Thankful

As Thanksgiving break comes to a close, I decided it was important to share my "Thanksgiving thankful list!" (Usually my mom puts this on the fridge and I act too cool for it. She didn't do it this year and I actually think I missed it!)

Here is my list...

1. My God, who offers grace to a sinner such as I. 

2. My family!! Immediate and extended.  I could get specific, but you'd get bored. 

3. Shopping trips with my mom! 

4. Snuggles from my nephews!

5. Phone calls from my brothers!

6. Wisdom from my dad! 

7. Sisters ... I waited a long time for these

(Okay...some family members needed special mention!)

7. A job I love and miss on breaks.

8. A warm house I can call my home! (Okay fine, my parents' house!!) 

9. Friends who love me even though I'm ridiculous sometimes! 

10. My bed...it's just right and no other bed compares. Yes, some call me the Princess and the Pea! 

11. Food, more than I need. 

12. Laughter! 

13. This semester of grad school is over after tomorrow!!!!!!!!!!!!!!!!!!!!!  

14. My Health!

15. Heaters. Thanks dad for turning it up!

16. My reliable car to get me many places. 

17. The gift of life. 

20. A boss that loves God, her teachers, and the students. 

21. Coworkers who I can call friends. 

22. 650ish kids who keep me young and on my toes. 

23. Kind words and notes from students. 

24. Smiles. (They really are contagious...not quite as much as "bathroom" in kindergarten, but pretty close!) 

25. Sunrises - Every morning there is a new picture painted in the sky! 

I could probably go on...but I'll let you make your own list. I'm sure many of you did during this holiday week but I encourage you to be thankful always. God has given us so many things to be thankful for even in this hurting world! The attitude of gratitude can turn a frown upside down! 

Kindergarten Circus

Some weeks I really question my job title and this week was one of those weeks! I’d like to re-write it to include circus clown, lion tamer, both!

Over the past few weeks I felt like Kindergarten had finally settled down! We've made life cycle pictures, color posters, and number cards. We were learning computer terms. With computer terms we practiced syllables, and letter sounds. The kids had been actively engaged and could finally put up their iPads on their own.  I changed my lesson plans up, and for the past two weeks, we haven't actually gotten on iPads.  Instead, we played "TECHY" (BINGO) and practiced finding letters on a keyboard.  It's really gone considerably well and this past Thursday was the last day of my rotation with those lesson plans. 

A little over a week ago, my principal decided to do an observation during kindergarten! Let's just say she suggested I tape off an area for the kids to sit in or get a rug! (Jumping beans might have been her description!) "Give a little bit more structure!" she suggested.  "Other than that you are doing great."  So I taped the floor off and carried on!  The classes seemed to like the tape and I was back to feeling pretty good about Kindergarten.

Then the other day happened…and I think I might have grey hair now! How in the world are kindergarten teachers still standing when the day is done? 55 minutes and I'm exhausted. I really feel like anyone could have grabbed a seat, eaten popcorn, and enjoyed the three-ring circus going on in my class.   

Act 1: Initial Corral!  Getting everyone in the room! Sometimes they just decide they love their classroom teacher SOOO much, they don't want to come in. I coaxed, I bribed, I loved, I encouraged, I told! I seriously looked like the most ridiculous clown at the circus. 

Act 2:  Acrobats in Action! The acrobats put on quite the display today, crawling through and around! Back flips off chairs ...(okay back flips didn’t really happen!) 

Act 3: Confetti Blast! The kids enjoyed the confetti shower…maybe it was in celebration of the acrobats? Or maybe it was out of disgust for the game of BINGO.  Whatever it was…BINGO markers make great red and white confetti.

Act 4: Little Drummer Boy! Quite the beat slamming the door can create! 

Act 5: Runaway snot!  Caught just in time by the ringleader! (Uh disgusting...I barely do my own snot let alone other people’s snot)

Act 6: Juggling iPads is just not the same as professionals juggling flaming batons.

Intermission: The lion tamer swept in and played some silly kid songs! They sang along, danced and got LOTS of wiggles out.

Act 7: The silent letter hunt! Paper keyboards and the alphabet song (Oh and Skittles!) Which reminded me why I love even kindergarteners! 

