Apples & Chalkdust

Inquiry Based Learning - Why So Curious?

2012-01-27T14:55:00.000-05:00

The new common core academic standards are evidence of a paradigmatic shift in education. We've finally learned from years of teaching to the state test that kids are only learning a mile wide and an inch deep about the main content areas (math, science, social studies, and language arts). Teachers have been racing to the finish line each year trying to meet the tight timelines of pacing guides and basically only "taste testing" each topic with their students. Things are changing - finally.

45 of the 50 states have adopted the common core standards. As such they are committed to making more meaningful learning experiences for students while incorporating 21st Century skills (critical thinking, creativity, collaboration, communication). We are looking at what the "big ideas" are in each subject area and offer students opportunities to go "deep" while acquiring the necessary skills to advance in their learning.

This is not a new concept to me. As a special educator and then as a teacher of the gifted, these ideas were a natural part of my pedagogy. In fact, those who work within gifted education are probably wondering what took the rest of the world so long to realize this!

One of the tenets of teaching the common core standards is to build skills of inquiry into teaching and learning. However, this is something many current educators may not know how to do. The interdisciplinary nature of using the common core standards requires educators to integrate their subject areas and facilitate students' natural curiosity. But how do you do that? What does it look like?

I offer 2 workshops that may help educators in districts who have adopted the common core standards:

ICU's (Integrated Curriculum Units)
IBL's (Inquiry Based Learning)

Available now as 1/2 or full day professional development workshops, these interactive presentations will better equip all teachers to integrate their curriculum and teach using inquiry. For more information or to schedule a workshop, contact me at vcaruana@regis.edu

Student: "Can you help me?" Teacher: "Okay, I'll need a paper clip, some dental floss, and oh, yeah, duct tape!"

2012-01-25T03:56:00.000-05:00

REPOST: I'm a huge MacGiver fan, but for those of you who make me feel old when I say that, maybe you can relate to the new "MacGiver" of Medicine - Hank Lawson from the USA show "Royal Pains." These characters do whatever it takes to get the job done using whatever is available, often with unconventional methods and sometimes breaking the rules.

I'm a "MacGiver" Teacher. Just ask my former students. I refuse to allow the status quo to get in my way. If a child has a need, I will do whatever it takes to get them what they need. A textbook is just one tool in my toolkit; it is not the only tool. I will bring in whatever I can to make learning responsive, relevant, and rich with opportunity.

Education is concerned with "outcomes" - as it should be. We must all be accountable for student learning. But you can keep the end in mind and still follow multiple paths to get there. There is no one right path. There is no one right tool for the job. There is no one right way to teach. That's because there is no one kind of student.

Although I shy away from comparing education to a medical model, one that describes disease and cures, I will say this. Each diagnosis can be a "differential diagnosis" where the individual is at the heart of the inquiry in to what is needed and how we can help them. In this way I am like "House" - just not as ornery.

To teachers everywhere, especially those who are "becoming" teachers, do whatever it takes, use whatever tools you can find, and don't accept the limits of your situation. The only limits you have to make a difference are the ones you impose on yourself. Not the budget, not the lack of technology, not lack of support from your school - you!

Be on the hunt for what works. If you don't have it, make it. If you can't find it, improvise.

And remember, a little duct tape never hurts!

2012 USA Special Olympics Scarf Project - Join Me!

2012-01-06T16:22:00.000-05:00

Looking for a way to use your talents to serve this year? Join me and knit or crochet for charity for the 2012 Winter Special Olympics! Post your finished scarf for us to see and then send it to your state's Winter Special Olympics center.

Recess for Teachers: Are You Wearing Too Many Hats?

2011-12-28T12:15:00.000-05:00

How many hats do you wear? It used to be you could tell simply by how many hat boxes were stacked in your closet. You knew you had too many when you couldn't retrieve one without the rest toppling onto your head and leaving a heap on the floor. But since wearing hats is no longer the fashion, you now adorn yourself with the invisible kind. They may be invisible, but they are no less a necessary part of the wardrobe we call life.

Teachers wear many hats, often at the same time. Think about the character in the classic children's book Caps for Sale by Esphyr Slobodkina. This cap salesman balances a dozen caps on his head while he tries to sell them to the townspeople. He gets very tired and has no money to buy food. So he sits by a tree and takes a nap. When he awakes, his caps are gone! Up in a tree where he slept sits monkeys, each wearing one of his caps. No matter how he tries, they won't give them back. Finally, out of exasperation, he throws his own cap to the ground. The monkeys, great mimickers, follow suit and throw their caps to the ground. The cap salesman collects his caps and goes back to town to sell them.

As a teacher, you work hard to balance all your hats - the responsibilities of your profession. But often, at the end of the day, you're weary and don't have anything to show for all the hard work. Sometimes in desperation, teachers walk away, seeking rest. But the escapes you seek aren't always healthy, and your belief that no one can balance the hats the way you do keeps you from finding real rest.

Upon returning you tend to take back all the hats you walked away from, reclaiming your territory. But as you do, you also take back all the things that overwhelmed you in the first place. Is there really a way to balance all your hats, or should you consider paring down your wardrobe?

This post is first in a series to help educators find the rest they seek. These excerpts, taken from my book Recess for Teachers: Taking Time Out for Your Body, Mind, and Soul, will help you get through the remainder of the school year.

Resolute Resolutions

2011-12-21T09:45:00.000-05:00

Over the Christmas break the School Accountability Report Cards will show up in mailboxes all over the country. Districts report on individual school test scores and other key performance indicators. The idea is to communicate to parents how they’re doing with their “new year” resolutions.

Educators make “new year’s” resolutions not once, but twice a year. Since the school year is broken into two semesters, there’s an opportunity to wipe the blackboard clean and begin again even in January. Teachers and students are encouraged to make personal and professional goals for the coming year. School officials at district, state and even federal levels all resolve to do a better job.

We all know that making resolutions and keeping them are two different things.

Every January for more than 4000 years, dating back to the Babylonians, people have been making New Year’s resolutions – we’ve been resolving to be better for a long time. There’s hope in the making of resolutions. Unfortunately, there can also be bitter disappointment when they’re broken.

People all over the planet resolve to eat better, spend less, save more, be kinder, see their families more and basically get their lives in order.

Schools are no different.

According the Gotham Gazette, resolutions for New York City Public Schools could include reducing truancy and improving attendance, having a meaningful public recruitment campaign for new teachers, and expanding the awareness of the city’s successes the school system has already had.

Admirable.

Educators have also developed some resolutions they hope Congress will adopt. The National Association of Elementary School Principals suggests Congress make public education a fiscal priority, make full-day kindergarten a priority, support school leadership, and extend academic help into after school hours.

But what does it take to keep those resolutions?
Personally, it takes someone looking over my shoulder and encouraging me, “So how’s that diet going?” or “How much have you put in your vacation account this month?” I need accountability and support.

So do schools and teachers.

I think the accountability part is pretty consistent at this point. But the support and encouragement part – well, when was the last time you told a teacher they were doing a great job?

Resolution “experts” agree that there are five tips for choosing and keeping promises:
1. Don’t over promise – keep it simple
2. Set out a path – make a plan
3. Set markers on your path – reward yourself along the way
4. Tell people – don’t keep your resolutions a secret
5. Don’t give up! – forgive yourself if you fail and move on

As you read those school accountability reports or even your own child’s mid term report card, remember these five tips. January brings with it a chance to start again with a clean slate. Help your children make resolutions about their learning and support them along the way. Support your child’s teachers by forgiving their failures and encouraging them to keep going. Give them little treats all through the year for each milestone they reach, whether it’s the end of the grading period, getting through spring testing or successfully navigating a complicated field trip.

Remember their best intentions the next time you sneak that piece of chocolate after you promised not to eat another bite during this new year!

© 2007 Vicki Caruana

The School in the Woods

2011-11-30T15:29:00.000-05:00

Today I visited The School in the Woods in Black Forest, Colorado. One of my students, Jon Wuerth, is the lead teacher and one of the founders there and his passion for this jewel of a school is contagious! I am always impressed with educators who do whatever it takes to advocate for the needs of their students and create highly engaging, relevant, rigorous and safe learning environments. The School in the Woods is a "choice" school in Colorado Springs and each year accepts approximately 52 fourth graders. It is a one year program that focuses on naturalistic studies that are integrated throughout all content areas. Located on 10 acres in a Ponderosa forest, this school offers the wilderness as a classroom for eager young naturalists to explore the life in their surroundings through scientific inquiry.

It's important to showcase the wonderful things going on in education. We spend so much time pointing fingers and shining a spotlight on where we fall short that often it is difficult to see the "forest for the trees."

If you have the opportunity, I encourage you to visit and support the efforts of The School in the Woods. In fact, visit and support the efforts of your local school. If you know of a school or program that is doing "what works" in a way that is a little "outside the box" let me know and I will profile it here.

More Than a Full Time Job

2011-11-17T19:29:00.000-05:00

Once in a while I need to rant - this is one of those times. . .

A recent article reported that teachers are paid too much - more than they are worth.

Wow. . . Really? Wow. . .

I have to admit that this left me speechless - for a minute!

I'm going to ask right now. I need a show of hands!

How many of you grade papers - at night or on the weekend?

How many of you plan lessons - at night or on the weekend?

How many of you stay after school or come in early to get it done?

How many of you attend evening extra-curricular activities, school sporting events, dances, presentations, school improvement meetings, and/or professional development workshops?

How many of you meet with parents after school hours because they can't come during the day?

How many of you take college courses at night to keep your teaching licenses current? And pay out of your own pocket?

How many of you are teaching something you weren't prepared to teach because there is no one else to teach it?

How many of you tutor students before or after school?

How many of you coach soccer, football, cheerleading, drama, baseball, basketball, volleyball, and Odyssey of the Mind clubs after school for a "modest" stipend (maybe $200/year)?

And all of these are not considered "service" - they are a part of the job that occur OUTSIDE of school hours - without pay.

I'm just sayin'

Doing What Works

2011-11-04T15:45:00.000-04:00

So how do you know if what you're doing in the classroom is working? How do you know if any of it makes a difference? I know that as a teacher and even as a parent, it's difficult to tell right then and there. Our investments in time and energy in children are long term investments. I know that and you know that, but it seems like everyone else believes they are short term investments. Success should show up immediately!

I think of education as being proverbial in nature - that is, doing what works is more like of "wisdom, truth or morals that are based on common sense or practical experience. It is often a description of a basic rule of conduct that all people generally follow or should follow." It doesn't ALWAYS work and it doesn't always work for ALL students.

There is a "doing what works" clearinghouse that provides great resources of research-based practices for teachers. It's actually a great site with rich resources. I recommend using it with some caution. Putting forth our best efforts is very important. Being accountable for your own teaching practice is crucial. Being able to GUARANTEE student success is just not smart.

My husband is in sales. They operate on this premise - Under promise and then over deliver.

It appears that in education we OVER promise and ultimately UNDER deliver.

Something to think about.

How Are You Doing?

2011-10-21T13:00:00.000-04:00

In teaching I use a lot of rubrics - you know, a checklist of skills or expectations, so I can tell how well my students are performing. It's beyond a traditional grade. Rubrics enable students to understand the subtle differences between performance that is "good, better, and best" and take responsibility for their own learning.

If you're a parent, then you are probably already acquainted with the rubric. In fact, you may even come to expect them from teachers and get a little itchy if you don't see one accompanying a project, paper, or complex assignment.

"How is she going to grade this?" you wonder. "How are we supposed to know what makes a good paper if she doesn't tell us? And what's the difference between a good paper and a great one?"

Sometimes there's very little difference and at other times it may be oceans apart. But you don't know unless someone sets the expectations, right?

I started to wonder if a rubric might help me better assess my quality of life. A friend, from whom I haven't heard from in a long while, wrote today and asked, "How are you doing?" Sounded like a simple question, but it wasn't. It was and continues to be a very complex question for me. If I answered, "Good," what would that really convey to her? Would she detect the subtle nuances that make up the answer, "Great!"?

If you had to answer the question "How are you doing?" right now, what would constitute an answer of GOOD, BETTER, or BEST?

Can you construct conditions or expectations that would frame "Good"? How about "Better"? And finally, "Best"? It's not so easy to do, but I'll try.

"Vicki, how are you doing?"

I'm GOOD (code for... nothing has changed; status quo; the problems I have I still have)

I'm BETTER (code for...one or more of what ails me has improved; beginning to see light at the end of the tunnel, but hoping it's not just an oncoming train!)

I'm BEST (code for... the problems/obstacles have either magically disappeared, or I've decided to make them unimportant; I'm smiling because I choose to smile)

Your rubric to answer this question may look completely different than mine. There is no standard set of expectations to answer this question. It's more complicated than that.

The idea is to observe the subtle differences between good, better, and best in yourself, your children, and others so that you can judge more fairly and with compassion.

After all, in the end, it's not the grade you get, but the progress you've made.

The ABC's We All Need to Show We Know

2011-10-04T17:00:00.001-04:00

I've discovered that over time we change what we say kids should know and be able to do as a result of "schooling" - what's important this year may not be as important next year. Right now we're focused on helping kids gain "21st Century" skills - whatever those are. We're preparing them to work in jobs that don't even exist yet! Not an easy task.

But I've also learned that there are a few lessons everyone needs to learn in order to positively impact this world. I know both parents and teachers are already equipped to teach these all important lessons. What do you need to teach them? A textbook? A great lesson plan? A information-rich website? No. All you need is the model of how you live your life.

Here are my three basic, life-changing lessons.

APPRECIATION for one another's gifts & talents - kids need to recognize the gifts and talents in others and show their appreciation for that publicly or privately. Within a family, model for your children how you recognize each other's strengths. "Jake really picks up music easily. I love hearing him play." Focus on their strengths/talents without being self-critical. For example, don't say "Jake plays a mean trumpet, but I can't carry a tune to save my life!" Keep the focus on the person whose talent you are touting.

Be a BLESSING - Help children seek out opportunities to be a blessing to someone else. How can they be helpful? How can they take the focus off of themselves and place it on someone else? Encourage them to just ask the question, "Do you need anything? Is there something I can do for you?" In school and at home, kids need a chance to serve others.

COMPASSION - There is always (unfortunately) someone worse off than you! The companion to APPRECIATION is COMPASSION. Two sides of the same coin. When one brother is better than the other at a subject or a sport, they both have an opportunity to show appreciation and compassion. This is not feeling sorry for someone. This is not pity. It is something you do in your heart, not necessarily with your words. If you see your brother struggle, you help. If they are frustrated, you soothe. You acknowledge their weakness, and find ways to walk alongside or hold them up.

The common thread through these ABC's is that they are all OTHER oriented. We need to help children take the focus off of themselves. But I suspect we as their teachers and parents must first do the same.

With your life, show what you know!

5 Ways to Connect with Parents

2011-09-15T16:16:00.000-04:00

The school year is well under way and parents and teachers are already engaged in the dance of communication. We are all busy, so how can we find ways to connect that are respectful of one another's time and productive? Today's post highlights the use of technology to enable more effective and efficient home-school communication.

Use the school Email system as the primary mode of communication: This offers you the greatest way to track your school to home communications. It also respects the boundaries of the teacher to parent roles and relationship.
Consider using Twitter: Teachers are using Twitter to advance their own professional development, stay current on what's happening in education, and to connect to their students and parents. Include a "Follow Me" button to Twitter on your website.
Create an engaging and current Website: Teacher websites are almost an expected part of doing business in this digital age. There are many free websites out there for teachers, but remember that your content should be engaging, current, and relevant to your followers (whether they are students and/or parents).
Use Doodle to find mutually convenient meeting times: Doodle is an online scheduling and poll tool and it's FREE! You can use it to schedule meetings, conferences, or other events for your students and parents. If you want to get parents to weigh in on an issue, there is a poll tool you can use through Doodle as well. Include a button to this tool on your website.
Use SKYPE if parents are unable to get to a conference face-to-face: It isn't always easy to find a common time to meet with parents. Consider using SKYPE to meet virtually at an agreed upon time. You can also record the SKYPE conference using a tool called PAMELA which is a SKYPE add-on. And if you have students who are absent and want to talk to you about what they are missing, they can SKYPE in. Again, this is a free tool and you can include the button to it on your website.

These are just a few of the electronic and social media tools that can better facilitate communication between school and home. I do not recommend Facebook just as I don't recommend giving out your personal email. However, you can create a private Facebook as a teacher that is only open to parents (not students). Your district may have policies on the use of Facebook. Make sure you follow your district's policy.

Happy Communicating!

Back-to-School Supplies

2011-08-17T11:00:00.004-04:00

It's back-to-school time and both parents and teachers are hitting the superstores in search of great deals on school supplies. You've probably already received that lengthy supply list and may be daunted by how much your child needs to stuff into his backpack on that first day. You may even be wondering if they actually need everything on that list. Good question. Let's break down what you and your child really need to do to prepare for the first weeks of school.

1. The LIST is a suggestion - not a requirement. If your child attends a public school, keep in mind that it is supposed to be a FREE PUBLIC EDUCATION; therefore, in theory you don't really need to buy these things. However, with the painful budgets cuts lately, schools just don't have the supplies they need and they are asking for your help. If your child attends a private school, that is a different story.
SUGGESTION: Buy only what is necessary for the first week of school. Some of those items won't even be needed until months into the school year, so wait to buy them when they are needed instead.

2. Plan your CALENDAR now. If your child is involved in a plethora of extra-curricular activities, sports, lessons that will require missed or shortened days at school, don't wait to tell his teachers. Meet with your teacher and/or principal about anticipated missed days to get their support. Educators agree that "time in the seat" makes a difference in a child's success in school. Try to keep missed days to a minimum.
SUGGESTION: The older the child, the more detrimental missed days or hours at school can be. Making up missed work is a challenge for many children, so schedule doctors, dentists, and other appointments outside of school hours whenever possible. Also, do not ask teachers to provide missed work prior to your child's absence as often they do not really know what they will be covering more than a week ahead of time.

3. Strive to be an effective COMMUNICATOR. In this electronic age, schools are turning more and more to email, texting and even Twitter for school to home communication. School websites are communication central for many schools. It is very difficult for teachers to find time during the school day to talk on the phone and many parents find it difficult to schedule face-to-face conference time with teachers during the school hours. Follow the communication protocol preferred by your child's school and you will have an easier time staying in touch and on top of what's going on.
SUGGESTION: If your school uses a "parent portal" of some sort to keep track of grades, absences and discipline actions, make sure you sign up for it and utilize it. If you communicate with teachers via email, give them 24-48 hours to respond to you. Don't expect them to stop teaching to answer email during the school day or at 11:00 at night. Both parties need to adhere to email etiquette and be aware of the tone used in this form of communication. Keep in mind that any email sent to a teacher becomes part of the official record and can be used as evidence in future proceedings of any kind.

4. Get ORGANIZED! Do you have a routine established for doing homework? Does your child struggle with time management or project management? Decide now your priorities and then establish guidelines for getting things done. Homework before or after dinner? Television (or other "screens") before or after homework is done? Check your child's backpack when they first arrive home or some other time (but do check it!). Where do you keep papers sent home to you from the school? Permission slips? The school picture order form?
SUGGESTION: Have some system in place to stay organized. Model this organization for your children and you will both be less stressed as the year progresses. Post a calendar where everyone can see it. Use a three-ring binder to keep all papers in from the school with a tab for each child. Set a time and place for homework and monitor your child's completion of it. Everyone will have a different system - the goal is to have a system!

