He Saw the Light!

One of my favorite quotes as a teacher comes from an amazing educator and learner named Annie Sullivan.  You may not recognize her, but she was the teacher who unlocked communication--ok let's be honest, she unlocked the world--for her student Helen Keller, a young girl who was both deaf and blind.  She said, " My heart is singing for joy this morning. A miracle has happened! The light of understanding has shone upon my pupil's mind, and behold, all things are changed!"

I can say that, today, one of my students saw the light.  Fellow educators know this moment.  It is the moment you hear a student verbalize what it is you have been trying to teach them.  Time stands still for that moment, you breathe it in, let it fill your lungs and heart because this is the very moment that keeps teachers going. You also have to play it cool in front of your students so that you don't lose all credibility with them.  Deep down, you want to run down the hallway and interrupt every class just to share the good news. Yes, it is that exciting!

Today, a student of mine said, "This book is so good! I just want to keep reading!" Another student replied, "Just wait, it gets better!" 

This. This very conversation has been lacking from my classroom and many other ELA classrooms for too long.  We have been treating all reading as literature, when in reality, sometimes reading is just reading.  I'll say it until I am blue in the face, if students aren't reading then teaching the components of a well-written piece of literature will not matter. If we are to create life-long readers, they must first read.  Then, and only then can they appreciate what they are reading as art.

What I find most exciting is that these students were talking about a book that is the first in a series of six books. These two students will most likely read SIX more books!  If those numbers don't get us talking about reading, real reading...then what will?

This student was reading books at a 4th-5th grade complexity level - and that was a great place to start.  But today, this student expressed enjoyment in a book that is on the high school reading level, and it is over 400 pages long. I asked him today how many books he read last year.  ZERO. I appreciated his honesty so much because I knew he didn't want to say it out loud.  I asked him how many books he has read this year; his response was 3-4. This. Is. Huge. People.  Sometimes you have to allow students to start at a level that is comfortable, that holds no fear. Sometimes those are books that they have already read - it is comforting to visit a place near and dear to our hearts, even if we've already read it before. Sometimes we need to build up some self-esteem before students rise up to what they are truly capable of reading - so I ask what's wrong with graphic novels or free verse? Sometimes, those reading hearts in our classrooms are so defeated that they are afraid to start. But you've got to start somewhere because, eventually, they will see the light. This young man saw the light today, and I have no doubt that his future is going to be bright. My heart is singing for joy!

And in case you are curious, this is the book that has them hooked. 

Creating a Lifetime of Reading

This past summer, I came across a book that spoke to me as an educator in an amazing way.  Book Love by Penny Kittle was recommended to me to help me as I researched how to create a culture of reading in my classroom, a way to grow lifelong readers in the short year I had them in class. As I was reading, I found myself having conversations with what I was reading; it was like the author was inside of my brain reaffirming the beliefs I have always had about reading and the lack thereof. I had always struggled with the fact that I knew I had passed book reports as a student without reading the book. I also struggled knowing that after 13 years of teaching, my students were passing my class, quizzes, and tests without really reading, no matter how hard I tried to catch them. Something had to change, and I could not wait until I had the perfect plan to do it.

At the beginning of the year, I asked my students to estimate how many books they read last year.  Out of my 100 students, they estimated that they read 540 books last year.  Shockingly, 55 of them estimated that they read fewer than 3 books, and 17 of my students said that they read ZERO books the previous year. They were what I was as a student: a fake reader.  I read what I had to in order to make an A or B in the class, but I can say that unless the teacher was invested in my success, I was not invested in my assigned reading. 

I am an English major, so I appreciate great literature. I have studied it, researched it, discussed it.  I know and love the content I am required to teach; however, there is a misunderstanding that is not taken into account when choosing this literature.  We are choosing literature that is part of the literary canon, or even a large part of the culture in our country. Those classics are great, but what good does it do to teach this type of literature if students are not reading on their own? If students are not reading on their own, they will not make it through the difficult vocabulary of Edgar Allen Poe or the first four chapters of To Kill a Mockingbird. Furthermore, if students cannot use a library, if they cannot become a critics of books and state what they do or don't like about it, does it really matter if I drill-and-kill the elements of plot? We are assuming that kids ARE reading.  I can tell you that they ARE NOT - no matter how scary my test or quiz might be. Fear does not improve one's desire to read.