Although it was CRA CRA (as my fifth graders from last year would say) looking back, it makes me laugh...laugh out loud even! I survived and no one was harmed or caged, we even learned what the monitor is; that's all that really matters. I'll do it again tomorrow and keep loving my job! 

Words Alone Can Be Powerful...But With Actions...

As a teacher...most of the time, let's be honest, we like "words!" I mean we do stand up in front of kids all day and wah wah wah!  Okay, maybe it's just me...obviously I like words; I write these wordy blog posts and expect people to read them!  Each and everyday most of us (some WAY more than others) express ourselves through words.  Sometimes words are showing compassion and concern for friends, other times words are used to express anger or frustration, while additional words are also used to criticize or judge someone else. Our words whether written or spoken have a way of "touching" people in both positive and negative ways.  

The other day during third grade specials, the class was having a hard time settling in so I said, "I appreciate those students who are sitting quietly!"  Very quickly one of my kids rebutted with,  "You don't appreciate me?  That's not okay!"  Whoa, that is not the message I intended to portray with my words.  But in the eyes of a third grade I had told half the class I didn't appreciate them, and his feelings were hurt. 

This conversation got me talking to some teachers about different words teachers say to students.  As the teachers and I talked about words we hear around the school and in today’s world my heart was saddened.  On Sunday, my favorite preacher spoke about the power of words and actions.  Not only are your words powerful, but they must be backed up by your actions.  Interesting this came so soon after the conversations at school.  All this talk about the power of words rings true today; not just to students but also about students to other teachers.  (This can be applied in any area of life…family, friends, coworkers.)

These words I speak (and I speak A LOT) affect people around me.   As I reflected on the power of words, I began to take more responsibility for ALL my words and actions!  I decided I needed to become more aware of my words and actions.  If my actions don't say the same thing as my words, my words become null and void.  What am I saying and doing that shares God’s love?  What am I saying and doing to encourage others?  What am I saying and doing to inspire kids?  I must be careful to voice uplifting words when talking to my students and coworkers.  All people have a heart and words cut deep!  All people have a heart and most people are starving for encouragement!  All people have a heart and NEED to hear about God's love!  How many times are you discouraged because you don't see anything God is doing? What if someone shared about what God was doing and lived it out through their actions?  We could change lives.

Here is what I leave you with; I encourage you to be mindful of not only your words but also your actions. Whether they act like it or not, words sink deep into the heart and soul of children and adults. Words can also be empty promises if not backed up with loving actions.  You can make or break a day, plant a seed, seal the deal!  How are you using God's gift of words to back up those actions?

STUPIDITY!!

Do you remember what it was like to be a student? I mean really remember? Being a student again has really opened my eyes to a few different things from a student’s perspective.  I write this post not as a pity party for myself, but as a meaningful reflection of what I need to do in my own classroom to foster a safe learning environment.

A couple of nights ago I was sitting in class "evaluating" or maybe "assessing" (I'm supposed to know the difference) a peer's paper while they did the same for mine.  I was embarrassed of my paper, knowing I didn't give it 100% nor did I have the motivation to give it 100%.  Very much aware of the fact I did not understand the assignment to begin with only added to the feelings of inadequacy.  Now if the problem was only one paper...I might not have felt so pitiful, I mean we all have one paper that stinks.  But the problem is a weekly occurrence.  I feel five steps behind on EVERY assignment and during every class discussion.   

After sharing my thoughts and feelings of inadequacy with a classmate, she reminded me I was making good grades on my papers and there was no way I was stupid or inadequate.  Although she expressed and shared encouraging words, the damage was done and I couldn't accept the good grades on the paper.  It wasn't enough, so what was missing? 

This whole idea got me thinking about the students I teach each and everyday.  Just as I feel inadequate or stupid, I'm sure I have students who also feel inadequate or stupid.  The question is who and how many? Maybe it is a home life that keeps them from concentrating at school.  Maybe it is a true lack of understanding because the class is moving to quickly.  Maybe it is laziness.  Maybe it is a simple lack of motivation that leads to not understanding content which leads to feeling stupid.   This is a vicious cycle of feeling stupid…lack of motivation…not working hard…feeling more stupid…having even less motivation…and so on!  Even some of the kids, who show mastery, can still feel the same emotions of stupidity and inadequacy.  My students may be sitting in class feeling stupid today.  Would I even know??  What am I doing to make it better??  I only have to go to class one day a week, but they are coming to school five days a week for eight hours.  WHOA - talk about dampening a spirit! 

