Wednesday, November 12, 2014

Veterans Day

I spent a good portion of my day yesterday taking pictures of our students planting flags to honor Veterans Day. One of my students walked into my room while I was working on making a sign for kids to hold in their picture. Here is the conversation that followed...

Student: What's that for?
Me: It's for Veterans Day.
Student: What's vegetarians day?
Me: This sign is not about choosing not to eat meat.
Student: Huh? Meat? What is veterinarians day?
Me: I guess that would be a day to honor animal doctors.  
Student: Wait, what? No, what are you making?
Me: A sign for Veterans Day.
Student: Let's just get started reading now.

This made me laugh... and of course I explained Veterans day when we were done. 

Here are some of the pics taken yesterday... too bad we can't show pics of kids faces, I got a few really cute ones!



Our leaders Mr. Steele & Ms. Kelly
Mrs. Roberts wearing her husbands jacket.          

Friday, November 7, 2014

My Family Molded Me...2 houses, 2 MINDSETS

Growing up, I had 2 houses.

I lived primarily with my mom, step-dad- Brent, and brother- Brett in an area of Kansas very comparable to Plano. My father resided in Texas with my step-mom- Paula, and brother- Blake.
Outwardly, the many apparent similarities in my 2 families struck people as coincidental...
-My parents both remarried a year a part.
-My mom and Paula had babies within 6 months of each other, both boys. (Can you imagine having 2 pregnant mothers at the same time? I actually LOVED waiting with anticipation to finally become a big sister.)
-The men in my life follow a B pattern... Brent, Brett, Bill, Blake.
-My brothers both struggled with learning difficulties in school.

The love and happiness within the walls of both families prove that divorce can sometimes be an incredible blessing. I had 4 loving parents, 2 houses, and endless examples of finding your true happiness.

Was is difficult at times? Sure.

How did my family make being a product of separation a blessing? They never got ugly. My brothers played together when my Texas family came to town. For my birthday we always went to dinner... all of us. My step-parents embraced me as their own and welcomed the comradery between families.

Inside my dwellings the differences were striking.

At Mom's house the expectations and conversations took on the traditional parent-child relationship. Boundaries were set out of love. Child pushes boundaries (hard to believe that I ever pushed boundaries, I know) and I was on a journey to become my own person. Phone conversations were listened to. My bedroom searched through. And questions...oh, the questions. Who, what, when, where, why?  ...The control of everything. It stemmed out of wanting the best. Pushing me to be successful with friendships, in school, and as a growing woman. There was a lot of love, laughter, and cuddles. Family dinners were mandatory and came with a preset question: What were 2 good things and one bad thing about your day? Then we discussed.

I remember back when I was having a teen angst argument with Mom. She was fed up and finally said, "You are just like your father." Without hesitation, I shot back, "Good!" End of argument.

I realized the sacrifices my father made to be present only after becoming an adult. Though separated by 500 miles, we talked on the phone nightly. If there was a performance or event, he was there. The distance that physically separated us made it possible to only focus on the important things. My father parented by modeling and teaching a growth mindset.  My father pushed me to analyze every aspect of who I was becoming. When I called to share results of a test or report card the conversation followed a distinct pattern...
I told him my grades. He asked how I felt about them. We would discuss the difficulty of the class. He would not praise me for an A that I didn't have to work for. He based his response on the level of effort put into a situation. It wasn't about doing great and passing, it was about working hard and trying my best. When I shared the news of my C in Social Studies he responded in the same way, "How do you feel about that?" The conversations about my C sometimes lead to me admitting I had not done my best or had missed assignments. Thus, earning the grade that merited disappointment in myself. His comments that followed would often say, "You can try harder next time." He did not critique me, he gave me the chance to critique myself.
Other times I would confess that I worked my butt off in a class and just barely passed with a C. At that point my father would tell me that I should be more proud of the C I worked hard to earn than the A that came easy. I never got straight A's, but I never felt that I was a success or failure based on what grade came home one the report card.

My dad understood that self worth comes from within. It is the self-talk and intrinsic motivation that makes someone successful. He understood that sometimes you fail, but are not a failure. He knew that sometimes you succeeded and learned nothing. There have been many times in my adult life that I have been in situations and replayed his voice in my head. Times where I have been praised for something that I felt could have done better. Times where I missed the mark but was able to fully understand that the level of effort given was worth feeling proud.

I will admit that as a child this could be annoying at times... when I got the easy A and wanted the pat on the back... that I didn't earn. Looking back I now see the amazing gift given by my father.

I am 50-50 mixture in both look and personality of my mother and father. I am the product of living full time with one parent and having the traditional parent-child loving relationship. I am also the product of a family that was separated by distance but remained close. A family that gifted me with the lens of a growth mindset. Without the 500 mile separation, the relationship I held with my father would not have been possible It would have been clouded with the everyday inevitable happenings.

