We Must Reach the Whole Child

So there's this saying in education: "To teach the whole child, you must reach the whole child."

This is a motto that many educators live by each day. We take money out of our own savings accounts. We buy extra groceries. We buy soap and deodorant. We provide clothing, a new pair of shoes, or a back pack when kids need it. It's what we do. We take care of kids.

I work in an economically diverse district. I teach students who live in houses that cost half-a-million dollars. I also teach students who are homeless. In fact, in our district alone, 27 students have been identified as homeless. Across the state of Kansas, 167 districts reported identification of 8640 students:

• 7023 students who are doubled up (living with another family)
• 914 students who are living in shelters, transitional housing, or awaiting foster care
• 166 students who are living in unsheltered areas (cars, parks, campgrounds, temporary trailer, or abandoned buildings)
• 537 students who live in hotels/motels

Several years ago, a few teachers and I started the Buhler Clothing Closet. I bought two shelves with brackets, two dowel rods, and four rubbermade containers. My administration gave me the go-ahead to hang these in our teachers' lounge so that any teacher could access them in a safe place. We knew we had students' whose needs were not being met. We also knew that if students were worried about their appearance or were hungry, they weren't learning to their fullest potential. We didn't know where we were going with this idea, but we knew that we could not ignore the need we were seeing in our students.

Fast-forward to today, and we currently have a clothing closet, food bank, and two blessing boxes for students throughout our building so that they can have better access. These are funded through our educational foundation and teacher/parent/community donations.

Our clothing closet consists of two closets purchased from a local hardware store; one was purchased by a teacher and the other was purchased by our educational foundation. They are simple, but they meet the needs of our students.

Our food bank is stored in the office. We had a few cabinets that were not being used. We also wanted the food to be centrally located so that staff and students could help keep the blessing boxes stocked.

Our blessing boxes are located in two places throughout the building. One is located in a discreet location in the hallway. The other is located in the women's restroom in the main lobby so that we can supply pads and tampons to students. In both locations we provide food and basic toiletries.

None of this is fancy, but it is accessible to students. And to be honest, that is all that matters. We want our students to know they are more than just a test score to us. We want to do what we can to help them. It isn't much, but we know they are using these locations to meet some of their needs. We don't ask anything from our students to use this, we simply encourage students to pay it forward someday. 

All schools can do this. All communities can support kids in this simple way. Aristotle once said, "Educating the mind without educating the heart, is no education at all."

Should you feel moved to donate to your local school, below are some items that we use frequently as Buhler High School. We have found that items need to be grab-and-go, easy to open, and discreetly located.

#YouShouldBeATeacher

We've got a teacher shortage. Yep, it's that simple to say. This is a complex problem that deserves local, state, and national attention. This past summer, I attended an educational policy forum, and as I listened to governors, legislators, policy makers, and lobbyists suggest policy changes for education, I kept thinking to myself, "Why is the lack of qualified teachers NOT THE MAIN TOPIC OF CONVERSATION!?" (Ok, so maybe I was yelling that in my head.) During this policy forum, I felt like I was watching a ship being built with no crew to set sail, yet the passengers come on board every year, no matter what.

Now I am not going to sit here and write that teaching is without its flaws. I am not going to naively act like issues such as salary, lack of support, and public perception of teachers are not a large part of the shortage. They are a huge part of the shortage. These are adaptive problems that are going to take a cooperative effort to change. While issues like this oftentimes seem paralyzing due to their enormous size and complexity, I think that teachers can make a difference in this issue. There is one powerful statement that I think needs to be addressed. That statement is: "Don't become a teacher." 

I was told many times, by educators and family members, that I should not become a teacher. I was told that for a myriad of reasons, and I cannot tell you how thankful I am each day that I did not heed that advice. 

This past weekend I was able to speak in front of approximately 250 teachers. I asked them the same question: "How many of you were told NOT to become teachers?" It appeared over half of the teachers in the room raised their hands. Couple this sentiment with the reasons I listed above, and it is no surprise why we have a teacher shortage. As educators, we have to stop telling students NOT to go into education.

This teacher shortage seems like such a big problem, but as teachers we can band together on this. We can work collectively to build our profession. Let's start telling our students that we think they SHOULD be teachers. Let's be intentional with our words, for they are powerful. They hold weight. And they may just be the words that a student needs to hear.  

