One reason teaching is so rewarding - and frustrating - at the same time

I like teaching social studies (US history), but it is difficult because you can't possibly teach every nuance of every single thing in a year. I've tried to explain to students that we barely scratch the surface in 8th grade. I get so frustrated by the media demonizing public schools for not teaching ALL of history. There's just no way.

However, our students do "document-based" assignments where they analyze texts from primary sources. Here's an example from our study of the Lincoln Douglas Debates and one student's revelation and confusion about how she's been taught about Lincoln, versus what she has learned from reading Lincoln's words herself.

I always try to provide feedback to students, validate their thinking, and challenge them to think critically about what they read and what it means in the world around them.

Text from the document; student response to questions, with my response to her below.

Reflecting and Moving On

I'll admit it. Last year was a tough year for me as a teacher. I have spent the entire summer trying to "build a bridge and get over it" and I think I'm ready. One of the best parts about teaching is that every hour, every day, every year, you get to start over. Even when you think you're ready to give up some days, you dust yourself off and try again.

At the end of every year, I ask my students to reflect and give me some feedback I can use to make things better for the next year. This is my way of revealing the golden moments that sometimes get hidden under a layer of "dust." In my eagerness to pack up and close the book on last year, I didn't really look at their input until I started planning and preparing for a new group of students that will be arriving next week. Despite those challenges, we did accomplish a lot last year and there's much to be proud of.

Students noted their favorite projects were those where they really had to dig deep, think and create. Least favorites were projects where there were multiple revisions, or involved getting up in front of the class and presenting. Sorry future classes - we're still going to think deep and present to the class.

I asked students what they thought they'd remember for the rest of their life. Believe it or not, the things they don't typically like are what they'll remember most ...

• Close reading. Being able to "rip apart" text and write about it.
• Studying and writing poetry (spoken-word and sonnets) and using this form to express their own thoughts and emotions.
• Presenting in front of the class - building confidence and developing presentation skills.
• Just talking about things they cared about and explore what is most important in their life.*

*This means a lot to me as their teacher. I love getting to know my kids and I truly learn a lot from them.

Many of the things students were most proud of achieving were "soft skills" that are desperately needed in today's marketplace: being able to work in a group, getting up in front of the class and speaking, reading critically, finishing a book or a project, writing for various purposes, and learning to concentrate/read/write for extended blocks of time.

Here's a summary of some of the advice last year's students gave to this year's students - this is a great list and I think I'll post these this year ...

• Do quality work.
• Listen and pay attention.
• Be kind and respectful.
• Work hard and don't give up.
• If you really try and do your best, you'll learn a lot and have more fun.

#TeacherVoice - Why I Became a Connected Educator

Like many people, I avoided Twitter for the longest time because I thought it was all about news and celebrity gossip -- it seemed too overwhelming. However, in 2014 our district's convocation included live Tweets during the keynote address and I decided I wanted in on the action. I set up my account in that auditorium seat and was hooked immediately. From there, I learned that I could connect to all the smart educators in the world that have shaped who I am as a teacher: Penny Kittle,  Nancy Atwell, Chris Tovani, Jim Burke, Kelly Gallagher, Barry Lane, Gretchen Bernabei, Ken Robinson, ... well, you get the idea.

Other than following these great minds, I didn't get what "being connected" really meant until I was working on our school's strategic plan about a year ago. My team and I started asking all kinds of questions about integrating technology and creating innovative educational experiences for students. Sean Nash and Laura Gilchrist were two contacts in the district who pointed us in the right direction, and in the process, I began to build a professional learning network through Twitter and other social media.

Most of us who have taught for awhile know that annual PD during the school year tends to run in cycles and you start hearing the same messages even though they're presented in new ways. But last summer, my professional development took a complete turn when I started actively participating in the weekly #moedchat which led to a Twitter/Periscope session and a summer book study on Voxer. When my schedule allows, live, local events allow me to "collide" with these contacts in person. I continue to learn so much from these people on a daily basis and can honestly say that becoming a connected educator has transformed my professional development. I've gotten a ton of ideas that I've been able to take to the classroom to use with students. I've started this blog as a way express my own thoughts about teaching and what goes on in my classroom (even though it has gotten a slow start!). And - any time I've had a question or need help with something, I have a whole host of educators in my network that I can consult for their expertise.

Bottom line - becoming a connected educator helps me learn. In turn, I'm better equipped to help my students. If you're not connected with other educators on Twitter, do it. Be active, take risks, and use what you learn to fuel your passion. Be sure to follow me!