5. Be an ENCOURAGEMENT. Although each new school is a "clean slate," we can often put too much or too little pressure on our children to be successful in school. Your personality as a parent may help or hinder the effort your child puts forth. Keep in mind that no matter how successful your child is in school, they will need encouragement to push through those challenging moments. Is home a safe place for them to fall flat on their faces? Do they know that even if they mess up, you will help them problem-solve their way out of it and love them anyway?
SUGGESTION: Often when you did well in math, for instance, it's really hard for you to understand why your child struggles in math. It is not a part of your prior experience or understanding. This is where it is important for you to step outside your own reality and encourage those who struggle. If your child needs help, do whatever it takes to find him the help he needs. Don't just set the expectation of success and then show your disappointment when your child does not meet that expectation. We all have different gifts and talents, strengths and weaknesses.

One final note. . .

Recognize your child's teacher for who she is - a partner in your child's education. Not the enemy. Not the adversary. Not "them." WE are in this together, for the sake of kids. Now all we have to do is act that way.

Have a great school year! Your kids are excited....as they should be.

The Worst and Best Reasons to Become a Teacher

2011-08-09T12:52:00.001-04:00

There are plenty of people and sites out there that can tell you HOW to become a teacher - but before you even consider the 5 steps to becoming a teacher, you have a bigger question to answer.

WHY BECOME A TEACHER?

This is actually both the best and worst time in our recent history to become a teacher. You had better really want it because it is going to fight back and make you work for it! The climate is a little adversarial at the moment. This is not just about budget shortfalls; it's about reclaiming a professional identity that has been co-opted by federal mandates and private interests. We are in the midst of a sort of renaissance for teaching - teachers everywhere are mobilizing in ways and in numbers like never before. You can follow the conversations via Twitter at #SOSMarch and #140edu and #Teachers to name just a few.

For the first time in a long time we are on the same page. We've opened our classroom doors and stepped out into the light of the hallway and saw each other. The isolation of being a classroom teacher is fast becoming a thing of the past.

So - why do you want to be a teacher? I've heard many reasons as someone who prepares the next generation of teachers. I'll list for you the reasons I DON'T want to hear:

I get summers off and a Christmas vacation! (as a reminder, that's without pay.) It may be good for your family that your hours coincide better with your children's, but don't let this be your main reason. You will burn out too quickly!
It's an easier career path (sorry to say, there are usually more courses and a lot of field work involved). Many people who go down this path for this reason find quickly that they are working harder than they thought they would. They then complain about the work. If you want it easy, don't go into teaching!
It's a guaranteed job (not anymore). There are less and less teaching jobs out there right now just like in any other career due to the economic climate. Schools are closing and class sizes are increasing. There are more jobs in "critical shortage" areas like special education, math, and science, but those positions will require additional training.
I don't know what else to do (this is the worst reason of all). I don't mean to be harsh, but education doesn't want to be your consolation prize, your compromise, or your second choice. It is so relational that those of us who are here because that's what we always wanted feel slapped in the face.

That leads me to the BEST reasons to become a teacher. You may not resonate with all of these, but if you connect with at least 2 of these, you're probably making the right career choice.

I love kids and I want to make a difference! (as idealistic as this sounds, it is the most often cited reason for becoming a teacher). This ideal is what will carry you through the difficult challenges ahead and the frustration you will feel on a daily or weekly basis. You will make a difference - for better and for worse at times; your influence is powerful.
I love my subject area and I want to teach kids better than I was taught (this is also quite common). Maybe you love science or social studies or English and you know that there are better ways to teaching it and engaging kids than you saw growing up. You want to do it better and you want to continue to spend time on your favorite subject.
I loved school and I want to continue that in my career (most people who become teachers loved school). This isn't true for everyone, but if it is something you liked/loved, it will be an environment you will thrive in as a career.
I love learning and want to be contagious to kids! (the love for learning is a powerful motivator). Most likely you are a "lifelong learner" and want to continue to learn as a teacher. Kids do "catch" our enthusiasm and love for learning. We are role models of that love for learning. Keep the spirit of a lifelong learner as a teacher and you will make a difference and LOVE your job!

We all know this is not about money. If you want to make money, teaching is not for you. But if you want to make a difference in this world, we need you!

You'll be in good company!

Clean Slate

2011-08-03T01:40:00.000-04:00

Many of us start this new school year wishing we could get a "do-over" - or if you're a golfer a "mulligan." Maybe last year didn't go as well as expected. Maybe there were more obstacles to success than anticipated. Maybe it just didn't turn out the way you had hoped. For students, parents and teachers looking at the looming new school year feels like when you make your New Year's resolutions - you decide to do better, stick to your goals, and have the best intentions. But you do it carrying all the baggage from years past. It's pretty hard to move forward when your backpack is full to bursting with disappointment, fear, anxiety, feelings of frustration and low self-worth.

How about we approach this school year differently? Don't even bring the backpack to school this time. Leave it behind.

We are weighed down with what came before. It influences what we think about today and what we imagine for tomorrow. Let's start this year with a clean slate! This school year hasn't been written yet. It is something you create day by day. This is not to say that you ignore the lessons learned from last year, but you are not a slave to them. Learn, and move on.

Limited Time Offer! A chance to begin again. Offered each and every day.

"Learn from yesterday. Live for today. Hope for tomorrow." - Albert Einstein

Saving Money the Wrong Way

2011-07-26T17:18:00.000-04:00

When I was growing up my father was out of work more often than he or my mother would like to admit. We rarely, if ever, had medical insurance; as such getting sick was not an option. Spending money on doctors was just out of reach for us. Saving money was the priority; the little of it we had. The problem, as it happened, was that I got very sick and passed out while at school. I had an ear infection that ended up puncturing my inner ear. Obviously I did go to the doctor as a result and it costs so much more to treat than if I had gone when I first got sick.

This is a common tale.

Many parents are skipping childhood immunizations, well-care appointments, and allergy testing to save money. We're buying processed foods, fast foods, and energy drinks instead of fresh foods to feed our kids because fresh costs more. Times are tough. I get it. But I truly adhere to the old adage - "pay now or you'll pay later." Bottom line is we'll pay, but I guarantee you it will cost more later.

Federal and state budgets of education have been shrinking. Times are tough. I get it. But spending less on education doesn't make sense. It may account for a smaller bottom line in the short term, but we're going to pay more later as our children enter adulthood unprepared. Instead of contributing to society, they will be takers, and that costs everyone more.

The Senate is proposing a bill that will increase spending on students with disabilities. Will it pass in this current climate? I applaud them for the proposal, but recent history has shown that we are not really interested in meeting the needs of the most vulnerable of us. We vote down any increase that doesn't affect us personally. But as I said, we'll either pay now or we'll pay later. Students with disabilities can be contributing members of society; but if we don't support their education now, they will be more dependent on society later to meet their needs as adults.

In order to invest in your future, pay now. The price is just going to go up if you wait.

My recommendation? Go through life with the least amount of regrets possible.

Are You Too Picky?

2011-07-07T00:15:00.000-04:00

It used to be that if you were good at one thing, that was enough. It basically determined your path in life. If you were good with your hands, you were deemed "mechanical" and destined to work in a trade of some sort. If you liked math, and were a guy, then most likely you became an engineer. If you were highly verbal, loved school, and had a nurturing disposition (and you were a girl), then you became a teacher - like me.

No, I'm not stereotyping or trying to hold anyone back. I'm not trying to limit the opportunities available to all our children. Well, maybe I am just a little bit.

There's a reason for that.

Right now only about 24% of college graduates found a job upon graduation. That means that most of this generation have either moved back in with mom and dad or have taken a job outside of what they spent all that tuition money on.

In 1970 only about 40% of high school graduates went to college; today more than 70% go to college.

I grew up believing I could do anything I wanted - even though I was a girl! I brought my boys up to believe the same thing. There's nothing wrong with that, except our kids now aren't sure about what they want to do at all. They waiver between majors and change their minds a million times. Their path is uncertain, which is odd, because the opportunities are many.

And I think that's the problem.

Kids do better with choices. That's parenting 101. But if you remember, the idea is to offer 2 choices and have them choose one of them and stick with it. If they're given a hundred choices, they become paralyzed and don't make a decision at all.

My sister was like that when we went to McDonald's as kids. She would stand there frozen in front of the menu high up on the wall behind the cashiers. The rest of the family (all 6) waited impatiently for her to decide. It always ended up with mom and dad frustrated and my sister in tears. Often she didn't eat at all.

Two kinds of people have trouble with a myriad of choices - those who like everything and those who don't like anything.

Sometimes you have to help your kids make the important choices. What do you want to be when you grow up? Do you go to college? If so, where? These are important choices, but for some of our kids, they are painfully difficult. Too many choices is not a good thing. Having a child who is good at everything is NOT a blessing.

The best thing you can do for your kids is to help them make that choice. And guess what? If they hate it, it's not the end of the world. They can always make another choice.

When students agonize over what to do with their lives, I tell them this - "Whatever choice you make now is not forever. God willing you will live long enough to do many different things in this life. Just make your FIRST choice. That's all - your first choice."

It takes the pressure off - of both of you.

Being Human

2011-07-02T15:07:00.000-04:00

I watch a lot of SciFi shows and there is one now on BBCAmerica as well as on the SyFy channel that has captured my attention in a way I didn't expect. Being Human is about a vampire, a werewolf and a ghost who all live together in an attempt to lead a "normal" human life when they are no longer considered human. The higher call for all of them is not to succumb to the appetites of what they've become, but hold onto the ideals and daily living of being human.

They struggle. It is not an easy task. They try to hold each other accountable. They try to support one another. After all, they know what each other's life is like, so they are the only ones they can each turn to when they mess it all up. In particular, the ghost struggles with being seen, being known and finding a way to matter when she no longer has any substance. Don't we all need that?

Right now I'm reminded about how easy it is to forget that we are all human and we all struggle. Each person wants to be treated like they exist, like they are more than a number in this world. We all want to be seen, to be known, and to matter.

As I work with students I know that they crave connection. Even though so many of us are so digitally connected, the warmth that only comes from face to face contact has become this elusive and almost hidden commodity reserved for a select few.

I am at a new university working with students in a graduate program. Every day I meet new students and work with them to plan their programs and make sure their path is secure. It takes sometimes more time than I legitimately have to have these face to face meetings. But I've found that they matter.

I got a thank you card just the other day from a new student who said he was so grateful that he met me and that his situation mattered to me. He was so happy to be "seen" and not be only a student number in my database.

Being human is hard work. It's messy. We're messy. And sometimes we don't handle the responsibility of this state as well as we should when we interact with others.

Just as the vampire, the werewolf and the ghost were all human once and remember clearly what it was like to be human, it's important as I interact with students to remember what it was like to be a student and it's important for students to remember that I am human too!

As always, education is all about relationship!

Who Do You Think You Are?

2011-06-25T20:03:00.000-04:00

I work with college students who are being prepared to become teachers. As such, they are always in a state of "becoming." As they learn I know that they wrestle with their identities - who are they? Students or teachers? How do they transition from being a good college student to a good teacher? Is the shift obvious or does it happen subtly over time? After all, just because you walk in a graduation ceremony doesn't mean you're suddenly a good teacher.

Every one of our journeys follow a similar path. Just because I wore a white dress and exchanged vows in a ceremony didn't mean I really knew how to be a wife. Just because I went through the pains of labor didn't mean I knew what it took to be a mom. And when I had my first book published didn't mean I knew all that it took to be a good author.

Experience teaches.

Are you open to the experiences that help shape who you are "becoming"? Can you allow those placed in your life to trigger your transformation? Will you recognize what it is that you lack and seek out what it takes to live out your new roles and responsibilities? It's up to you - we are participants in our own transformations. It doesn't happen "to" us - it happens "with" us.

Parents, students, administrators, and the general public all contribute to a teacher's professional identity. Our interactions with and on behalf of kids transform us.

Who in your life is participating in your transformation?

Seminole High choral 1972-1983 alumni reunite with their beloved director - St. Petersburg Times

2011-06-15T21:47:00.001-04:00

One of the things I tell would-be teachers is to teach in a way that will be remembered. Choose to be the kind of teacher that students remember fondly - the one who made the difference! I have the opportunity to honor one such teacher in my life. Mr. Vines made a difference! And soon many of us are getting together to let him know how much! How will you thank an important teacher in your life?

Seminole High choral 1972-1983 alumni reunite with their beloved director - St. Petersburg Times

Countdown Mode

2011-05-30T10:56:00.000-04:00

Create Your Own Countdown

It's getting difficult to keep kids motivated until the end of the school year at this point. Whether they are in kindergarten or a senior in high school, they've mentally already left the building. Unfortunately, the goal is to "finish well" so look for ways to keep your child focused until the very last day.

For those with high school seniors who have already been accepted into a college for the fall, keep in mind that how they finish their last semester matters. Colleges and universities request the "semester 8" transcript to see how well your child did. Their acceptance is conditional upon that last semester's performance. They have every right to rescind that acceptance. It happens all the time.

"A job worth doing is a job well done" - as a parent it's important that you instill and model for your kids what it takes to finish well even when you're tired of it all and ready to move on yourself. The lazy, hazy days of summer aren't here quite yet.

Feel free to focus on that countdown. Keep the end in mind. The idea is to run to the finish like a sprinter and not hobble across it. Let's all shoot for a photo finish! Encourage your kids to stay neck and neck with their peers as they race for the finish line.

And then CELEBRATE big time!

Finding that Good Fit

2011-05-21T13:32:00.000-04:00

The beginning of love is to let those we love be perfectly themselves, and not to twist them to fit our own image. Otherwise we love only the reflection of ourselves we find in them. - Thomas Merton

What does it mean to be or find a good fit? We think about this all the time - whether we're looking for love, for a job, for a school, for friends, a church, and even shoes! In my own life I work with other doctoral students who are looking for a good fit in their research, in the composition of a committee, and then later for a university for a faculty position.

Fit. How well do your choices fit you or you them?

At the end of every school year we evaluated whether our choice of schooling for our children still "fit." We had some parameters that needed to be met for us to think their current school choice was still the best fit.

Does he feel successful here?
Are his unique learning needs being met?
Are the teachers good communicators to both students and parents?
Does he feel safe?
Does he feel included?
Does he have opportunities to grow academically? Is he challenged?
Is he engaged in his own learning?

Although we all need to slightly adapt ourselves to new environments, there are times when we can and should look for that perfect fit. If you ignore the signs of a bad fit, all it leads to is pain.

Sometimes we try to force fit a situation to our needs or our needs to a situation. I've worn enough pretty shoes to tell you that I pay for it either way! And many times those shoes end up gathering dust in the back of my closet because I can't handle the pain anymore. It's just not worth it.

I will not be a good fit for every student. Every school is not a good fit for me as a teacher. But if there are malleable factors you can control without losing who you really are, then maybe it's worth trying to fit. Just don't be like the Japanese who bind women's feet!

If you have to make some changes, make sure you take the individual into consideration, like in the movie Kinky Boots!

Great movie! I promise!!!

No Child Left Behind - Except. . .

2011-05-15T12:39:00.000-04:00

The last weeks of the school year bring with it a myriad of year-end activities. But not all of them are celebratory like award ceremonies, graduations, moving-up ceremonies, or senior trips. This is also the time when teachers have to look at the yearly progress of all of their students and determine who moves on and who stays behind.

There are guidelines for this sort of decision. Out of 6 or 9 grading periods, how many of them did the student fail? Did you give a list of students in danger of failing to the guidance counselor as requested back in March? Did you try alternative ways to get this student to be successful? Did you document those attempts? Did you contact parents throughout the process? Did you document those contacts? Does the student know he or she is in danger of failing? Did you document that he or she knows?

And keep in mind that principals and school districts do NOT want retentions on their books. As teachers, we are strongly "encouraged" to pass a child even if on paper it looks like they've failed. There's a lot of pressure to keep graduation rates high and retention rates low. School grades are tied to their promotion rates.

So believe me when I tell you that if a teacher puts your child's name on the retention list or the summer school list, it was their last resort and something they felt they had absolutely no other choice but to do.

The hard part, for most of us, is calling parents to tell them their child has failed and in order for him or her to be promoted to the next grade they must go to summer school. It's interesting because even though we've called parents, had conferences about student progress, and they've seen their child's report cards, they are almost always in shock and in a state of disbelief and denial when we call about retaining their child.

Somehow we made a mistake, they say. Somehow we have it in for their kid, they accuse. Somehow it is our fault, they blame.

I have evidence to the contrary but it doesn't seem to matter.

Sometimes we believe that things will just all work out in the end, without us doing anything. We believe it is someone else's responsibility, when it is our own. Parents and teachers are involved in a delicate dance. We always seem to step on each other's feet. This seems to happen when both parties want to lead.

So when we make or you receive a difficult phone call about your child's school performance, set aside the pride that fuels your denial and come together for the sake of the student. After all, this is his one shot at not being left behind.

Finals

2011-05-01T11:48:00.000-04:00

We're coming into the home stretch of the school year. At colleges and universities many students are scrambling to prepare for finals week. We're piecing together final projects, course binders and program portfolios. We're finishing our theses and writing up our conclusions from research studies. We're memorizing flash cards! This is the last opportunity to show what we know.

It's a final hoop to jump through. And for many it is daunting.

What's to be worried about? Finals are a way to basically document what you've learned. Sounds good - in theory. But there is always this gap between theory and practice for some reason.

Finals are designed to be summative - that is, the sum of all the knowledge you gained during the semester/year. My problem has always been that I can't remember everything I learned from the year. What's wrong with learning as you go? I have never been a good test taker, and for me the anxiety that goes with it is paralyzing. How can I do really well on every assignment, every project, every paper throughout the year and then fail the final exam? Yet it happens to me 9 times out of 10.

Does that final project, that course binder, or that final exam really show you what I know? I'm not convinced. How much weight should we put on these finals? Should they be one great leap we make or one of many steps we take to get where we want to go?

Testing, Testing, 1, 2, 3, Testing!

2011-04-21T14:57:00.000-04:00

With the advent of Spring comes annual standardized testing in our schools. At the end of this time everything else seems to come to a halt! Teachers and students alike have no more energy or motivation to move forward with any enthusiasm into the last 6 weeks of school.

This is what I call TESTING FATIGUE which is not unlike Battle Fatigue.

Battle Fatigue is a military term used to categorize a range of behaviors resulting from the stress of battle which decrease the combatant's fighting efficiency. The most common symptoms are fatigue, slower reaction times, indecision, disconnection from one's surroundings, and inability to prioritize.

All we have to do is substitute a few words and we have Testing Fatigue. . .

Testing Fatigue is an education term used to categorize a range of behaviors resulting from the stress of testing which decreases the student's learning efficiency. The most common symptoms are fatigue, slower reaction times, indecision, disengagement from learning environment, and inability to prioritize and complete assignments.

Hmm. . .

Sound familiar? The problem is that BOTH students and teachers experience Testing Fatigue!

This is why a lot of movies are shown during the last weeks of school.

How do we treat Testing Fatigue? Let's look at how Battle Fatigue is treated.

"In the military, therapy starts with prevention by training and providing good morale and support. Simple procedures like providing adequate rest, food and shelter are important. Relaxation exercises have a role as does critical event debriefing.

Once a service member has deteriorated beyond this they are usually relieved of duty and given support, dry clothes, food and rest. When appropriate they are given supportive counseling aimed at their speedy recovery. Some are prescribed psychotropic medications and simply discharged."

Okay. How much of this can we apply to Testing Fatigue? I just hope we don't have to resort to psychotropic drugs!