As a teacher, I strive to instill statements that follow my dad's lead to a growth mindset.

As a parent, I know that everyday parts of life will often overshadow my ability to stay as focused on modeling the internal conversation. I just hope that I can instill growth that fosters self confidence. Confidence that will not be measured by grades or other peoples' opinions but on self-reflection and internal motivation.

So, I have a question... How do you FEEL about what you are accomplishing? Are you able to self-analyze with a positive internal voice?

Thursday, November 6, 2014

Padlet, Popplet, and Plickers... oh my!

Today I rearranged my schedule so that I could attend grade level planning meetings. Our instructional tech guru was on campus all day showing teachers fun things to do in their classrooms. We are so fortunate to be educators in a time of endless opportunity.

After attending the Plickers training I gave it a go with my 5th grade kiddos... This was the first time I have given them an assessment and they asked if they could answer more questions when we were done.

Upon conclusion of our Plickers cause and effect quiz one student said, "Man, technology these days!"

That makes me think back to my childhood my cassette tapes were replaced by brand new amazing CD's.

The joy of getting my bright purple pager in high school and thinking how techy I was wearing it- complete with the tiny chain attaching to my belt loop.

My first cell phone, amazing at the time, has become an artifact that these students ponder over.
The technology we are all amazed by right now will soon become the dusty pager. My brain cannot even begin to imagine what tools these kids will use 20 years from now.

In a Twitter chat the other day someone posed the question of how to get reluctant teachers on board with technology. My answer was something about technology being the thing that keeps teachers from becoming fossils. How can anyone NOT be on board to discover this technological realm? Hesitancy is unfathomable.

At one point in time technology was a thing that you could chose to use or ignore... like a computer lab in school. You could sign up for the class to practice typing at a certain speed and then play Oregon Trail hoping you don't die of dysentery... or you could simply never enter the "technology" area and go on pretending the "machines" didn't exist.

That mindset simply doesn't work anymore. Technology is all around. There is not a divide. You can not escape technological advances. Unless you are living in a cave, you need to hop on for the ride. Still reluctant? You won't be left behind...  you will be forever lost.

You will be a bike stuck in the tree. Technology will grow and change around you. You will remain stuck in your rut of ignorance. Advances will only continue.
Bicycle Eaten by a Tree.

In the words of my 5th grader... Man, technology these days...

Monday, October 27, 2014

Courage to make a Change

For the past 10 years I have been teaching 1st and 2nd grade. There has been a huge focus in school on grades 3-5. The intervention and most heavily weighted remediation all occurs in the upper grades. It makes perfect sense at first thought because the upper grades are the testing grades. If you have kids that are struggling in 3-5 you need to give them intense intervention to bridge their gaps. You want to ensure success for those kiddos not just for the scores of our school but to ensure the child's confidence and academic knowledge to lead them to the next grade.

What is the problem with this method? 

If a student struggles in kinder, the gap widens in 1st grade, and by 2nd grade you have basic foundational skills that have not need attained. Teachers often assume (for the purpose of teaching the grade level TEKS) that certain skills have been mastered in K-1. Reading instruction intensifies and the educational gaps widen considerably in 2nd and 3rd grade. Then comes testing time... all of a sudden that student is receiving heavy intervention in hopes to pass the STAAR test. 

Doesn't that sound a little bit miscued? Should the heavy intervention not happen as soon as the gap is identified in kinder and 1st grade? Placing your heavy intervention in the lower grades will aid in filling cracks in the educational foundation before they are widened to a point where the student is in a daily struggle. 

I believe the intervention needs to happen early before a student starts thinking, "I can't." Catch them young before they know that it is harder for them that others. Give them confidence and skills they need to work through problems. Bridge gaps. Plant the seed to a growth mindset.

Interventions in k-2 aren't working? Maybe we need to look at further testing or other factors for that student.

So, why is this not happening in every school? How hard could it be to switch intervention from 3-5 to k-2? The answer is VERY DIFFICULT. The first couple of years after this switch occurs you will most definitely see a drop in scores and until the current 2nd graders have reached 5th grade you will have kids in testing grades with existing foundational gaps not bridged in k-2 and not receiving the heavy intervention once given in 3-5. Can you imaging the questions from parents, the district, teachers, and the community during the transitional years of this switch? 

Making a change of this nature as a principal would take a TON of courage. Man-O-Steele... Mr. Ryan Steele seems to be just the person with the right amount of courage to implement this change. 

Now, patience as change is in progress....

I am very excited!

Wednesday, October 15, 2014

Diaper Dome

My 4th graders were very excited as they entered my room today and saw a glue gun and big bag full of diapers. The task was to build a structure out of only diapers and glue. Yesterday they decided on building a "Diaper Dome." I gave them paper and told them to work as a group to create a blue print and then they could begin to build. I sat back and watched. Very quickly I  busied myself recording some of their comments.

