Welcome Letters: Creating Relationships with Parents Early

A few weeks before school starts every year, I send out a welcome letter to parents. I introduce myself, share our classroom design and let parents know my philosophy of teaching and how our student-centered classroom operates. I also make sure to tell them about our flexible seating and give them a copy of the department syllabus. I make it clear that I am a mindful teacher and that we will be utilizing these strategies in class. I like to send it two weeks before school, because this gives parents plenty of time to ask questions, tell me about any concerns they may have and think about adding some donations to our classroom makerspace and design.

Some years, I get no responses from parents and some donations arrive with their children. Some years I get a lot of emails about how I taught their other children and maybe how they have heard about my classroom from other parents. I have never received a negative email. But, I do at times get some from parents who are concerned about flexible seating, whose child may have learning difficulties, or who feel it is too liberal. I absolutely love when parents ask questions, I would like to be on the same page before school starts. Our open house is a month into school and the Blast-student day occurs, when we are having teacher meetings during pre-planning. Sending out a welcome letter lets them know instantly that I like communication and that I am transparent about our classroom design and expectations.

I sent out this years letter this morning. Attached was a wish list for our makerspace, with the caveat that it was not mandatory but would be greatly appreciated. I also attached a syllabus, so parents could see our curriculum and pacing guide. This way they know what to expect. Now, parents do not have schedules yet for next year, so this stirs up some excitement that they are beginning to get emails from their teachers. Today already, I have received 8 responses three from parents of former students excited that I get to teach their younger children. All offering donations to the makerspace, therefore, asking is so important. Parents want to help, they just need to know how. The last, was from a parent concerned about the rigor, her daughter has ADHD and struggles with a fast pace.

I emailed the concerned back immediately, letting her know that her daughter will get all the help she needs. I told her that I have Dyslexia and my son has ADHD and Autism and I am very aware of the needs of my students. That we have 1-minute check ins weekly, to keep a consistent communication going and that we also have student led remediation and enrichment circles, where students mentor one another and that I am always present to listen and help students whenever necessary. We are required, a district policy to explain our late work policy on the syllabus, this freaked her out a bit, it is 25% a day late and after a day no credit. But, I am much more flexible, I explained. I always accept late work and offer purposeful extra credit, this eased her mind. If I hadn’t heard from her, I never would have known. This is the importance of purposeful and meaningful welcome letters.

I do not send a welcome letter for any other reason than to be transparent and completely honest about my student-centered classroom, before school starts. If they know my expectations, there will be no surprises. I appreciate the positive email today- they made my day for sure. But, I very much appreciate the emails where parents ask questions and I can build a rapport early. This lets me get to know parents and hear about their children, so by the first day of school, I can greet them at the door and say, “I enjoyed hearing from your mother or father.” This lets them know their parents and me, are on the same page. I highly recommend welcome emails or letters. It sets the tone for the year and with 152 students this year, between 5 gifted classes and 1 academic class, this will make a huge impact on relationship building and letting parents know they are part of the learning environment.

The What The's.....

Why?

I have sharp memories of wanting to be a teacher. Lining up my dolls and stuffed animals at the foot of my bed, teaching them math and science. I see it clear as day. I knew when I was in Kindergarten that teaching was a calling, it was not for profit, of course, but for the sheer joy of being heard, sharing ideas and building relationships. I didn’t have friends growing up, I was bullied. My dolls and plush companions were my friends and they paid attention, they appreciated me. As a child I learned very quickly to change my definition of a victory- the little things needed celebrating too. I recognized a strength in myself, a resolve. I knew I would have the talent, I was a hard worker, but would I have the stomach for it? Education is not an easy profession, this I knew instinctively. But, it is one of the most fulfilling. Education is what I needed, what I longed for. A field I could do well in and excel at, but also continue to grow and challenge myself in.