Hallway "Advising"

2011-04-14T01:00:00.000-04:00

When I taught in the middle school, students would inevitably come up to me between classes while I was standing outside my classroom during "hall duty." Somehow it seemed safe to them to seek advice, share a problem, or tell me that they forgot their homework. This is also where I found out someone was being bullied, who needed a pep talk, and who needed a gentle reminder for the day. Just those few minutes between classes accomplished so much! I will admit that at times I "felt" more like a teacher than I did up in front of a class full of squirming pre-teens.

Now as professor those hallway conversations have morphed into lingering-after-class and walking-to-the-parking lot together advising sessions. These are different conversations than what happen at a desk in an office during pre-scheduled "office hours." Students speak more and listen more somehow when we're walking to the parking garage. And again, more is accomplished and I feel more like a teacher!

It doesn't matter what level you teach, there's more to it than imparting knowledge and skills. Are you available for the impromptu advising sessions? Are you visible? It takes a lot for students to open their mouths and share their insecurities, frustrations, or fears. You can make it easier for them by being there and "lingering" after class. Make it safe for them to say, "Got a minute?"

Wordless Wednesday

2011-04-13T09:36:00.002-04:00

Classroom Management - Your Strength or Weakness?

2011-04-06T14:24:00.001-04:00

My own children, now grown, have told me that I am a pushover when it comes to discipline. It's funny because I didn't view myself that way. As a teacher my students say that I am the complete opposite - BUT they say that they know I love them. I think that's the key - relationship. I think what my boys are remembering is that their mom lovingly disciplined them.

Many teachers (and parents) struggle with classroom and/or behavior management. We all judge the adult who can't "control their children" - we shake our heads and believe we can do it better. A teacher or parent who doesn't have control is a bad teacher or parent. We seem to highly value control.

But I think control is something exercised over behavior that has already happened. In the education biz we call that "behavior management." It is normally reactive. I propose, however, something proactive. We call that "classroom management." As the teacher, I am designing a learning environment and lessons that promote positive behaviors. It is a preventative measure, like fluoride! It can't prevent all cavities, and can't overcome your terrible eating or brushing habits, but it sure does cut down on the number or severity of them.

Classroom management accomplishes the same ends.

The following video is from a teacher education series produced in the 1950's. It's amazing to me how little things have changed! Also available is my PPT presentation about proactive classroom management techniques. Look for it under RESOURCES. Feel free to use it as long as you give me credit.

Wordless Wednesday

2011-04-06T10:31:00.000-04:00

Teacher Layoffs Coming to a District Near You!

2011-03-31T17:54:00.000-04:00

"Layoffs, they say, hurt school cohesion, undermine student achievement and rupture ties with parents" says an article recently in the New York Times. I realized the truth of this statement last night while speaking with some parents from a school I used to teach at.

There was quite a bit of grumbling about a certain class that was about to be dropped from the courses offered to students. The teachers that teach that class are either being laid off or "reassigned." Parents are angry with the school about this decision. But the anger is misplaced.

It is not the school's fault this is happening. And when I say "school" I mean the teachers and administrators at that school. "Teachers become the face of the system for parents,” Dr. Green said. “We hurt relations with a lot of parents by laying off their child’s teacher.”

Students and parents alike feel a sense of betrayal. But they're not alone. With shrinking budgets and unresolved arguments over class sizes, districts are choosing to cut what research has determined is the most influential piece in student achievement - the teacher.

Teachers feel betrayed, abandoned, and basically inconsequential.

And yet ask any one of the parents I spoke to last night and you will hear how well they know the teacher makes the difference. The kids know it too. It seems like the only ones who don't know are the ones making the decisions.

Silence means agreement, so if we are not telling the decision-makers that we think they're making a mistake, then we have no reason to complain when they take away what really makes a difference to our kids - their teachers.

Wordless Wednesday

2011-03-30T01:37:00.002-04:00

Do Gifted Education Strategies Work for All Students? Yes, They Do!

2011-03-28T16:55:00.001-04:00

In a recent article in newsobservor.com, experts are asking whether the teaching strategies used by teachers with gifted students might work with all students?

I've always thought they do. In fact, in my own classrooms, whether I taught students with learning disabilities or students in a traditional average or below average classroom, I've used gifted strategies It always made a difference.

I would go further though and tell you that as a parent, you can employ many of these strategies yourself with your children at home and it will help all of you find a more "excellent way."

Giving Your Child the Excellence Edge offers parents just that - 10 ways, all from gifted education strategies, that lead to success.

Don't wait for your child's teachers to learn how to improve your child's achievement in school. You can give them what they need today - now!

Click here for a discussion guide for the book. Gather some friends together and learn what it takes to give your child the excellence edge!

You Learn to Work Harder When You're a Little "Different"

2011-03-25T11:29:00.001-04:00

"When you are weird, you learn to sell your work" -Temple Grandin

In my experience as a teacher, especially a special education teacher, I've learned that being "different" is a lot more work. It is relatively easy to be a part of the dominant culture or to maintain the status quo. But be a square peg when all that is available to plug into are round holes, and you start to understand the monumental changes that are necessary in order to "fit."

And it seems that everything is about "fit." Are you the right fit for this job? Are you the right fit for this school? Are you the right fit for this lifestyle? Are you the right fit to even be my friend?

Students with disabilities have to work awfully hard to "fit" into the standards we've set for "typical" learners. This bothers me for two reasons. First, should all square pegs have to find a way to fit into round holes? And second, why aren't there any square holes?

If you want to "fit," then you need to find a way to sell yourself and your work in a way that "fits." It depends on what's most important to you. The other option is to find people and places that "fit" you instead.

There is no right or wrong way here. It's what you can live with.

Temple Grandin talks more about what it takes for autistic students to "fit."

Read more:CSU's Temple Grandin says high expectations can help autistic students succeed - The Denver Posthttp://www.denverpost.com/news/ci_17687028#ixzz1HcYSjfNm
Read The Denver Post's Terms of Use of its content: http://www.denverpost.com/termsofuse

You Were My Voice When I Couldn't Speak

2011-03-17T16:06:00.001-04:00

According to a new report, children with special needs are 2 to 3 times more likely to be bullied.

An actress on the popular show "Glee" - Lauren Potter, who has Down Syndrome reported

In a strong but emotional voice, Potter described the bullying that she endured in school, and spoke about the boys who thought they wouldn't get in trouble because she was "just a Downs girl."

"But this Downs girl spoke up," Potter said, referring to Down syndrome. "I'm here to tell you that enough is enough. I found my voice and I'm able to speak up for other kids."

Potter "found" her voice, but there are countless other children who have no voice. Who will speak for them?

Silence means agreement. Bystanders who do nothing when a child is bullied are a part of the problem, not the solution. None of us can afford to be Switzerland when it comes to bullying!

Personally, my siblings and I ran home from the bus stop every day in escape of the bullies who tormented my brother. He was different. They knew it and they never let him forget it. There were times we couldn't run fast enough and my sister and I stood firm and faced the boys who meant our brother harm.

It's not just up to our own children to stand up to bullying, it's up to us as adults - parents, teachers, "bystanders." Kids watch how we respond. If we say nothing, do nothing, neither will they.

Be the voice for the silenced. What's the worst that can happen? You might save a life!

No Applications, Only Commitments!

2011-03-11T11:46:00.000-05:00

I took a tour of the web to see how various institutions handle teacher recruitment. What are we doing to attract people to the field - a field that is under fire! A field that is often misunderstood, yet everyone seems to have an opinion about. A field that some people enter by default, while others plan for their entire lives.

I found a variety of recruitment approaches. Some were pretty touchy, feely. Others were bland and almost apologetic. And some tried to add some glitz and glamor to the image of teaching - like the image above. But do we really need "rock star teachers"? Rock stars are just that - "stars." They do not work well with others. Rock stars aren't the most reliable or appropriate role models. I'm not lovin' the image being branded by this recruitment ad.

Then I saw another ad, and this one nailed what I think about those who we recruit as teachers.

"No Applications, Only Commitments!" This is the Marine's new slogan. And it's powerful!

If you're not ready to sacrifice and work hard, don't let the door hit you on the way out! If you want a challenge, a test of your abilities, and a chance to change the world, then teaching is for you! If you want loan forgiveness, then teach:

English for Speakers of Other Languages
Exceptional Student Education Programs (ESE)
This ESE certification area also includes:
• Autism
• Emotionally Handicapped
• Hearing Impaired
• Mentally Handicapped
• Physically Impaired
• Specific Learning Disabled
• Speech and Language Impaired
• Varying Exceptionalities
• Visually Impaired
Foreign Languages
Middle and High School Level English/Language Arts
Middle and High School Level Mathematics
Middle and High School Level Science
Reading
Technology Education - Industrial Arts

We may not have enough teachers, but we're not beggars. Beggars can't be choosy. Not only can we be choosy, but it's up to you to sell to me that you are ready to make a commitment.

Our children deserve that at the very least!

Let's kick it up a notch! Make a commitment - Teach!

What Makes a Teacher "Competent"?

2011-03-04T12:09:00.000-05:00

According to dictionary.com "competent" means

having suitable or sufficient skill, knowledge, experience,etc., for some purpose; properly qualified: He is perfectlycompetent to manage the bank branch.

adequate but not exceptional.

I've spent a lot of time lately defining for others the competencies expected of beginning teachers. There are dozens of categories under which there are then dozens more indicators. We are moving away from the specialist model to a generalist model.

If you want to teach elementary school, you need to know how to teach every subject on that level, but there's more:

you need to take additional courses in ESOL in case 1 student in your class doesn't speak English as their first language
you need to take additional reading courses in case you have students in your class who come to you reading below grade level
you need to take additional courses in special education (general) in case you have a student with a disability in your class
you need to take additional courses that help you become "culturally competent" in case you have students coming from a different culture than your own

If you want to teach secondary school (middle or high school), you need to know your own subject area for grades 7-12, but there's more:

you need all of the above as outlined for elementary teachers!

The interesting thing is that we haven't changed how many credit hours are needed to obtain a bachelor's degree in education, even though we've changed how much has to be learned. The declaration of competency is a shaky one in my opinion.

Of course we want competent teachers - but personally I'd rather have EXCEPTIONAL teachers. Going back to the definition of "competent" we find that it means "adequate, but not exceptional." How sad.

I know that I hope my doctor is "competent" but again, I'd much rather he or she is "exceptional"! I will go to a specialist to ensure I get exceptional care and that the doctor is well versed in my needs.

We've put an awful lot on the shoulders of new teachers. They have to be everything to everyone - a jack of all trades. Well, you've heard what happens if you are a jack of all trades, right? You're the master of none!

Can we find a way to prepare new teachers to be "exceptional" and not just "adequate"?

Yes, I Can!

2011-02-25T13:33:00.002-05:00

What does it take for you to persevere even through the most adverse circumstances? Have you even ever experienced what might be perceived as insurmountable obstacles? For some of us things have come easily - at least in comparison to others with whom we share this planet.

Whenever I teach future teachers about students with disabilities, one topic that seems to offer an "ah ha" moment is SELF DETERMINATION. As they sit together before class begins and I hear them complaining about how heavy their course load this semester and how everything seems to be due at the same time and how overwhelmed they are, I just smile to myself knowing that the challenges they face as upper level college students don't hold a candle to many of the students I've worked with over the years in the public schools.

Justin, seemingly "normal" on the outside, couldn't make sense of anything he tried to read. A simple paragraph in his reading book would look something like this -

The effort and energy it takes for Justin to make sense of text is daunting. You would think he would just give up.

Then there's Maddie. Her developmental disabilities make it difficult for her to connect socially. She doesn't understand how to interact "appropriately" in a way that she can build relationships. She doesn't know how to advocate for her own needs. But Maddie has a "best buddy" who helps her practice these all important social skills, which for Maddie are more important than her academic skills.

One trait that sets Justin and Maddie apart from many people I know is their self-determination. They have a strong desire to be a productive part of this world full of the able-bodied and able-minded. They have "stick-with-itness" that I rarely see in even my most gifted learners.

Self-determination is the child of adversity. Obstacles can spur us forward, not stop us from finding our place in this world. I encourage you to consider how insurmountable your obstacles really are before you walk away from the challenge before you.

Every year the Council for Exceptional Children hosts the YES, I CAN! awards for students with disabilities. To find out more about these awards and how you can be a part of the life of child with special needs, visit CEC online.

Here's to You, Mrs. Robinson!

2011-02-19T17:07:00.000-05:00

As I searched images to show you something that depicted the power of a teacher as a role model, I realized I already had one that was perfect from my own personal images. 1969, first grade, me and Mrs. Robinson!

That was the year I decided I wanted to be a teacher too.

What was it about Mrs. Robinson that caused me to look up to her in such awe? I was happy. Can you tell? But what I remember and what this picture shows is that SHE saw ME! I wasn't just one more student in her class. I wasn't a head to be filled with knowledge. When she looked at me, I knew she really saw me.

Being known and loved anyway - precious.

As teachers we are role models. But it's the power in our ability to build authentic relationships with our students that makes the difference. Six year old, little redheaded girls, don't look up to statuesque, confident teachers because of their hairdo's or because of their smarts. We're in awe of their heart-warming ability to see through the failed math test, the not so perfect handwriting, and the stumbling over three syllable words during reading and into the people we are.

So, here's to you, Mrs. Robinson. You loved me more than I will ever know. Thank you for being the model I follow!

The Allure of the One Room Schoolhouse

2011-02-07T19:48:00.000-05:00

I've always had a dream of teaching in a one room schoolhouse. I loved the images of school on Little House on the Prairie, The Walton's, and Christy. I've always been drawn to the intimacy of the relationships of the one room schoolhouse. You really have a chance to know your students. As a teacher you are an important part of the community. It is here that lives are changed and a teacher can really make a difference.

But very few of us will ever (if any) have the opportunity to teach in a one room schoolhouse. We find ourselves in mega-schools instead unable to make those all important connections. Last year I taught in a middle school that boasts 1400 students. Whatever happened to the neighborhood school???

Universities face the same problems. How do you feel like you belong as one of 43,000 students? Do you ever really get to know your professors? Do they ever really know you - or even your name for that matter? Would you prefer to sit in a class of 300 or 30?

As I consider my next move in education, I'm very interested in the intangibles - those things that matter to me that can't quite be quantified. I believe that education is all about relationship and you can't build real relationships with hundreds of students.

So as a parent or a teacher, what's most important to you? A new building with shiny floors, state of the art technology and a paycheck that isn't laughable? There's nothing wrong with that. But if that same school has more students that fans at the Super Bowl, then you may want to consider the intangibles.

Where can you have an impact? Can you make a difference where you are? Is the culture and climate of the school a positive one that values and respects the contributions of all its members? Are you one in a million or one of a million?

Find a way to be where you can make a difference, but if that's not possible, make sure you make a difference where you are.

Time on Task - How Much is Enough?

2011-01-28T10:57:00.000-05:00

Most of my career I've taught at the secondary level - middle and high school. One of the challenges in this environment is making sure your students are spending most of their "time on task" - in other words, they should be learning, not doing other things. As a teacher, I am mindful of that bell schedule and know that I only have approximately 50 minutes to foster learning. But as I calculated it out, I found that I really don't have the luxury of 50 minutes - it's more like 45, if I'm lucky.

The bell rings, classes change, students saunter in and find their seats, visit for a moment with their friends until the bell rings again signaling the start of the period. Ideally, instruction should start at that very moment.

It doesn't.

Someone is always late.
We may get interrupted by an announcement on the school PA system.
I may have to hand out some flyer or school communication for students to take home.
I may have to first collect homework, take attendance, and deal with those who are not prepared because they came without pencil, paper, their book or other supplies.

It is now 6 minutes into the class period.

On the other end of the period, I need to wrap up the lesson, give any last minute announcements, reminders about homework, and collect any work they've produced during that time.

2 more minutes gone.

That leaves me, as long as there are no interruptions like student behavior issues, another announcement from the office, a fire drill, or a delivery from the office, guidance counselor or other administrator calling one of my students out of class, about 42 minutes to teach and for students to learn.

Hmmm....how much do you think we get done? Let's break it down.

42 minutes per day per class period
That's 210 minutes per school week (5 days)
That's 7560 minutes per school year (180 days)
That's 126 hours per school year

That's 5.25 days per school year!!!

That's it.

That's all the time I have with your child to teach an entire grade level worth of content and hope they learn it.

I don't think there's enough time on task for any of us.

How much is enough? All I know is that 5.25 days with your child is not near enough. And this is assuming each child is fully engaged and active in their learning and not distracted or otherwise disinterested and off task sneaking a text on their phones.

Okay, let's round it down to 5 days.

I'm pretty sure we need more time than that.

Space Shuttle

2011-01-23T20:37:00.000-05:00

Twenty-five years ago during my first year as a teacher, I took my students outside in the brilliant Florida sun to watch history unfold. I learned that day that as teachers we may be witnesses to tragedies that we somehow later have to explain to the children in our care. I wrote the following in my first volume of Apples & Chalkdust and wanted to offer it again as we approach the 25th anniversary of the Challenger disaster.

"Experience is not what happens to a man. It is what a man does with what happens to him" - Aldous Huxley

Hundreds of squinting eyes focused upward on a cloudless Florida morning. Teachers gathered and waited along with their students for the show to begin. It's always great to bring the classroom outdoors. It adds a real-life quality to the lesson.

Finally, waving hands began to point toward the eastern sky. Applause and cheers built to a roaring crescendo. It was a proud day for teachers and students alike.

"Go, Christa, go!" they cheered.

The space shuttle, disappearing into the atmosphere, suddenly exploded, and its expanding cloud of debris streamed to the waiting ground below.

The applause turned to questioning gasps and disbelieving screams. Teachers hurried their students back into their classrooms like a mother hen gathering her chicks. The questions were many. The answers were nowhere to be found. Although crisis teams descended on every school, children continued to look to their trusted teachers for stability and comfort. Teachers became mothers, sisters, friends, and counselors.

Doing what they do best - they taught.

They reestablished routine, and they prayed.

Whether it's war, scandal, or tragedy, you cannot shut the world out of your classroom. Every once in a while, the worlds' classroom crashes into your own. Handled well, even tragedy can teach the most valuable lessons.

Teaching to the situation allows the situation to teach to you.

A Teacher in the 21st Century

2011-01-19T12:46:00.001-05:00

Years ago I came across the following - I've tweaked it to make sure it's current, but you get the idea. Teachers in the classroom aren't allowed to complain out loud - so I thought I'd do it for them today.

Let me see if I've got this straight. You want me to go into that room with all those kids and fill their every waking moment with a love for learning. Not only that, I'm to instill a sense of pride in their ethnicity, behaviorally modify disruptive behavior, observe them for signs of abuse and T-shirt messages.

I am to fight the war on drugs and sexually transmitted diseases, check their backpacks for guns and raise their self-esteem. I'm to teach them patriotism, good citizenship, sportsmanship and fair play, how and where to vote, how to balance a checkbook, and how to apply for a job.

I am to check their heads occasionally for lice, maintain a safe environment, recognize signs of potential anti-social behavior, offer advice, write letters of recommendation for student employment and scholarships, encourage respect for the cultural diversity of others, and, oh yeah, always make sure that I give the girls in my class 50 percent of my attention.

I'm required by contract to be working on my own time summer and evenings at my own expense toward advance certification and a master's degree, and after school, I am to attend committee and faculty meetings, athletic events, and participate in staff development training to maintain my employment status.