Twitter: @janet_braud

@teach_voice
#TeacherVoice

I Believe

Originally written February 8, 2016: During a cohort gathering with my district's professional learning network, we were asked to write our beliefs as teaching practitioners. Here's mine ...

I believe students are the ones who should be doing the reading and writing. They should be the ones discovering and processing in order to learn. My role is to facilitate learning – to provide tools and strategies that are meaningful and relevant, then coach and encourage students to build a love (or at least like) for reading and writing.

I believe students need time to read what they want to read – I have not backed off on this practice this year like I have in the past. I go back to when I was a first-year teacher out of an alternative teacher certification program. I didn’t know all the details of reading and writing strategies so my kids mainly read and wrote every day. To this day, that year was the highest growth of test scores I ever had as a teacher. You become a better reader and writer by reading and writing. I will never give up time for either.

I believe in reading with my students whenever possible. If it’s beneficial for preschoolers, why not middle-schoolers?

I believe in writing with my students while they’re writing. This helps model that I struggle with writing on demand also. I want to get better about providing time for writing every day. Kids want time to free write.

I believe in studying what good writers do – including sharing student writing within the class when they’re willing to share. Giving them opportunities to imitate what other writers do helps build confidence.

I believe in having conversations with kids about what they’re reading and writing and help guide them to what their next steps should be. 

What I Learned at School Today

Today I did the unthinkable. I did not post a learning objective or "I Can" statement in my Honors ELA class. Gasp!

Like most public school teachers, I teach by the standards and follow our curriculum with fidelity. I'm fortunate to work for a district who allows autonomy in teaching as long as we follow the sequence of standards in our curriculum design. For years, I've dutifully posted the daily objective in whatever format the district asks - everything from SWBAT to today's I CAN.

Today was different.

Over the summer, I participated in a Voxer-based book study of Sir Ken Robinson's Creative Schools with my virtual PLN. During a Twitter chat, I learned about Don Wettrick's book, Pure Genius, and read it in one sitting. Over the weekend, I ran across an old (2011) blog post titled, For the Love of Learning: Stop Writing Objectives on the Board.

Whoa. The video referenced in the blog post got me thinking - what if I didn't tell my students everything about what and how we'll learn that day and let them discover the "I Can" on their own?

In comes my 2nd hour Honors ELA class. They sit down, and with polite compliance open their planners to jot down the day's I Can statement, only to notice that it has ?? instead of words. The essential question was posted, as well as an agenda, but I challenged them to do a little educational experiment with me. I shared the main ideas of what I'd been reading, showed them a little bit of the video referenced in the blog post, and immediately, they asked, "Can we learn like that?"

Here were some of their other comments (paraphrased):

• I only write the assessment/objective in my planner because teachers expect it.
• I never look at the objective, but do pay attention to what I write for homework or other to-do items.
• When you give us the I Can at the beginning of class, it's like you're the one telling us what we will learn instead of us doing the learning. We already know the end before the beginning.
• How do you know we can't learn/do more than you expect?
• You're giving away the end before we learn what it is we can do.
• We may not be able to "I Can" at the end of that class - it might take us longer. 
• I want to learn like those first and second graders (in the video). I bet they'll never forget why a standard of measurement is important.

I expressed my hesitation because I have my requirements and standards to follow, but we decided it was an experiment in learning for all of us - one worth the risk - you can't innovate instruction if you don't innovate - so here's how class unfolded today.

We're getting ready to start a This I Believe writing project based on the NPR series and website by the same name. We've been reading some mentor text and last Friday, students selected their own mentor text to read closely. I had them spend some time reading and marking and annotating what they notice, what they wonder, and how the author showed the various elements of narrative scene in their writing (all taught last week and in previous years). I had them take their individual texts and form groups of 3-4. I gave them a few guiding questions and a piece of chart paper and told them to have a discussion about their texts and come up with the characteristics of a This I Believe essay. Beyond that, I told them to go forth and learn.

It all started out simple enough, until they realized they were all looking at various texts with different subjects. There is no answer key. They asked me so many questions! Not the "what are we supposed to do" questions - but real questions about their texts and trying to make sense of multiple perspectives. It was messy. And it was so hard for me to let go and not try to rescue them.

They worked for about 15 minutes today before the bell schedule said that we need to move on, so I'll be eager to see how this first learning experience turns out tomorrow. Or will it be tomorrow? Will they reach a consensus? Will they come up with some characteristics that will help them write their own This I Believe essay?