There is a narrowing, simplification of things as you get older. Things you no longer have the time or inclination to do. We place a lot of trust in ourselves and surrender to the inevitability, that there are expectations placed upon us: parenthood, job security, marital compatibility or the single life, etc. These responsibilities, societal norms, they shape our outlook, but they do not control it. We string together Hail Mary passes and cautious moderation, and everything in between, we learn to self-message and self-govern. We welcome the merciful failures and A-Ha moments. We lean in and beckon- the what the’s- those moments where the lacquer thins, the shininess fades and things become raw, real, gritty. We are always heavy with the fear the pilot light will go out, yet we continue to use the stove top. We become accustomed to comparisons and degradation. We see strength in others and feel self-doubt and insecurity, but we always persevere- why? We are educators and deep in our psyche are those crisp, articulated memories of why we took this path. We see our dolls and plushies and remember our purpose.

When?

There are "helmers", those that we admire, take the lead, shout from the roof tops. They control their narrative. We travel miles in the saddle, we accept public failure, we become inoculated against negativity and criticism. No matter what we do- there will people who are allergic to us. But there are others, who will light us up, with their positivity and appreciation. We need to grip things less tightly and be comfortable with the recognition, either way it is beneficial. What people hate about us, might be one of our outstanding qualities. We can let education become a personality trait, but we can’t let it be our everything. We can’t let ourselves become tone deaf or blind to other things. We must keep our hearts open and our minds clear, to draw in the new ideas and strategies that swirl around us daily.

A small part of me, becomes amplified. The teacher voice becomes electrified and energetic. Temporarily I am a "helmer", but I quickly retreat, because the sheer volume of greatness around me, needs me not to participate, but to simply absorb. My illusion of education is punctured. A course correction occurs. When I think of what other people are thinking about me: what I type, write, express, I become paralyzed. I hover above myself, looking for every mistake, every weakness. To remain robust and sustainable, however, I must take risks, stay involved in the conversation. As humans, our minds cling to what we know, it is a safe place. But we are story tellers and we can’t share our insight without experiences, good or bad.

How?

Being a writer and sharer, a voice of change, involves risk. In the great novels of our time- characters experience pain, they struggle through obstacles and challenges, they endure their microcosm and eventually exit, out into the macrocosm of life. We become disinterested in the story, very quickly if they don’t have these aspects, these hurdles. So, if we love these themes in books and movies, why do we fear them so much in our own lives? Growth seems like a very scary thing, until we change, conquer our demons. There are no punishments only consequences, for our choices. There is no subterfuge, only self-doubt. We must formulate our educational mandate and keep to our artistic and academic purpose. It is like an itch, you are trying to scratch, but discover is not on the surface. It is under layers of skin, internal, unreachable. This is our story. Internal, ingrained, irritating enough to get us to pay attention to it. It is only quenched, when we look at it head-on, each doll, each plushie, remembering why we are here. The undeniable yearn that only educators feel.

When we feel exhausted, feel inadequate against those "helmers" who lead the march. We must not surrender but gain momentum and climb on the horse. Rest on the saddle, that is of our design. We are all unique, some of us may want to be on the front lines, others in the infantry, defending the archers. While some, in their classrooms are victorious, waving their flags high and mighty, on the battlefield, they need to be the archers. Those taking aim and hitting a bulls-eye from the fringes. Each player is a part of the larger campaign. To hold our positions is key, to who we are.

We are story tellers, adventurers, narrators and each of us has a perspective, personality and pivot that keeps our stories personal and ever progressing. We need to know that the shelves are not full of just Science-Fiction or Historical Drama’s, but every genre imaginable, in every language and point-of-view. Some have villains and monsters, while others have dragons and princesses. But, all of them have characters. Be yourself, be in control of your narrative and I am certain, others will want to read it.

Creating a Creativity Smorgasbord: Classroom Makerspaces

Why Have a Makerspace?

When we have a hankering for something to eat, we want not just cheesy potato skins, but a chicken wing and a deep fried something, to go with it- a sampler plate, pu pu platter, a tasting board. Or we want something simpler like a cracker and cheese plate with fruit. Our taste buds are not always satiated with something salty or savory. We need a smorgasbord of options, that is why restaurants offer menus, some more extensive than others, but always a variety of scrumptious options.

