This is my comeback post.

Over the last twenty years I've experienced a lot in the world of education but my three years of classroom experience* (2019-2022) all have a Covid-19 asterisk next to them. That * doesn't mean my experience was less, it just means my experience was different than I expected. 

The summer of 2019 I blogged about what I did to create a classroom space that would invite and nurture community and shared some of our classroom #bookaday reads. I was so excited but I wasn't able to keep up with blog posts as I had hoped once the school year got rolling.

And even as I gained my footing my first year, the rug was pulled out from underneath me when Covid hit. The end of the school year, time for celebration and reflection and closure, didn't happen. Not only did it not happen, but I found myself processing so much loss, so much grief, so much unknown.

For example, I had an idea for a shared art project that we started but didn't get to finish. It was folded up and stored in a cabinet in my classroom. I felt lost in a lot of ways and then listless when it came to blogging. I had to pare down to what was most important to stay afloat. 

The next two years of my classroom experience* meant I was mostly on zoom and then hybrid and then full time in person with students quarantined as needed and doing my best to meet their needs in this time of so many unknowns. 

Which leads me to here and now and the opportunity to reconnect with blogging. 

This is my comeback post. 

People do these all the time. It's a dusting off. An acknowledgement that I've been away. A commitment to coming back. A reminder that I am human and life twists and turns and ebbs and flows and sometimes I'll have time and space and energy to blog and sometimes I won't. And like the quote students chose for our shared art project (above), an opportunity to remember:

Never force anything,

give it your best shot,

and if it's meant to be 

it will be.

Ultimately, I blog for myself. It's a way to chronicle my experience as a teacher who writes and to reflect. It's nice to know that I have this space to record my thinking and process this most cherished life. It's a bonus if others find my thoughts helpful. 

So...here I am. I packed up my books and other belongings at the end of the 2021-2022 school year and said goodbye to the school and district where I spent four years as a tech integration specialist and an instructional coach and three years* as a EL/Dual Language Language Arts/Social Studies teacher.

It's a little hard to see but students made graffiti boards at the end of this school year. I asked them to write their names and then to draw any memories of our time together in class. Along with the other students I got to learn with over the last three years*, I carry them with me.

Room 208 will always hold a special place in my heart. 

But year 21 in education is taking me to Bannockburn School to be a 6th-8th grade Language Arts teacher. I'm looking forward to a new adventure and to sharing it here. 

Book Love

Today we are thrilled to talk about Penny Kittle's Book Love! We both loved this book and have so much to share about it and what it means to us and our work. 