The struggle is real.

PS - fast forward to the next day: Here's a picture of what students learned ... way more than what I planned!

The Common Core Debate

I really wonder if people who post and report all the negative stuff about Common Core really -- and I mean REALLY -- know what goes on in public schools. Or are you just listening to the media rhetoric? Or are you just reading the standards and not understanding them? Or are you just judgmental because you are able to put your kids in private school or homeschool them. In my opinion, education is just as much at home as it is at school (for public education families). It takes both. It's my understanding that science, social studies and math standards are still maintained at the state level ... that CCSS is literacy based. They're still being taught science, social studies and math at school.

I'm a middle school teacher. I'm not an NEA member and don't want to be, but I'm in a district that is using CCSS. We are using the standards to guide instruction, but we still have the freedom to be as creative as we want and teach what needs to be taught. I really don't see that it's a far departure from the current state standards in Texas (who isn't using CCSS) or the GLEs and CLEs in Missouri. We are still expected to differentiate instruction based on student needs. Because of a workshop model and regular conferring with students, and with 7 years of teaching under my belt, I am finally seeing kids really think about what they read, understand what they're reading, and be able to reference it to prove a point. I don't really attribute it to CCSS, per se, but more of a focus on true critical thinking, and rethinking and using their thinking. I haven't dumbed down anything. My struggling readers are succeeding and the honors kids are excelling.

I am as skeptical as they come but I haven't seen what's so "dangerous" about Common Core. I wouldn't teach it if I thought it was "damaging." And to Cecelia (from a Facebook comment) - you said to dump the bad teachers and replace them with "young" good teachers. Just because a teacher is young doesn't mean they're automatically good - and just because they're old doesn't mean they're bad. I'm 51. Does that make me a bad teacher since I'm not "young?" Sorry I got long winded. Rant over.

Oh, I'm also a conservative. There's no liberal indoctrination in my classroom. There's no conservative indoctrination either. Everything is fair game and we'll debate it - as long as they present text evidence to prove their point.

What School Budget Cuts Feel Like

If you want to know what it's like to teach in a school after significant staffing cuts, come visit me. I realized on my ride home from work tonight that I already work in a situation that may be what it's like if they (state govt.) cut school budgets (translation - cutting teachers) like everyone is reporting. I teach in a school that's closing at the end of this year due to declining enrollment in that school's attendance area over the past several years. The community persuaded the school board to keep the school open so that year's 6th graders could finish the 8th grade. As a compromise, they have phased the closing - last year we had 7th and 8th graders; this year only 8th graders. One grade level. 87 students. Sounds easy, right?

Let me interrupt by saying --- I love teaching. I love the people I work with in my school and across the district. I am challenged every day and wouldn't trade this career for anything. I am blessed beyond measure to have a teaching position in an area I'm passionate about -- language arts and reading.

Back to reality ...

Remember that with a declining enrollment comes a declining staff. Because of our enrollment, we are allotted 5 teachers, a paraprofessional, an administrator and an administrative assistant. Our 4 elective teachers have our students 1st period, then are off to teach at other campuses. No librarian and their vast expertise. No ISS teacher to help with severe discipline problems during the course of the school day. We share a special education teacher, nurse, counselor, and social worker with other schools so we do not have these services full time. 8th graders in our district have 2 electives - their other elective is either TAKS Reading or TAKS Math (if they didn't pass state tests last year) or a reading strategies or math strategies class (depending on which they need worse). No art, choir, theatre, AVID, or any of the other typical electives you find in most middle schools. We have a handful of students who have been in band and still take band, often rehearsing and performing with the high school band.

I work with the best group of teachers - we've been together for several years and we all get along and work really well together. With all the staffing/eliminations, we've had to be creative in more ways than you can imagine. We have resources, supplies and necessities, but I feel like that the students are really getting the short end of the deal. Some of them have 3 math-related classes or 2 reading classes and 2 math classes - every day. Sounds ok because they probably need it, right? Well, yeah. But too much of a good thing is overkill. If they're not a brilliant academic student - particularly math or reading - they get to be "unsuccessful" 2-3 times a day. Kids really lose out when their education isn't complimented with the other valuable electives and services that schools have traditionally offered.

I'm preaching to the choir and just felt the need to write this down. Hopefully those in leadership positions at the district, state, and federal levels will make smart decisions and realize that doing more with less simply cannot jeopardize our kids' educations. They're our future and deserve the best.