I am to be a paragon of virtue larger than life, such that my very presence will awe my students into being obedient and respectful of authority. I am to pledge allegiance to supporting family values, a return to the basics, and to my current administration. I am to incorporate technology into the learning, and monitor all websites while providing a personal relationship with each student.

I am to decide who might be potentially dangerous and/or liable to commit crimes in school or who is possibly being abused, and I can be sent to jail for not mentioning these suspicions.

I am to make sure all students pass the state and federally mandated testing and all classes, whether or not they attend school on a regular basis or complete any of the work assigned. Plus, I am expected to make sure that all of the students with disabilities are guaranteed a free and equal education, regardless of their intellectual or physical disability.

I am to communicate frequently with each student's parent by letter, email, phone, newsletter and report card. I'm to do all of this with just a white board, a computer, a few books, a bulletin board, a 45 minute more or less plan time and a big smile, all on a starting salary that qualifies my family for food stamps in many states. Is that all?

And you want me to do all of this and expect me not to pray?

I'm just sayin'.

Other People's Children

2011-01-14T12:22:00.000-05:00

During a recent discussion about dealing with the daily dilemmas of teaching, one of my colleagues said that she realizes that her own ethical perspective determines her decision-making on behalf of the children in her classroom. This is very true.

However, she added, almost as an afterthought, that she supposed that if she were a parent herself, she might have a different perspective and possibly her decision-making would be different. This is also very true.

As teachers we are always dealing with "other people's children." It reminds me about when I was a babysitter from age 12-18. Those were not my kids. They belonged to someone else. At that time, the decisions I made on their behalf were based almost exclusively on what I knew their parents wanted. I was very mindful of the distinction between parent and caregiver.

Those lines blur in teaching.

Teachers will refer to their students as "my kids." We claim authority in their lives by virtue of our position. I don't know if it is because parents have abdicated their authority to us or we wrestled it away from them. All I know is that as a parent myself, I want teachers to be the best they can be at their jobs, but not override my authority as parent in the lives of my children.

In a way, parents contract out to teachers to educate their children. It is the parent's responsibility to ensure their child receives a quality education, and for many they choose to sub-contract out that job. But parents are still the "general contractors" - I wonder if they know that.

What role do you play in a child's education? Whether teacher or parent, how much power do you think you have?

Other people's children are my kids - at least it feels that way to me. But I must remember, they are only on loan to me temporarily. They belong to someone else.

Vicki and some of "her kids" - 2010

Are You Afraid to Raise Your Hand?

2011-01-07T14:47:00.000-05:00

In every classroom there is a spectrum of hand-raisers. This behavior becomes predictable over the course of the school year. What I always hope for and work towards is to see different hands every day. Here's what I usually see:

I know it all, and I need to let you know that I know it all.
I think I know, but I could be wrong and am willing to risk it.
I do not want you to know that I don't know, so I'm raising my hand along with everyone else.
I have no clue, so I'm going to wing it, and hopefully make everyone laugh.
I know. Isn't raising your hand what you're supposed to do when you know?

The ones who don't raise their hands fall into these categories:

If I don't raise my hand, you won't see me, and I don't want you to notice me.
I know, but I don't care.
I have no clue, and there's no way I'm risking it!
What? Did you ask something? Sorry, I wasn't listening.
I know, but I don't want everyone else to know I know - it's not cool.
I have no idea of what you just said - so how would I be able to answer you?

When we raise our hands (or don't raise our hands), we're making a claim to knowledge or agreement. I've been in situations where we ask people to raise their hands, but everyone keeps their heads down and eyes closed - anonymity of knowledge at play.

It all comes down to your own decision of when you want to be counted and when you don't. Kids aren't the only ones who don't like to raise their hands.

Raising your hand may mean that you need help, that you are confused, that you don't know what you should know. It is an admission of guilt, of ignorance, of participation, of inclusion, of agreement or disagreement.

What group do you want to belong in? The ones that know or the ones that don't know?

Can we really ever make it safe to raise your hand?

It's risky business, this hand-raising. Ask your kids!

So, let me ask you then? How many of you are afraid to raise your hand? ;)

Parents Clash Over Separate Gifted Classes - What Do You Think?

2011-01-06T19:25:00.000-05:00

I embedded this article in its entirety - Let me hear what you have to say about this please!

Are You an Education Snob?

2011-01-05T13:23:00.000-05:00

Print from Elegant Snobbery

What is the "best" education? Public or private? Homeschool or traditional school? Ivy League or State University? Small or large? Diverse or homogeneous? Neighborhood or magnet program? Charter school or public school? Residential or commuter?

What happens when the education you thought you had planned for your child doesn't turn out to be the "best" for him?

First, you grieve.

I've been through this "loss" more than once with my own children. And yes, I consider it a loss. My own expectations, even though they were well-informed and sincere, have limited my children at times. What I'm learning is that it takes more than test scores to tell me what the best path is for my child's academic future.

The path to college is paved with certain pre-requisite experiences: college prep coursework in high school, a decent SAT/ACT score, and the ability to be an independent learner. You don't necessarily have to know what you want to be when you grow up, but you do have to be willing to explore the possibilities and maintain a certain GPA while doing so. You have to be motivated. You have to want it.

It can't be my decision as the mom. It can't be the high school guidance counselor's decision. It can't be a boyfriend or girlfriend's decision either. The only one who should choose their post high school future is the person who will have to live with it.

And that's really hard to do.

I thought I knew what was best for my sons. After all, I'm all about education! But as I stood in line with my 19 year old to sign up to take a placement test for entrance into the vocational-technical center, I realized that what I knew was limiting to him instead of liberating.

After a year of college, many battles and a strain on our relationship that scared me, I realized that the path I set for our son was not the path he chose. And he's the one who has to walk it!

The system (and his mother) said he tested well, had good grades, got a decent score on the SAT and could handle college level work. On paper, college was his path - no question. But he is mechanical, likes to work with his hands, likes to get dirty, and gains satisfaction from building something. He is capable, but hates writing papers, memorizing information he feels is pointless, and resists sitting in a classroom for an extended period of time.

He's always been this way. Why did it take me this long to see it?

As you consider the path of the children in your care, remember to factor in their personalities, their talents, and their desires. Try to lay aside your own map of their journey. There are different paths to the same destination. After all, isn't what we ultimately want is for our kids to be happy, find satisfaction in the work of their hands, and be able to provide for themselves and their families?

Yeah, it is. . .

Heart Song

2010-12-28T14:55:00.000-05:00

"Blessed are they who heal us of self-despising. Of all services which can be done to man, I know of none more precious" - William Hale White

Beth was considered a top vocalist in the choir.

The year had been hectic, and she didn't put her normal preparation into a difficult piece she was to perform for a major competition. Her life as a senior was incredibly busy, and she just didn't devote the time she needed in rehearsal.

When her time came to perform, she forgot some of the words and didn't receive her usual high rating.

Beth felt awful.

Beth's choir director offered words of consolation on the bus on their way home. Those words only seemed to intensify the guilt she felt. She not only let herself down, but felt she had let her director and choir down.

After the others got off the bus, Beth burst into tears. She sobbed with her head down, knowing she had not done her best. She felt a hand on her back and looked up to see her director with tears in his eyes, too.

His tears brought healing to Beth's heart.

She knew by his words that he believed she could do better next time, but she knew by his heartfelt concern that he would be there to help her.

More than any other thing, your heartfelt and compassionate acts toward your students will lift defeated hearts.

Reveal your heart, and heal a soul.

I wrote this piece in homage to my high school choir director from 30 years ago. The sentiment is accurate although the details of the event are changed. As a teacher you have an opportunity to touch the future - Mr. Vines touched mine and I'm blessed to have been able to tell him so in person!

12/24/10 Vicki and Mr. Jimmy Vines ( my choir director 1977-81)

The Blame Game

2010-12-18T11:53:00.000-05:00

A recent AP Stanford University Poll on Education indicates that 68% surveyed believe parents deserve heavy blame for what's wrong in the U.S. education system.

Those who said parents are to blame were more likely to cite a lack of student discipline and low expectations for students as serious problems in schools. They were also more likely to see fighting and low test scores as big problems.

At the same time, a study sponsored by the Bill & Melinda Gates Foundation purports that teacher effectiveness is the best way to determine what's right or wrong in the education system.

So who is to blame?

I guess it depends on who's conducting the survey.

There's plenty of blame to spread around - enough for all! There are also too many factors contributing to this problem that are not easily measured. How do I measure student motivation for example?

It would be nice if we could all stop pointing fingers and just get down to finding solutions. Lots of money is going into conducting studies and polls...hmmm.

Top Gifts for Teachers

2010-12-13T21:30:00.000-05:00

"What can I get my child's teacher for a gift this year?"

People ask me this every year. So here are some suggestions for Teacher Appreciation Week or end-of-the-year gifts for teachers.

1. Gift Certificates - teachers love gift cards to restaurants, bookstores, office supply stores, movie theaters, and even day spas. Sometimes it's the only way we get to do anything special.

2. Live Plants - many of us love to watch things grow, so a plant (instead of a bouquet of flowers)is a good choice. Something we can replant in our yard is especially fun as a reminder of the child who gave it to us.

3. Personalized Tools - like a 3 hole punch, stapler, desk organizer, even an apron for when things get a little messy in the classroom make great gifts. Personalize it with their name and you've got a winner.

4. Delectables - okay, I admit we're in desperate need of pampering, so chocolate (know which kind your teacher likes), specialty coffee (even a Starbucks card), chocolate covered strawberries (or anything from Harry & David), or something from the Cheesecake Factory is a good choice.

5. Words - you or your child's words of appreciation are especially precious. I keep a manila envelope that's filled with notes from parents and students over the years who said, "Thank You." Whenever I get frustrated, I dip into that well of encouragement to remind myself why I do what I do.

Try to avoid the coffee mugs, Christmas tree ornaments, plaques, and statues about teaching..we have more than enough of those. Apple memorabilia can get a little tiresome..unless of course, you get them my book APPLES & CHALKDUST: Inspirational Stories and Encouragement for Teachers or WHEN TEACHERS PRAY or RECESS FOR TEACHERS or THE TEACHER'S DEVOTIONAL BIBLE or BEFORE THE BELL RINGS.

A simple "thank you" actually goes a long way. Let them know today.

Working to Your Potential

2010-12-10T18:04:00.000-05:00

When all day you hear "you can do better" you start to feel like you cant do anything right...and you end up not trying at all....:"(

One of my former students posted this on a social network today. It broke my heart.

What is interesting, however, is the transparency of this quote. This student tells us what happens when you're told over and over again that you're not living up to expectations - they stop trying and then don't live up to expectations.

What does it mean to work to your full potential? Does anyone really know what their full potential is? What I am capable of isn't necessarily what I'd rather do. Just because I can doesn't mean I will or that I even want to.

This quote from a 12 year old is quite wise. The amount of comments this student received was overwhelming - obviously this is a common sentiment among our children.

So does this mean we shouldn't expect anything of our kids? Does it mean that we should never tell them we know they can do better?

Of course not. But if you find you are saying it more often than not - STOP! No one wants to listen to a nag. I know it's not easy and I've been guilty of it myself (believe me, being a teacher's kid is no picnic, ask my boys), but until kids choose for themselves their future, it will only be the future YOU imagine for them. Personally, I don't want to live someone else's dream. Do you?

Just something to think about. If you find that you have said those very words lately to your child, realize that what they are thinking is "I can't do anything right, so I'm not going to even try."

Self Study

2010-12-03T12:46:00.000-05:00

For years I've encouraged teachers and parents to take a close look at what they're doing and ask themselves why they're doing what they're doing - before someone else does! The behavior of self-study has become a legitimate form of research in many disciplines, but nowhere it is more important than in education.

When you google "self study" it is often associated with an inner journey or a path to enlightenment. This is not far off the mark for education. There are many ways to do a self-study of your own teaching or interaction with educators. It can be done formally or informally. Either way it does require certain traits.

You need to be introspective or willing to become introspective. This is sometimes called "intra-personal" intelligence - the ability to self-reflect is the primary characteristic. Here are some others:

Good at analyzing your strengths and weaknesses
Enjoys analyzing theories and ideas
Excellent self-awareness
Clearly understands the basis for your own motivations and feelings

What if you don't come to this naturally? Can you learn? Certainly. And it's worth it. Self-study is an important function of anyone in a position to impact the lives of others in a meaningful way.

How about you?

Remember. . . ask yourself why you do what you do - before someone else does!

Relationship Building - The 4th "R"

2010-11-29T13:54:00.000-05:00

I've been asked on many occasions from a variety of people "What makes a good teacher?" I am in the business of teacher education and as such my job is to prepare future teachers. No matter what teaching strategies are all the rage (direct instruction, problem-based learning, integrated curriculum, etc.) and no matter what behavior management techniques or schools of thought claim to create manageable classrooms, it all comes down to this. . .

Know your students.

But what does it mean to "know" someone?

When you ask students what this means, here's what they say:

"She listens to what I have to say"
"He encourages me when I want to just quit"
"She looks at me when I talk and really hears me"
"He smiles and knows who I am, really knows who I am!"
"She sees me - not the me everyone else sees - me"
"He knows when to push and when not to push"
"She knows what I need even when I don't"

Relationship building is not easy. It takes time and the belief that relationship matters. It has to matter to me what you need. I have to want to make that more important that what I need. Relationship building is the foundation for the other R's - reading, 'riting, and 'rithmatic. Without it we learn for the moment and not for a lifetime.

When you think back to the teachers who mattered to you in your life - what was it about them that sets them apart? I can almost guarantee you that it had something to do with the fact that they saw YOU and knew you.

Waiting for Superman When Who We Need is Batman

2010-11-24T10:33:00.002-05:00

Along with my husband and sons, I am an avid superhero fan. There's just something about these characters that not only inspire, but instill hope in the every day person. The documentary "Waiting for Superman" did a good job pointing out the problems in our public schools and even showcasing some of those who are finding solutions. I guess I take issue with the choice of icon that it says we need - Superman.I prefer Batman myself.

Superman is an alien from another planet. He may look like us, but he's not human.
Batman is just a man seeking justice for those in the city that he loves, the city of his birth.
Superman has superpowers like laser eyes, super-strength, he can fly, etc.
Batman has trained as a fighter, as a Marshall artist, and is electronically and technologically advanced.
Superman's only weakness is Kryptonite.
Batman is a man and has the same weaknesses of every man.
Superman was the son of royalty and stayed away from the underbelly of life.
Batman was the son of the rich too, but spent a lot time living anonymously on the streets to learn.
Superman is what we'd call a "boy scout."
Batman is troubled, like the rest of us.
Superman was a loner.
Batman had Alfred.

When you deal with problems, it is always better to talk to and be advised by someone who knows what your life is like - someone who's been there. Too often those making decisions about education are not educators - they are like Superman. Those in the trenches need the superpowers, usually reserved for Superman, to make a difference. Even the teachers and principals at the charter schools profiled in "Waiting for Superman" had superpowers. It didn't matter that they were located in poor neighborhoods. Their charters and their ability to pick and choose who they serve and which teachers to hire gave them superpowers the every day teacher and principal in a traditional public school just don't have access to. Not every school will become a charter school, so we can't depend on Superman to solve this problem.

We need Batman.

We need to train hard, we need to really know our enemy (ignorance), we need to be street smart, on top of our game, never give up, never surrender!

Every educator has the potential to be Batman. No one else can ever be Superman. So what are we waiting for? We already have the ability - we don't need superpowers.

Teachers Make a Difference

2010-11-21T04:32:00.000-05:00

People are on the move. More houses are up for sale than in recent history. The fast approaching holiday season tends to be a time when families move. After Christmas many children will return from winter break to attend a completely different school. This is not easy on kids.

We like to think that kids are adaptable. Some are.

We like to think that this move is a move to a better life. Sometimes it is.

We like to think that once they get into their new school, make new friends, and get into their routine, all will be well. Hmm. . . really?

That puts the entire burden of feeling secure on the child. He or she may not be equipped to carry that burden alone. Nor should he.

In a recent study conducted at Western Washington University and the University of Washington, researchers found that teachers play a critical role through their own caring response to new students. They take the lead in accepting a newcomer and encourage peer acceptance of that newcomer to their class.

I was the "new kid" four times between kindergarten and ninth grade. I can remember how my teachers treated me upon my entrance. I adapted well. Admittedly, my peers didn't always accept me, but as long as my teacher did, that made a difference in my attitude towards school.

If kids don't feel like they belong, their achievement may suffer. Teachers can and do make the difference. Providing a caring and supportive environment based on an authentic awareness of the hardships students face makes all the difference.

Top 10 Tips for Parent/Teacher Conferences

2010-11-11T13:07:00.000-05:00

At this point in the year, you know if there is a problem at school with your child. Two report cards have come and gone and if he or she is having trouble, it's obvious now. If you haven't been invited in for a parent/teacher conference, take it upon yourself to request one - NOW! The longer you wait, the more damage that has to be undone by the time you do meet.

Here are my Top 10 Tips for a productive parent/teacher conference. Some may not be what you expect, but I promise they make a difference.

1. Include your child in the conference – this alleviates the he said/she said scenario. Children need to feel that they are a part of the solution.

2. Come prepared with questions written down so you won’t forget them - have specific questions, but prioritize them because you may not have time to address them all in one conference.

3. Take notes or make sure you get a copy of any notes taken by the teacher - just as in the doctor's office, you may forget what the teacher said and what you agreed to for a solution.

4. Time is usually limited, so stay on topic - often teachers have other duties they need to be at so they may only be able to meet for about 15 minutes. Lengthy explanations or stories are not necessary. Be wary of TMI (too much information) that may take you off track.

5. Create an action plan before you leave with teachers - ideally this should be a problem-solving meeting. Come up with possible solutions to try before you leave.

6. Agree on a date to follow up on the action plan - follow up in important. Just as you would follow up with your doctor, follow up with the teacher.

7. Ask the teacher how you might better support his or her work on behalf of your child - treat this relationship as a partnership. Parents and teachers are co-creators of a child's education.

8. Tell teachers if something is different in your home (i.e., separation, divorce, illness, job loss, death, etc.) - children are sensitive to life changes in the home and will be distracted by them. Let teachers know if something has changed at home.

9. Leave egos at the door; this is about your child, not you - all too often parents and teachers make the conference about what one or the other is NOT doing for the child. But it can't be limited to this. The child is accountable as well. Make this less about you, and more about your child.

10. Make sure you know what the teacher will do, what you will do, and what your child will do to improve the situation - point by point, who will do what and by when? Make a list and then follow up in an agreed upon timeframe to see how everyone is holding up their end.

All hands on deck! Education is not a one-man show. This is something we create together!

The Almighty List

2010-11-06T17:17:00.000-04:00

Every Sunday I make a grocery list. Mind you, I rarely physically go and do the shopping, my husband does, but I make the list! Without the list, he wouldn't know what to buy. Without the list, we'd overspend. Without the list, I know I'd be lost.

The list is a part of a plan I follow. It grows out of my meal plan for the week. Oh yes, I do that too, and low and behold, I usually don't do the cooking either. I have almost-grown children for that!

I must admit that when I do go with my husband to the grocery store, I feel inadequate. I wander the store like a lost child separated from her mother, and often meet him around the next aisle with that same coupon in my hand wide-eyed and confused. He just shakes his head at me and laughs. He knows this isn't my forte.

I'm a planner by choice. It makes life simpler and takes less effort over all. I guess you could say that I'm organized because I'm basically lazy. I don't want to run around trying to figure things out on the fly. That's exhausting and more stressful in my experience.