This semester, I have had two students tell me that they want to become teachers.  I've made sure to tell them I will help in any way that I can. And I meant it.  In the past week, I have also taken the time to tell two more students that I think that they should also become teachers. And I meant it. These are two students who do not have the best experiences in school. They tend to struggle with school as it is now, but because of this struggle, they would make amazing teachers. As I told one of them, "I know without a doubt that you would be a great teacher because you would never want one of your students to feel the way that you do." All four of these students have a passion for helping others, and in my opinion, that is the most important qualification to teach. You have to want to work every day to leave this world better than you found it. 

So can we do this? Can we join together and be intentional with our words, to tell others that there is no greater profession, no greater calling than to be a teacher? 

Download this PDF, (<---Just click on this hyperlink), and then have that conversation with a student. Take a picture. Tweet it out if your district allows it. Print a copy and give it to your student. These are such simple, yet important conversations to have and actions we can make to encourage future teachers.

Let's start a movement. Let's start telling students of any age that they should be teachers. No one knows teaching better than us. We know the kind of heart it takes to be an effective teacher. Every kiddo deserves a great teacher. So, let's work to build this profession that we love -- one student at a time.

It's Time to Put Our Differences Aside: Our Kids Deserve Better

I heard it. I heard the clip load into the rifle. I looked around the room at the other teachers and said, "Get ready, it's about to start." 

"Pop! Pop! Pop!" An empty hallway suddenly flooded with gunshots. Gasps filled the room, and organized chaos to secure an entrance began. This semester, our high school and middle school teaching staff participated in an active shooter training called "Run, Hide, Fight"; this training was conducted with our local law enforcement officers and our middle and high school staff. No students were present. Our district leaders did a great job preparing for this day. It is an important training. It is a hard training. And while I never thought I would have to do this, it is part of my reality.

When this training began, I thought I was ready for it. And then I heard that officers would be firing blanks. I grew up with hunters. I know the sound of a gun. I, myself, have shot many different types of guns. But this was different. These shots were going to be fired in my school - next to my classroom. Law enforcement told us no matter how much we tried to prepare ourselves, that once we heard gun shots, our body would react the way it is programmed to do. And once I heard gun shots, even though I told myself it was not real, my brain stem/ limbic system took control. My heartbeat raced in my chest. I could hear my heart beating in my ears, which meant my blood pressure had just shot up. Everything else seemed to be a bit muffled. Adrenaline was pumping through my body; I was able to push a couch over to the door and lift it up with one other teacher without much thought.  Desks and chairs were flipped over and stacked on top of each other.  My colleague took off his belt to hold the locked door shut. 

We grabbed staplers, chairs, a decorative brick, my marble Teacher of the Year apple, the ends of table legs that I had removed for my flexible seating tables, and a few dowel rods that I had in my closet -- anything that could be used as a weapon. Lights were turned off. Cell phones were silenced. It took us about 30 seconds to secure my classroom. And then we waited. We waited for shots. We could not tell where they were coming from. They were loud. They echoed through the hallway bouncing off of cinder block walls. And for the most part we felt safe in my barricaded classroom. We felt safe until the door was unlocked (as part of the training), and someone tried to get in. My colleague's hands began to slip because he had been holding onto his belt that was tied around the door knob, so I dropped my brick onto the chair next to me, reached over him, and grabbed on to the belt just above his hands. Other teachers readied the objects in their hands as potential weapons. Again, my heart beat filled my ears. And this was just a drill. But it could be any school in this country. Any school. 

This was a terrifying 20+ minutes. We repeated this drill two more times in different classrooms with different scenarios.  But these were rooms full of adults who had just been trained. All I could think about what how much leadership it will take to calm down a class of 20 students and prepare them to run, hide, or fight. 

Children need to know the plan should the unthinkable happen - yes even in small-town America. However, they should not be part of a drill like this or hear the sounds of gunshots through a hallway just to know what it sounds like. That sound was simply horrific. Last week, our elementary school practiced a crisis drill (no blanks were fired). My son, who is in second grade, is still asking me questions about the "bad guys" who come into schools. He is still asking me how I will be safe in my building. At the high school, we practiced this drill yesterday, with our students, and they were scared. They had so many questions. 

The training also reinforced that at no point should teachers be carrying guns. This is the second time this year I have had members of law enforcement echo that opinion. By the time we had secured my room, my keys and phone were on the other side of the room - these items never crossed my mind as I was pushing a couch, flipping over a table, or grabbing a chair. Imagine if that were a gun. My job is to make sure that my students are safe. It is our job to lead our students to safety (run), secure our classrooms and building (hide), and then prepare to fight if needed (fight). It is our job to shut down a school so that law enforcement can get there. They are trained. They know the psychology of a shooter. We do not; we are teachers.

