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.

My Response to a California Teacher

Originally published in 2010. This was something I wrote in response to an email that I received and articles/rumors/half-truths about Title I schools. I just had to include my 2 cents worth - for whatever it's worth. 

I also teach in a Title 1 school, mostly Hispanic origin, and am an English as a Second Language teacher also. San Antonio is a predominately Mexican-American community although all nationalities are in the city as well. I was intrigued by the information because it sounded so familiar. I'm pretty sure from getting to know my students that most are legal and come from hard-working families - very proud and steeped in tradition. I had two recent immigrants in my class this year - both from families who have legally-obtained jobs and documentation. Most all of the parents/grandparents/guardians I have met are law-abiding and don't like "illegals" any more than anyone else. I'm sure it's true in some areas of the country, but based on where I work, you can't say that all Title 1 schools have mostly illegal immigrants. What makes my "blood boil" are people who assume that just because a Mexican is working a construction job that they are here illegally.

Since our entire district is Title 1 because the majority of families are low socioeconomic and income levels, kids get free breakfast and lunch. There are days they don't like what is served so they either give it to someone who will eat it or it gets tossed. My two sons will also tell you that at their schools, most kids prefer the snack line (chicken sandwiches, pizza, nachos, etc.) over the traditional cafeteria food line. Food preparation laws everywhere require that uneaten food, even if it's individually wrapped, be thrown away. This is true for any place that serves food. I've noticed that the kids I teach love fresh fruit and juice - things that are more expensive in stores - and will take an apple or orange over a candy bar any day.

I'm not a Constitutional expert, but in what research I've done (and teaching US History the past two years), the 14th amendment protects life, liberty, property, equal protection, and due process of law to "any person." So while there's the issue of whether or not someone is in the US legally, they still have rights as people according to the Constitution, until they have to prove otherwise. It wouldn't bother me if all my students were brought here by their families illegally - they are children and I would never want to deny any child the opportunity of an education, regardless of their background. What their parents do isn't their fault. And yes, while our district encourages the Mexican culture through language study, fine arts, etc., classes are taught in English -- I'm an ESL teacher and I speak to students only in English to help them learn the language. I know very limited Spanish but not enough to carry on a conversation, so I don't have the second language to use when a student doesn't understand. I either use visual or other cues, or get a student to translate for me. I have a great time with my limited English speaking students! We do have bilingual programs in earlier grades, but it is to help kids make the transition from learning in Spanish to learning English. We encourage students to speak both and to not lose their native language. I tell my dual-language students all the time that they are lucky to speak two languages fluently. Many who grew up speaking Spanish have taught their parents English - what a gift from such a young child.

The teacher in this article should feel grateful for the funding she gets for equipment and supplies. Kids tear it up because they never learned any differently. They tear up stuff in "regular" schools also. I tell my own kids that I think our generation has really screwed up their generation because we've given them everything -- everybody gets a trophy, nobody loses, everyone's a winner -- which causes the entitlement. They have to be taught how to take care of things. When stuff gets tagged in my room or at school (and it does), it gets cleaned immediately - after awhile, they won't bother it. Last year I had problems with kids cutting the cords on the computer mice - fine - no computer use in my room and they had to earn the right to get them back and check out a keyboard and a mouse to use. We had the funding to replace the damaged equipment, but they had to learn that they need to respect what is given to them. I rarely have problems with students tagging my bulletin boards or destroying another students' work. When it happens, it's another teachable moment.

I do agree with the writer's comment about culture -- it is a cycle that is hard to break and you have to find a way to balance opportunity and tough love with enabling them. Americans are way too politically correct. Until we can fix the social problems, it will always be tough in Title 1 schools. Some of what we see as "social problems" are considered "normal" in their family or culture. I had an 8th grade student with a one-yr-old daughter this year. Her own mother is only 28 and also has a 13-yr-old and a 3-yr-old -- different fathers. This girl has "personality+" and used it to get her way - at first, she called me a bitch countless times but that's how she speaks to her own mother. She was in my pre-AP English class, got a "commended" score on her reading test. She ended up getting in a fight toward the end of the year and went to alternative school - she told her friend to tell me hi and that she missed me. She knew that regardless of what she did or said to me, I wasn't giving up on her even though there was a time I considered it. You can't save them all, but you can always try to plant seeds of hope for a better future. Our main goal is for this girl to finish high school, even if it is in an accelerated program where she can work and go to school. She has way too much potential to end up like her mom. She wants to use her life experience for a career in criminal justice as a social worker or probation officer.

Our district does have services and referral agencies for pregnant teens and teen parents, but if that is what will get these kids at least a high school diploma, I'm ok with that. I had another male student - age 15 - 8th grader - who has a 4-month old. Everyone in his life has pretty much given up on him, so naturally, he has given up on himself. He's smart - just won't come to school. He was sent to our school to get him away from a situation at his other school. He usually slept in my class, but when you're the 15-yr-old single parent of a 4-month old, you could understand why.

There are lots of sad situations where I am, and it's difficult some days, but even the "thug" kids can be great kids deep down. I am proud of where I work, and decided to stay in the district by choice after my second year. I read the part about new teachers and subs crying their way out the door. I cried nearly every day my first year and most days my second year -- I've been called every name in the book in both English and Spanish, flipped off, had things stolen, things thrown at me -- you name it. A vice principal told me you really need thick alligator skin to work with this population and to put it in perspective - I'm in my 40s, they are 14. It took awhile, but I have very thick skin and won't lower my professionalism to react to their immaturity. I can't imagine teaching anywhere else at this point in my long-awaited teaching career.

I'm definitely not a fan of illegal immigration, but welcome to the U.S. if you go through proper channels to be here legally. The process does need to be fixed -- it is way too complicated. In a former job before becoming a teacher, I was the human resources liaison with an immigration attorney for a computer programmer our company hired from India - he had a specific skill set that no other applicant from the U.S. had (the job had to be posted for about 6 weeks if I remember correctly). It took about two years for the entire process from initial hire (on a work visa which took a few months by itself) to him obtaining his greencard. The paperwork and research involved was insane.

Thanks for indulging my "venting" - I'm pretty passionate about my Mexican kids.