As a teacher I am also a planner and well-organized. This isn't to say that I sacrifice creativity in favor of a well laid out plan; the plan actually allows for more opportunities to "stray." I can always get back on track after spending time detouring to some scenic overlook. The idea is to know where you're going and how to get there.

Teaching this sense of purposeful navigation to our children is challenging though. They live in the "right now" and rarely see past the moment. Developmentally, they can't see it any other way. But there comes a time around 13 - 17 (depending on your child's maturity) that they "get it" and are capable of putting themselves on a path towards a goal. They need training though, and as their teachers and parents, we're the ones charged with that task.

I'm sure you experience some frustration in this area. What drives you crazy about following the "best laid plans" with your kids? Do you have a list you follow? Do you have a plan?

An Elephant Never Forgets, but Kids, Well, Not So Much

2010-10-30T18:25:00.000-04:00

Last year I taught Earth, Space, & Environmental Science to gifted 6th grade students in a middle school. I spent a great deal of time trying to make real world connections to the subject area, tried to make it exciting, and tried to make it relevant to these 12 year olds. It seemed to be working. Then today I posted the following on Facebook "This is a quiz for last year's science class - What littoral zones can you see in this pond?" and posted a fabulous photo of a nearby pond that offered them great examples of one major concept they learned last year. Or so I thought.

They responded to my post:

"Ummm, I don't remember"
"Nope, no clue"
"It's the uhhh uhhh. it's the surface zone!? or the bilateral ANNA!!!! :'(zone? I'M SORRY MRS. CARUANA!!!!!"

Sorry they should be! How could they forget? We spent SO much time on it. They traveled in their neighborhoods and took pictures of ponds nearby and identified the zones. They drew maps, colorful and with legends of each of the zones. We went to our pond on the school grounds and evaluated its health based on the littoral zones present.

And it seems, they've learned NOTHING. Or they forgot. Which is worse?

Kids forget an awful lot of things. Littoral zones aside, we all know they forget their homework. They leave things at home, on the kitchen table, in their lockers or at the parent's house that they stayed with on the weekend. Forgetfulness is the middle schooler's defining trait.

I'm hoping they grow out of it! And I'll bet so are you.

Work in Progress

2010-10-22T16:41:00.001-04:00

As a teacher and a parent I've always struggled with trying to help students gain organizational and time management skills. If you've found yourself faced with this at 9:00 pm on a Sunday night - "Mom, I need three different colors of posterboard, 100 multi-colored push pins and duct tape (who is he, MacGiver?)- like now. My project's due tomorrow!"

They waited until the last minute - again. Now you're wondering if there is a 24-hour Walgreen's open somewhere within the greater metropolitan area and you're just too tired to move. Part of you whispers in your ear "Let him fail. Then maybe he'll learn his lesson!" and the other part of you says "Good moms don't let their kids fail."

It's a matter of accountability. Whose responsibility is it to complete the project? Who is getting the grade?

I know it sounds simpler than it really is - believe me. I've had my share of late nights and panicked morning rides to school with my sons. I get tired of always being the one who is aware of what my kid needs to get done - when they don't seem to have a clue. I already did 7th grade - why should I do it again?

Take a look at this online exchange from some real students in 7th grade - gifted students by the way. Their names have been changed, but the spirit of the conversation is accurate. They know when things are due. Don't let them fool you.

They are talking about a huge assignment that is due the next morning:

Ellie I just finished Mr. Meeko’s flippin essay, like 640 words :/ hating this project right now

Cathy Haha I didn't even start it :/

Ellie woooooww , theres a shockk (;

Lisa todd hasnt even started too

Ellie wooow (;

Lisa i fished mine like an hour ago r we suppose to have a biblio

Ellie yeah , that's the websites right ?

Lisa i didnt do that'

Cathy Yeah it is

Ellie in alphebetical order .

Lisa im doing it on the final copy

Our children, just like our projects, are all a work in progress. They all need to be held accountable. One of the best things you can do is help your child keep track of his own progress. I am beginning a 60 page dissertation proposal. I am on my own for this. I need to find a way to keep track of my own progress and hold myself accountable. Every Wednesday I will post my "work in progress" so far. There will also be a word count meter on this blog that I will try to update daily. I hope when I'm done we can celebrate! Find ways to do that for your kids. It makes the difference. Just don't do it for them.

Open Door Policy

2010-10-16T11:54:00.000-04:00

I just saw this "news" regarding charter schools. "One local middle school just got 140 students returned because the charters didn't want them." I'm not sure the origin of this statement or whether it's even true. But I will say that there is one distinct difference between charter schools, private schools and regular public schools.

Public schools don't discriminate. Public schools say "yes" to everyone who comes. In fact, they can't say "No."

Public schools have open door policies. Even if they don't have space, they'll make room for you. They'll let you in early and let you stay late while you follow your parents' work schedule. They'll feed you if you didn't have breakfast.

Public schools don't accept "some" or just a "few" - public schools accept ALL.

And that comes at a price.

It's actually reminiscent of the philosophy of the United States - let me quote Lady Liberty as a reminder.

"Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me.

I lift my lamp beside the golden door."

Democracy is messy - and public schools promote democracy, so they are going to be messy too. But it's worth the fight!

Bridge the Gap

2010-10-09T20:56:00.000-04:00

Can you imagine being the foreman of these bridge construction crews? After all that work; after all that money; after all that time - finding out just when it matters most that you didn't have the same end in mind! Look closely and you will see the finger-pointing from one side to the other.

All they wanted to do was to meet somewhere in the middle. All they wanted was to overcome the waters that separated them. All they wanted to do was bridge the gap.

Parents and teachers - we're trying to bridge the achievement gap in our nation's schools. The problem is that we're not talking, not planning together. We're each building our own side of the bridge. Has anyone really surveyed the expanse? Right now we're all doing a lot of finger-pointing. And the gap is as wide as ever.

Building bridges is not a competition. It's a cooperative act. In order to do it right, you need to do it together.

Ask anyone who builds with Legos. They'll tell you their bridges always meet in the middle.

Does Size Really Matter?

2010-10-02T12:24:00.000-04:00

The debate over classroom size never ceases to amaze me. It comes at me from many different directions. As I'm preparing to be a professor, the discussion is about how to manage and keep engaged large classes (those with more than 50 students). As a classroom teachers we're arguing over whether it's worth the money to keep our classes down to 24 students. Teachers know the importance of small class size. I think parents do too. No one wants to spend the money to do what we know is best though.

The argument goes like this "In order to have smaller classes we need more teachers. More teachers cost more money. Since we don't want to pay more money, can't you just get by with what you have AND still make the classes smaller?"

Ummmm. . . NO!

As a parent I remember when we went from a one child family to two. Yes, it was double the work, but since there were two adults we each had a hand to hold when we crossed the street. Now, go from a two child to a three child family and things get a little tricky. Someone doesn't have a parent's hand to hold. And it costs more to go to Disney World, ride on a airplane and you now need a mini van! As parents we know how the more children you have, the more difficult life is to manage.

Can you imagine taking care of hundreds of other people's children every day?

Size does matter. How can it not? Which classroom do you want your child in? The one where she has a hand to hold or the one where she doesn't?

"Take Two and Call Me in the Morning" Education

2010-09-25T19:35:00.000-04:00

In order to meet the standards imposed by No Child Left Behind, many school districts have moved to standardizing teaching practice. In an effort to "teacher proof" our schools, the push to make sure everyone is teaching on the same page in the same book at the same time has become a part of teacher evaluation. The idea is to make sure every child is treated the same and given the same opportunities to learn. It sounds fine on the surface, but take a peak just under this rug and you'll see the mess it covers up.

"Because all students are receiving the same information when taught with a prescribed curriculum, they should all be equally well prepared for the end of the year standardized test. Prescribed curricula also frees up some time and takes the burden of planning away from the teacher. Free of this added responsibility, teachers should be able to devote more time to grading papers or working one-on-one with students. Financially, a standardized curriculum is a good choice because it allows districts to buy and use one type of text book instead of continually replacing curriculum material or buying material to suit a particular teacher's desire."

Read more: Pros & Cons of Teaching a Prescribed Curriculum | eHow.com

This push to standardize teaching by offering a prescriptive curriculum ignores some core elements of teaching:

Children are not the same. They have different learning needs and an effective teacher knows how to differentiate the curriculum to meet those needs.
Schools are not the same. The population served in any one school can be demographically and significantly different than the school next to it. Ignoring these differences is one reason there is an achievement gap.
Teachers are not the same. Research has shown that teachers are the greatest element to student learning than any other factor. More experienced teachers have more confidence and often improve student learning WITHOUT teaching to test.

A teacher that cares can make the difference.

Standard of care in medicine means "A diagnostic and treatment process that a clinician should follow for a certain type of patient, illness, or clinical circumstance." Illnesses have standard definitions, diagnoses, and treatment.

We cannot claim a standard of care in education.

Our children are not sick. They don't come with standard definitions; there are no standard diagnoses, and there are no standard treatments.

Thank goodness!

We've tried to standardize our education. It hasn't worked. We create "plans" for students who are not keeping up with their peers. But they do not hold the power or the promise of the physician's script.

Education is more like holistic medicine - taking into account the whole person. One prescription does not fit all.

Some believe we should just be able to say "Take two every four hours and call me in the morning." It's not that simple. And wouldn't you want your child to receive more attention than that?

What's Your WORD?

2010-09-18T12:44:00.001-04:00

I just saw the movie "Eat, Pray, Love" after reading the book of the same name. At the same time I am teaching a course at the university in which we explore "identity" and how it is socially, culturally, politically and ethically constructed. I've written about this before, but since our identities seem to go through formation and reformation throughout our lives, returning to this topic once again is appropriate.

In the movie and the book, author Elizabeth Gilbert, is faced with a question from her Italian friends. "What's your word?" For example, the word for Rome is "sex"; the word for New York is "money or commerce." What's your word? her friends wanted to know. Liz had no idea.

There is a difference between who I am and who you say I am. Who I am - if I were to define myself in one word - is not about what I do, or what roles I play, or my position in society or my family. I look at my students and I realize that quickly I assign "words" to them. However, in the context of education, we call these words "labels."

Labels belong on cans, not people.

Now I can define myself and label myself - I just don't want YOU to label me.

Parents and teachers alike need to consider how they've attached labels to the children in their care. Without knowing it, children do claim for themselves the word you've assigned to them. For better and for worse.

Words are powerful things. Words "do." They embody. They move.

So - what's your WORD? Who do YOU say you are?

School Bus Surveillance

2010-09-11T14:02:00.000-04:00

State of the art school buses are beginning to ramble down suburban streets, rural back roads and urban avenues. Push-out windows, high-visibility strobe lights, roof escape hatches, stop sign arms, cross padded high-back, flame-retardant seats and modified handrails on bus steps might make riding on a school bus safer than in the family car.

So why are more and more parents driving their kids to school instead?

“I wish we didn’t have to sit in the same seats all year,” a third grader complained.

“I don’t like that my kids have to wait for the bus in the dark,” Tallahassee, Florida mom Amy Convery said when she found out her elementary age child would have to be at the stop by 6:15 a. m. “It’s just not safe enough.”

The United States isn’t the only country wrestling with trying to get more kids to ride the bus to school. School authorities in Newport, Wales are replacing 24 double-decker school buses that were so old, vandalized and plagued by badly behaving students that drivers were refusing to drive them.

It’s hard enough keeping track of 50 kids on a regular, yellow American school bus. Can you imagine trying to monitor two floors of a double-decker?

But technology is a wonderful thing.

In New Jersey and some counties in Florida cameras have been installed above the driver in order to capture the behavior of students en route. If there’s a problem, the camera will catch it (them). Unruly behavior that distracts the driver and bullying that harasses students are caught on tape and reported directly to the school.

Does that make everyone feel safer? Not yet.

One of the greatest dangers to students traveling on a school bus isn’t the other kids on the bus or an easily annoyed driver. It’s the rest of us on the road with them who are more concerned about getting past the stopped yellow icon of American education and getting to work on time.

“Motorists not paying attention is our biggest problem and the biggest safety threat to the children we transport,” said Tom Boyd, general manager of Murphy Bus Co. in Middletown, New Jersey.

What’s the solution? More cameras.

Stop-arm cameras can now be used to capture the make, model, color and even the license plate number of a vehicle that fails to stop for a school bus. Sgt. John Sutton of the Brick Police Traffic Safety Division in New Jersey said that if a vehicle runs the red lights of a school bus and is caught on tape, they can receive 5 points on their license, a fine no less than $100 and 15 days of community service or jail time.

As extreme (and expensive) as these measures may seem, I applaud those school systems who choose to invest in the safety of the most precious cargo on our planet – our children.

Many children have no other choice than to ride a bus to school. There have been many instances in my career as a teacher and a parent when I wish there were cameras on our school buses. Personal property gets thrown out the window, drivers force children off at the wrong stops miles from their homes, and a fourteen year old girl pulled a hand-gun out of her backpack just to show off. Most buses don't have seatbelts; it would be nice if they then at least had cameras on them.

First Impressions

2010-09-04T20:28:00.000-04:00

When our youngest son was born, the nurse remarked on his footprint this way, "Well, be prepared. This is going to be a big boy someday!" This did not make sense to me since at birth he weighed 7 lbs. 15 oz. and was 20 inches long. This during the time when many of my friends were having C-Sections because they were having 10 lb. babies! The first five years of his life led me to believe that nurse was definitely wrong because Charles seemed well within the range of normal as he grew.

But now he's 19. Things have certainly changed. He's 6 ft. 1 inches and 200 lbs. He towers easily over both his father and me. This is not the baby whose footprints I still have pressed into his baby journal - or is he?

How did this obstetrics nurse know that my son would be "big"? She was very specific. She said he'd be at least 6 ft. tall, have big feet, and be an all around "big guy." Her assessment of what was in his and our future was uncanny. Later there were other confirmatory signs. Our pediatrician told us that however tall your child is at 3 years old, double that and that is what he will grow to be. According to my baby book Charles was 36" at 3 years old. Today he is 63" (or 6 ft. 1 inch) and wears a size 14 shoe.

Prior knowledge, experience and expertise all help us interpret a first impression. Not just anyone could have looked at my baby boy's footprints and make such an accurate prediction. Someone who was trained to know what to look for could. As a teacher I'm challenged to interpret my first impressions of students. By the end of the first couple of weeks of school, I know what I can expect from most of my students. I've learned how to read the signs. Coupled with my knowledge and prior experiences, I can predict who is going to get along and who is not. It's not perfect predictive power, but it comes close.

I can also tell what kind of relationship I will have with parents based on our early contact and communication.

What kind of first impressions have been made so far this school year? I will say that unlike my baby's footprints, which can never be repeated, it is never too late to make a good first impression. You (if you're a parent) can always change a teacher's mind about you or your child - and you (if you're a teacher) can always change a parent's mind about you!

Finding Common Ground

2010-08-30T13:44:00.000-04:00

How well do you know your kids? Of course you know them. But do you know what they're "into"? Do you know what they and their friends think is cool? Do you know what's not? What music do they listen to? What are the names of their favorite bands? What television shows do they never miss? What online games do they spend way too much time playing? How do they personalize what belongs to them? What is their online screenname? What profile pic do they post to represent themselves? The answers to these questions at the very least can give you a glimpse into the world they live in - outside of the one you live in with them.

Parents and teachers alike need to be in touch with what influences are shaping the personalities of children. If they are in middle school, these influences may change minute by minute and may be at the whim of popular culture more than any other age. Staying current and being in touch goes a long way to building relationships with kids in a way that they feel accepted and safe.

My 6th graders were really into Silly Bandz last year. Realizing that this age is always on the hunt for something to collect, I started buying them whenever they were on sale. At Christmas and at the school I surprised them each with a couple of these colorful shapes to snake their wrists. Prior to this gifting, I wore a Silly Bandz to school. Once noticed, word spread that Mrs. Caruana wears Silly Bandz! I couldn't have been cooler to them at that point.

What this did was provide common ground. They knew I paid attention to what mattered to them (as "silly" as it seems). That attention made it safe for them to be themselves, knowing they'd be accepted. This is HUGE for kids of any age.

And it doesn't end there. My own children are 19 and 21 years old and in college. They think zombies are the coolest things. They play video games with zombies in them, watch movies with zombies in them, and read books like "Pride and Prejudice and Zombies" or "The Zombie Survival Guide." They play "Humans vs. Zombies" on their college campuses (a zombie game of tag on a huge scale). So it didn't hurt that I posted pictures of myself and their dad dressed as zombies from a Halloween years ago when I was pregnant! How many other parents can document that? Find ways to connect with kids on their level, with their interests and you will find common ground - but hopefully not zombies!

"Do You Believe in Me?"

2010-08-14T17:21:00.000-04:00

I will share this with as many people who are willing to watch it. It is so hard to stay focused on the "main thing" as teachers, and as parents. It is not about us! As you look toward the beginning of a new school year, remember how important your relationships are to the children in your charge. What you believe to be true - IS. Perception is reality. What do you believe?

Get Organized for a Great School Year!

2010-08-13T12:20:00.000-04:00

I suspect that you have already attended or are about to attend a school orientation for your child for this year. Kindergarten, middle school, and high school entry grades all require an orientation at least one week before the official start of school. Your expectations for such an event may include seeing where your child will be spending their days away from you, meeting their teacher(s), seeing the cafeteria, the gym, and lockers if they’re going into middle or high school. You will get more than you expected.

Each teacher may give you a collection of papers that they want you to review and keep and refer to during the school year. This often includes a syllabus, a list of school supplies, their teaching philosophy, their discipline policy, their grading policy, and other assorted pieces of information they’ve deemed critical to a great school year with your child. What will you do with all this paperwork?

Even though much of our communication is electronic, papers are still a big part of school. Your child will continue to bring home announcements, permission slips, newsletters, requests for money, project outlines and more. There will be programs from events, awards, receipts from buying their yearbook, their schedule, discipline notices, conference forms, and more to maintain. It is your job to maintain these piles in a way that they can be easily retrieved when needed.

Since my children began school, I maintained a three-ring binder for this very purpose. I had dividers that separated each child’s papers. At the end of each school year I transfer all these papers into a manila envelope and label it by school year and child. I reuse the binder every year. Everything goes in there. Every form, every note, every receipt is three-hole punched and placed in the binder. It is located in a central location so that anyone in our house can find it if need be. This way when my son orders his yearbook in October, brings home the receipt (which he will need in May to prove he purchased it), we three-hole punch it, put in the binder behind his tab and forget about it. In May when he says, “Mom I need my receipt so I can pick up my yearbook” we just open the binder and grab it.

You can expand the use of this precious binder by putting in plastic sleeves to store bulky or odd sized materials. Awards, varsity letters, medals, CD’s, or other media fit nicely this way. The idea is to keep everything in one place and where you can find it. Just place things in the moment you receive them and you will notice that the most recent is the first page. It will naturally be organized in chronological order. This method has saved us so many times. I strongly suggest that you make a copy of anything your child brings home that you have to sign and return. This way you have a record that you did indeed sign and return it. As you know, things somehow get lost between home and school.

Once in the binder you can refer to these papers at your leisure. Make sure you’ve signed and returned anything that is time sensitive; your children are on the hook for it if you don’t. They can’t control your sense of organization; don’t make them have to suffer the consequences of your disorganization. It makes them feel “less than” and “left out” if they are one of the ones whose parents didn’t return a permission slip or other required paper. Getting and staying organized will make for a smoother year for you and your child this school year. Try out the binder system this year. Let me know how it goes!