As a teacher, I think about how I may need to respond to a situation at school. I also think about this need to respond when I walk into a grocery store or gas station. I think about this at church. I think about this at a concert or at the zoo. I think about this just about anywhere there are people. Where are the exits? Is there an AED in case someone's heart stops? I know how to check blood sugar. I know how to use an EPI pen. I know how to tie a tourniquet. I am loud; I can direct a crowd if needed. These thoughts often go through my mind. I don't fixate on them. I just observe and notice these things. I am trained to notice because one day I may have to step in to help until law enforcement, firemen, or EMTs arrive. 

In our training, we were shown FBI data. It stated that 46% of all active shooter situations occur in a public location such as a business or mall. Approximately 23% of active shooter situations occur in a school. Those numbers, however, appear to have been recently updated. This is a problem that is bigger than schools.

As a teacher, although it is not officially written in my job description, I am expected to respond. Just like my colleagues, I have looked a classroom of students in the eyes and told them that I would take a bullet before any of them. And we meant it. We still mean it. Our world is hurting, and it seems that as adults, we are too prideful to address this hurt. I often wonder what it will take for the public to respond. How many people have to be hurt and killed in an active shooter situation, a mass shooting tragedy, before it's too much? How many people have to be hurt and killed before adults from all walks of life are willing to meet each other in the middle and fight for a solution? 

It sickens me that hatred and anger have become mainstream. Violence seems to be expected. I even found myself struggling to decide when push out this blog because it seemed to be too close to a national shooting, yet another occurred yesterday in Pittsburg where 11 innocent people lost their lives. This is an adaptive problem that has multiple layers to peel back if we hope to truly effect change - it is not a simple fix. It is time to put our differences aside: our kids deserve better, and their lives depend on it. Kids need adults to come to the table and look for solutions. Kids need adults who are willing to lead, to have the hard conversations and call out hatred and bigotry when we see it. Kids need adults to act like adults.

When "I Can't" Becomes "I Can If You Help Me"

Three years ago, I started a journey to learn about authentic reading and the lack thereof in my classroom. I knew that my students were not reading. As a student 20 years ago, I passed many of my high school and college classes as a fake reader - only doing what I had to do to comprehend the text enough to participate in discussion, write an essay, or take a test. It wasn't that I struggled with reading. It was almost more of a game to me that I could pass tests with As and Bs without reading. Yeah, I was one of THOSE students.

This journey introduced me to authors like Pernille Ripp, Kelly Gallagher, Donalyn Miller and Penny Kittle. And you know what -- all of these authors had one thing in common. They believed through their experiences in the classroom that the one way to create authentic readers was to actually put books in students' hands and let them experience reading. Yes, reading during the class period -- such a novel idea (pun intended)! This is not lazy planning. It is not lackadaisical teaching. We would expect a football coach to run pass plays to help his athletes know when to make their cut up the field. We would expect a choir or band teacher to have students singing and playing their instruments during class to improve their skills, yet many teachers would say that they have too much content to cover to provide students time to read in class. I have to talk myself off the proverbial social media cliff every time I hear teachers list reasons for not giving students opportunities to read in class. We model what we expect. If we expect students to read, we must provide time and model what authentic reading looks like. They will rarely do it on their own.

One of my other realizations on this journey is that reading takes many different forms. Many students are great readers and can read silently. Some students like to be read to in a larger group setting. Some students like to read aloud with a partner so that they can discuss what they are reading as they go. And some students (more than you would think) benefit from listening to an audiobook. 

So today, as I was walking across the hallway to my classroom one of my students who recognized his strength as an audio-reader stopped me. He was nervous about the book he was reading in his Jr./Sr. level class. He said, "You know that I struggled to read last year until I started listening to books. I am struggling to understand this book, and I can't find an audio version that is free." He then said some of the most treasured words that a teacher could ever hear: "Can you help me?"