This is our culinary makerspace, our palette of appetizers, main courses and desserts. It keeps eating exciting, offering an endless array of combinations. It allows our minds to get creative, to try new things, to build and construct a meal from scratch or to enjoy the masterpieces of others. Either way, this cornucopia of umami, bitter, sour, sweet and savory lets us choose what is delicious for us personally. It provides a tool cupboard, a pantry, for us to view and pull our spices and ingredients from. This way we can mix and match, add and blend, until we have masterfully cooked a delicious meal.

Classroom makerspaces need to be simple enough to be accessible and welcoming to every student- to big of a selection can be intimidating. But, too limiting can hinder creativity. A balance of recyclables, reusables and old and new items is what works best for my students. Some makerspaces are designed around crafts. Some are specific to technology and coding. While some are full of paper and art supplies, others are full of Lego and construction supplies. For our classroom makerspace, I have the basics: various styles of paper, crayons, paint and sparkly things, but I also have plastic bobbles, paper towel and toilet paper rolls, old CD’s, yarn, different cloth cut outs, pipe cleaners, playing cards, game pieces from old, game boards etc. Anything and everything.

How to Get Started?

The most important thing in designing and building a usable, extensive, yet welcoming makerspace is asking for donations. At the end of the summer, parents are cleaning out garages and backpacks and getting ready for the new school year. They have an avalanche of supplies bound for the garbage. You just need to spark their interest and they will, instead of dumping them in the trash, will put them in a box and deliver them to your classroom. They must come to open house and get their child’s schedule, locker etc. If they know you are building a cool learning space for their child, they will gather tons of supplies. They will volunteer to get rid of junk from their garage- they want it to find a home. All you need to do is ask. They will also bring in a lot of new supplies, parents are very generous when they know the purpose of why you are asking.

About two weeks before school, when rosters become available, I know they change a bit, but not too much at this point, I go in to our system and set up a mass email. I generally hate mass emails but, in this case, I make an exception. I send one per class. It is a welcome letter and an explanation of my student-centered classroom design. I give them an explanation of how our classroom makerspace is used and how every year it gets enhanced and supplied through donations- not of just new stuff but recyclables and junk. The only things not permitted in our makerspace are glass, sharp objects and non-dried food items. Everything else is welcome and it amazes me the variety of things that make their way to our makerspace.

Getting it Set Up

Generally, I have two long tables down the middle of the classroom, underneath the tables are various crates and containers and on top of the tables- bins of the more day to day materials. I like to combine materials and have students dig through the boxes for ideas. I rarely have everything out at the same time- I shift storage bins depending on the unit. It is like at home when I hide some of my 8-year old’s toys for a bit, then switch toy boxes every month or so, it keeps his interest. My students get excited when the blue creates, are now the red boxes etc. They begin to remember what supplies they are missing and look forward to being able to use them again- play-doh is one of these supplies. Students absolutely love play-doh, so if I do not make it ‘disappear’ they will hone in on that first.

A makerspace can be small and compact- an art supply nook in the corner of your classroom. It can be boxes of recyclables or it can be one long table down the middle of the room. I like the center of the room, accessible from both sides approach. This way they see the supplies daily and it continues to be a focal point in the learning environment. Since my classroom is student-centered, they use it just about every day to make quick demos, design visual representations of body systems and to even design Rube Goldberg machines at the end of the year. They can use it to tinker and design during combinatory play or to get ideas on how they want to teach a concept to the class, it is not a free for all- they use it for my class only- but it is accessible always.

Here is a list to get you started- the basics of any makerspace. But the organic and natural design will fluctuate and change as more supplies arrive. It is awesome when you ask for just about anything- what you will get. The crazier the supply, the more creative students will become. One last thing, you should have volunteers/helpers set up in each class, to help reorganize and keep it clean. Students need to put things back and clean up every day, but if you have helpers, it will never get to unorganized and messy. I am a neat freak and it took me awhile to get comfortable with the messy aspect of a makerspace, but it is important that it feels and appears to be a place used and loved, not a pristine place they are reluctant to utilize.

Please check out several of my earlier posts about makerspace activities we have done in my classroom, here in this blog and in iteacherimother.blogspot.com, for more ideas.