Title: Book Love: Developing Depth, Stamina, & Passion in Adolescent Readers
Author: Penny Kittle
Publisher: Heinemann Educational Books
Publication Date: October, 2012
GoodReads Summary: "I believe each of my students must craft an individual reading life of challenge, whim, curiosity, and hunger, and I've discovered that it is not too late in high school to lead a non-reader to reading. It's never too late." -Penny Kittle 
Penny Kittle wants us to face the hard truths every English teacher fears: too many kids don't read the assigned texts, and some even manage to slip by without having ever read a single book by the time they graduate. As middle and high school reading declines, college professors lament students' inability to comprehend and analyze complex texts, while the rest of us wonder: what do we lose as a society when so many of our high school graduates have no interest in reading anything? In Book Love Penny takes student apathy head on, first by recognizing why students don't read and then showing us that when we give kids books that are right for them, along with time to read and regular response to their thinking, we can create a pathway to satisfying reading that leads to more challenging literature and ultimately, a love of reading. With a clear eye on the reality of today's classrooms, Penny provides practical strategies and advice on: increasing volume, capacity, and complexity over time creating a balance of independent reading, text study, and novel study helping students deepen their thinking through writing about reading building a classroom library with themes that matter to 21st century kids.
      Book Love is a call to arms for putting every single kid, no exceptions allowed, on a personal reading journey. But much more than that, it's a powerful reminder of why we became English teachers in the first place: our passion for books. Books matter. Stories heal. The right book in the hands of a kid can change a life forever. We can't wait for anyone else to teach our students a love of books-it's up to us and the time is now. If not you, who? Book love--pass it on. 
What Kellee Thinks:  If you are like me, there are times when I question what I am doing and how I am doing it. Sometimes when I am working harder than others around me or if I do things a bit differently or I stand up for my belief in certain things, I wonder if I am really doing all of this right. Book Love is one of those books that will remind you that you are in the right and what I am doing is what is best for my students and will make a difference in the end.
     Penny Kittle takes us through how she makes a difference in her classroom taking us through her procedures for everything reading from reading hurdles, nonreaders, building stamina, fluency, book talks, conferences, responses, and building a community. Through each of these topics, and many more, she shares  with us what has worked in her classroom. I felt like she was talking to me and about my kids because what she encounters is definitely universal: Why do students not read what is assigned to them?; How can we get students to enjoy reading?; How do we monitor our students' reading effectively?; How can we get kids to read over the summer?; How can we make our room/school a reading community? and so much more.
     Here are some of the things that I specifically marked to figure out how to use in my classroom:
               *Weekly reading recording sheet (p. 29)
               *Using a Book Talk to Teach the Qualities of Writing (p. 65)
               *Encyclopedia of an Ordinary Life (p. 69)
               *Types of conferences (p. 79)
               *Big Idea Books (p. 117)
               *Quarterly Reading Reflections (p. 124)
               *School READS posters (p. 136)
               *Summer reading changes (p. 152)
     Here are some quotes which I marked because I loved them (and these are only some and only from chapters 1 & 2!):
               "Students who I believe are determined nonreaders become committed, passionate readers given the right books, time to read, and regular responses to their thinking. The pathway to difficult reading begins with books they enjoy. Once they're reading, together we can reach for the challenging literature I want them to know. Rich and rewarding reading lives are within reach for all of our students." (p. 1)
               "...struggling readers, the most in need of independent reading, simply do not read outside of school. We can say this isn't our thought because they arrive so far behind from where they should be, but if we don't do something to help them gain the skills they need for the rich, challenging texts we love, we are part of the problem." (p. 6) 
               "We have to commit to helping students choose texts they can navigate alone, then teach the skills needed to unravel more difficult texts in class, so that their skills increase while they experience the pleasure of reading. When skills and pleasure align, students begin to choose more difficult texts to read independently." (p. 14) 
               "That's the art of this work. Teaching reading will never be a script of simple steps at the end of which all readers become proficient. Teaching is far more complex than any publisher or program can imagine. But teaching is the only way to improve readers." (p. 16) 
     Remember: If you are ever questioning yourself, pick up Book Love, give yourself a hug, and remember that you are doing what is best for the kids!
What Jen Thinks: I love what Kellee shares above about doing what is best for kids. Teaching truly is about doing the best for our students. It is clear that Penny cares about her students. While the title of the book is Book Love, it could easily be titled For the Love of Students. Because that's what it comes down to. By taking the time to get to know her students and thoughtfully making decisions based on what she knows about them, Penny shows how highly she regards her students and how dedicated she is to giving them what they need to grow as readers and writers.
     The work that I do now is in supporting new teachers in my district. I work with the beginning new teachers and experienced new teachers. Our overall goal is to give new teachers what they need to feel confident and motivated because research shows that a motivated teacher directly influences the motivation of students. I often think about new teachers and the difficult line they walk coming to a new school, whether they have experience or not. The dynamics of teaching are changing. Teaching isn't only about working with students, it's also about sharing and collaborating and working with other teachers. I think this is great but I also believe that for teachers who are doing things differently or who are breaking the mold of how things have been done before or who are challenging other teachers to think about why they do what they do, this might be hard. I think this is what Kellee is referring to in her comments above. It's hard to trust and believe in what you are doing when it seems like you are the only one doing things that way. I love that she has Penny's book to remind her that if what you are doing is for the good of the students, then you're doing it right. Let the evidence of students reading more, students talking about text, students sharing ideas, and students' attitude towards reading be the evidence that also reassures you that you are doing what is best for students.
     There are two things that really stuck with me after reading Book Love. One is the idea of recording students' thoughts and ideas about their reading. I've been wanting to use my iPad more and have been working a lot with Evernote. I love the idea of interviewing and conferring and recording what students have to say either by typing them into a note or recording them. What better evidence to guide teaching but also to share with parents, colleagues and administrators about students needs and progress? Secondly, I love how Penny ties reading to writing. With Teachers Write, I believe now more than ever, that reading and writing are so connected and that we need to help students read as writers. I'm sure I'll do another post about this during Teachers Write this summer.
     Like Kellee, I have a lot of quotes that resonated with me from Book Love. These three are my favorites in regards to keeping students' needs as our primary goal and in believing that we are doing our best work when we do keep students' needs in mind.
     "We are expected to create lifelong readers. I believe it is our most important goal. But when my beliefs do not align with my practices, I lose the energy to teach." (p. 16)
     "Developing reading stamina by cultivating an individual reading habit requires relationships with students and systems that support, encourage, and challenge readers; it also requires will." (p. 24)
     "The most important condition in my classroom is my relationship with my students." (p. 35)
     If you haven't read Book Love yet, we wholeheartedly recommend it! If you have read Book Love, please share what resonated most with you as you read it! 