This is what teachers live for, am I right? For a student to come to see us, to advocate for himself, to recognize how he learns best, and to see the potential he has as a learner. This is why the learning in our classrooms has to meet the needs of our students. This is why we need to allow our students to try as many learning mediums as possible until they find a way that works for them. Finding the right medium for reading allowed my former student to build up some confidence in himself and to realize that he can learn. Call me crazy, but my hopes are that someday, meeting the needs of each student is just what we do -- not because an IEP, 504, or SIT plan tells us to do this, but because it is what's best for kids. Sometime, over the course of a year, this student invested in himself. It was amazing to watch "I can't" become "I can if you help me." This is why we teach.

I Love You, Too!

“Students don’t care how much you know until they know how much you care.”

—John C. Maxwell, American author and leadership expert

I have never been much of a hugger. In past years, the sentence "I love you" did not roll easily off of my tongue. As a young teacher, I was taught to make sure that there was a clear line drawn in the classroom. So, I mastered the one-armed hug, the high-five, and the fist bump. 

And as most of my stories go, there was this kid...

I remember it like it was yesterday. I was walking down our long hallway, and then I heard it. It was a phrase I wasn't sure how to respond to. Definitely not something I learned about in my teaching classes. This student said, "I love you, Mrs. Neill." I'll be honest. I didn't know what to do or say, so I said, "thank you." Wowza. Thank you? How lame was that?

Many students have gone days, weeks, months, and sadly even years without hearing "I love you." And when this student said, "I love you, Mrs. Neill," I hesitated. But you see, I do love my students. I love them like my own children. I also know that my students, my children, are often hurting. This student in particular was very genuine when he said, "I love you" - he meant it. Why was it so hard for me to say it back?

I cannot begin to count how much I think about the power of my words. I know how authentic they must be. The must be safe. They must be affirming. They must be encouraging. They can never be forced, for you cannot kid a kidder. Words like:

• I am so happy you are here!
• I missed you while you were gone.
• You are so important to this class.
• I'm listening.
• I'm sorry.

I am intentional about these messages. When students walk into my classroom, I study their body language and posture. I look to see if a student changes seats from the day before and what may have caused that change. I try to figure out what it is that students need to hear so that they have the confidence to put their thoughts into writing. I work to foster a classroom environment that thrives on discussion and collaboration. I do these things because I believe that they just as important as the content I teach. 

And so now, when this student says, "I love you Mrs. Neill," I can say, without hesitation, "I love you, too." And I mean it. I often hear my colleagues say the same thing to students as they leave their classes. I think about how many colleagues have hugged me in the last week and told me they loved me. We are a family. We have created a place that is safe to take chances, to fail, and to get back up and try our best again until we succeed. Every student and teacher should be so lucky.

I love you, too -- these words cost me nothing. However, to this student, who has taught me more than any book ever could, those words may be just what he needs to hear. And I would be lying if I said that I didn't need to hear it, too. 

Teachers - Your Vote Matters

Teachers, I am just going to say it: we've got to vote. Our voices need to be heard. We are the advocates for our students, classrooms, and schools. No one knows about schools better than we do. It's time to get political.

As a new teacher sixteen eighteen years ago, I did not consider myself a political person. I did not fully understand how government - at both the state and national level - affected my job as a teacher. I voted, but I was not active in the campaigning process, I shied away from political conversations, and avoided conflict at all costs. I did not get political because I didn't think I knew enough about political issues to voice my concerns and opinions. And let's be honest, sometimes politics seems so overwhelming. I did't know where to start, so I simply didn't. 

What I have learned is that ignorance is not bliss. I know about my students, my classroom, and my school, and that is enough for me to get political. It is enough for me to campaign for candidates that support public education. It is enough for me to put a sign in my front yard. It is enough for me to go door-to-door for a candidate. It is enough for me to write a 150-word letter to the editor on behalf of a candidate. Being a teacher is enough to advocate for students -- because we are professionals.

As the 2018 Kansas Teacher of the Year, I had the opportunity to learn about how policy on a national and state level affects our public schools, so I want to take the time to share with you what I know and address comments and questions that I have been asked. I am hoping that this will give you the knowledge and courage to be the voice for your classrooms and for your students. Your teaching stories matter, but you have to be brave enough to share them. 