These feelings of stupidity and inadequacy for students and myself have to be stopped. The more stupid I feel the less motivation I feel.  Interesting how that is connected!  Oh wait, I think there is a motivation theory on that! If this is how I feel, imagine what my students feel as we cover 27 lessons in 19 days.  Or how they feel coming to school everyday of the week? Or when they don't have anything anywhere that makes them feel successful. I think the issue has to be addressed in our classroom and we MUST reach out to ALL our kids. When reaching out, we must ensure they are not feeling stupid or inadequate. So many times our kids act out because they are feeling five steps behind everyone else and just don't want anyone to see it. What can you do? 

In order to offer suggestions, I tried to think about what would help me in my class.  Although I don't have concrete ideas or even the answers, I'll share six things I think would help safeguard your students from feeling stupid. 

1. Get to know your kids so you can read their emotions and body language.  Know when they aren't feeling confident.  This will take time, but it is important.

2. Encourage your students and offer praise.  Acknowledge effort!

3. Love your kids as your own. 

4. Put yourself in their shoes and ask yourself how you would feel as a student in your own class? 

5. Reflect on the words and tone you use with students. 
6. Slow things down and do what you do best…teach!

Fostering a supportive encouraging environment can be what a child needs to flourish! Christ never once makes us feel stupid for making the same mistakes over and over.  Satan is the one who fills our mind with the ideas that we are not good enough.  Don't let him convince you or your students.  Be Christ…

Dry Bones

Last year, I found the school skeleton and decided he needed to become the school mascot.  I dressed him up and hauled him around the building to a variety of places.  He attended PLC meetings, celebrated birthdays, joined movie parties, and served as principal for a couple hours.  He was just a bunch of dried old bones (really just plastic) that a couple of us used to bring life and laughter to the building. 

                

                   

I was reminded of Mr. Bones as I reflected on Sunday’s sermon.  Have you ever read Ezekiel 37? The prophet was led into a Valley filled with dried old bones.  God spoke to him and asked him if the bones could live.  He said only You know.  So God told him to prophesy to the bones and when the prophet did; the bones became covered with flesh and tendons.  Then God told him to prophesy to the bones to have life and breath.  The dead bones were hopeless yet God was able to breathe life into them.    

As I heard the story and sermon…my thoughts drifted to my world, my world being school.  Although my building has real skeletons, it is also filled with other “dead” bodies.  So many people I work with are living in this "dead" hopeless cut off valley described in Ezekiel.  The students I serve are so broken and worn out at such a young age.  I cannot fully describe the pain and heartache some of the students are facing.  The brokenness and lack of life is not just found in the students but also in other teachers.  Life circumstances sure have a way of beating us down. 

The sermon ended with the idea of us being the prophets to pray life into the hopeless dead.  My school, your school, your workplace and maybe even home are filled with “dead” hopeless bodies just going through life.  STOP and pray the breath of the Spirit sweeps over them and gives them life.  They NEED you to pray life into their souls.  Will YOU?  If you personally feel "dead" ask someone to lift you up in prayer.

Ten Weeks Later…

Success in the computer lab comes from completed projects and I have to say, I was starting to feel as though we wouldn't ever have any.  Some would say my fifth and third grade projects were a little  over zealous! But I'd just say they were AMAZING!!  After ten weeks we are finally finishing up!  Did I mention they look FANTASTIC?!?!?

Update on 5th grade Jamestown Project…(Previous blog)

My fifth graders used Kid pix
to create and draw pictures of Jamestown.  Using furnished backgrounds or creating their own, the kids drew unique pictures to show the men asking for funds, finding land, settling the land, starving, getting help from the Powhatans, growing tobacco, and setting up the House of Burgesses.  WOW!!! The kids did an awesome job. 

After they finished their pictures and had the pictures approved, they were required to watch a screencast video I made. (I mean…here is the link, but you don't have to watch it) The video shows the kids how to screenshot the pictures and crop them.  Can you do that on a Mac?  See, I had to get creative because it wasn't until week 4 I realized Comic Life didn't like Kid Pix format.  Taking a screenshot made the file a jpeg, which was compatible to Comic Life.  Honestly, I was impressed at how well the kids picked up the whole process.  Their comics turned out great!