Basic Makerspace Supplies

•      Toothpicks       • Card stock

•      Straws •  Toilet paper rolls

•      Craft sticks      •  Paper towel rolls

•      Pipe cleaners •  Sponges

•      Q-tips   •  CDs

•      Spaghetti   •  Rubber bands

•      Plastic silverware       • Paperclips

•      Paper plates/bowls   •  Scotch tape

•      Small cups       •  Duct tape

•      Coffee filters   •  Masking tape

•      Aluminum foil       •  Cardboard

•      Plastic wrap    •  Beads and sparkles

•      String    •  tissue paper

•      Yarn      •  Play dough

•      Playing cards •  Crayons and markers

•      Index cards     •  Foam balls

•      Scrap paper     •  Lego bricks

Combinatory Play: Dabbling in the Classroom

Curiosity Cliff

We have this image of what a genius is- a person who has these amazing ideas, all the time. The individuals brilliant and insightful, day and night. A person for whom things come easily - that have minds more advanced somehow. But, this is not necessarily the case. Yes, they have ingenuity, wisdom and confidence- but they also get distracted, discouraged and overwhelmed like the rest of us. What they have mastered is the ability to take their curiosity, imagination and creativity and hone in on solutions, innovations and unfold a new strategy never even considered. In other words, not necessarily inventing something new, but looking at things in a unique way.

We all have curiosity, imagination, creativity and problem-solving skills. Curiosity is the cliffs edge, imagination the turbulent waters below, creativity the leap- do you dive, jump or slowly climb down the precipice? You have a choice, do you make a splash quickly, or take the long way around, dipping into the current slowly? We are constantly longing for this view, both anticipatory and exciting, but on occasion we doubt ourselves and begin to dwell inside a cave: dark, dank and isolated- where we feel defeated and overwhelmed. So many people surround the cave, however. They too are gazing upon the blue waters, waiting to take the plunge. All we need to do is turn around.

Combinatory Play

Where do we get the determination and motivation to pivot? There are times when we simply get bogged down with new ideas. The ‘ether’ I call it, is bombarding us with visions and speculations, we are simply trying to make sense of. We must find a way to separate ourselves from them, distance ourselves from the noise. Albert Einstein used a technique he called, combinatory play. Combinatory play is the “act of opening up one mental channel by dabbling in another.” In other words, it is taking two unrelated things and putting them together to generate new ideas. Einstein would play violin to overcome a challenging equation. The simple act of walking away from the blackboard and doing something else, playing music, helped the numbers fall into place. This strategy does not set apart geniuses from the masses, but rather, it is a technique any creative person will tell you is invaluable. So how can we use this strategy in our classrooms, to help our students find their cliff?

First, we need to see our learning environment not as a testing ground, where demographics and data scramble the focus. We must see our classrooms as launching points, the cliff above the sprawling ocean, of ingenuity and self-advocacy. We must see the strategies we implement as benefitting all, not just the majority. If a new drug, tested by pharmaceutical companies gets a 57% success rate, they call this ready for market. What about the other 43%? If the techniques are not elevating everyone, preparing them for the dive of knowledge, then we need to find alternatives that will. Looking at the vastness of the sea may intimidate many students, but if we model the jump, leap ourselves, they will follow.

Classroom Dabble

This dabble in something that may not be content related, might put some teachers on the defensive. “That is just playing around,” many will say. However, if we implement these, quick bursts, students will get more creative and innovative. Purposeful distractions are not a bad thing. If we redirect after a set time and monitor the process, we can create these moments of regeneration of imagination, that are meaningful, purposeful and fruitful. They will be beneficial, rejuvenating and they will provide a moment to spark new ideas.

Combinatory play can be integrated in many ways: Create a makerspace, to design and tinker but also to just play for a bit with Lego or Play-doh. Use a whiteboard, chalkboard or even table tops to design a class graffiti wall, a place where students can write poetry, draw cartoons, or even just graffiti. Even a mingle menagerie, interactive group activity, works great for combinatory play. An example, let students participate in a scavenger hunt for clues about an on-going puzzle or class problem. The distraction of the hunt, gets them out of their heads temporarily, letting the solution, to the current class challenge present itself.

