Saturday, April 12, 2014

The Most Important Lesson They'll Learn All Year

After two months out of the classroom, I returned to my thirty-six fifth graders this past week.  Just eleven months ago my husband, Jim, was diagnosed with stage IV cancer.  He died February 19, 2014 at just 53 years old.  Half of my students were looped, and they knew last spring that 'Mr. McConnell was very ill' and that I was taking off a few days a week through the end of the school year to help him 'get well'.  What they didn't know was that he had cancer, and during the spring he had three surgeries and almost lost his life twice. 

Over the summer and after radiation, his health stabilized and the new school year started with more of a routine.  I was out every third Friday for our chemotherapy appointments.  I was able to get the same sub, Mr. Ma who grew to know them and their routine.  Over Thanksgiving break, my husband Jim's health took a turn for the worse and it was time to explain more about my absences to my students and their parents.

I really did not intend to tell them that day.  The kids were making a joke about all the coughing that was going on in the classroom during this particularly bad flu season, and I just lost it.  I'd been worried all year about bringing germs home to my immune compromised husband, and here these 10 year old were joking about it.  I just started crying in frustration, exhaustion and sadness.  So I told them.  With tears, they listened to my fifth grade version of our story.  

Over Christmas break Jim went back in the hospital with extreme difficulty breathing.  I joked how considerate it was of him to be hospitalized again during my time off school.  He was put on oxygen and we returned home, just in time for me to go back to school.  The students often asked about him, especially after I'd missed a day of class.  Some expressed hopes that he would 'get well soon', though I knew in my heart that was not likely to happen.

In the beginning of February, Jim was diagnosed with two extremely nasty opportunistic infections which required IV antibiotics every four hours. I had to take more time off as he was hospitalized and I learned how to administer at home injections.  The week before our 'ski week' break, I was only at school one day.  True to his form, Jim was admitted to the hospital just two days before the break and he died the Wednesday of ski week, while the kids were on vacation.

Upon their return to school, our principal informed my students of my loss.  They sent cards and a poster, 'Get well soon, we miss you'. Some of their parents attended Jim's memorial service.   +Kristi Schwiebert  is a mentor and friend of mine and her son has been in my class for two years now.  She asked him if he wanted to come to Mr. McConnell's service.  Kristi's son echoed the fears of many of my kids when he said, "No, I don't want to see Mrs. McConnell so sad." His words touched my heart.

My students were typical kids and were not very well behaved for my long term sub. Fortunately, I teach with some amazing colleagues who helped her through it.  After about a month I decided to come back on April 2,  45 days after Jim's death.  There is no right time and it would never be easy. But I had a strategy. I'd come back on a Wednesday, a short day, three days before spring break, to ease me and my kids into it.  I contacted The Center for Living with Dying to get some ideas for activities to help my students process our shared grief.  I contacted our staff and let them know how fragile I was and to not look at me with those sad, I'm sorry eyes before I had to see my kids in the morning.

And so, armed with grief management activities, the love and support of my co-workers and morning meditation, I returned to class.  The kids were peeking in the small door window that morning before class.  I knew they'd wondered, 'would I act the same? Would I look the same? Would I be the same?'  I wanted to be the same fun Mrs. McConnell they knew and loved, but how could I be? I was barely breathing I was so sad.  But then I saw their joy at my return and it was infectious. We had a group hug, all 36 of them! I was surrounded by love and hugs and happiness.  

We did our grief processing with some tears, theirs not mine.  I held it together until the end of the day when I was sharing with them how hard it was for me to come back, but how easy they made it.  Then I cried, just a little.  But I think it was good for them to see my emotion.  By Friday they were up to their old shenanigans and as 10 year olds will, they've moved on.  Inside, I am still incredibly sad, but they've taught me an important lesson.  Life does go on.

The Most Important Lesson I'll Teach All Year is not how to do a prime factorization, how to use figurative language in your writing or the causes of the American Revolution.  Yes, I will teach these things but these are not the things they will remember.  They will remember that their 5th grade teacher's husband died in the middle of the year.  They will remember that I missed almost a quarter of the school year.  But more, they will remember that I came back.  That I came back to them.  They know that my family, my husband, was most important. They knew that I was where I needed to be to care for him, and to grieve him.  But they knew I came back. To teach them. They know that they have value, that they are important to me. They learned about loss and grief and resilience and compassion.  They learned that love is what gets us through. 

