Ugh. Sick. Should stay home. No subs. Last day I see the kids for two weeks. Can’t be gone. Guess I will just overdose on cold medicine…

Yesterday I mentioned that we are watching a movie for the final two days before we go on holiday. The kids selected How the Grinch Stole Christmas. And while they were seemingly engaged and entertained, this may be the last time I show a movie before the holidays. A follower on Twitter, who is a parent and a strong parent advocate in education, Elise Foster sent me a link for alternatives to showing movies, alternatives that are more fitting for school and more engaging for kids. I have only given it a quick preview, but it looks promising; it looks to have the potential to be my next “better.” Thank you for the nudge, Elise.

We will still finish out The Grinch today. I already promised the kids we would. And to be frank, I may only have enough energy to push play today anyway. Sometimes, it’s just about survival; today is one of those times.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…finish The Grinch.

…end with a Sappy Sy Rhyme.

Happy Tuesday, all. And happy holidays, too. Won’t post again now till we start back up in January. Thank you, all, for your support this past year. Means everything. Thank you.

Do. Reflect. Do Better.

Well, it’s a week to Christmas. And while I’d like to think that kids’ minds are on learning, they are not. And yes, I know that I should muster the strength to inspire them to keep plugging away, but I won’t. Call me lame. I will wear the hat. My mind’s not on learning, either. So, in the absence of any motivation to stick anyone’s nose to the grindstone, we will instead relax and have fun. We will watch a movie for the next two days as we impatiently wait out the clock for the next 48 hours to get to our holiday break.

Some of my colleagues will be giving tests today and tomorrow. And though I understand their desire to maximize every instructional moment there is, I have a hard time believing that, come sixth period tomorrow, students will be in a learning mindset. And as such, I have a hard time understanding the rationale for giving major tests the day before break, and consequently, so do the kids. It’s okay to let down the education standard we wave each day on occasion. I find the next two days to be such a time. Lazy? Maybe. Honest? Always.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…watch a movie (TBD).

…end with a Sappy Sy Rhyme.

Happy Monday, all.

Do. Reflect. Do Better. 

They come. They go. Sometimes, they come late. Sometimes, they go early. Yesterday, one of our valued community members in 3rd period left early. Jaden and his family are moving to Colorado. And though we are only a third of the way through the year, his absence will be felt, his absence will matter. And that’s because we are a community. A community is defined by its members–each member. And that is the test of a community. If each member doesn’t matter, then it’s not really a community.

In education, we often talk about classroom culture, about classroom community, but talking it and walking it are not the same thing. Like anything worthwhile, community doesn’t happen by accident. It is created through intentional work. In the Project 180 classroom, community is a priority. From daily Smiles and Frowns to monthly Community Circles to daily Mantras, we work to build and sustain community every day. And that takes time. By year’s end, through such intentional activities, we will have spent well over a thousand minutes of instructional time. And while some may consider this a waste of precious time, I find it to be my best use of time. I do not believe that giving each member, each day time to matter is a waste of time. I do not believe that breaking down barriers and crossing clique lines is a waste of time. I do not believe that shared laughter, cheers, and tears are a waste of time. In that, I do not believe. But I do believe in kids. I do believe in community. I do believe in empathy, compassion, and kindness. But I do not believe these things happen by accident. So I make sure that I create the time, space, and opportunity for them to come to life, for them to grow. They are among the most important seeds I plant.

Yesterday, one of our saplings was uprooted, but I want to believe that he has the roots, the strength to flourish upon his replant. For even if he’s living states away, he is still our neighbor, he is still a member of our community. To ensure that he knew that, the kids and I made a card for him with the following words.

You will always be a valued member of this community.

You will always be a reader.

You will always be a writer.

You will always be a learner.

You will always be awesome.

Always.

Sy’s Class

CHS 2017

We also rearranged our schedule to make sure that we had the opportunity for one more Community Circle before he left. All my other classes will be doing it today. Additionally, in a move that is not common for me, I gave Jaden my cell number, so that he can text in his Smiles and Frowns each day to the class. Of course, this won’t last forever. He will make new friends; he will create new connections; and he will join new communities, but for awhile we will keep him and he us. That’s the way of things. And even though, our ties will diminish, I want to believe that he will always remember his 3rd period class in little ol’ Cheney, Washington. But yesterday was not only about Jaden. It was about all the members in our community. It was not simply a testament to Jaden’s place among us. It was a testament to everyone’s place. It was, I hope, a revelation to each that he/she matters, that he/she is indeed a valued member of our community.

