have worked for generations. And it is then…I head south again, for that is the “comfortable thinking” that cast me out in the first place.

Though I have come to find my journey less lonely as I have been connected to and inspired by other like-minded folk out here on the frontier, it is still a lonesome thing to do different. And sometimes in my more-lonely, less-resolved moments, I find myself hitting my compass against my leg to set it right again, but it always points south. Someday, I’ll find North. Someday.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…completing our “Written Requests” and “Me Maps”

…reflecting in our Journey Journals.

…discussing “Why with Sy”

…hearing a Sappy Sy Rhyme.

Happy Thursday, all. 2 hour snow delay for us. Please get here, Spring.

Do. Reflect. Do Better.

I remember the little train that could.

I remember a poster from my fifth grade teacher’s room.

I remember my junior high wrestling coach quoting Henry Ford.

My young life was full of talk about “can.” Seems we pay a lot of homage to such sentiments in society, in school. We CAN do whatever we set our minds to. Well, until we can’t.

Learning requires an “I can attitude.” We want our kids to believe in themselves, so their attitudes take them to higher altitudes. And so on. We certainly seem to offer a lot of talk in ed about the power of can. But I wonder if our walk matches our talk.

Can they turn that in late? Can they retake the test? Can they use resources? Can they demonstrate differently? In many classrooms, yes. But in the “other many,” kids confront cannots. And that, then, certainly puts a damper on their “I can attitude.” Even if they think they can, they can’t because they come up against a policy that will not let them, and their cans become can’ts. And I believe this impedes learning.

In the 180 classroom, I want kids to retake assessments. I call them “performances.” And I call the approach, “Performance Learning.” Here are the basics.

• I structure the learning in my room around our grade-level priority standards.
• I design practice and experiences around those standards.
• I provide performance opportunities (assessments) that naturally follow the experiences and practice.
• I evaluate kids’ performances, giving them feedback, using three simple marks: 3=Met Standard, 2=Near Miss, 1=Far Miss.
• For 2’s and 1’s I provide descriptive, actionable feedback that indicates not only why they did not meet standard but also what they have to do next time to meet it. The next time is key.

Learning, I believe, is not a line that’s drawn and followed by content considerations. It is this thinking, I believe, that creates can’ts. We have to get to get to the next unit, chapter, etc. That assignment, test was from the beginning of the semester. This suggests only moving forward, often before kids are ready, and it also suggests that going back is impossible.

So, I offer, learning as a circle, a recursive cycle that creates a feedback loop, creating as many “cans” as necessary, as determined by the learner. And I believe each successive time, from that feedback put into action, kids learn. My goal is not to do and move on. My goal is to get all kids to a 3 on every performance. I provide possibility. Does it take more time? Of course. Does it result in covering less content. Certainly. Does it result in learning? How could it not? And that is why I do it. It creates a realm of possibility. I believe it creates a place for learning.

Is it perfect? No way. Can kids survive can’ts? I suppose. They do every day. But I wonder if they CAN do more than survive. Either way, seems whether kids think they can or cannot does depend on the possibles we present.

Today’s Trail

Along today’s trail we will experience…

…reconnecting through Smiles and Frowns.

…playing the prep game (SBA practice).

…writing requests (share more about this later).

…reflecting in our Journey Journals.

…discussing Why with Sy.

…hearing a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better.