I like to make sure combinatory play is not simply a time to talk, but an active, tactile experience- this is when my students focus is redirected, when they let go of what is stunting their thinking. Then, after a brief discussion, they go back to the daily activity, with a clear perspective. This seems like a brain break, but often brain breaks are content related, they are think-pair-share or just a shift of perspective, while combinatory play, is stepping away from content, for the connections, to be able to form in a more organic, natural way. This lifts the fog and allows the sunlight to reach the glimmer of blue, the shimmer of the waves that beckons us up the hillside, lures us out of the cave, and brings us to the edge. The next step, that choice is up to them.

Pockets in a Well-Pressed Suit- Understanding a Dyslexic Brain

Pockets in a well-pressed suit 

Pockets in a well-pressed suit, they have purpose, they are also stylish. If you were to put anything inside them- they would look different. It would change the dynamic of the jacket or pants. The inside is silky, smooth and rests straight and flat against the skin. This thought, this clear-cut image of a pocket is centralized. It is precise. A reminder that this suit, this well-pressed suit, is more for show than comfortability. These pockets remain empty, they need to be, to keep the stylish look on point. It is both a choice and a forethought. This message of personality is crisp- we each have our own vision of perfection. But, it is this way of thinking, that as a Dyslexic, I somehow lose in translation. I notice these nuances in other people, yet I never seem to hone in on any within myself.

Deep inside a Dyslexic mind, there are compartments, pouches, both protected and convenient. It is constructed, full of inside jacket pockets, that only we know the contents of. They are cozy nooks, in which we place those items, we are confused about or that don’t quite make sense. This way, on the outside we look presentable, fashionable, while on the inside, we may be heavy with the coins, lint and old mints, that we have allowed to collect and fall to the bottom of our pockets, remaining hidden. These incidentals clink and shift becoming distractions. We always have the uncontrollable urge to jiggle them, to remind ourselves, that they are there. Knowing all the while, that they will make us miss something, but we are always controlled, by the mystery of, are they still in my pocket?

Regular to Unleaded

Dyslexia is more than letters and numbers. It goes deeper than forwards and backwards. It resonates in a place, where we see the letters- we hear the word- but it doesn’t register until we discern it, we see the graphic, this is when the word becomes tangible. Yet it doesn’t reach our conscious until later. Everyone else makes sense of it instantly, while we take seconds or minutes longer to fully comprehend the data. It transfers from regular to unleaded only after we can make the connection to prior knowledge. Therefore, I am constantly reading and investigating new strategies. I rely on scaffolding, to make my world make sense.

I grew up with Dyslexia and today, my mind is unique, in the sense of how I interpret the world. I understand things slightly different, then other people. I keep my attire prim and proper, dry-cleaned and impeccable, to blend in with the crowd. I wear the same exterior as most. I am confident in my ensemble. It is a ‘gray flannel’ habit, as I call it. I never complain or ask for anyone to repeat something. I simply adapt, to the speed and dialect. This is the Dyslexic mind of an adult, we listen, we catalogue, we add the information to our mental bulletin board. This is how we function in the world- we visualize, we blend, and we make mental mind maps trying to stay above water, all the time.

The brain is synapses, neurons and electrical pulses zooming around- some hit their mark instantaneously, while others misfire, get delayed, and cause a slowing of action. Our brains must make split second decisions- we need a foundation, both visual and meaningful, on which to derive our next operation, our next response. If we need to stop and make sense of the order, frequency and direction of sounds and symbols, our whole process of delivery becomes sluggish. The deliberateness is the same, but the speed of accuracy is gradual, not steep and sudden. This is Dyslexia.

As a child, I would watch Sesame Street, I loved this show. But, it did not help me to read, like it did for other children. Those segments where they sounded out words- Ca….T…CAT- I heard Ca..T..Tac. So, when a fuzzy, fluffy cat appeared on the screen, I didn’t make the connection. I didn’t know what a tac was, so it left me confused. I knew what a cat was, I enjoyed seeing the cat, but I didn’t learn to spell cat from the segment, thus my reading did not improve. In other words, I missed the visual image. I misfired on the connection, making reading even harder for me to master. What started as a nightmare, became easier and finally I learned to read, albeit, much later than my peers. Now, as an adult, it is one of my favorite things to do. But, for many of our students, the nightmare is still very much alive and set on a loop.