Transition - a Word I Know, but Have Yet to Learn How to Do

2010-08-12T19:22:00.000-04:00

I actually like change. Yet I am never comfortable with the transition that precedes it. There are so many examples of transition that I could reference to illustrate my frustration.

Like learning how to drive a stick shift. That moment of physical transition when you put in the clutch and shift, hoping you won't stall, is uncomfortable to me - sort of like being in limbo.

Okay, then there's actual limbo - the waiting room of heaven - no, this is not a literal place, nor is it doctrine, nor is it biblical. But we all know what it is. Nothing really bad happens during transition - it just feels a little uncomfortable. These are the moments of lull where you might change your mind about what you thought you were going to do.

Like when I was having my babies - that moment when you say, "Well, yeah, I've decided I don't want to do this today after all!" The doctor said that meant I was entering transition.

There's twilight - a place between dusk and dark. It's difficult to see well during twilight (and NO this is a not a reference to a certain young adult book series). You might mistake one thing for another - like a bunny for a python.

Right now I am in transition. I choose to put myself in this place more often than I probably should. After all, I'm the one making the changes, making a new decision, or entering unfamiliar territory. I realized, however, that everyone is in a state of transition - we are all becoming. Sometimes we have control over this, others it is involuntary - something we just have to go through. Either way, I think I might be better able to go through my own transitions if I focus on someone or something else. The more I think about how uncomfortable things are, the more uncomfortable they become. Like learning to drive a stick shift . . .

School is about to start and our kids are in transition. I think of the sixth graders I taught last year who will soon by 7th graders - whom we lovingly call the stepchildren of education - not quite sure who they are or where they belong - they are in transition. They need some TLC, some understanding, and a lot of attention. When you are in transition the worst thing that could happen is to find yourself alone.

Even if you are the one struggling through twilight right now, there's probably someone else in your life you may not have noticed who is even more uncomfortable. Can you be there next to them and put your hand on theirs and show them when to shift into first?

It makes transition go by that much easier when you have a hand to hold onto.

The Knowable YOU

2010-08-03T14:26:00.000-04:00

Below is an excerpt from my newly released book "Life Saver: The Ultimate Devotional Handbook for Teens" that I co-authored with Todd Hafer, Vicki Kuyper, and Michael J. Klassen.

A BRIDGE OVER TROUBLED WATERS

I am always with you; you hold me by my right hand. Psalm 73:23

Sandra loved going to her neighborhood coffee shop before school. It was the one place where everyone knew her name. The baristas started making her quad skinny caramel espresso before she even crossed the threshold. They smiled and asked her whether her chemistry teacher was still a pain. They kept track of how many days until summer. Sandra wished she could feel as visible in her school as she did in this coffee shop.

As high schools go, Lakeview High was large, boasting more than 2,000 students. The school tried to make it easier for students to adjust to a large school by offering dozens of clubs, but for many it still felt like an impersonal sea of bodies moving from class to class. Sandra walked those halls believing she was a ghost - unseen and unknown. She would often catch a glimpse of other "spirits" across the courtyard or in a corner of the library. They felt the same way she did, but no one wanted to acknowledge it. They felt alone in the midst of thousands.

There's a difference between being alone and being lonely. You can be at your best friend's party and still feel completely alone. You may think no one notices you. The truth is that the God of the universe, the Maker of heaven and earth, notices. In fact, He knows you by name. He is always there, sight unseen, in your midst. He's waiting for you to notice Him from across the crowded room. Who do you think led Sandra to that coffee shop?

This book is full of relevant devotional stories accompanied by calls to action, encouragement and prayer. A great resource for any youth group or church.

Ain't No Mountain High Enough?

2010-07-27T18:15:00.000-04:00

Right now the mountain seems just too high to climb. I can't even imagine standing on its peak. Sometimes the road has been too long and the companions that started the journey with you fall by the wayside. You find yourself alone, tired, defeated, and still with a long way to go.

Is what is atop that mountain worth the climb - even if you do it alone? Are some mountains just too high? Are they unclimbable?

When I lived in Colorado, people from all walks of life attempted to climb the 14ers- these were the mountains part of the Rocky Mountain range that were at least 14,000 feet high. They made it their personal missions to climb all of them. Admirable. But I still wonder why. Why you would choose to climb just for the sake of climbing?

There are children who struggle each and every day to climb the mountain of life - their life. It is fraught with obstacles and steepness that may be beyond their reach. Often, they have not chosen to climb their particular mountain. Yet it is there, in their way, every day. Who are their companions on this climb? I'm here to tell you that no one should climb alone. We all need a Samwise Gamgee to keep us on the right path; to stay even when we're not lovable; to protect us from ourselves; and even to carry us in the end if necessary.

I must admit that I am weary. I look at the top of the mountain I've been climbing for five years now and I can see its peak. But I'm having trouble finding the strength to keep going. Who is your Samwise Gamgee? Better question might be - for whom are you Samwise Gamgee? Maybe consider being a mentor to a child who is struggling in school this year. There are never enough. As an experienced climber, you can help that child make it to the top of their mountain.

Reader Question: How Do I Get My Parents to Keep a Safe Distance from My School Life?

2010-07-16T19:29:00.000-04:00

Answer #1 to the above question from Michael Weston in Burn Notice. . .

However, as a teacher of gifted students, I hear this a lot from my students. They think their parents are hovering just a little too close. I had a number of students who were in my gifted program only because their parents wanted them there and it didn't end there. Every moment was monitored. Every grade interrogated. Every flash of unhappiness resulted in a trip to demand "what for?" to the principal (often leap-frogging over the heads of teachers).

When it comes to our kids, we need to be in control. Our job is to make sure nothing bad happens to them. But it's not our only job. We can also teach them to fly on their own. First, we've got to give them wings. No one says you have to walk away like the loggerhead turtle does after she lays her eggs, never to see her babies again. But mama loggerhead is acting from instinct. She knows what her babies can handle. She leaves them, but they know to follow the light to the sea.

We can be the light for our children without blinding them!

Summer Solace

2010-07-14T11:00:00.001-04:00

Summer comes with some pretty high expectations. Kids believe they will have unlimited time to see their friends, sleep in, play their "games," eat what they want when they want, and basically not have to do anything they don't want to. Parents believe they will be free from the daily carpool, have more time to see their friends, play their "games," eat what they want when they want, and basically not have to be somewhere if they don't want to.

With great expectation often comes great disappointment.

Parents - if your children are under driving age, you are still their ride this summer.
Kids - if you don't do the inviting, you may not see those friends you wanted to see.
Parents - if you want to sleep in, you either have to quit your job or make sure your kids sleep in too.
Kids - if you want to eat what you want, you better learn to cook.
Parents - if you want to do something "fun," you may have to take your kids with you or pay that sitter.

Summer, the break from school, is approximately 10 weeks long. In this economy many families cannot travel or pay for camps or lessons or extra activities. For many, home is where it's at. You realize how long 10 weeks can be without structure usually around week 3. Boredom becomes your foe.

We are all so accustomed to a highly structured life. We are accustomed to being "entertained." We don't know how to be still, nor do we know how to be "quiet." In fact, many of us flee the peace that's been extended to us over the summer and desperately seek ways to fill up the silences.

Get over it!

We are 6 weeks into our summer here and I just realized that I've finally relaxed. My shoulders are no longer bunched up. My migraines have subsided. I no longer get cramps in my toes. I dream when I sleep. It snuck up on me, this peace. I left myself open to it and it wandered into my life. How fabulous is that?

So summer isn't what you thought it would be. So what? Sometimes rest comes when you expect it the least and need it the most. Hold onto it because school starts soon enough!

Who Chooses to Teach Today?

2010-07-12T15:47:00.000-04:00

In a recent article in the New York Times, the Teach for America program presents itself comparable to the Peace Corps as a way to get real world experiences in service to others while waiting for your "real" job to appear. Recent college graduates from a variety of other majors, unable to find a job in this shrinking economy, are looking for ways to stay busy, add to their resume and bring home a paycheck. Who could blame them? Not me. Those student loan payments begin within 6 months of graduation!

The problem, as I see it, is the use of classroom teaching as the substitute for their chosen career. Substitutes are always temporary. Rarely does a substitute pursue teaching as a full time career. Right now school districts all over the country are downsizing their teaching force. Not because they were over-staffed, but because they can't afford to keep those they need. Recent graduates from colleges of education are NOT guaranteed a job for this Fall which is only weeks away. If you want to be a teacher today you need to be persistent, patient, and prepared to be flexible in your idea of that perfect job.

The average starting salary for K-12 teachers in this country is approximately $34,000, however, Teach for America teachers may command $45,000 per year to start. On average Teach for America teachers only remain in the field for 2 years. It takes 3 years before new teachers get their "teaching legs" and become more effective.

As a teacher educator and former public school teacher I should be outraged that Teach for America even exists - but I can't. They are accomplishing something we ourselves are having difficulty accomplishing.

Our neediest schools need the best teachers, and yet, many beginning teachers do not want to work in them. For that matter, many of our veteran and gifted teachers do not want to work in them. Where does that leave our children in these schools? There is one value promoted by Teach for America that I believe cannot be taught - it can be encouraged, but you can't force it on someone - service. If you do not have the gift of service, you will not be willing to teach in the toughest areas or the poorest neighborhoods. If you do not have the gift of service, you are not in teaching for others, you are in it for yourself.

There, I said it.

I encourage you, if you become a corps member of Teach for America, to stay with us for the long haul. Our children need good teachers for all 12 years, not just 2. And if you leave teaching, leave to make a difference in the lives of children some other way. You are needed.

All hands on deck!

Who I Am. Who Do You Say I Am?

2010-07-10T11:43:00.000-04:00

When I first began my doctoral program, my major professor, the one who advises me, told me that I should put on the hat of the PhD and think as a doctor. She reinforced this image of me when she mailed me articles addressing them to "Dr. Vicki Caruana." Initially I was not comfortable with her assessment of who she says I am. It felt presumptuous; it felt like I was wearing a Wonder Woman costume on Halloween (something I could never really pull off) and was temporary at best.

Five years later, and having been subject to many other professors' opinions of who they say I am, who I am has been shattered, pieced back together, and shattered again. At this point, on the precipice of being conferred as a "doctor of philosophy of education" the image I see looks more like a mosaic of unrelated pieces that somehow, upon closer inspection, reveal beautiful patterns of color and light. I am more than the sum of my parts. I am more than you say I am.

Whether I teach college seniors or sixth graders, all are still in the process of becoming. Our transformations are never complete. Every interaction, every experience promises to alter our appearance. Who I am and who you say I am sometimes coincide, sometimes collide; always influence each other. Our children, my students, rarely look in the mirror at their reflection alone. Someone is always there with them. It may be the airbrushed starlet in the magazine, the "can-do-no-wrong" older brother, the parent who loved school (or hated school), the boy who says he loves you when no one else does, or the movie that pokes fun at the family that you call your own.

Identity is a complex thing. Who I am is only really known to me. It's not easy to articulate who I am to you. I don't always understand myself well enough to put it into words. But an awareness of the many shapes that make up the mosaic that is me is a great first step at making sense of what I see when I look in the mirror. And I imagine that in order to understand who your child is, you must first understand who you are. Who do you see when you look in the mirror?

Be Prepared

2010-06-26T11:53:00.001-04:00

Every year we prepare for hurricane season here in Florida by stocking up on some necessary items: bottled water, non perishable food items, first aid kits, batteries, flashlights, generators, hurricane shutters on your windows and doors, etc. There's a list that goes out as a gentle reminder to be prepared. Often, and thank goodness, we prepare for something that doesn't usually happen. It's easy to get lulled into a false sense of security and become complacent when year after year you are prepared but the hurricane never comes.

Some people "over prepare." They include in their hurricane kits things I wouldn't think were necessities. Consider this sign in my local Starbucks. You probably don't have this sign in your Starbucks. Although I'd be curious to know if other parts of the country prepare for their natural disasters in a similar fashion. Making sure you have really good instant coffee may seem like overkill to some, but for others it is necessary to their survival.

The other extreme exists as well. Many people do not prepare at all. In fact, if a hurricane does come, they will be the ones who also refuse to leave and ride it out. If you ask them why they don't prepare, they may tell you that either (1) we won't get hit, or (2) they can handle it. I'd just hate to see them on the news being pulled off their roof by helicopter rescue or even worse.

Most of us operate somewhere in the middle of these two extremes. We'll survive - we just may not be doing it in style!

Report cards went home for the last grading period in the mail. Some parents were unpleasantly surprised by the last term's grades of their children. Some parents were shocked that their children have to attend summer school. For some students they are unable and not equipped to avoid or make it through this disaster. For others, they and their parents chose to ignore the signs and were not prepared. They believed that it couldn't happen to them or that it would all somehow just work out in the end.

That is what we call denial.

I'm not saying that you have to over-prepare and make sure you have a stockpile of VIA and Dove chocolate in your survival kit. But please at least have the essentials. If not, you leave your child vulnerable like the Louisiana Gulf Coast.

Within Reach

2010-06-13T12:15:00.002-04:00

We were out running our normal Sunday errands and our oldest son came along so that we could then drop him off at the beach to meet friends. We live one mile from Redington Beach here on the Gulfcoast of Florida, and yet I forget that these powder white sands are just within reach.

I have been so busy and so indisposed to life outside of the box I've put myself in for so long that I failed to see the rest that has already been provided for me. Just a glimpse of the brilliant blue water as it peeks from behind the vacation condos that crowd our shores makes me smile. When we drive over the intercoastal bridge and see the boaters setting out for a day on the Gulf my shoulders relax just a little. It's interesting because to be honest, I don't like going to the beach. First of all, the sun is my enemy, second, the sand is like a ninja getting into places it has no business being, and third, the waters right now are bathtub like at 90 degrees! But it sure is pretty to look at.

Maybe this provision of rest is not about "doing" for me, but about knowing it's there if I want it. School's out for summer, and I have to learn how to stop and enter into the rest that has been provided to me. Rest is something we choose; not something we wait to happen. It is, after all, accessible. It is within reach - just like the beach by my house.

Waiting to Exhale

2010-06-04T19:46:00.001-04:00

During the summer months when I was growing up I used to love to challenge myself in the swimming pool - how long could I hold my breath under water? Over the course of the long summer I would try to swim the length of the community pool underwater without surfacing. Every foot further I could swim without breaking the water's surface gasping for air was a triumph to me.

Until the day that summer I turned 12 when a boy, who often made fun of me, held my head underwater until I became disoriented and almost drowned. I've never forgotten the feeling of panic and helplessness.

I don't swim anymore - I don't go in the water - I don't even own a bathing suit at this point. Extreme? Maybe. But since my greatest fear is drowning, can you blame me?

The school year is about to end and for me it can't be too soon. The last 250 days have been some of the most challenging of my life. Teaching in a middle school AND going to the University at least 3 nights a week in pursuit of my doctorate has severely limited my breath-taking experiences. For me I'm about to emerge from under the water of my own accord. I will not be returning to the classroom next Fall. I choose to rise and take a breath!

But a dear friend who has been teaching for much longer than I has spent the past year being held against her will under the water. The poolside bully has made her hate the water she once loved. She's hanging up her suit, refusing to ever dip even a toe in the water again.

As this school year ends, you may also feel like you've been holding your breath for nine months too. Maybe your child had a difficult year. Maybe you had a difficult year. It's time to take a breath! And when you hang out at the pool, watch for who the poolside bullies are and avoid them. In your life always make sure that you are the lifeguard!

Great Interpretations are a Result of Careful Observations

2010-05-29T21:43:00.003-04:00

Great interpretations are a result of careful observations.

I have this on a banner spanning one of my classroom walls. I've spent a great deal of time this year helping my students fine tune their observation and interpretation skills. It occurs to me that we could all use a little fine-tuning in these areas.

Some of us are quite skilled at reading their environments and those who inhabit them. Some of us are sensitized to changes in this environment like a barometer detects subtle changes in air pressure.

Others are a little less sensitive and find it difficult to read many common social cues. And still others read quite well, but ignore what they see.

All three of these levels of observation exist in my classroom. Being observant isn't just something that makes learning more interesting; it makes living with others much more "doable."

But becoming more observant is a skill that can be taught. Contrary to popular belief, it's not a matter of reading minds or being psychic!

Take, for instance, my oldest son. My mother lovingly called him "Oblivio" trying to link his tendency to overlook the obvious with a superhero name. Those who are immersed in their own worlds tend to miss what's going on with those around them. What's considered cute when they're young turns into annoying and selfish when they're older. We need to help our "Oblivio's" see outside of themselves and teach them how to become mindful of the needs of others.

On the other end of the observant spectrum is the "Over-Sensitive" one. This is the one who seems to quietly watch everyone around them. She sees all and says nothing. Many of these tender ones have an almost empathic sensibility. They feel deeply and take personally things we may not even notice. As in touch as they may seem to us when they're young, and as mature as it seems, it makes life difficult when they're older. They may overreact, battle depression, and even make relationships too challenging to endure. We need to help our emotional sponges to separate out what they can and cannot control and teach them how to deal with those things they can control in a positive way.

The rest of us fall somewhere between these two extremes. But it's safe to say that we could all benefit from taking inventory of our powers of observation. After all, how can you truly interpret the world around you if your observations are not accurate?

Misunderstood

2010-05-07T19:38:00.000-04:00

I received the results back from a climate survey we sent home to parents today. It was a little disheartening. Even though only 44 out of 74 completed the survey, almost half of those said that as teachers our communication skills were lacking. It's funny in a way because out of 74 parents, we probably only hear from a handful of them. I'm thinking this communication thing goes both ways.

And just yesterday I reviewed the student evaluations of my own teaching at the university level, and a few of the comments made me question whether or not I should really go into teacher education. "She tells too many stories about when she was in the classroom," one complained. "She doesn't answer email as quick as she should - an obvious disregard for student needs," wrote another.

On the other hand, I also received numerous teacher appreciation gifts from my students this week, along with hand written notes of what they appreciate about me as their teacher. They were thoughtful and articulate. I cried. And to be honest, the majority of the comments on the college evaluation forms were positive saying I was a great professor and that I made the subject come alive for them.

So which is true? Which point of view matters most?

Should I only pay attention to those things that make me feel good about myself and validate my beliefs, attitudes, and behaviors? Or should I pay closer attention to those things that poke at my self-esteem and threaten to unravel my resolve like a ball of yarn being toyed with by a cat? Is there any value whatsoever in the negative feedback we receive?

Mostly I feel misunderstood, and not particularly known. Neither group of critics really know me. They don't know my motivations. They don't know me as a person. They don't know what breaks my heart or fills it with joy. Does their opinion even matter - one way or the other?

Our kids are always wrestling with these very questions. So much of who they think they are is wrapped up in what others think about them and say about them. What I've noticed, however, is that whether they admit it or not, they place heavy importance on what we, as their parents, say about them and to them about who they are. As a teacher I can encourage Necey who feels like a failure at report card time, but it's what her mother says that really matters.

Being misunderstood can only be tolerated for so long. It can weigh you down. Surround yourself with those who encourage you on your way and not chase you with pitchforks! Elphaba couldn't help it that she was born green - and fought against other people's perceptions her whole life. Eventually, however, she decided to ignore the naysayers and do what she was born to do instead.

I encourage you not to be weighed down by what other people say - Defy Gravity!