We *heart* It:

  and

Why I Stay

If you follow Beth Shaum on Twitter (@foodiebklvr) or read her blog, A Foodie Bibliophile in Wanderlust, you know that she recently asked for Nerdy Book Club's help. She is taking a class that is about teacher voice in this time of undermining of educators and wanted to create a video from teachers' points of view sharing why we stay in this profession. As soon as Beth asked for this, I knew I wanted to participate. Without further adieu... 

 

Teachers, why do you keep teaching in this time where we are being doubted?

Each Kindness

When I read Each Kindness by Jacqueline Woodson for the first time, it made me not only want to share it with everyone I knew, but also make me want to do something nice for others. This pushed me to think more carefully about how everything affects those around me and I have been happy to begin sharing on here my kindness journey beginning with my "Open Thank You Letter". 

If you have not read Each Kindness, let me share the GoodReads's summary with you: Each kindness makes the world a little better.  Chloe and her friends won't play with the new girl, Maya. Maya is different--she wears hand-me-downs and plays with old-fashioned toys. Every time Maya tries to join Chloe and her gang, they reject her. Eventually, Maya plays alone, and then stops coming to school altogether. When Chloe's teacher gives a lesson about how even small acts of kindness can change the world, Chloe is stung by the lost opportunity for friendship, and thinks about how much better it could have been if she'd shown a little kindness toward Maya.

Today, I wanted to share with you what I did with my classes when it came to sharing Each Kindness with them. First, I will say that it affected them as much as it affected me. After reading, we had a great conversation about how the book connected to their lives and what it meant to them. This conversation moved to how Chloe's actions affected Maya including inferences of Maya's feelings that were not shared in the book. The insight that my students had were very deep and I believe it made them look at some of the choices they make in their daily lives. 

We then moved on to talk about how Chloe could have changed things. How could she have made Maya feel welcome? 

Following this discussion, I had the students make an oath to do a kind act that day- something they normally wouldn't do and recorded them on as a poster to share.  

The next day we shared the kindness we did: 

Only through discussions and books like this, that students will think more about their choices and how it affects those around them. Since this book read aloud and discussion, my students have brought up Each Kindness often and have made connections to their lives as well as other books. Each Kindness is a book that can make the world a better place, but only if it is shared. 

Open Thank You Letter

     Every time I see my old principal who hired me at for my first teaching job, I want to run over and give him a great big hug. Why? Because I would have never gotten to where I am if not for him. When I met my first principal (MFP), I wasn't sure what I wanted to do. It, at that point, was my choice because I didn't know what else to do. My "dream" of becoming a literature professor or lawyer didn't seem to be happening and I had to move forward, so I went to an open job interview for my county's school district after nudging from my mother who said I was born to be a teacher. I was randomly placed and was interviewed for the county by MFP and after the county interview, he offered me an 8th grade job on the spot. At the time, I was terrified of anyone over 11, so I turned it down [I had decided to go back to school for an elementary education degree]. Crazy, I know, but it was before jobs were scarce. He did, though, give me a contract with the county and said he'd contact me if a 6th grade job opened. And he did. I was flabbergasted that this brilliant principal at this amazing middle school wanted me to be a teacher at his school.  Then when my interview went HORRIBLE (I said "I don't know..." to at least 2 different questions that I should have been able to answer during the interview), I thought that was it, but no... He still called me and asked me to work for him. I have never had the guts to ask why, but he must have seen something and because of that, I wanted to write him this:

Dear MFP,

     It is because of you that I have been able to be part of what I now know is my fate. I may never know why you decided to take a chance with me, but you saw something in me that I didn't even see in myself then. The longer I teach, the more I get involved in education, and the more I meet wonderful educators, I know that this is where I am meant to be. It is my passion. I cannot even imagine my life going in any other direction than it has gone and I have you to thank.