Through this extremely long project, the kids revisited information about Jamestown, learned some great tech tricks and how to use two programs (Kid pix & Comic Life). Overall the project was a success! Even if it took ten weeks! 

Two of the many finished projects:

Oh and I love my new job!  Helping teachers with curriculum content is a huge bonus on top of getting to teach technology all day long!

Third grade update coming next week…Non-fiction books over Oklahoma Government are about to be done!!

Classroom vs. Specials

Ready, set, compare: Specials teacher vs. classroom teacher

1. As a classroom teacher, by week 10 (this week) you've learned all your students' names. If you call a kid by the wrong name, it's only because you say some names more often than others.

As a specials teacher, you still call that kid "Charles" just because he resembles the real Charles or you don't actually know who the real Charles even is.  The kids' faces start to all look the same…seriously an issue!

2. Classroom teachers have met parents for most of the kids! They are not all recognizable, but you are only human!

Specials teachers, "parents?!? Who are they?!?" 

3. Classroom teachers have spent approximately 200 hours with their class.  No wonder they are pushing each other's buttons. 

Specials teachers have been with each child 9 hours, if they've never been absent.  Anybody can handle nine hours sporadically.

4. Classroom teachers have ownership over one class. The class may frustrate you to no end, but they are still "your kids."  If someone messes with "your class" they have to mess with you. 

Specials teachers, well we can claim 650 but since we still don't know their names and our door is a revolving one…Let's just say, I've adopted a class!

5. Classroom teachers' anxiety is rising, pressures are weighing heavy!

Specials teachers are just here, and chill.

6. Classroom teachers have written a bazillion lesson plans and have taught 3/4 of them. 

Specials teachers have written 50 lesson plans and taught all of them 5 times! 

Both jobs are equally important and both jobs have MAJOR perks. Some days I love the freedom I have as a specials teacher and other days I miss the lack of relationships I had with "my kids."  All I know is that I love both jobs.  The hardest part for me this year is the lack of relationships with one set of kids.  How do I know triggers for motivation and triggers for shut downs?  How do I know what they like to do outside of school? Some days I long to just take my class outside and read!  Or go play on the playground and swing with kids.  What can I do in 55 minutes a week to build a relationship with 20-25 students?!?

At our last faculty meeting we had a presentation on building relationships with kids. By the end of the faculty meeting, I made a decision: just because I am a specials teacher doesn't mean I can't have ownership over the kids I teach.  I can and will build positive relationships with as many of the students as I can.  In fact, I get to have relationships with more kids and the relationship will be carried over multiple years.  It was at this point, I made a decision to stop having a pity party and fix the problem.

So here is what I'm doing…
* Claiming ALL the kids I teach as my kids!  Claiming all the classes I have as mine! OWNERSHIP…it does wonders.
* Before the kids get started with their projects, we share good things.  I am learning so much about all the students who pass through my room.  (I always did this in the regular ed classroom, why can't I do it now?)

* I find one kid in the class that looks like they could use a conversation and talk with them during their class.  Sometimes I carry that over after class or later in the day.  I've already seen a difference a little time with a kid can make.
* I make a point, to wander through the cafeteria during breakfast or lunch a couple times a week to talk to students.
* I'm working with two small groups of fifth graders.
* I adopted a class…a big thank you to that teacher for sharing (I know sometimes it is hard to share "your kiddos")!
* I'm beginning a tech club with a group of students.

It is important for both regular classroom teachers and for specials teachers to claim the kiddos that pass through their doors.  To claim them and feel attached you must know something about the students.  Most of our students need to be claimed and loved by more than just one person in our building.  This means regular classroom teachers have to allow others to help and others must be willing to help.  It takes a whole village to raise a kid and it takes a whole school to show kids we love them.  

So I end this post with one question...What are YOU doing to build relationships with kids? Whether you are a regular classroom teacher or a specials teacher, I'd love to hear about different ways you are getting to know the students.   It is the most important part of our job as teachers and it leaves a lasting impression whether the relationship is positive or negative!