Calendar Girl

2010-04-17T13:32:00.002-04:00

I recently got a Blackberry and every time I upgrade my phone family and friends encourage me to keep my calendar on it. I use Google for my email and there's a great calendar feature with that as well. I use Outlook in my job and that too has a calendar feature. And yet I still write everything down on a paper calendar. I don't even use a Day Planner - I use a desk calendar that is the size of an open book. I can see a month at a glance. I keep wondering why I resist the technology that makes keeping track of my appointments easier.

My students are required to keep a planner at school. We expect them write down the agenda for each class and note the homework each day. We are trying to help them keep track of all they have to do. After all, they are busy people - they attend 7 classes per day and are accountable to 7 different teachers. That would stress out anyone! But there are always a number of students who resist our attempts to get them organized. So they don't write anything down, they forget to do the homework, and their parents just shake their heads in dismay during parent/teacher conferences at the lack of effort their children make to stay on top of what's important.

There is more than one way to stay focused on what's most important to you. Electronic reminders are great for some, but annoying to others. Making lists of what to do every day is a life saver for some, and unnecessary work to others. The key is to find what works for you and then stick to it.

I also am calendar-driven in my worship. I follow the Church calendar to help me stay focused on what's most important to me. Some wonder why I need such a "crutch" - but it is not a crutch to me. It is as much a part of my way of worship as personal prayer is to someone else. I try to utilize the tools at my disposal to help me focus. I need to see it, hear it, and do something about it to remember it. My learning style integrates different ways for me to get the most out of an experience.

And then I wonder - what if that is a crutch? What's wrong with crutches? A crutch is a support to assist someone who is lame in walking. I am certainly not always strong enough to walk without support. On this journey I do need support. I'm glad I have something to lean on when I need it.

Sometimes our children need more support at certain times than at others. Maybe they need a new calendar to help them keep track of what they need to do. Maybe they need us, their parents, to be their calendar for them. It may be a temporary crutch. Or they may need support for an extended period of time. Saying they should be able to do this by themselves "at this age" is a judgment we can't afford to make. Everyone is at a different stage of their walk. The idea is to help them along their way in whatever way works.

Spring Break!

2010-03-27T14:26:00.001-04:00

Today begins my first official day of spring break! I realize that those not within the field of education do not experience, and may not appreciate the necessity of spring break, but don't hold that against me.

The physical, emotional and mental fatigue that goes along with teaching should not be underestimated. Breaks are more than something to look forward to - they are sometimes the only thing that keeps you going through the year. This year my spring break falls nicely during Holy Week and that is extra special for me. It gives me the chance to rest and to refocus on what is most important in my life.

In my book "Recess for Teachers: Taking Time Out for Your Body, Mind, and Soul" I outline the different types of fatigue that are unique to teachers and offer ways to regenerate and rejuvenate yourself and therefore your teaching. When you're weary, where do you turn? Often we choose less appropriate ways to "escape" when what we could really use are ways to recharge.

If you are weary, or if you know a teacher who could use some "recess" let me know in your comments what is making you so weary. I will send a copy of "Recess for Teachers" to the first 10 comments.

"Teaching fatigue is similar to battle fatigue because it's caused by stress and interferes with a teacher's job performance. By the time teachers experience this kind of fatigue, they're burned out and look for ways to leave teaching altogether. Good teachers give more than 100 percent of themselves to their students. It's not surprising they experience debilitating fatigue. The profession and our children can't afford to lose them. One way to extinguish fatigue is to recognize it in its many forms and then set out intentionally to change your thought life, your physical life, and your spiritual life to reflect your desire for rest and renewal." (p. 6)

Come to Me, all of your who are weary and burdened, and I will give you rest. All of you, take up My yoke and learn from Me, because I am gentle and humble in heart, and you will find rest for yourselves. For My yoke is easy and My burden is light."
Matthew 11:28-30

Are We There Yet?

2010-03-05T20:03:00.002-05:00

I am part of a six person teaching team in a new program at an established middle school located in an impoverished and diverse neighborhood. As wonderful as this new program is, it has taken every ounce of energy we have just to keep our heads above water. This process of creating something completely new has been compared to building a plane while flying it (I know I shouldn't mix metaphors, but it is appropriate here as you will see).

As a team we hoped we would meet regularly to align our plans and make continuous improvements to our processes; however, reality is that only 4 out of the 6 of us spend any real time together, and that's during 20 minutes for lunch. With a curriculum that's never been taught (by any of us) and students whose needs we're just beginning to understand, this year has felt like we're barely treading water. I can see the shore from where I am bobbing up and down amongst the relentless waves that cause me to choke and sputter, but it disappears once the waves crash over my head.

Trying to reach shore has been difficult as the undercurrents of the needs of the many has definitely outweighed the needs of the few (or the one, as Spock would say). There are no life rafts in sight; only heavy weights thrown at us by those who were charged with being our life guards. It seems like they want us to sink. I have a real fear of drowning.

As far as building the plane as we fly it - we were given the schematics, we were told the final destination, but we're not there yet! First, the parts we were promised haven't come in. Then the average speed of the aircraft was unrealistically projected. There's no way you can reach Tokyo in six hours! (Unless you fly the Concord, which has been decommissioned anyway). And for some reason we have frequent flyers who continually ask "Are we there yet?" in that way that young children chant from the backseat on a very long car trip.

We're still headed for the planned destination. Navigation controls are functioning. I have a great flight crew. We have an experienced pilot on the stick. Air speed is nominal. But I think the communications system is not fully functional yet. The cabin is spacious and comfortable. Everyone has more than enough leg room. There are in-flight movies at each individual seat and they're FREE! You don't have to pay for a snack. In fact, you can choose from one of many menu choices. Everyone is in first class on our airplane.

We're safe. We'll get there. On time according to the original schedule. Who knows? Maybe we'll even land early. But what we need is for everyone to remain in their seats for the duration of the flight with their seatbelts fastened. Stay out of the aisles when meals are being served. And only push that service button if you really need it. It takes a carefully orchestrated and concerted effort to build a plane while you fly it. Distractions are dangerous. You wouldn't want to crash the plane, would you? Especially over open water.

"Are we there yet?!"

No, not yet. And we won't get there any faster the more times you ask.

Killer Whale Time Out

2010-02-26T18:49:00.002-05:00

Just days ago a "trained" killer whale at Orlando's Sea World killed its trainer. It grabbed the trainer by the pony tail and pulled her under the water where she drowned.

An investigation has determined that the whale may have thought the pony tail was a toy and probably didn't mean to kill his trainer. The whale has been separated from the rest of the whales and at this time there are no plans to relaunch the popular killer whale show to include this particular whale at the Orlando Sea World.

But this wasn't the first time this particular whale has killed. He's linked to three previous killings.

A current online poll suggests that the public prefers that the killer whale return to the wild - be set free.

I have to wonder whether or not forcing a living thing to bend to our will and expect them to behave according to our values when it is not in its nature to do so is wise. You may be wondering why I'm writing about this on an education and parenting blog. There's a sad connection here that disturbs me greatly.

There are students, who, no matter what we do, who have "priors" and who for a while seem to be working with us, suddenly turn and hurt people without remorse.

And yet, they return to school the next day with only a "time out" for the day in an in-school suspension.

You work with them. You try to build a relationship. You "train" them to respond a certain way under certain circumstances, and then, they attack often without provocation.

I see teachers in tears on an almost daily basis. It is wrong. It shouldn't be.

My son, in college, says that teachers aren't paid enough to put up with that. If kids don't want to be in school, and forcing them to stay there just causes more problems, then let them go - in other words, set them free.

I wish it were that easy.

One of the problems is that teachers who are worth anything, love teaching and they love kids and they so deeply desire to make a difference - it has never been a matter of how much they're paid. Dawn Brancheau loved her job. According to the Bureau of Labor Statistics an animal trainer at Sea World makes less than a teacher! We can safely assume she didn't do this for the money.

I'm worried. Who should be punished for the crimes committed here? The whale isn't being punished. And all too often, students who hurt other children and teachers aren't punished either. I recently held a debate that asked if parents should be punished for the crimes of their minor children. Wouldn't it be interesting to see parents of these students be the ones who spend the day in "time out"?

Letting Go, Giving In, and All the Rest

2010-01-30T17:01:00.001-05:00

I teach 6th graders - middle schoolers in the midst of one of their biggest transitions in life so far. They are, by definition, in the middle of their transition to adulthood. Their hormones are all over the place, they are no longer babies, and not quite grown enough to be on their own. Parents don't know how to hold on, let go, or how not to hover. The pre-adolescent is a unique being, but also a recent phenomenon.

At the turn of the last century, your daughter might be married by age 14, have her first child by 15 and if she lived long enough, be a grandmother by age 30. Responsibility topped a young pre-teen's list of characteristics. Young 12 year old boys were expected to be making a living, either as an apprentice to a trade or for their family business. The bigger the mouth to feed, the more that was expected of them.

Not so much today.

The term "teenager" didn't even enter our lexicon until 1938. According to American Word Origins:

In the first part of the twentieth century, we made a startling discovery. There were teenagers among us! Until then, we had thought of people in just two stages: children and adults. And while childhood might have its tender moments, the goal of the child was to grow up as promptly as possible in order to enjoy the opportunities and shoulder the responsibilities of an adult. The girl became the woman, the boy became the man. It was as simple and significant as that.

Today parents of preteens, teens, and young adults struggle with what past generations took for granted - the girl becomes the woman, the boy becomes a man.

Going from dependence to independence is as worrisome for our 18 year olds as it for their parents. The uncertainty connects us, but it also divides us as we have different views on how to deal with it.

Our source of insight and advice has to go beyond "The Secret Life of the American Teenager" - let's hear how you let go, sometimes give in, and all the rest.

You Tell Me
What are you most concerned about as a parent trying prepare your kids to fly on their own? What frustrates you most in your attempt to give them wings?

Teaching as a Subversive Activity

2009-11-21T14:22:00.005-05:00

How does change happen?

We can be bullied into change. (peer pressure)

We can be persuaded into change. (political agendas)

We can surprised or shocked into change. (scared straight)

Or we can grow into change.

Seeds are planted. Some ground is more fertile than others and easily accept the seeds of change; others, less hospitable, choke out change. Still others, fall on dried, cracked earth, too hard to support life. Change needs the right conditions if it is to grow into a life.

What goes on under the surface is not easily seen, yet vital to the process of change. My classes have been studying soil and groundwater and we've learned that what lies beneath determines the quality of life on the surface.

As a teacher I see part of my role as someone who plants seeds - in hopes that someone else will come along and water these young seedlings and later someone else will bring in the harvest. But what I do and how I do this is not always evident on the surface. It's not a part of my lesson plans. It's not written in the textbooks we use or the homework that I assign. It is not "overt."

It is instead subversive. It is a gentle rebellion against the status quo that focuses solely on teaching to a state test; a quiet undermining of prescriptive teaching that eliminates the need to think; a deliberate challenge to the belief that all students can be taught the same way.

This may make some people nervous. After all, to be subversive, by definition, is to undermine. Parents, understandably, may fear that their values or worldviews are being undermined by teachers. In fact, there is little trust between certain groups because they believe one is intentionally undermining the authority of the other. Private versus public school; homeschool versus traditional schools; Christian versus secular.

Yet, each are subversive.

I do not march for the changes (although I would if any such marches existed these days).

I don't strike for these changes (teachers aren't allowed to strike).

I don't go on cable news shows as an education pundit (but I would) and talk over everyone else (the louder the better).

I don't lobby for these changes in legislative venues (although I'd be willing to testify before Congress any day).

I subvert the status quo through relationship - one student, one day at a time.

If nothing else, remember this one thing -

QUESTION EVERYTHING!

It's the only way to grow.

Losing My Accent

2009-11-07T09:49:00.004-05:00

My family moved from New York (Staten Island) to Florida when I was in the 9th grade. Teenage adjustment aside, it was plain to me right away that I didn't fit. On the first day of school each of my teachers asked me to share a little bit about myself because they knew that I was "new." By the end of the day I vowed not to open my mouth again until I could talk more like my peers - my New York accent was not well received. The snickers and giggles that welcomed me to a Florida high school motivated me to find a way to lose my accent - and fast!

Orange

car

ask

all

father

How do you say these words?

When I arrived to Florida from New York, this is how I said them:

Are -ange

Caw

aks

awl

fatha

By the end of 9th grade I successfully rid myself of r-less words and Stallone-like pronunciations. However, when I went back to New York the following summer to visit my cousins they made fun of what they heard as a "Southern" accent. I made the mistake of saying "ya'all."

I no longer fit in New York. I wondered, and continue to wonder to this day, where do I really fit?

Adjustment to a new culture isn't easy. Without some strategies and resilient factors to strengthen you, the transition may not be a successful one.

How much of who we are do we relinquish when we step into a new culture? What do you hold onto and what do you lose? How important is it to be able to let go of a part of yourself in order to fit in? Or should we hold onto our identities even if it is to our detriment?

Our children face this with each school transition. They are, in fact, stepping into a new culture when they start school in kindergarten, when they move to middle school, when they move to high school, and later if they move to college.

We use what is called a "constant comparison" to find out who we are and where we belong. We look to the right and look to the left to see who we are "not" first. Who we are "not" may become the quest in some cases. For example, I knew I did not belong because when I looked to the right and looked to the left and listened, I did not sound like everyone else. In that case, I strongly desired to become what I was not.

Becoming what you are not isn't always a good thing. As parents we fear our children becoming something "alien" to what our family culture has prescribed. We cringe when they begin to dress differently, speak differently or act differently. It scares us. We're afraid they've lost who they were WITH us.

It took a long time to convince my family in New York that I was still the Vicki they knew even though I no longer sounded like her. In reality, it was up to me to show them that I was still the same person; it was not up to them to accept me.

I find, however, that when I am with my family in New York, my accent returns. When I'm passionate about something, my accent slips in. When I speak too quickly, my accent reveals itself. I speak the way I do in order to be successful where I am. The ability to transition from one culture to another is a positive coping strategy. Our children need to learn how to transition as well.

The key is to learn how to lose your accent without losing who you are.

Our children are in a constant state of transition. Support them as they learn how to be successful in their new culture. Maintain a positive relationship and bond, show them ways to transition, remind them that who they are is a wonderful thing, and remember that when they come home they are still who they were - they just may talk a little different!

Conference Time

2009-10-02T22:29:00.003-04:00

We're six weeks into the school year and parents and teachers are coming to the table to talk. Just thought I'd include a few reminders for all of us.

Read article in its entirety.

How to Talk So Teachers Will Listen
by Vicki Caruana

Reprinted from the April/May 2004 issue of the National PTA Magazine "Our Children"

Education is all about relationship-teachers in relationship with children; parents in relationship with children; and parents in relationship with teachers. The health of these relationships can positively or negatively affect the academic success of the child. And after all, it is all about the child.

Miscommunication is probably the biggest obstacle to a healthy relationship, and parents and teachers are no exception. Notes home disappear in the black hole we call the backpack. Telephone tag is the most popular game. And e-mails are easily put off or misinterpreted. Face-to-face conferences are the best way to build better relationships with teachers, but two obstacles face that meeting: lack of time and lack of understanding.

Teachers and parents are on the same team-most just don't know it. If parents and teachers are really to partner in the education of a child, they must first set the groundwork for a strong relationship. As much as parents would prefer that teachers take the first step in forming this crucial relationship, they shouldn't wait for it. If there are problems that need to be resolved, parents can follow these suggestions toward mutual resolution. Teachers do not receive enough preparation about how to work with parents, so keep this in mind as you nurture these fragile, yet important relationships.

Someone Explain This to Me, Please

2009-09-12T18:57:00.003-04:00

I don't get it.

I see this often on my way to work. Young men, with their pants hanging down below their behinds walking down the street with one hand holding them up enough so they won't fall down, but not enough to cover their underwear! And I just don't get it.

I work in their neighborhood. I am the foreigner. I'm the one who doesn't belong. I am the one on the fringes of society every day I turn into the parking lot of my school.

The irony lies in the fact that when they step foot onto the school grounds, just a block from their homes, they become the strangers; they are the foreigners.

How do I teach them? I don't know their language.

How do they learn from me? They don't understand me.

I remember when my husband and I went to Italy. Florence to be exact. I understood and could speak only a few phrases in Italian, and had prepared to be able to do so months leading up to the trip. I was aware that Europeans held low opinions of Americans and I didn't want to alienate myself more than I already was by virtue of my nation of birth.

"Mi dispiace. No parlo Italiano."

"I am sorry. I do not speak Italian."

After all, I couldn't help where I was born. I wanted to fit in. I loved Italy and wanted to be a part of it - me with my fair skin, red hair and freckles. The natives appreciated the gesture. They were accommodating. They translated for me what I didn't understand and were patient.

What can I learn from this as a teacher? Can it help me understand the boys with the droopy drawers?

Can I overcome the language barrier? Can I overcome the cultural differences? Is it even my job to do that, or should they be the ones to try to understand me and fall in line with my culture?

Provocative questions. . .

In Italy I was a visitor, a tourist. I was on a plane on my way home to the U.S. a week later.

These kids live here. They are residents. And yet, somehow, we treat them like visitors. But who is the real visitor in this place?

I don't have any answers. I still don't know how to make myself understood. And I doubt they know how to make themselves understood to me.

One of my favorite books is PRIDE AND PREJUDICE - I wonder which of these ideas has dominance.

And yet, the words that keep springing to my lips are. . .

"Mi dispiace."

Just some thoughts as I plan for the upcoming week of teaching.

Storm Surge

2009-09-04T22:15:00.003-04:00

Where I live in Florida, it's hurricane season. Even though, thus far, we've been spared from the damaging wind and rain that comes with this season, we haven't escaped the storm.

School started two weeks ago and I've accepted a new position this year. But I'm not the only one. In fact, at my middle school there are 30 new teachers to our building. Add to that a new magnet program for gifted students. Add to that a new principal. What you get when you combine all of these "disturbances"?

Hurricanes form over warm waters. The high pressure draws up the warm water and creates heat. It swirls and grows and as long as there is heat to feed it, it continues to grow. The larger the storm, the more damage it can do.

There is anxiety, uncertainty, uncomfortable ambiguity and even some anger right now in my district and my school. These warm waters are feeding a growing storm. I want to be a piece of energy that helps dissipate the storm. But how?

According to meteorologists, a hurricane will rapidly decrease and fall apart, when it is deprived of the driving force of the warm water from which it is fueled.
Read more:

If we deprive the growing storm in our school of the driving forces that's been fueling it, then it may dissipate. We need to cool down those way too warm waters.

Choose grace instead of grumbling.
Choose patience instead of pet peeves.
Choose acceptance instead of arrogance.
Choose peace instead of paranoia.

Drop the temperature and the storm subsides.

At least this is a storm we have control over.

Jay

2009-08-23T20:06:00.003-04:00

A reminder of why I do what I do. . .

"A teacher effects eternity; he can never tell where his influence stops."
- Henry Adams

Maggie pulled her four year old son's hand a little harder as she hurried him up the sidewalk. A black pickup truck had slowed alongside them.

"Who's that, Mommy?"

"Let's keep walking," Maggie said. Not recognizing the truck, she picked up the pace.

Just then her son tripped on a stray branch and pulled on Maggie to wait. As she stopped, the dark glass of the passenger window rolled down and a young man with sunglasses leaned over to get a better look at the sidewalk couple.

"Mrs. Jensen, is that you?" Maggie looked up, responding with caution to the distantly familiar voice. She scooped up her son and took a step back from the street.

