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.