Sincerely,
Kellee Moye

Thank someone today who changed your life. 

Hearing "THANKS" will make their day.

**Today's  and future Thursday posts are inspired by Each Kindness by Jacqueline Woodson**

Jen's Sunday Post

I walked into a child development class on Thursday at one of the high schools in my district. The students were all on tablets, researching different kinds of birthing techniques in various parts of the world. They were quietly searching and jotting down notes. My thoughts went straight to my own babies and all the reading and research I did when I had them (and how much I was or wasn't prepared...and what I wanted to remember and what I could live my life happily blocking out of my memory...). As much as I pored over baby books and sites and blogs, so much of knowing what it means to be a parent came from truly experiencing it and living it. 

Little Writers at Work

I think the same applies to teaching. I remember having to write my philosophy of teaching for my three-inch thick portfolio that I created my senior year in college. That portfolio was a wonderful piece of work. Everything was slid into glossy plastic sheets. All the sections were tabbed off, labelled, and had coordinating cover sheets. I wrote pages and pages detailing my philosophy of teaching which included citations to learning theorists like Vygotsky (gotta love him) and Piaget. 

At the time, it seemed like it all made sense to me, but after going through the National Boards process, I realized how much my philosophy had changed and how experience in teaching and working with students and their families, but also experience as a parent, has shaped my views on education. It's pretty amazing to watch a child grow and to see them reach milestones. I am so thankful and blessed to have two healthy and typically developing kids. It has been a tremendous joy to watch them grow and to see firsthand how kids develop through stages. 

Totally Precious, Right?

When it's all said and done, all I really want to be able to say that I did as a parent is that I supported my kids. As a mom, I want to do everything I can do show my kids that I believe in them and that they can do anything they set their minds to. My dad helped me develop this mindset when he would tell me again and again, "Anything is possible, if broken down into manageable segments, stabilized by balance and purified by belief." And my mom let me try all sorts of crafts that interested me while at the same time, modeling what it means to persevere when things are hard and to not give up until I get things right. Both of them helped me believe in my dreams, go for them, and not give up until I achieved them. Because of them, I feel like I can do anything I decide to do...and if I do fail, it's about learning and growing and trying again.

I Love Watching Him At Work

This quarter, with new teachers in my district, we shared Marcia Tate's brain-based strategies. We shared a video of Marcia Tate talking about incorporating humor into teaching. It's so important! She shared an acronym to remember for the word "smile":

Show

Me

I'm 

Loved 

Everyday

  

As a teacher and as a parent, I've realized that this is what it's all about. There's teaching to be done but if we don't build positive relationships with students and show them that we are sincere in caring about them and their lives in and out of school, then we can never reach them. And if we don't value them as people, as individuals, then we can't truly know them, let alone teach them effectively. Sometimes what kids really need is someone who believes in them.

I was lucky enough as a hearing itinerant teacher to work with kids in small groups or one on one...and I totally get that it's a different story when you have a class of thirty or more or five classes of thirty or more at the middle/high school level. But I wonder if teachers can make sure every student gets a smile everyday and what that might mean to him or her. I know that I find myself thinking of my sons during the day and hoping the adults at school and daycare are helping them feel nurtured and encouraged throughout the day when I'm not with them. It's what I hope for as an educator and as a parent.

I shared some pictures of my kids writing together. Aren't they completely adorable? I love them so much. Sometimes it's hard to bear them going off and entrusting them to others who I desperately hope will recognize who they are as individuals and care for them the way I would. I get that it's part of growing up but it doesn't make it any easier. They're my babies! Just remember that every student we encounter is someone's baby. And every student deserves your support.

Say Cheese!

If you work with students, I hope you are conscious about sharing your smile with them.

And if you find one day you don't have it in you, find yourself a smile on a stick!

The teacher and the mom in my thank you!

Common Core and Reading/Writing Workshop

In May of 2011, with the nudge of some of my tweeps, I began a monthly chat- #rwworkshop - and even a wiki that goes along with it which focuses on reading and writing workshop. I started the chat because I felt I needed to become more knowledgeable about what I had come to see as the instructional strategy that I wanted to implement in my classroom. The first chat was intimate, but I realized that it was just what I needed. I felt energized and loved learning from the fellow educators who are in my professional learning network.