I recently saw a teacher comment on a online discussion that she did not have time for independent reading in class - that it was something kids should be doing on their own. If we don't make time for this kind of reading, then what are we making time for?  Are we creating lifelong readers who can think for themselves OR are we creating really good English students who can take good notes over what we tell them to think about a story or poem?

Amazingly, as of 3:30 p.m. on January 23rd, 2017 my students have read 556 books. I am so proud of them! All I have done is given students the first 10 minutes of class every day to read and asked them to complete 10 more minutes of reading outside of class. Reading has become our homework; I try as much as possible to have students complete all other work in class. I have ditched book reports, quote response journals, and projects with their independent reading. Taking away this pressure allows them to read for pleasure and...wait for it...ENJOY what they are reading. It allows them to abandon a book if they don't like it without the fear of a bad grade. It allows them to read graphic novels, free verse novels, and novels from genres they may never normally try. 

This process has not been perfect. I have learned to embrace the messiness of it, and I have modeled that in front of my students.  I think they appreciate the authentic experience we are trying to create together. They are willing to be my reading guinea pigs - I can't think of a better experiment to be a part of as a reader. So, here's to another semester of reading, another semester of learning together, and maybe a lifetime of reading that keeps us connected. 

I See You

Thanksgiving - a time to reflect. A time to give thanks to those who have helped us. A time to look forward to what is to come. I am so thankful every day that I get to teach. I am so lucky to work with my colleagues and students. On Friday, we watched the following video in class. This video was created by my colleagues last year, but I had never taken the time to show it. My students needed to see it because they need to know how important they are.

After watching this video, I gave my classes time to write a thank you to a teacher, any teacher, that has taught them - past or present. Most students grabbed a handful of paper and started writing without hesitation. Well, except for one. One of my amazing students struggled with this assignment. This student has never felt like she could turn to a teacher for help on an assignment or because she was being bullied. She was alone. She is alone at school each day. This realization makes my heart hurt.

This student left my classroom in tears. I followed her out of my room.  I hugged her.  I wiped her hair out of her face.  I held her hand.  I got down on my knees to talk to her so that I could see her face. My intention with this assignment was good. My intention with this assignment was to give students time to reflect.  And foolishly, I assumed that all students had at least one teacher to thank.  

After a few days of running this through my mind, I think that more than anything we have students who just want to be seen. They want to be important to just one person. They want others to see them for who they are - not how they learn or how they act. This student is kind. This student knows she wants to be successful in life. This student is polite and respectful. This student has read a book for the first time in years - and she was proud of herself. But you see, this student does not fit into the typical student box.  And for this, she punishes herself. This difference should be celebrated. She should be celebrated. Friday changed me.

Which students need you to see them, to notice them? This week, take the time to write a note, send an email, or even help them one-on-one with an assignment.  Take time to start the conversation - to really see the person that is in front of you. I look forward to seeing this student each day, but I never told her that. Thank goodness I did not miss that opportunity on Friday. She has been overlooked by countless teachers and adults - and even if this is not the case, this is how she feels. I hope she believed me when I said, "I see you." I will forever be changed because of her. I will work everyday this year to make sure I see her. 

When You Think of Kindness, Please Think of Me

Well, the election is over.  I don't know how I feel about.  I didn't know how I truly felt about each candidate prior to the election, but I did do my research and tried to vote the best way I could.  I also didn't like talking about the upcoming election with others, and I wasn't sure why.  But now I know.