Today’s Trail

Along today’s trail we will…

...begin with Smiles and Frowns.

…waste time…rather, build with Community Circle. 

…end with a Sappy Sy Rhyme.

Happy Friday, all.

Do. Reflect. Do Better.

Seek to understand. Discover truths. Create connections. These were the threads through our day yesterday. With grades off the table, one must take a different approach to motivate and move kids. Some days I find the right one. Other days I do not. Yesterday, I got lucky.

Seek to understand. This is an ever-present thread in my class, but yesterday it took on a bit of a different form as we worked on performance corrections. A correction is different from a retake. A correction cannot be used to demonstrate (proficiency, a 3), but it can be used as evidence of growth. If done correctly, I will change scores to a 2 (a near miss), but in order to get a 3, kids must do a full retake. Our process yesterday required them to not only find the right answer but also provide the “why.” I told them that while they could just copy or get the answers from a peer, that would buy them little, for they were not seeking to understand. They will be asked to perform against these standards again in the future, so there is a benefit to understanding, not just getting it done. So with that, the kids tackled the work differently than they might in a class that offers corrections as a way to improve a grade. They took their time, they poured over their notes, and when they came to me for help, they started with, “I wanna understand.” I wanna understand. Those are beautiful words. And from those words, we danced. Well, not really, but that’s what it felt like. We weren’t simply completing a transaction, we were digging into understanding, and I…I felt like a teacher.

Discover truths. We have our first discussion on Night today. Yesterday, I handed the kids a “truth ticket” for our discussion. I asked them to write their names and a truth they have discovered in Elie’s work. Today, they will hand me their tickets, and I will place them in a hat and draw them to use as guides for our discussion. I want them to “lead” our work here from the truths they find about the human experience. As I was explaining the process, I sensed some anxiety among my kids. And so, I paused. I iterated that my goal with the discussion was not to “catch kids” who’ve not read. I reminded them that reading the book is an option. If they choose not to read the book at this time, that’s fine. Of course I want them to, and I am moving forward as if they have, but I will not blame or shame if they do not. That said, I went on to explain, that if they have not read yet that they just need to write me a note on their truth ticket, letting me know. This is another kind of truth. The truth of ownership. If I come across such a ticket today, I will just quietly put it back and choose another, not calling attention to the kid. What I like about the format of our discussion around truths is that even the kids who have not read can still learn and make contributions, for they are “livers” of life, and they know something of such truths. My hope is that from our discussion my kids who are not reading may jump aboard and begin.

Create connections. Yesterday, we began our work of creating a new mantra for each class. I created the first mantra, our Mindset Mantra, but I want the kids to create their own. So we began the creative process yesterday, and though it started slowly, by the end, ideas were flowing, and the kids were getting excited about the work. It’s a bit messy–getting thirty kids to consensus is a chore, but we made progress. Our goal is to have our mantras ready to go by the time we come back from break. I’ll share when they are done.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…talk truths from Night.

…Reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Thursday, all.

Do. Reflect. Do Better.

As I wander, I wonder. I wonder about the path I am on. I wonder about the kids tagging along. I wonder about those on the outside looking in. I wonder about my own truth within. I have many wonders as I wander.

The path. Most days I can see it clearly, ground rising to meet my feet. And I am elevated to mighty, resolute in my mission. I will conquer the world. I will vanquish the status quo, leading my kids to a better land. Other days it fades in and out as I look for firm footing. And I am reduced to meek, doubtful of my vision. I will submit to the world. I will surrender my sword, returning to where we began.

The kids. I look to them each day and guess their minds. But one is never sure what to make of what one finds. I think I read them. I think I know. Of that I am never fully certain, though. They are young and I am not. Maybe not all is as I thought. I could be wrong. I could be right. For this I wish I had better sight.

The outside. Many folk are looking in. And I wonder what they really see. Are they really seeing me? Do they know the struggle behind the shine? There’s much doubt and consternation behind the fine. The good is there; I will suggest. But there is also, too, a messy mess.

The inside. Oh what I hide every day, though my class is on display. In truth, I struggle behind the facade. I doubt and fret but feel no fraud. I am human. I fail and fall. A heavy load it is to haul. But at times, too, it carries light, for a triumph will have set me right.