The Approach

As a child, all I knew was that I didn’t understand things as fast as other children my age. I felt stupid. This made me insecure and very withdrawn. But, by the time I reached middle school, they had diagnosed me with Dyslexia and the haze of why, began to clear and a new layer of how, rolled in and surrounded me. How do I make my brain do what I need it to do? Adults had their strategies, but they rarely worked. I knew then, that I had to develop my own approach, so I did, but it took years to implement it fully.

I felt awkward and embarrassed. This caused depression. A feeling I struggle with even as an adult. But coping with these feeling of shame, has become easier. Rather than be judged, as most students with Dyslexia will tell you, they “fake it till they make it.” They too, form “gray flannel” habits. But, what they need to do is embrace the struggle. Now I can only speak for myself and my struggles with Dyslexia, but any learning disability or social hindrance needs this same commitment. It takes a long time to accept the deficiency, as a part of your machinery, an aspect of you and not some punishment placed upon you. I no longer see the ‘hiccup in my brain’ I lovingly call it, as anything but a layer of my personality, an aspect of my persona.

Once I acknowledged Dyslexia as a limb, another appendage, another part of my whole, it was no longer a distant deficiency, but impulses, neurons, brain waves. When I feel the clink in my pocket, I say “I accept this challenge, I will overcome the side effects, I will embrace the potholes and speed bumps.” These hindrances force me to slow down and evaluate the consequences of my actions. They keep me mindful. When I was younger, I could not understand my disability, I felt cursed, exiled. I refused to do my homework. I didn’t know how to conquer the struggles, instead I let them bury me. This happens to a lot of children dealing with Dyslexia and other learning disabilities. But, once they feel a connection, heard, understood- they feel liberated. As educators, we need to help students liberate themselves from the shackles of doubt and fear, surrounding learning disabilities.

How? Try to see the world from their perspective- understand that sometimes they see and hear tac rather than cat. Help them visualize, make connections, scaffold for themselves. Show them, do not tell them. Pause, let them process. Listen, they will ask questions, in their own way, maybe even with a facial expression and not words. Dyslexia is all about visualization- so often, it is by their actions, by their lack of words, where everything becomes clear. You must observe, listen and guide. Rather than take notes, let them listen. Give them a copy of notes. They have great memories, they just don’t have the speed of comprehension. This doesn’t mean they won’t get it. It just means they need a pause, to get the order right. But once they do, the change, lint and old mints, deep in their pockets, will become less of a distraction and the pockets of their well-pressed suit, will become functionable as well as fashionable.

2D to 3D- Teaching Past the Cross-Section

I had a fascinating conversation with my daughter today. She is 28, well-educated, open-minded and growth oriented. She has a Masters' degree and is very successful in her field of integrated technology. She sees things as cut n dry and precision as action, and values the accuracy of words. The world makes sense because it is logical and has limits, but she also sees it as fluid and evolving. The merging of these two, seemingly diametrical points of view, keeps her very level headed and focused. Let's just say she is not overly emotional. She thinks about things very reasonably. She is a problem-solver.

We started taking about education and the present situation in Albuquerque. The cities school district is losing about 35% of their teachers this year, due to rigorous evaluations, micro-managing and salary deficiencies. She asked me "Why would anyone teach to a test? I understand you want high test scores, but they have to know that taking creativity away from teachers is not going to work, especially when it comes to making learning fun for kids."

The radio was on and a teacher, whose husband is in the military, who has taught in many different countries, is explaining that here in Albuquerque, is the worst treatment of teachers that she has seen. The interviewer asks her why?

The teacher explains, "Teachers need to be themselves. They became educators to help students, to create a future of thinkers, not a generation of test-takers."

We look at each other, nod and in unison say "You got that right."

Then my daughter continues, "Teaching to the test is very 2D. Rote memory never works, especially, when you can simply look it up on google. No wonder teachers here are giving up."