Hate. The answer is hate. The hatred I see coming from so many Americans truly scares me.  No side, Democratic or Republican, is immune.  I am scared that the "gray area" of understanding is shrinking.  I am scared that people are no longer listening to understand; they are listening to respond and argue (I am guilty of this at times myself).  And even if I disagree with someone, by listening to that person and trying to understand his or her side, I gain support for my own beliefs. By listening to them I might even gain new insight and understanding about his or her life experience. This understanding leads to empathy and compassion. No doubt we, as a country, need more of this.

Today as I started class first hour, students were arguing about late-term abortion.  I am not going to sway their opinions, nor is it my place to do so.  But it is my place to make them think.  I asked them, "What traits do you want to be associated with when others think of you? Kindness, empathy, compassion, understanding? Are your actions reflecting those traits?" As adults, parents, spouses, teachers, friends, we all have choices today, as do my freshmen students.  We have the choice to listen to others.  We have the choice to respect our differences.  We have the choice to walk away to avoid acting out of anger or malice. We have the choice. No one but me can choose what I do with my actions.  No one but you can choose what you do with your actions. So, choose wisely.

When you think of kindness, please think of me. I pray my actions reflect it. I pray my students see it each day. I pray it is the "tomorrow" I am working each day to create.

Control the Narrative

Last year I had the opportunity to attend a conference in San Diego called ECET2 (Elevating and Celebrating Effective Teachers and Teaching).  It was a life changer.  It helped me to realize that titles do not make a leader, actions do. For the first time in my teaching career, I have the confidence to know that I on the same playing field as some of those award-winning teachers even though I do not hold those awards. That playing field is "what is best" for students, and we are all on the same team.  Personally, however, I felt as though the most important change I needed to make was to help control the narrative coming out of my classroom and school.

A few of the amazing KS educators I met in San Diego!

Teaching is not what it used to be, and I think that is where the biggest disconnect between the public and those in education can be found. It is not building up a binder of daily resources to re-use for ten years. It is not days upon days of worksheets.  It is not desks in a row, one-size-fits-all types of classrooms. It IS working to unlock each student's learning potential using whatever means we have at hand - be it through 1:1 laptops, flexible seating, independent reading, maker spaces, and coding. The 6-o'clock news doesn't show this; they run stories about inappropriate teacher relationships, failing budgets, and state assessments. No one knows what happens better in my classroom than I do, so why in the world would I let someone else tell my classroom story?

My kiddos are loving the flexible seating and low tables!

People often ask me about how I teach and how the kids are these days. I struggle to verbally tell them what happens in my classroom because I strive to make my classroom an experience, not a lesson.  So I show them; I tweet, I blog, I post to Facebook. Oftentimes, I second guess myself.  Should I share this? How will others view this? Will they think I am bragging or patting myself on the back? These are all genuine concerns, but it all comes down to sharing little glimpses of what happens in my classroom and my school each day. It is promoting the awesome things that my students and colleagues are doing each day; I often find myself saying, "You should Tweet that out!" It is making myself a little vulnerable by trying new things and sharing if they worked or not. It is showing how much fun we have each day in class and how much I look forward to seeing my students each day. (Have I told you how awesome and inspiring they are and how much I love them!?)

Imagine what would happen if more educators worked to control the narrative of public education? How might that start to slowly change the view that so many hold about teachers and teaching? But there's a catch. Doing this puts an emphasis on innovation and takes teachers out of their comfort zone. It changes the role of the teacher from sage-on-the-stage to facilitator of learning. It widens my audience. And let's be honest, change is scary. However, it also makes my classroom transparent, and if we expect to see any changes in the public view of education, those cinder-block walls have to be opened up for others to see. It costs nothing to create a district hashtag (#313teach), building hashtag (#BHSlearn), or classroom hashtag (#BHSNeill). It is such an easy start to promoting the awesomeness that happens in classrooms each day. Sometimes it just take a little encouragement to share. Tweet it out, control the narrative, welcome others to the awesomeness that is your classroom!

Someday is Today!

For the past several years, I have had a vision of what I want my classroom and my curriculum to look like (within the bounds of what our department has collectively decided to teach).  I keep telling myself that someday, I will do the things that I know I want to do, that I know are best for kids.  Someday, I will take the time to read professional books until I find one that aligns with my teaching beliefs.  Someday, I will take several hundred dollars to buy new seating for my students.  Someday, I WILL do all of these things.