Thursday, February 6, 2014

The Future is Now - from my students

Today we used our awesome, advanced high-tech 3D printer for the very first time. We love our 3D printer.The 3D printer is important to our school because it can help us with our future careers.
Today we made a glossy, layered chain that printed slowly from the machine. The plastic, opaque chain was white and gray


. In the future, we will use this educational tool to create fabulous models, props, and diagrams for school projects.

Thank you so much for donating money for the 3D printer.

We used our GLAD Sentence Patterning chart and collaborative groups to create this shared post.

Tuesday, February 4, 2014

Silicon Valley Reads part 1

This past fall, our fourth and fifth graders participated in Global Real Aloud #GRA13, reading Out of My Mind, by Sharon Draper along with students across the globe.  We connected with other classes using +Skype, GHO, and Edmodo and we shared our responses to literature using KidBlog.  In addition to reading an amazing book, our students learned about digital citizenship, geography, problem solving and cooperation, using  21st century tools.

Silicon Valley Reads is an annual community program that selects books focused on a contemporary theme and offers free events throughout Santa Clara County to engage the public in reading, thinking and discussing the topic. The goals of the program are to encourage the love of reading and learning and to have a welcoming forum where our diverse community can come together to share different perspectives.

It seemed like a natural progression to incorporate lessons learned in Global Readaloud to our own local, Silicon Valley Reads (SVR) initiative.  This year, SVR is exploring the relationship between books and the internet.  The two books adults are reading include What the Internet is Doing to our Brains:The Shallows by Nicholas Carr and Mr. Penumbra's 24-Hour Book Store, by Robin Sloan. (Which, by the way, has me staying up well past my school day bedtime!) SVR also selects companion books for children from pre-K to middle school.

I decided to reach out to my on-line communities to create a community for our students; sharing our thoughts, impressions and insights about the book.  I created an Edmodo group for teachers to connect. In addition, I shared the titles with my parent community in our private Facebook group. I use a lot of technology in my educational practices, so the topic is quite appropriate for our population.

SVR has companion book choices for children.  Last week I showed  the academy award winning short film, The Fantastic Flying Books of Mr. Morris Lessmore. It was amazing. My students were totally engaged and intent on the meaning and nuances of the film. At one point (you'll know when you see it), one student whispered, "it's just like Wizard of Oz!". And indeed, the story was influenced by Buster Keaton, The Wizard of Oz and Hurricane Katrina.

The film became a picture book, The Fantastic Flying books of Mr. Morris Lessmore, (what a switch) which is the SVR selection for 4-8 year olds. After viewing the film, without discussing it, my students journaled their reflections while listening to the film's soundtrack.  
Emma wrote, "That movie showed how a book could bring an adventure each time you turn the page. To think that the books were alive gives me the more respect from books. I think the book that Morris had was emptied because they wanted him to write about how wonderful books can be. They wanted him to show how they are your gateway to imagination. Books are like none-other. They make movies seem just like a picture that moves but doesn't explain a lot. When Mr. Morris Lessmore died I was very moved. That taught me something. When something ends, another takes it's place. The music in the movie seemed to be explaining it all. Books are your greatest friends."

Then I read them the book, and we compared the two. Students posted their ideas to +Edmodo and +Kidblog 

Mason said "The world that Mr. Morris lives is a colorless world without any books. Once he has books, his world had color, and he was happy. The book had a lot more detail and meaning of what Mr. Morris felt. The one thing that I liked most about the movie is that the music made it feel calm."

Maya adds, "The theme of the story is that a person's greatest friend can be their books. Even though they have unspoken words they can have the greatest meaning of all. A story can bring you into another world just through words. The words in the book make the story more understandable. Like a dictionary gives definitions."

Next we will start reading Escape from Mr. Lemoncello's Library.  

Sunday, February 2, 2014

STEAM School part 1

I have been asked to participate in the early stages of discussions around building a STEAM (Science, Technology. Engineering, Arts, and Math) school in our district.  We are on a very tight time-line for the design of the physical space and so I have been gathering as much data as I can about what works and what doesn't.