Okay. Now that amateur poetry hour is done, here’s the deal. This is no Sunday stroll. I, as all teachers, struggle each day as I face my path, my kids, my world without, and my world within. Sure, I share my positives, for that is what matters. But I want all to understand that I have not found the answer. The past two days have been a real struggle for me. Maybe it’s stress. Maybe it’s the weather. But I am in a place where my doubt outweighs my certainty. And to this I am no stranger. I am on familiar ground. But I do not share this to evoke sympathy. I do it to suggest that I am simply a teacher doing his best, chasing his next better. And I think that is all that we can do. And I want to believe that I am not alone. I want to believe in this we are connected. And today, I want to feel that connection. I want to know that I am not alone.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…have an opportunity to correct or retake our latest sentence performance.

…create a new Mindset Mantra.

…set the stage for our Night discussion tomorrow.

…end with a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better.

Morning, all. Experienced some technical difficulty this morning, and I am getting to it late, so it will be short. Sorry.

Yesterday, for our Journey Journal entries, I asked the kids to identify a “truth” that they had discovered about school/learning so far this year. It was not limited to my class. Here are some of their truths.

• “I work for the teachers I like. I don’t work for the teachers I don’t.”
• “Teachers and students see things differently.”
• “I think the teachers here at CHS care about learning, but it seems parents and administrators only care about grades.”
• “Things we were never taught show up on tests.”
• “Like anything, we get out of it what we put into it.”
• “Teachers seem to forget that we have six classes a day, and we have lots of other things going on outside of school, too.”
• “It’s a lot of work.”
• “Learning isn’t about grades.”
• “School does not alone define me.”

As always, I appreciate my kids’ candor. I only got a limited sampling of responses because we ran out of time, but I am curious about the other truths that weren’t shared. And while “truth” is perhaps subjective, there is at least a ring of truth in the kids’ words. Kids know.

On a related note, I often tout Smiles and Frowns as the best part of my day, and as such, it was included in one of the truths I have discovered this year. Truth: kids already have voices they just need a chance to share them. That is why I do Smiles and Frowns. I told the kids, “Smiles and Frowns is the best decision I have ever made as a teacher.” It remains somewhat of a surprise to them that this is the first year I have done it. It’s become such a natural part of our culture; they just assume that I have always done it. But, till now, I only did it occasionally, and this year, I fully committed to doing it each day, no matter what. It’s a non-negotiable. And from where I stand, it will always remain a priority. One cool thing that’s begun to happen is that absent kids are texting in their Smiles and Frowns. Even when they are gone, they want to share their voices. And, as important, we want to hear them. And that’s the truth.

Today’s Trail

Along today’s trail we will…

...begin with Smiles and Frowns.

…read Night or work on Passion Papers.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better.

“I am going to introduce a book to you in a way that a book has never been introduced to you before. You don’t have to read it. You heard correctly, you do not have to read Night. I am not going to make you. I don’t want you to read it because you have to. I want you to read it because you choose to.”

Last week, I indicated that I would roll out Night like this to my classes. On Friday, I did. Of course, I went on to make an impassioned case for why they should read it, but I maintained that it was a choice, not a requirement. Part of my impassioned case included more of Elie’s words that I used to create a sense of responsibility among my youngsters to become witness, to carry memory.

There is a display on my front board with these words. I have asked the kids who finish Night to sign it as a pledge, a memory pledge, a pledge that they will carry memory, that they will not forget.

Their choices did not end there. I went on to present them with a during-reading guide called Night Notes (see below). I wanted to provide some direction for those who desired it, but I left it optional for those who just simply wanted to read, unencumbered by distraction. Here, too, like with their choice to read or not to read, it took a moment or two for them to weigh what I was selling and make an initial choice. Sabrina, bless her brave heart, was the first to stand and return the handout; others followed. In all, roughly half declined the notes, preferring to guide themselves. And I was sure to honor their choices by making them feel at ease with their choices. I thanked them; I praised them for making big-kid choices. I want them to commit, and that commitment transcends their complying with the “work” I put in front of them. I appreciate and value their honesty. And I hope they are beginning to appreciate and value mine.

Will all kids read the book? Nope. But I will trust with unwavering certainty that those who sign the pledge did. I know that this is an unconventional practice. I know it’s a risk to let a roomful of sixteen-year-olds make such big choices, but after years of fake reading and game playing, I was willing to take such a gamble. Of course risks can lead to reward. After third period was over on Friday, Amelia and Logan stayed after to share that they would read the book because they have a choice. With ten minutes left in fifth period, I told the kids the time was theirs. They sat in silence and started reading the book. Fifth period doesn’t do quiet, much less silence. Big kids indeed.

