Six years ago I had an opportunity.  An opportunity that was unexpected. An opportunity to share.  An opportunity to be honest. Monte Syrie, my colleague and friend, started teaching a Classroom Management class at Eastern Washington University.  Because this is one of the first classes prospective teachers take, he thought it would be beneficial for them to hear from current teachers other than himself.  From that thought came the teacher panel. An opportunity for teachers to share their answer to the question, “What do you wish you would have known when you were in their shoes?”.  And now, having never missed one, I’m 17 teacher panels in and each quarter I struggle a tad bit to pick the one piece of advice to share. I usually share one of these, my top 3 answers.  

I wish someone had told me that relationships are important.  In one of my early education classes there was a brief mention that you needed to have a good rapport with your students, but beyond that there was no further discussion.  I quickly learned, in my early years of teaching, that if kids feel like you care, they will trust you. And if they trust you, they will do pretty much anything for you. How do I do it?  I greet each of my students, each of my classes, each day at the door. Sometimes it’s with a simple, “Hello”. Sometimes it’s, “How are you?”. And it doesn’t end there. This year I’ve started beginning the period each day with smiles and frowns, something good and/or bad that is going on in their lives.  And I share with each of my class periods as well because our relationship is not a one way street. If I’m asking them to open up and share something personal, I have to be willing to do the same. Yes, it takes time, but I believe it’s important because they are important.

I wish someone had told me that each kid deserves a fresh start.  It is true that as human beings it’s natural for us to judge people.  That said, it is unfair for a judgement to be held against a kid. Why?  Well, the reality is they are not perfect. Humans are not perfect. To me it doesn’t matter what a kid said and/or did the day, week, or semester before.  I don’t care who their brother, sister, or parent is. Every student has a fresh start every single time they walk through my door. If I’m honest, it’s not always easy.  There are kids who push your buttons almost every day making it a struggle to start new with them. Granted there are “exceptions to the rule” and “extreme behaviors”. There always is.  But I know that my students value and appreciate the fresh start that they always have with me. I have realized if I don’t give them that, then they will shut down and I won’t get much out of them academically or otherwise.

I wish someone had told me that you need an outlet.  It is easy to fall into the “school trap”.  The trap where you feel like you have to get to school early, stay late, and take mountains of work home each night.  And this trap has a serious side effect. . .you forget to take care of yourself. For me I have to take the time to workout on a regular basis.  When I don’t, when grading, meetings, etc., get in the way, I can feel the difference physically, mentally, and with my attitude. And that difference affects how I am in my classroom and how I am with my students.  They can tell when I’m not myself. The minute I get back into the workout groove I feel like myself again. Yes, I love my job. It’s not just what I do. It’s who I am. But, it’s only a small part of my life, so I have to make time for the other parts of my life.  

Even though I’ve been doing these things for a number of years, this year I’ve realized that they are vitally important in making our select-and-support grading approach successful in my classroom.  There’s no way kids would have been open to this drastic change if I wasn’t myself, if they didn’t trust me, and if they didn’t think I cared about them.

Do. Reflect. Do Better.

Morning, all. Slept in a bit. Promised yesterday that I would provide more details about Performance Learning, but I am going to put that off for another day or two. Will probably write about it tomorrow.

Are We There Yet?

Nope. Not yet. As with a lot of things, our Teach Me activity took more time than I thought it might, and given the kids’ effort and enthusiasm for the activity, it was not only necessary but also easy to grant them additional time. And consequently, the car never made it out of the parking lot. So, instead of teaching me parallel structure yesterday, the kids will teach me today, right before they take their performance. It actually works out for the better because a number of kids were out, presenting at the “Club Fair” for the visiting incoming freshmen. So, now, they will get some instruction, too, right before the performance. In other classrooms, being “forced” to take a test without adequate preparation may cause a lot of stress, but in my room, kids know that it is simply part of the learning process. It is a necessary D0, so they can REFLECT and then DO BETTER. Yesterday’s absentees didn’t bat an eye when I told them that we’d have a performance today. They just shrugged an okay.