The driver stopped the truck, put it in park, and excitedly ran around to meet her. Taking off his sunglasses so Maggie could see him better, he said with a touch of disappointment, "You don't remember me, do you?"

Apprehension turned to delight as Maggie finally recognized her former student. "Of course I do, Jay. You're a hard one to forget."

"I never forgot you, Mrs. Jensen. You're the only one who gave me a chance."

Looking at him she could still see the twelve year old who fought the system. As the big, black truck rolled away, Maggie smiled as she read his business card, "Jay Getz, Architect."

Even if the results of your labor aren't immediately apparent, take joy in the fact that your influence reaches further than you know.

Your successes may not always show up in the classroom. Sometimes they show up when you expect them the least and need them the most.

(From APPLES & CHALKDUST, 1998)

Getting the Last Word

2009-07-31T11:59:00.002-04:00

“A ruler can be persuaded through patience, and a gentle tongue can break a bone.”
Proverbs 25:15 HCSB

Who evaluates you at the end of each school year? For me it was an assistant principal, and he wasn’t always the easiest person to get along with. He’s a stickler for the rules, not that teachers should have trouble with following rules, but his harsh observance of them could make a grown up teacher feel like a small child. When he was a teacher, Mr. Wilson taught science, and I could see how his love for process and procedure eventually blossomed into a sometimes intimidating strict adherence to protocol. I understood him. I took the time to. Would he ever take the time to understand me and maybe even cut me some slack for my less than perfectly executed lessons or nowhere near row-perfect students?

I’ve watched as other teachers under his evaluative eye came away from their encounters teary-eyed or fit-to-be-tied angry. I’ve heard their mutterings about unfair treatment or a strong desire to convince him that he’s overlooked one of their stellar accomplishments in the classroom. The back room complaining eventually found its way to the assistant principal’s ears, and he was usually then not open to extending grace to his teachers. After all, a school is a small community through which rumors, gossip, and even secrets spread as quickly and completely as a fire on an oil slick.

Not everyone speaks the same language. We may all be speaking the same language of our country, but that doesn’t mean we’re understood. Gary Chapman’s Five Love Languages is a great example of how powerful non verbal communication is for relationships – any relationships. Since education is all about relationship, building better relationships with our colleagues would contribute greatly to our common goal of meeting the needs of the students in our care.

Is my assistant principal someone who responds well to “words”? Does he value words of affirmation? It doesn’t seem so. I’ve discovered from my own interaction with him that he does value acts of service. When teachers do more than is expected of them without coercion or obligation, this not only pleases him but elevates that teacher in his eyes. The problem comes when you have a teacher who values words of affirmation matched with an administrator who, as you can see by this example, values acts of service instead.

The teacher who came out of his office teary-eyed expected that this assistant principal would see things her way and change his way of thinking in her favor. But we cannot change other people; we can only change ourselves. It’s our job to persuade our leaders. By the virtue of how we live our lives and execute the tasks given us, we can persuade others to our way of thinking – as long as it is in their best interest.

Teachable Moment
Get to know your administrators as people first so that you can understand their language. Only then can you communicate in a way that makes sense to both of you.

Teacher to Teacher - A New Set of Encouraging Stories

2009-07-12T10:22:00.000-04:00

I’m So Glad You Said That

“The thoughts of the righteous [are] just, but guidance from the wicked [leads to] deceit. The words of the wicked are a deadly ambush, but the speech of the upright rescues them.”
Proverbs 12:5-6 HCSB

When bad things happen, sometimes the good go a little crazy! This is the trap set for teachers, normally level headed and wise, when administration makes a mandatory change that does not seem in the best interest of students or teachers. Especially when the mandate is unfunded, as is often the case in education.

The budget shortfall and its impending job cuts and reassignments threw the usually loyal and dedicated faculty into a freefall. The uncertainty of what the new school year would bring festered just under the skin of their resolve. Rumors swirled around the school district in opposition to the superintendent’s assurances that all would work out in the end. The problem comes when we listen to rumors and turn deaf to the truth.

Teachers’ lounge murmurs leaked out into the hallways, the parking lot and even into our after hours gatherings. I met with some of my teacher friends right after school during this topsy turvy time and listened as they vented their disbelief, their anger and even their fears. I sat quiet, composed, with my chin in my hands until my three friends finally looked my way.

“Doesn’t it infuriate you? How can you be so calm?” one asked.

“The Union’s not going to let them get away with this,” another voiced. “Did you read the emails that were flying around today?”

“I’m sorry, I just don’t think I can take much more of this,” one friend revealed while looking for hope at the bottom of her diet cola.

I smiled. That really threw them.

“It doesn’t matter,” I said. “It doesn’t affect what I do at all.”

Now I had their attention. It’s so easy to get caught up in the negative. Panic is contagious. A crowd of teachers relying on rumors is no different than a crowd running for the exit of a burning building. It’s dangerous. We know we should calmly exit the building; that’s what we’re taught.

But all it takes is one person to panic and the rest of us get trampled.

“It doesn’t matter how much money we’re short. It doesn’t matter if they expect too much for too little,” I finally explained my composure. “I can close my classroom door and then do what I’ve been called to do – teach the students given to me. That’s all that matters. Let the powers that be fight it out. I refuse to be distracted by their politics.”

Silence. And then. . .

“I’m so glad you said that. Thank you!” one teacher said. “I needed to hear that. I needed to be reminded why I’m here.”

We then gave laughter a chance to infect us.

Rest-Less

2009-06-25T18:46:00.005-04:00

School's out for summer, at least that's what they tell me. Most of my colleagues have yet to find any rest; they are busier than they should be right now. The economy has devastated what I considered untouchable - teachers' jobs. Teachers are taking extra workshops and classes to make themselves more marketable. Somehow they need to find a way to distinguish themselves from every other teacher. Jobs are disappearing fast and it's anyone's guess who will return to school in the Fall.

We'll always need teachers, right? And yet districts are finding more ways to do without us or do more with less of us these days.

In my neck of the woods middle and high schools have added an extra period to the school day, but did not add any extra time. In some areas teachers are not getting a planning period in order to meet the class needs of these changes, only to be offered an abbreviated day in the middle of the week - as if that's enough.

Another neighboring district is asking teachers to take unpaid "furloughs" next school year. Teachers are being asked to take days off without pay; but I am not sure if those are days when students are there. If they are, we will still have to pay the substitutes that will have to take their place. The other option is to take those days on professional days. It will save money and ultimately save jobs the district says.

There are hiring freezes in districts across the map. Newly graduated beginning teachers do not have a place to go. Many must leave the state in hopes of a job, any job.

The irony - we are still experiencing a teacher shortage crisis! There are not less children in schools; only less money to pay their teachers.

So it's difficult for teachers to rest this summer. But I encourage you to take the rest where you can find it. If it's 2 hours sitting at the water's edge, 45 minutes in the car while you wait for your son's baseball practice to finish, or locked in your bedroom with your Ipod playing your favorite songs. Do whatever it takes to find rest. No one is going to give it to you, but it is yours for the taking.

I offer you this poem by Anne Sexton for you to read in the morning. I hope it gives you rest.

welcome morning

There is joy in all:
in the hair I brush each morning,
in the Cannon towel, newly washed,
that I rub my body with each morning,
in the chapel of eggs I cook
each morning,
in the outcry from the kettle
that heats my coffee
each morning,
in the spoon and the chair
that cry, "hello there, Anne,"
each morning,
in the godhead of the table
that I set my silver, plate, cup upon
each morning.

All this is God,
right here in my pea-green house
each morning
and I mean,
though I often forget,
to give thanks,
to faint down by the kitchen table
in a prayer of rejoicing
as the holy birds at the kitchen window
peck into their marriage of seeds.

So while I think of it,
let me paint a thank-you on my palm
for this God, this laughter of the morning,
lest it go unspoken.

The joy that isn't shared, I've heard,
dies young.

"Vocalist" - from Apples & Chalkdust (1998)

2009-06-11T18:45:00.005-04:00

Note: I wrote this as a remembrance of my choral director in high school - Mr. James Vines - who encouraged me to be the best I could be, but also enabled me to do so. This story is not an actual occurrence, but a reflection of the dedication he gave to his students.

"Blessed are they who heal us of self-despisings. Of all services which can be done to man, I know of none more precious."
- William Hale White

Beth was considered the top vocalist in the choir.

The year had been hectic, and she didn't put her normal preparation into a difficult piece she was to perform for a major competition. Her life as a senior was incredibly busy, and she just didn't devote the time she needed to practice.

When her time came to perform, she forgot some of the words and didn't receive her usual high rating.

Beth felt awful.

Beth's choir director offered words of consolation on the bus on their way home. Those words only seemed to intensify the guilt she felt. She not only let herself down, but felt she had let her school down.

After the others got off the bus, Beth burst into tears. She sobbed with her head down, knowing she had done her best. She felt a hand on her back and looked up to see her director with big tears in his eyes, too.

His tears brought healing to Beth's heart.

She knew by his words that he believed she could do better next time, but she knew by his heartfelt concern that he would be there to help her.

More than any other thing, your heartfelt and compassionate acts toward your students will lift defeated hearts.

Reveal your heart, and heal a soul.

Summer School - What Do You Want to Learn This Summer?

2009-06-09T15:44:00.007-04:00

Wow! Only 10 weeks until school starts! You had better get moving if you're going to learn anything this summer. What? You don't want to learn this summer? You think this is the time when your brain goes on vacation? Good luck with that - don't give in to Hulu's mandate to turn your mind into mush!

Reading is probably the most efficient way to keep that thinking muscle of ours in good shape. You can do it anywhere, no special equipment needed, low cost, and personalized.

Area libraries and bookstores are hosting summer reading clubs with incentives to get our kids to read over the summer, but you can do this at home and skip the cheap plastic knick knacks that break before you get them home.

When I was growing up, my mom encouraged us to read a book every 2 weeks - the reward? A candy bar of our choice. Now I realize that may not sound like much of a motivator, but for me, getting a Hershey bar of my own that I didn't have to share with one of my four other siblings was gold!

The best part of this was that my mom read too. She spent individual time with each of us to talk about what we'd read. I really looked forward to those "book talks." This habit followed us well into adulthood. One of my sisters and I found that we had the same taste in fiction as our mom did. We'd read the same book and then get on the phone and talk about it. I really miss those days. I miss my mom. . .

For two of my siblings, reading for pleasure was not something they liked to do. My mom solved that by reading aloud to them both from a novel. It took longer, but I still have memories of seeing my mom reading to my brother and sister who at 11 and 12 sprawled out on her bed listening to the soothing cadence of her voice.

Whatever it takes - just read!

Let's begin - go to the library - in these difficult financial times borrowing is preferable over buying books - pick something, just make sure it's fiction. No magazines. No "how to" books. Then start reading....set aside just 30 minutes a day...if you do more, that's fine, but commit to at least 30 minutes of silent reading a day.

Then come back and report on what you read. Let us know if you think it's worth our time to read too.

Graduation Double Takes

2009-05-22T21:50:00.004-04:00

Now 2009

Two years ago I helped start a partnership program between our school district and our local community college - it is called the Early College Program. Incoming high school juniors leave the confines and comforts of their traditional high school to complete their education at the community college. They have the opportunity to gain both their high school diploma and their AA degree. This is no easy task, and for many it is not an easy choice.

Please join me in congratulating the first graduating class of the Early College Program - the class of 2009! Out of 56 students who began the program in 2007, 36 graduated last week with their high school diploma and AA degree. I am very proud!

The traditional high school is fast disappearing - and in my opinion it deserves to. We've spent so much time and money holding schools accountable through state testing for the achievement of the lower 25%. We've ignored and neglected the other 75%. When people are ignored or neglected for a long time, they finally leave. Teens are looking for a way out - and dual enrollment (taking college courses that count as both high school and college credit) offers them one way.

This phenomenon is not new - in fact dual enrollment has been a viable option since the 1980's, but the number of students participating is increasing exponentially at this time. Most states make this opportunity available on some level, but it's not without risk. There is a down side.

Not every student who desires to dual enroll is ready for this shift in schedule, responsibility, and level of expectation. Some may be ready academically, but not emotionally - they're just not mature enough yet to be in a college classroom full time at 15 or 16. College professors also express reservation about welcoming high school students into their midst - they didn't get a PhD to teach high school - at least that is their perception.

Those who thrive are not easily distinguished from their college peers. Those who thrive feel liberated and finally free to be who they are away from the "drama" of high school.

So congratulations Danny, Akshay, Tiffany, Mariah, Kelly, Kelley, Ken, Gezime, Laura, Tea, Amy, Autumn, Colton, Ly, Joseph, Becca, Kristin, Nathan, Joanna, Janice, Chase, Amanda, and all those who graduated! I know you will go on to do amazing things! I will never forget you -

Then 2007

Volunteering vs. Service - What's the Difference?

2009-05-10T22:38:00.002-04:00

I work with high schoolers who are very busy people. In my opinion they are too busy. They are overscheduled and underappreciated. Those who work hard to do well in school don't stop there. Many of these same kids also are involved in their churches, community organizations, and expand their reach to national and sometimes international projects.

In many areas teens are expected to log a predetermined amount of volunteer hours in order to qualify for a special program or as part of scholarship for college, or even to remain in an accelerated school environment like IB (International Baccalaurette). If they join a "service club" like Key Club or Interact,or are accepted into the National Honor Society (NHS), they are also expected to log a certain amount of volunteer hours. If they are in the school band or chorus program, attend an active church, or strive to go into a health profession it is a given that they will have many, many volunteer hours on their resumes by the time they graduate.

I just wonder what the point is. What's it all about?

Is there more to it than resume fodder? Is there more to it than qualifying for a scholarship?

It is said that when you volunteer it changes both those you volunteer for and yourself. As I watch our teens running crazy from here to there, I don't see any time set aside to process their experiences and allow it to change them. Filling out a "reflection form" after the event is not a true indicator of reflection and a changed heart.

Changed hearts lead to changed lives.

It's about attitude; it's all about attitude.

Consider these two statements. Picture your teen arriving at a location filled with those in need. Which statement would you rather hear them say?

"I'm here to volunteer. What do you want me to do?"

"I'm here to serve. How can I help you?"

An attitude of service is different than volunteering. We are working our kids so hard just to be able to answer a question on a college application or check a box on a form that I fear we've missed the point.

How can we help our teens to develop a heart for service in today's world? What the world needs is a servant for the duration, not a hero come to save the day.

Reminder for Teachers During Easter

2009-04-11T11:12:00.002-04:00

In Good Company

Can you remember what it felt like the first time you walked into a teachers' lounge? Whether it was with triumph or trepidation, you couldn't ignore the fact that you'd finally arrived - you could now enter the inner sanctum legitimately because you belonged. You just may not have realized in the beginning what you were walking into. It seemed like an exclusive club to which you were finally accepted after all those years in school, trying to catch a glimpse of its insides as you passed the door between classes. You assumed the teaching elite hung out there to ponder the possibilities and spur each other on to excellence.

What you found was quite different.

Sometimes it's a den of complaints Other times it's full of mockers and scoffers. And once in a while it's a lions' lair waiting to devour fearful newcomers. Well, maybe it's not as bad as that, but you might want to pay attention to who doesn't frequent the lounge. It says a lot.

They say misery loves company. But sharing in misery, grumbling, and complaining only brings you down. The frustrations, disappointments, dangers, and discouragements we face daily as teachers fall under the category of sufferings, not misery. Sharing in sufferings is a way of bearing each other's burdens, and it builds you up. What a privilege it is to share in the sufferings of our colleagues, and even more, to share in Christ's sufferings. Remember, you are never alone in suffering. Whatever you suffer, Jesus suffered first; you are in good company!

When you retreat in times of suffering, you are never alone - you are right where you belong!

You Were My Voice. . .

2009-04-06T11:33:00.001-04:00

(used with permission from http://www.flickr.com/photos/disneyprincess/321060520/)

If you searched using the keywords "You were my voice" and found this blog, please leave a comment about what you were really looking for. It will help me meet your needs.

There are silenced voices in education. The voices of the very young, the voices of children with disabilities and their families, the voices of the social and economic minorities, and the voices of teachers themselves. Speaking up can be terrifying, especially if you fear disregard at the very least and retribution at the most. All too often we let others speak for us.

- the dominant culture
- the media
- Hollywood
- politicians

"He who does not understand your silence will probably not understand your words.” Elbert Hubbard

We need to learn how to have the difficult conversations and learn how to deal with crucial confrontations. But how do we do that without alienating those with the power? How do we assert our rights effectively? How do we become an advocate without becoming an adversary?

Let's examine some of the obstacles we face when we try to assert our or our children's rights. Try to identify which might be paralyzing you at this time:

1. You've been isolated or excluded by others who were supposed to be on your side.
2. You fear losing your job or reputation if you speak up.
3. You fear being seen as a troublemaker or whistle blower.
4. Everyone else denies there's a problemm and accuses you of lying.
5. You're reluctant to complain about a fellow human being.
6. Those in charge protect your opponent, even though they know he or she is in the wrong.
7. Your opponent feigns being a victim and manipulates your sympathies.

Look for the rest of the story under this heading "You Were My Voice" in future blog posts.

Homework Hassles

2009-02-21T09:51:00.004-05:00

Q. What about parents' frustration with kids educational challenges with homework? My husband gets frustrated with what we think is simple stuff---counting by 5s and 10s and addition and subtraction. Just wondering if you may have written something on PATIENCE. - Frustrated in Central NJ

Do you remember how and when you learned your multiplication tables? I do, and it wasn’t easy. In fact it was a little intimidating for me. My third grade math teacher made us each stand up and recite them to see if we knew them. I can remember how sick I felt inside when it was my turn. To be sure, I learned them, more out of fear of humiliation than anything else.

But I don’t remember how I learned to read. That came easier to me. There is no trauma associated with it. I just feel like I’ve always known how to read. But someone taught me – probably my first grade teacher, Mrs. Robinson at Mt. Vernon Elementary in St. Petersburg, FL.

When I had my own children, I had a different experience. First, my oldest son begged me to teach him his sounds so he could read when he was 4 – begged. I did and he went from there and began to read on his own before he hit kindergarten. Then I homeschooled our boys through elementary school and came up against a familiar wall.

My youngest son just had trouble memorizing his multiplication tables. I knew what that was like, but I started to get frustrated that it was taking him so long. We got to the end of third grade and he still couldn’t do it. For one brief moment I thought of making him stand up and recite them, but there is no humiliation factor in a classroom of one, and I quickly admonished myself for even thinking such a thing. Why would I want to put my son through what I went through?

Our own school experiences shape how we approach our children’s school experiences. If we were good at something, we expect our children to breeze through those same subjects. If we struggled with something, we feel prepared to help our kids as they struggle too. But what happens when there is a mismatch? What happens when you were good at something that is very difficult for your child?

We all have gifts and talents and part of our jobs as “the grown-ups” is to teach our children both appreciation and compassion for others. First, we need to model ourselves within our own families. Take time to appreciate your child’s gifts and talents, but then show compassion for where he may be lacking. Help him or her find a way around/over the obstacle he is facing in his schoolwork. If you find that you are not the right fit for working with him, let someone else do it.

Frustration only breeds frustration.

Hire a tutor, talk to the teacher about any insight she may have, and make sure your child has both the time and the place to do homework without being rushed or interrupted.

Children’s self esteem is tied to how well they think they are doing in school. Your attitude towards their achievement greatly affects their own.

In education and learning, the frustration level is a place where no learning happens. When you reach that place (either you or your child), it’s time to drop back to a place where they felt success and find a new way to proceed.

Success breeds success!