"We need to compress them together to create a firm foundation."

"I think we need support beams on the bottom. This must be done first."

"Stop...If we don’t have a strong foundation it won’t work."

"What is we made an arch in this section? Well, all a dome really is -just a bunch of arches."

"I think rolling the diaper will be its strongest state."

"Maybe we could put a long corridor in the middle?"

"Guys, a dome is the best example of compression and tension. Let's stick to that."

"We could use these for tension rings around it."


"We could do a geodesic dome. It could be a good info structure. We could actually make a dome inside a dome.

Student 1: What is the width?
Student 2: Width is how wide it is.
Student 1: I what is means, I am saying what should the width be on this structure?
Student 2: Oh, good question. The foundation should be a minimum of 2 diapers and a maximum of 7. Remember, not too much, not too little.

Half way through construction of the dome this happened:
Student 1: It's not working. I think we are going to fail.
Student 2: It's too late to change things now!
Student 3: There is no failing unless you don't try. It's not too late. What can we do to fix it?
Student 4: What about an Arch? Like the St. Louis Arch?
Student 2: That was my first idea! Look, we can do this....

...and just like that the plan changed and they all got right to work. 

The students redrew the arch on their blueprint and were able to successfully make an arch. They explained their design when complete and told me "The center beam was added just to support the structure."


Design Success!
Start to finish? 30 minutes. 

My favorite comment of the class: 
"I thought this was reading group? Are we even allowed to be doing this? It's so much fun!"

Tuesday, October 14, 2014

Happiness deflates like a balloon...

Don't let the title of this blog fool you... happiness has NOT deflated in my rainbow room today! Read on to uncover the mystery of the blog title.

Today has been a busy day in my room...

My 4th Grade book club met for the first time and read Iggy Peck Architect. After reading we discussed how Iggy's interest could have been fostered instead of stifled by his teachers. Then we focused on the quote, "Young Iggy Peck is an architect and has been since he was two, when he built a great tower-in only an hour-with nothing but diapers and glue." The kids thought this was hilarious and got into a discussion about how difficult a diaper tower would be to implement. They were then given the task of drawing a blueprint for a tower made of diapers and glue. This assignment fostered a discussion on domes and the support that design brings to a structure. Luckily for that group I have a bag of leftover diapers in my garage.... I can't wait to see if they can really make a diaper tower tomorrow.


Today my 5th grade group identified and illustrated a simile from the book we have been reading. I am often amazed at the creativity that seeps from these students... if only given the chance. This was a quick draw response that took all of 5 minutes.


They were asked to illustrate this simile from the story:
  Happiness deflates like a balloon with the smallest tear. 





I am excited to hear the explanations of their interpretation of this simile tomorrow!








2nd grade is working on Touchphonics and short i CVC words. There was a moment during our time together that I was thankful for 2 things...
          1) 2nd grade innocence
          2) no one else could hear us
I asked my kiddos to spell KID. They built the word with letters and unfortunately one of my kiddos built them backwards. I then said, "touch each letter and say each sound" ... because that's the procedure and when you get in the habit of a procedure you just keep going, right? The theory being that when they touch the letters and say the sounds they will be able to blend into a word OR find the mistake and self correct. The student said each sound. Another student shot us a strange look and then said, "Um, I think that's backwards." My thought at the moment... abort mission, abort mission! Lesson learned, always read a word backwards and forwards before presenting for Touchphonics.


While working with a group in the 5th grade hallway today, I noticed many kids walking to pack up with strained muscles and stacks of books. It looked more like they were lifting weights than getting ready to go home. I am totally on board with AVID and the binders, but doesn't THIS look like a little bit too much? Maybe the kids should have backpacks with wheels to roll around? ...Maybe I'm just a weakling.

Thus concludes today's edition of Random Ransom Ramblings.... until next time. 

Monday, October 6, 2014

#CubRAD

Today our school hosted it's first ever whole school read aloud day. We read A Bad Case of Stripes by David Shannon.

After each read aloud, we went live with Camilla Cream to read tweets from the broadcast. I am excited to report that every child in our school heard the story of Camilla Cream today.

At the end of the school day we tried yet another first... we broadcast live on location from Mrs. Sanders classroom. They were the winners of the MOST TWEETS award. The students assisted Camilla in reading the top tweets from the day.


Hearing the kids comment on the stripes was quite funny. The best part of the day by far was when Camilla came face to face with a class of kindergartners that had LOTS of questions! Today at dismissal I heard kids from different grade levels discussing the story and the events that took place through the story. Isn't this exactly what we want as a school? Kids excited about learning and choosing to talk about their connections and experiences even after the 2:45 bell? I consider that a success!


I was so proud to see our school come together to integrate literacy and technology. There were numerous connections and higher level discussions that sparked from the story. Thank you to the awesome teachers at Christie for participating!



This will definitely NOT be the last #CubRAD!