So, today, I will be back in the passenger seat as the kids drive the car. I am excited to learn from them today. If yesterday’s enthusiasm is any indication of what they are going to deliver today, I am in for quite a ride. In real life, I rarely sit in the passenger seat, but when I do, I always marvel at how much more I take in. Today, I am going to soak up this experience, letting my kids take me where they may. I will share some highlights from our road trip. But for now, I am just gonna buckle up and enjoy the ride.

Here’s yesterday’s My-room Message and Sappy Sy Rhyme.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…complete our Teach Me activity.

…take our performance.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Friday, all.

Do. Reflect. Do Better.

Today, I will be the student. Tomorrow the kids will demonstrate their learning. But I am not going to teach them. They are going to teach me parallel structure.

Understanding Parallel Structure

Parallel structure (also called parallelism) is the repetition of a chosen grammatical form within a sentence. By making each compared item or idea in your sentence follow the same grammatical pattern, you create a parallel construction.

Performance Targets

• I can identify and fix errors in parallel structure.
• I can use parallel structure in my own writing.

No stranger to experimentation and risk-taking, I am going to flip things upside down (the basic premise behind Project 180) today, and introduce parallel structure by having the kids teach me. Then, tomorrow, I will assess them on parallel structure in a sentence performance. Yes, that’s correct. The kids are going to teach me, and I am going to “test” them. But, remember, I don’t use the “T” word, I use performance instead.

In what I have come to call Performance Learning, I spend minimal time introducing content, so we can get to the Performances. By traditional standards, the kids are not “ready” for the test. I have just barely introduced the content. So, why would I put a test, a performance in front of them? Because I use assessment AS learning. I know and the kids know (now, anyway, it’s taken some getting used to) that performances are simply learning opportunities, chances to demonstrate where they are with the skills and content, which then serves as an opportunity for feedback, information on what they need to do differently next time to do better. The score will go in the grade book, but it is barely etched in pencil, for it is expected to change. That’s the whole premise. The kids DO. They REFLECT on their performance feedback, and they seek to DO BETTER the next time. And though a lot of thinking and tweaking remain as I chase better with Performance Learning, I am pleased with the type of learning opportunities it’s creating in my classroom. Tomorrow I will go into greater detail by sharing the basic tenets of the approach.

Today, I will learn. In five teams of six, the kids will teach me (and the rest of the class, a collateral benefit) parallel structure. Here is what I will be looking for in their lessons. I will challenge them to…

• establish basic idea of parallel structure through definition and example.
• provide a visual, analogous representation.
• provide a way to check my understanding.
• answer clarifying questions.
• provide a mnemonic to help me remember a key idea(s).
• be creative.
• be enthusiastic.
• participate.

Gonna be messy. Can’t wait.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…teach to learn parallel structure.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Thursday, all.

Do. Reflect. Do Better.

“Love that.”

For the past two days I have had the privilege to partner with parents as we connected, discussing that which matters most: our kids. Okay, not our kids, technically. But when one comes to call them his kids day after day, he begins to consider them as such and care for them as much. Can’t help it. One of my many weaknesses. Kids.

In the partnering that conferences created, I had many great conversations with parents about teaching, learning, parenting, grading, “teenaging,” “humaning,” and many other “-ings.” We laughed, we wondered, one cried, we clarified, and we…connected. We connected. One such connection was with a school board member whose daughter I am blessed to have in my room each day. She is the one who voiced, “Love that,” at the top of the page. We were discussing my retake/redo policies in conjunction with the stress that our children experience, and she appreciated that I could grant some grace for kids who, as she reminded me, “carry too much.” Of course, I didn’t really need reminding. I see it, live it, and fight it every day. But I was heartened to hear a board member speak this truth. I was also pleased to share that there are things we can do to support kids, to lessen their loads. And, of course, I was happy to plant that seed with she who takes part in creating policy in our district. No, she and the board will not likely push for district-wide retakes, but she might help influence some change in that direction. Any change in that direction.