I put out feelers to my PLN, I tweeted, Google +'ed, +Edmodo'd  and surfed.  I received an immediate tweet back from my friend +Jason Borgen  at TiCal  who suggested I contact +Skip Johnson. I had seen Skip present some innovative work his school was doing with iPods a few years back at Lead3.0 and then at a few TiCal gatherings.  Jason told me that Skip would be a good resource, so I reached out to him.

Skip is the Principal at El Crystal School  in the San Bruno Park School District. About a year ago, he and a very committed group of teachers "STEMmed" their school. I wanted to know how they did it, what worked and what they'd change. He referred me to a blog post, All Stemmed Up he'd written on the subject, and then we chatted on the phone. I can't wait to go up to his school and see what they are doing.
The good news, for us right now, is that they made very few facilities changes when they converted to a STEM Magnet school.  The did take the shelves out of the middle of their media center to allow for building of K'nex and Lego projects and other PBL (problem based learning) activities. But for the most part, the classroom walls have stayed physically the same. All of their classrooms have short throw projectors, interactive white board and document cameras.

As it should be, their efforts were less in the facilities department, and more in curriculum development and parent education.  The walls will be there, what really matters is the learning that occurs within and beyond them.

I've also created a group +Pinterest Learning Spaces board to start gather ideas.  Edutopia lists 8 tips for re-designing your classroom  starting with Involving Your Students. Which is exactly what I did! First I had our kids tweet about their idea of an ideal school.

Then I told them about the proposed STEAM school and showed them the facilities plan and asked them to design their ideal STEAM school. They are so excited and their ideas, and methods are as individual as they are.  I can't wait to see their ideas gel, and of course, I'll share them here.

Sunday, November 17, 2013

Creativity, Sir Ken Robinson and Edmodo

I was lucky enough to be at a conference where Sir Ken Robinson was the speaker. Last March at CUE, Sir Ken was the featured speaker and he is even more engaging and compelling in person than he is on video.  Sir Ken talks in the attached video about Teaching Creativity v Delivery,  taken from a larger TED talk: How to escape education's death valley.

Some of the highlights that I take away from his talk include:
  • Children are natural learners... if you can light the spark of curiosity in a child, they will learn!
  • Teaching is not a delivery system. Great teachers pass on info but also mentor, stimulate, provoke, and engage.
  • If there is no learning, there is no education. The whole point of education is to get people to learn. We are only teaching if our students actually learn! The role of the teacher is to facilitate learning, that's it!  
  • Successful "alternative" programs have similar attributes: They're very personalized. They have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school. Why is that alternative

In the end, education and learning are personal and that is where Edmodo is an incredible application to help teachers provide personalized, engaging opportunities for our students to learn and express their learning in creative ways.  

As Sir Ken Robinson said, "great teachers teach, but also mentor, stimulate,  provoke,  engage." Edmodo helps teachers do this in a number of ways.  First, Edmodo provides incredible access to educators worldwide. If I want to find a new way to teach my students about the solar system, I can find someone with a great idea. If I want to learn more about something, I can join a community. Edmodo helps to fuel the engine we teachers use to drive learning in our classrooms.

Edmodo can be used to individualize and personalize teaching. Through small groups, I can create assignments and provide resources directly to the students who need them.  Edmodo provides creative ways for students to learn and to demonstrate their learning with apps like StoryLines, GoAnimate and Pixton.  I can attach or assign content videos and websites for students to view in the safety of Edmodo, enabling them to learn subject matter in engaging ways. I can connect with other teachers to get suggestions, lessons and feedback on my ideas.

Edmodo creates a strong link between home and school.  Students can connect, collaborate and communicate with each other outside the walls of the classroom. Teachers and parents can also connect, with parents having immediate feedback related to student progress and classroom information.  Parents report a feeling of connection to what is happening in their child's day.

Finally, Edmodo provides a safe and engaging way for classrooms to connect across the globe!  This year we partnered with classrooms across the country to discuss a book we were all reading as part of the Global Read Aloud.  Our students learned to communicate in more authentic ways, learned about geography and became more understanding of others' perspectives all through their interactions on Edmodo.