How will I assess learning? I will come from a place of assuming that all kids are reading the book, and I will design performances to that end, and for the kids who don’t, they will have to help me come up with alternatives for them to demonstrate proficiency with the focus standards. Yes, that’s work, but it’s real work, work that I am willing to do to get to a place of learning for all kids, despite the content choices I make. There’s always another way. But we have to be willing to find it. I am.

Today’s Trail

Along today’s trail we will…

...begin with Smiles and Frowns.

…choose to read Night or work on Passion Papers.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Monday, all.

Do. Reflect. Do Better.

Morning, all. Sleepy Sy this morning, which means a shorter post. Sorry. Wanted to share some of our work with Elie’s speech from the past few days.

Goals

1. Set the stage for Night. We approach it from an injustice standpoint.
2. Give kids the opportunity and tools (SOAPSTone) to dig deeply into non-fiction.
3. Provide a frame for the importance of words in analysis.
4. Create collaborative opportunities for kids.
5. Emphasize contribution and commitment to our learning community.
6. Provide opportunities for kids to discover relevance in Elie’s message.
7. Give kids a chance to share their voices.

Celebrations

1. Kids were honest. and I was honest about “words.” Of course, I want them to be diligent “word looker uppers.” Some are. Most aren’t, citing laziness. I told them that my hope is that they came to find value in knowing–really knowing words–from their experiences with me. I won’t make them do it. I want them to commit for themselves. But I did have an angle of influence. I asked them to contribute to our community by providing a definition or synonym for the seven key terms from the speech. They got behind that.
2. Kids found and shared their voices. They constantly amaze with their insights and wisdom.
3. Kids linked Elie’s words and world to their world, pointing to Time’s “Person of the Year,” as a contemporary example of the necessity of confronting injustice.

It has been a pleasure to live and learn with my fine young people. They surprise and amaze me every day. They give me hope. They give me hope that they may indeed come to own the notion that they can, that they must contribute to their world now and later. It is their world, and it is real. And they can make a difference.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…have time to read Night.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Friday, all.

Do. Reflect. Do Better.

It’s not a big book. It’s only a 116 pages. Some of my kids will read it in one night. Many will finish it long before its scheduled due date. It is a powerful book. It grabs hold and won’t let go. It first grabbed me in my political science class as required reading my freshman year in college. It has clung to me since. And now it is required reading in my class. And just as it took hold of me nearly thirty years ago, I hope the same for my kids as we seek to explore this dark chapter in human history through Elie’s eyes.

But, despite my hopes, despite my attempts to motivate and inspire kids, despite its relative short length, some will not read it. That’s reality. That’s truth. And the why’s behind the truth are different than one might think. Still, reconciling any such truth is not easy for an English teacher. Should I take it personally? Is it my job to be a cheerleader for books? If they don’t read it, is it my fault? If they don’t read it, am I a bad teacher? The list goes on. And for me the reality of kids’ not reading the texts I assign has been a career-long burden. And I am not alone. Other teachers speak and write of this. Yesterday, I came across Sarah Zerwin’s post  Procedural Display and Fake Reading: My Story of Coming to Teaching Literature. Kids fake read all the time, even–maybe especially–our honors and AP kids. The struggle for all is real.

So what does one do? For a time–too long a time–I would punish kids with a final test that would adversely affect their grades if they didn’t read. And while this got some to comply out of fear, for many all it did was invite more diligent digging into the worlds of Sparknotes and Cliff’s Notes. Or worse, it simply caused kids to shutdown, caused kids to hate reading even more. For time eternal, I have tried and will continue to try–today as a matter of course–to be a cheerleader, attempting to motivate and inspire kids to read. My latest trick is a “Memory Pledge” with Night. I ask kids to sign a pledge indicating that they will be witness by reading Elie’s memoir. It will work for some but not all.

This year, just yesterday, I encountered a new-to-me situation. “I hate required reading.” “I don’t like being told what to read.” Okay, the statements themselves are not entirely new–I’ve heard them before. But the speakers are new. They are both readers–avid readers. Neither was being disrespectful; each was being honest. And in their honesty I found both surprise and dilemma.

Surprise because I would not have expected it from either if I had been asked to select the kids who would likely not read the assigned text. Again, they are among my most avid readers. Obviously, I am still “learning” my kids. Like onions, they.