Another connection linked me to Jack’s dad. Remember, Jack? He is the one who indicated in his email home that he did not feel his performance scores were fair. Jack and I–as I vowed would happen–had already cleared things up, but I was happy to achieve even greater clarity with his parents. And what began as a disappointment, ended in a triumph because we connected. We connected. 

Some of my favorite connections were, “We just wanted to meet you and thank you.” Of course, we still sat down and discussed progress, but our initial connection was around the mutual joy shared by their child and me. Joy. Not sure there is another word for it. Feels like joy to me, and I want to believe that it feels like joy to them, too.

And though the connections are joyful and powerful, they are fleeting, for time separates, and it’s already threatening to diminish the connections we have made. And that saddens me. We only have sixty days left. Sixty days to continue our journey, to strengthen our connections. But it will end. It always does. It will end, and they will leave. Some will stay connected. Others will fade into the horizon. And what was will no longer be. It’s a hard truth we teachers learn. But after twenty-two years, I have learned it is the way of things. But I fight it anyway. It’s the windmill that I tilt at. And for the next sixty days I will arm myself by deepening my connections with kids so they won’t forget so quickly when we make our inevitable part at the end of the path, where I will take one last, pathetic pass at the windmill.

Today’s Trail

…we will begin and reconnect with Smiles and Frowns.

…introduce parallel structure.

…continue and complete our Table Talk from last week.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better.

Even though I did not have my high school kids yesterday, I was fortunate enough to be with my college kids. As some know, beyond teaching high school English, I also am an adjunct professor at Eastern Washington University where I have taught classroom management in the education department for the past six years. Last night I wrapped up winter quarter with my college kiddos.

I begin each quarter with sharing what I hope they get out of the course, and I end each quarter with what I hope they got out of the course, asking for their feedback. It’s my way of holding myself accountable. Here are two responses.

I really love working with these young aspiring educators. I am grateful to have an opportunity to learn with and from them. They give me hope.

No kiddos again today. Conferences, the few I had, went really well. Hoping to see more parents today.

Happy Tuesday, all.

Do. Reflect. Do Better.

No kids today. This year our district made four of our school days conference days. Teachers are available for conferences and kids get to stay home. So, for the next two days I will be alone in my room, waiting for parents to show up. And while I appreciate the opportunity to meet with parents, so few will show up, and as such, I would rather have my kids in class. But that is always the case. Even so, I am glad my kids get a few days off and get a chance to adjust to daylight savings. And I will get a chance to get less behind. Never ahead. Teachers are never ahead. The year just eventually ends, and we run out of time.

Happy Monday, all.

Do. Reflect. Do Better. 

“Sy, how does one become a professional writer?”

“Good question, Maisie. I don’t know. She has to write, I guess. She has to write a lot.”

Maisie is already a writer. She is voice. She is a force. She just doesn’t know it yet…well, not fully. I am constantly amazed at the words she paints on her paper and the ideas she floats in the air during class discussions. She speaks. People listen.

Hi, Maisie. I know you are reading this. And I hope you are taking my words to heart. And I hope, too, that you remember this day somewhere down the road at a book signing, where I hope to be standing in line, waiting to get my copy signed. You are a writer. 

Hi, all. Running short on time and ideas this morning. Wanted to motivate Ms. Maisie Short a bit, thus the title “A Short Post.”  Wish I could find such an in for all my kids. Maybe today’s Community Circle will bring me closer to that as I seek to learn each kid.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…build community with Community Circle (It’s my first Friday commitment).

…end with a Sappy Sy Rhyme.

We have conferences Monday and Tuesday, school but no kids, so my next post won’t be until next Wednesday. Have a great weekend, all.

Do. Reflect. Do Better. 

“I still don’t like you and I don’t plan to talk to you. No hugs or nothing, we aren’t friends. Even though you are a prestige abandoner, you’re still a great LA teacher. Thanks for knowing there’s more inside me and trying to get it out of me. This changes nothing however, bye.”

The kids sent home Learning Reports yesterday. They filled out the template below and emailed it to their parents/guardians. They also copied me, so I could see what they were sending home. And while I have neither the time nor feel the necessity to check them all, I scanned through a number of them yesterday to catch a glimpse of what the kids were sharing with their parents. Glad I did.