Edmodo provides schools with a way to create a climate of possibility - where teachers and students will rise to their possibilities and achieve things that we may not have even expected!

Tuesday, October 1, 2013

Global Read Aloud - day 1

In the book we are reading, Out of My Mind, by Sharon Draper, we just read how 11 year old Melody can't speak and is in a wheelchair. Some people, we are told, never bother to ask her name. We asked them to blog about this. Here was one of the posts and a comment that followed.

"I think Melody might feel sad or upset when people don’t ask her name or ignore her because she might think that she is sort of invisible. Just because she is disabled, it doesn’t mean that she can’t be respected like other people."

1 Comment
I agree that melody should be respected. When I came to Bagby, I kinda felt respected. But, not a lot of teachers talked to me. I earned respect when I was in 4th grade when teachers wanted me in class. I learned more words so teachers fought over having me in class.

Another post from a boy who is mostly non-verbal, "Melody is sad, or shy.  Maybe she as a broken leg? She is sad when people ignore her.  I am, too."

Global Read Aloud 13 is going to be an incredible and intense experience reading this book with our classes!
+Sheila Monger  +Jonah Salsich +Tim Swick +Joni Stevenson +Pernille Ripp

Wednesday, July 10, 2013

The business of education?

Ever since I left ‘big business” and started working in education, I have thought about how to apply efficiencies of a business environment top help make ‘the business of education’ more effective. When I started teaching, I was advised to ‘put my patience hat on’ and not make waves. It was so frustrating to see that decisions made based on what has always been done or not done. Rather than find all the reasons why we can’t do something (RtI, CCSS, implement new technologies, etc.) I prefer to figure out how we can do it.

A lot of that attitude comes from a business background. I believe my background and experience make me a better teacher than I would have been without it. Notice I did NOT say I am a better teacher than anyone without the experiences, just that I am a better teacher because of it. The work and travel that I did have given me a perspective of skills needed beyond education. Yes, you can get through a day without knowing how to diagram a sentence! I can communicate with parents in a language they understand and I am open to improving my practice by learning new ways to do things, and using latest technologies. I have actually heard teachers say, “why do I have to do to this training, I am already a good teacher?”
In what other world can a worker say, I know enough, I don’t need any more training on new products or ideas? I am always learning.

Of particular interest to me when looking at how to apply business acumen to the field of education is how to fairly evaluate and compensate teachers. As a new teacher, I regularly have been re-assigned or even laid off in favor of teachers with more years of teaching experience. Merit didn’t matter, time did. There has to be a better way. I have read what I can on the subject, looked at proposals from the ‘experts’ and still nothing rings true. If we were creating widgets, sure, you could say I get paid on the quality and quantity of widgets I produce. But we are teaching children. They come to us with their lifetime of experiences, abilities and knowledge, and hopefully they leave us, 9 months later, with more. But if Johnny didn’t learn ¾ or a year of knowledge from me, can we say for sure it was because I was not a good teacher? Of course not.

One idea from business might work - a 360 review. In business, I received evaluations from my boss, my peers, my employees and my customers. All of those inputs were considered in determining my compensation. We did not all work the same and we were not all compensated the same.

Anthony Cody writes in Education Week’s blog, “The Nine Most Terrifying Words in the English Language: "I'm From Big Business, and I'm Here to Help"

There are two overriding problems with the help our business buddies want to offer us. The first is their primary motivation tends to be whatever will benefit their bottom line, not what will help our students. So they are willing to market solutions that are not truly helpful. They want an ever larger share of the education dollar, so they have, in effect, put the various moneymaking ventures in competition with classroom teachers for scarce resources.

The second is that the policies they advocate place education in a highly competitive framework, as is demanded by their market-based paradigm. This drives us towards the overuse of test scores as a means of measuring performance, so that we can determine winners and losers...Students who do not test well should not be liabilities to their schools or teachers...The market system demands winners and losers, and the biggest losers of all are the students who find themselves left behind in schools that are unprofitable, or because they are more difficult to educate, and thus are liabilities to whatever schools they enroll in.

There is no simple, pat answer to how big business can help education. Educators can stop waiting for someone to save them and we can continue to do what we have always done (and this one I agree with)…do what is best for our students!

How funny - this was just posted to CTA's facebook page today