Dilemma because I face a philosophical crisis. I stand atop Mount Commitment. I preach all the time about my desire to create a culture absent of compliance. I want kids to do things because they want to, not because I made them. In the past I have called it the “true do.” Back in June, in my summer series, “Reflection’s Reality” I posted  The Dilemma of Do.   l talked about the many ways I have discovered that kids “do” things from my years in the classroom. And though I have been distancing myself from a culture of compliance for years, the last two years with Project 180 have fully severed that connection, and I now live in a culture of commitment–by my own hand. I have created my own monster. But he is not an unkind monster. I love him. I nourish him. I protect him. And if doing so, makes me guilty of malpractice, I then stand ready, shielding him from the clubs and pitchforks of the advancing mob. I have no choice. He is mine. I own him, monster or no.

So, today, when I roll out the red carpet for Night, I will address this with my kids. I will have an honest conversation with them. I will acknowledge the reality. I will be lead my best cheers. I will conjure compunction with my “Memory Pledge.” But I will also call my monster from the shadows. He will lurk no more. I will tell the kids that it is up to them as to whether they read Night. I will not make them. I will not penalize them. They have an opportunity. They have a choice. It is their learning. But with ownership comes responsibility. They, then, too, are creators. And they, too, will have to be stewards to their own creations, their own monsters.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…finish analyzing Elie’s speech.

…begin reading (or not reading) Night.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Thursday, all.

Do. Reflect. Do Better.

“We’re done. No more. No more Smiles. No more Frowns. Today was our last. We’re done wasting time with things outside the curriculum. I have a job to do. I have content to teach. We have already wasted 300 minutes this year. Starting tomorrow, we will be done with Smiles and Frowns. The end of the semester is fast approaching and the state test is around the corner. We have more important things to do. Sorry.”

“We don’t get a say? pushed Isabella, her peers’ heads nodding in unison as they muttered their agreement.

I paused, measured their eyes. “Fine. I’ll give you a voice. Probably won’t matter, but I’ll give you a shot. Get out your Journey Journals and make an argument for why we should keep Smiles and Frowns.”

Purposeful pens make a certain sound. And as the kids set to work in their journals, music arose from their instruments as they emphatically–aggressively–etched their dissent, pressing their pens deeply into the paper.

“Okay, what ya got?” I sighed with bored indifference.

Shelby, stabbing her finger into her page, “On November 17th, turning back to the entry in her journal, I told you I was thankful for you because you listen to us, because you care. I almost cried when I read it out loud, and now you’re taking it away?”

Ainsley, pen raised above her head, “I will throw this Sharpie at you.”

Jacob, leaning into his desk, “This is my outlet. I get so worked up in my day, and it’s a great way for me to let off steam. I need this.”

Kaiden, looking around the room, “I don’t usually talk to these people, much less get to know them, but Smiles and Frowns has changed that.”

Isabella, eyes pierced, teeth clenched, “This is our time for a voice. Where else do we get to talk about things that matter to us? What about when we were all upset about our access time being taken away from us, and we shared our frustrations? You can’t do this. I am so pissed right now.”

Annika, calmly, “It’s such a refreshing way to start the period, especially here during 6th.”

Many students at once, “We are a community.”

Bethany, desperately bargaining, “What if we…,” going on to present a list of options for doing it differently, instead of taking it away.

Me, smiling, “What if we keep doing it just as we have?”

Isabella, head cocked mouth open, “Wait. What? You were joking? You lied to us? Now I am really pissed.”

Me, sitting up and leaning towards the kids, looking at each, “Okay, I’m sorry that I misled you. I just wanted to see if you cared about Smiles and Frowns as much as I do. Obviously, you do, and that pleases me greatly. Smiles and Frowns is here to stay. I will never take it away. Promise.”

Feeling a little mischievous yesterday, at the end of the period I told the kids during 5th and 6th that we were no longer going to do Smiles and Frowns. As you can see from our interactions above, it elicited strong responses from the kids. I did not relish misleading them, but I wanted to see if it mattered to them–really mattered. It does. And so now, it matters even more to me. Yes, it has cost me roughly 300 minutes of instructional time, but it is perhaps the most valuable time I have spent this year. I made a promise to myself and to my kids that we would start each day with them, using Smiles and Frowns. At the beginning of our journey, the kids, I believe, were indifferent about Smiles and Frowns because it was so out of the norm for them. But at this point in our shared journey, they have moved far beyond indifference. They have come to own it. It is theirs. It is mine. It is ours.

Note: Isabella and I are fine. Yes, she was pissed, but she forgave me. It was only a little lie.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns. (Forever and Always)

…take a short sentence performance.

…complete a SOAPSTone analysis of Elie Wiesel’s speech as a class (didn’t get to it last week).

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better.