Greetings

I gave the kids the opportunity to personalize their greetings, instead of using the generic, “Hey, Mom and Dad.” Some of them changed it to better meet their family situation: single parent, two households, step-parents, grandparents, sister, etc. Some changed it to have fun. Here are a few greetings that caught my attention.

“Yo! Mom and Dad. It’s your #1 daughter “no one”. Did you hear about pluto? Thats messed up!”

“Whazzzzzzzzzzzzzzz up my homies!!!!!!!!!”

“Hola, mi madre y mi padre.”

“Hey hey pretty lady.HOLLLAA.”

I appreciate that kids felt they could have a little fun with these. Many just used the generic approach, but a good number personalized them, and the fact that they were able to have some fun showed me that it was not a stressful situation. And it shouldn’t be. But, too often, especially in a traditional setting, grades and parents equals stress. I am trying to change that.

Content

As I skimmed through the content of the kids’ emails, I found many comments that pleased me and one that really disappointed me.

“If I were to argue for a grade right now I would ask for an A because the mistakes I’ve made have been generally small and easy to fix (which I plan on doing) and after each performance I have been able to learn from all of my mistakes.”

“I simply need to use the feedback i received and learn from my minimal mistakes, i understand what i did wrong on both and i just need to pay a bit more attention to detail.”

The last comment stung a bit. Below is the email response that I sent to both Jack (name changed) and his mom. I will also have a one-on-one conversation with Jack today. It concerns me that he feels this way. I want my kids to feel empowered, and Jack’s comment doesn’t indicate that he feels empowered. I’m not okay with that.

Good morning, Jack. I am surprised and sorry that you feel that you are getting unfair scores on the performances. Please come talk to me, so I can explain the scores and what you can do differently next time to do better. Please remember that you are encouraged to do retakes based on my feedback. And you may retake performances as many times as you like, until you get to the score you want. Again, I am sorry that you feel I have been unfair. Please come talk to me.

-syrie

Our world is full of issues, topics that divide us. Our perspectives, as we, are diverse. And while these differences are necessary to ensure a healthy society, they become dangerous when we fail to listen to each other. The divide widens, and our society declines. Of course, this is nothing new, but lately it’s felt that we are more divided than ever, our perspectives further apart, our future less certain, and we are unable to come together around today’s pervasive and divisive issues.

Project Be A Voice is an attempt to address that divide by getting each of us to consider our voice and its power and place in our society. It is an attempt to learn to speak in a way that compels others to consider our views so that we may be understood. It is not an attempt to point fingers. It is not an attempt to determine right and wrong. It is not an attempt to change people or mute their perspectives. Indeed, but it is an attempt to put understanding as a matter of course back into our society. It is an attempt to help each of us be a voice that may be heard, that may be listened to, that may be understood. Let’s go find our voices.

Yesterday, this was my attempt to inspire my kids as we officially kicked off Project Be A Voice. It was my attempt to make relevant our work with argumentation and persuasion. I want them to find their voices. I want them to be voices. I do not want to simply go through the motions with them. I want them to dig deeply to find what matters, and then I want to help them speak in a way that compels others to consider their views so that they may be understood. I want them to be the generation that speaks and listens to each other. Of course that is perhaps a mission impossible, but if I can move the needle even a bit, it will be worth it.

We have to come to the table not only ready to speak but also willing to listen. It is thus, then, incumbent on us all to find our mouths so that we may find others’ ears, so that we may speak what is worth listening to. When people listen, they may understand. When people understand, they may come together. When people come together, they may change the world. Let’s talk. Let’s listen. Let’s understand. Let’s come together. Let’s change the world.

Below is the first Performance opportunity I gave my kids. I want them to be able to see an issue objectively, so I asked them to select an issue close to them, and then I challenged them to present it objectively.

This is just a small first step, but we are underway, seeking our voices. One step at a time.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…email Learning Reports to parents.

…complete the Performance.

…end with a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better.