This summer, I had a colleague and mentor tweet a quote that stood out to me: "Would you want to be a student in your own classroom?  Would you look forward to coming to your class each day?"  Wow.  Talk about powerful ways to think about decisions in my classroom.

This got me thinking about a former student of mine named Audra Reed who is now an excellent, outstanding, inspiring librarian in our district.  I had the opportunity to teach her my very first year of teaching, and I taught her ornery, silly, jokester brother named Eli three years later.  It is one of my very favorite memories because she was my senior aide in the same hour that I had her brother in class. Across the classroom, she would "mother" him for not studying for a quiz, or they would hug each other by the windows as Eli messed up her hair. I was blessed to be witness to this, and this has forever changed me because Eli died unexpectedly a few years ago.  It was at this time that Audra posted that her role as a teacher was so important because of the fact that so much of Eli's life was spent in a classroom.  She was thankful for the love he was shown from his teachers and coaches, and she vowed to make sure that her classroom was a safe, fun, loving environment to her students because you never know how short life can be. You never know why that certain student was placed in your class or how they will change you or the world. This rocked me to my core. I reflected and prayed that my class had been a good experience for Eli and for his sister a few years earlier.  This has never left me.

So this year, I decided that SOMEDAY is TODAY. This will be my 14th year of teaching. What the heck am I waiting for? If someday is not today, then when is it going to be? My students deserve someday to be NOW! Not next year. Not when I can truly afford it. Not when I get a raise. Not when my own kids are older. Not when my husband's job slows down a bit. My students deserve NOW because I only get one year with them. I get one year to make a difference in the lives of my students - be it academically or personally. I only get one chance. Do I know what my curriculum will look like? Not exactly. Do I know how flexible seating will work in my classroom - nope, sure don't. I do know, however, that my students are worth the chance, and that if it doesn't work, we will figure it out together because that's what families do.

It's All About Opportunity

Tonight I sat and watched my two sons playing with their trucks in the water.  I am so thankful that they are only three and six, and that we don't have easy access to the news.  I am thankful that for now I can shield them from the events that are flooding the news and my Facebook/Twitter feeds.

Two boys playing - not a care in the world.

But you see, then I think of this sweet kid in the picture below.  Isn't he just the cutest?!? He is my nephew, and sadly, he will most likely know a world that is different than my boys know. He has the most beautiful eyes, and the silliest laugh, and a skin tone that is different from my sons. But do you want to know what is awesome? Not once have my sons ever commented on that difference in skin color, not about my nephew or his dad. Why? Because love doesn't see color -- love flourishes with kindness. When they look at him, they see their cousin. They see a person.

My future's so bright, I gotta wear shades!

With the events unfolding in the news this week, the mother in me is fearful for my children, nieces, and nephews and the world they are growing up in - filled with hate, violence, and a desire to be understood and accepted. I don't know how to respond to posts on social media. I can't seem to find the right words to respond in a tweet. It all seems so surreal, and I know I am a bit naive because it is a world that I do not know, but it is a world that I work to change every year the only way I know how.

The teacher in me is ready to get back into the classroom in a few short weeks. As a teacher my heart breaks when events like this happen, when lives are taken, and when there is no end in sight. But that is when the job of a teacher becomes that much more important. I do not care if you are white, black, Hispanic, or Asian. I do not care if you are straight, lesbian, bisexual, gay, or transgender. I do not care if you are male or female. I do not care if your parents are rich or poor. All I care about is that you are alive, and that I have the opportunity to teach you. I have the opportunity to show you kindness and expect the same from you in return when it comes to your classmates and me. I have the opportunity to share literature with you that allows us to talk about the ugliness we see in the world and how it makes us feel and how we might change it. It's all about opportunity. That is what we must keep fighting for - OPPORTUNITY. Everyone deserves an opportunity, the same opportunity.