• "I vote, but I only vote for president or in national elections." As an American, it is awesome that you exercise your right to vote. However, what I didn't understand as a teacher is that almost 90% of our public schools' funding comes from the state and local level. So what does that mean? It means that the small elections sometimes matter more to my classroom than a national election. It means that my state senator and state representatives who live in my own town, county, or district represent me and my community's interests. There is no electoral college on a local level - EVERY VOTE COUNTS.
• "I don't know what to believe with all of the fliers that I get in the mail and commercials that I see on TV." Great point. Those fliers can be overwhelming. I have learned to look for a few key words to help me start researching candidates. When I see words like "school choice" or "parent choice" that usually means that the flier or commercial is supporting someone who believes in school vouchers. Please know that I do believe that parents should have the right to choose what type of education their child receives, but public taxpayer dollars should be used to fund public schools. As a public school teacher, I believe that EVERY child has the RIGHT to a high quality education. Our public schools serve EVERY student - no matter their ability, race, gender, sexuality, or identity. A school voucher system takes away tax-payer dollars from our community schools and allows that money to be spent on private schools, home schools, and for-profit schools. Edit: I have had a few people ask me exactly how vouchers would affect public schools. Right now, any tax revenue that is set aside for schools goes to public schools. According to the state constitution, no public taxpayer dollars can be given to private institutions. Should we elect a candidate who supports the voucher/choice system, the overall funding for public schools will drop because this money will be split between four entities: public schools, private schools, for-profit schools and home-based schools. This would most likely mean more cuts to teachers and districts across the state. I might also add that elected officials do not get to choose which schools lose funding in the event of a budget cut. Those cuts effect all schools across the state. 
• "I don't know how to contact my representatives." Teachers are busy. We make thousands of decisions a day. Our time must be used wisely, and that is why I love the website www.openstates.org.  
  
  This site allows me to easily see the email addresses and phone numbers to contact my representatives. (Just a reminder not to use your school email accounts and devices to campaign for or against someone.) This site also shows me how my representatives voted on certain bills and who is on specific committees that I may need to contact. I have also programmed my representatives' phone numbers in my cell phone (this takes less than 5 minutes), and I call them when I am on my way home or making a trip to the grocery store. I don't have to know the name of the bill I am calling about, but it does help to know that. It also suggested to give them my address so that they know if they are my representative. Again, I don't have to be an expert -- I simply have to tell my classroom stories and experiences. I simply have to write, email, or call. I must act. 
• "I don't understand how our commissioner is chosen." In Kansas, our commissioner is NOT elected. That is rare. In most states the Commissioner of Education, State Superintendent, or State Chief of Schools (different name, but similar jobs) is elected by the citizens or appointed by the governor. Our commissioner, Dr. Randy Watson, was appointed after a series of interviews by the members of the Kansas State School Board. This allows for us to have some continuity in the vision and direction of our schools. It is the reason why our goal to have all schools redesign by 2025 is an attainable goal. We do not changed course every 2-4 years like many states do. This continuity is important for the morale of teachers and the future success of students.
• "Who makes up the state school board and what is their role?" Our Kansas State Board of Education consists of 10 elected members. As voters, we get to learn about our state board members and their beliefs. They do run attached to a party or as an independent. Edit: They are elected to represent their constituents in educational matters. "The Mission of the State Board of Education is to prepare Kansas students for lifelong success through rigorous, quality academic instruction, career training and character development according to each student's gifts and talents. The Kansans CAN Vision is to Lead the World in the Success of Each Student."

• "Does anyone actually want to hear my classroom stories?" Teachers are one of the most trusted professions. Teachers are humble. They do not seek out attention. As a result, our stories often go untold. However, I do know this - in the absence of information, people must fill in the gaps with their own personal experiences and knowledge. In order for politicians, parents, and community members to understand what my classroom is about, I must share my stories. My students do not learn in the same way that they did, but that is because we have research-based strategies and best practices that didn't exist even 5 years ago. My students have different needs than they did, and unless we talk about those stories, students' needs will not be met. I have a responsibility to share my story. I do not want the nightly news, social media posts, or hearsay to do that for me. I would encourage you to share these stories with your neighbors, your church community, your social media contacts, and your own family. They need to hear about the awesomeness that surrounds you each day. 

You do not need all of the answers to get political. You do not have to be an expert in educational funding and local budgeting. You DO have to be willing to try - one step, one fact at a time. This upcoming election is another important one. State and local elections are when local educations decisions are made. 

If you have other questions about how local government affects Kansas schools that need answers, please post them in the comments. I will do my best to find answers. Share this post with your colleagues, families, and neighbors. We must understand how local elections impact schools if we are going to meet the needs of our most precious commodities - our children.

Edit: I originally wrote this blog post two years ago, but it still applies today. Teachers have been told not to get political, but everything about our jobs is governed by politics. Teachers can change the world, one child, one heart, one vote at a time.