Now, 19 chats later, we (@mindi_r was gracious enough to become my co-moderator of the chat) had what I think was one of the most invigorating and powerful chat we'd had yet all thanks to a hot topic and a wonderful co-host: Common Core State Standards and the co-author of Pathways to the Common Core, Chris Lehman.

 

Today I wanted to share with the chat and specifically link to the archive for this specific chat because I think many of you will find it helpful as we all try to keep doing what is best for our students and implement the new common core state standards. The chat was so popular and wonderful it filled up two pdfs: 1st half 2nd half and we are so lucky because Chris is so very accessible and even hosted his very own chat #pathccss to help educators come to terms with these changes and is happy to support educators whenever he can.  We also plan on having a part two of the chat because there is still so much to talk about! 

Happy learning! 

And Now...We Return To Your Regularly Scheduled School Year

If you haven't already heard this a hundred times this month, I'll say it again just for fun:  

Where did the summer go!?!

It's hard to believe it's already the middle of August. The summer always goes fast but this was one of the best summers for me. I actually feel like I got a lot accomplished. Most of that sense of accomplishment comes from having participated in Teachers Write. I am already missing it!

School starts for teachers in my district officially on August 20th but I have already been in to school a lot this month. It was very exciting to greet new teachers to our district this week at new teacher orientation. This school year I am not going to be teaching my deaf and hard of hearing students. I am thrilled to have accepted a position as a teacher leader in my district. As a teacher leader, I get to work with some amazing and talented individuals who make up the Teacher Effectiveness Initiatives department in my school district. I will be working primarily with beginning and experienced new teachers. This is an exciting time for me because I went through the mentor program, have mentored before, and have served on the Oversight committee for the mentor program. My heart has always been with the teacher mentor program but now my heart gets to actually live there.

That's my exciting news...but I have a different reason for sharing my story other than to simply share my story! As part of our teacher mentor program we share the Phases of New Teacher Growth from A Guide to Prepare Support Providers for Work with Beginning New Teachers developed by Ellen Moir. 

It's time to go and read the few pages on these phases - or at least go look at the visual. I'm serious, go now, click the link above. It'll just take a few minutes. I'll wait.

What do you think? Were you able to identify with some of the attitudes new teachers develop throughout the school year? I really think the phases apply to any teacher, not only new teachers. Beyond that, I think it's even possible to go through these phases over the course of a day, too. And I can see how it applied to my feelings while I have been working on my book through Teachers Write this summer.

Right now is the calm before the storm. The excitement and anticipation of a new school year. If you are at all like me, you've been to your favorite school supply store (mine are Staples and Target) and you've loaded up on shiny new pens whose caps haven't been lost yet and lovely smelling pencils just waiting to be sharpened to that pointy-ness that breaks the second you try to write with them. Your sticky note pads are all fresh and stacked neatly. Maybe your classroom library is all organized and ready to go. Or maybe you haven't gone in to set up your room yet but you have it all planned out in your head.

That state of my itinerant "classroom" library!

Even though I won't be working directly with students, I'm eager to impact students through working with new teachers and their mentors. It's exciting either way, right? Don't you just want to rub your hands together and get to work?

If you look back at the phases, it starts with this excitement and anticipation...and then the students actually come. All of a sudden everything goes whirlwind crazy and you feel like your head is going to explode just trying to think about all the things you have to do. That's survival mode all the way. After a couple of months in survival mode, you stop and realize how busy and intense you have been and you feel utterly overwhelmed. That is disillusionment.

The good thing is that winter break rolls around and you get a chance to rest and get ready for the rest of the school year. You feel rejuvenated and feel like you can do it. You have the energy to plug along until you start to think back and reflect over the school year and then to anticipate the following year after a long restful yet busy, relaxing yet exciting summer.

There is strength in knowing that others - and most others, too - are going through what we might be going through, whether you are a new teacher or a veteran teacher. I am excited to know that as I head into this different kind of school year for me, I am not alone in the ups and downs of what lies ahead. That with support and some so-important me time along the way, I'll get through it. What are you most looking forward to and anticipating as this new school year is beginning? I would love to hear your hopes and dreams for this school year and also any tips or advice you have for new or experienced teachers going into the new school year!