She said deflated, as we parked outside of Fire House Subs. Then she continued as we exited the car.

"In college, I loved getting the rubric...no the syllabus I mean, where it told you exactly what you needed to know. You had 5 homework grades totaling to 30% of your grade, two tests adding up to 50% etc. It really was helpful information when you were budgeting your time between 5 classes. Oh, this week I only have time to do this much work, so in this class projects are worth more than an assignment in that class, so I guess I will skip that assignment. Very cut n dry."

I replied. "You can't really do that with K-12 because then they are put into a 2D mindset. They will just use rote memory and not be able to take the information and translate it to 3D. Students need to see all the angles and perspectives. That is when real learning is happening. In college its different, you have learned how to think for the most part, at least most college students, so you can just stick to a simple syllabus, to guide your focus. But its what comes beyond that schedule, that agenda, that matters most in K-12."

"2D to 3D that is key right?" she said. "I was always confused by Biology in college- they would show us slides of cross-sections of cells, I always saw them as 2D and am still curious as to what these parts look like beyond the edges. This vein, does it curl back around, or does it connect to something else? I always felt like something was missing."

"That is the difference between K12 and college, you have to take it from 2D to 3D for younger students. Cells, for example, instead of having my students just look at slides of organelles and prokaryotic and eukaryotic cells, I also have them make 3D play-doh models, of the organelles. To see how the 3D structure correlates to its 2D function. Take a definition and apply it into a 3D setting. If we memorize a bunch of facts, the edges will limit us. But, if we can see the organelle from all angles, then the shape, the way it fits into the cell, that meaning becomes visual, rather than just rote memory of scientific jargon."

"So true, I can see that," she said. "If that is true, then why are so many school districts reverting back to a 2D mentality? If teachers don't have the opportunity to teach how they want, be creative, how can we make sure our children are getting what they need?"

"Unfortunately these standardized tests have way too much priority. Numbers and data. Funding and accolades, respect and ratings, all come from this data. So teachers are forced into a box in order to guarantee districts and schools positive reviews." I took a deep sigh. "Its like bad acting, even the best script cant help the movie from feeling bad, if the acting is not good. Also, if the script is too simple or badly written, the movie will be boring and very much forgettable. This is teaching to the test. A bad movie."

"So, how do we get the drab, mundane movies to become action flicks?" she looked deflated again. "How can we make these producers of sorts, these advisers and board members, these figure heads who are only looking at the bottom line, to see that is approach doesn't work?"

"It is difficult to do, if the bureaucrats, for lack of a better way to put it, refuse to listen. But, many school districts, maybe not Albuquerque, but others are slowly becoming more innovative and open-minded." I sighed deeply. "Teachers have to demand a voice. They have to, even with the most oppressive regulations, find a way to make learning interesting and fun for students. Educators have to bring change either loudly with action or quietly with inner classroom innovation. But we have to keep bringing the change, talk to each other, collaborate and together, make our classrooms the focus, this is the only way we can make sure children are getting what they need to be productive members of society."


"I wanted to be a teacher, remember, this kind of backward, oppressive thinking is steering my generation away from education." She says frowning, "We are going to run out of highly qualified, passionate teachers if the 'establishment' doesn't get their head out of their ass."

"Yep, but as a teacher, I am getting out there on Twitter and such and just keep spreading a positive message. There are many educators who are the voices of reason, positive voices of change. This is what will eventually bring the biggest and most dramatic progress into the field of education- one loud, united voice of educators, thinking beyond the edges, outside the 2D and into the 3D. We definitely need both. We need the data and the action. But we can't rely on the mere knowledge, we also need the application of that knowledge.

We have to move beyond the cross-section and tackle the whole specimen. This is happening every day in classrooms across America. It is the openness and positive exchange that is starting the rumble. Eventually, the rumble will become a shake and then the old will collapse and the new will be constructed."

We smile, a little more optimism, the exchange brought hope, to me for sure. This made me realize that the conversation goes way beyond educator circles. It is a topic of discussion between parents and their children. It is slowly finding an energy beyond social media and radio interviews. It is spoken of in coffee houses and sandwich shops.

"I can hear the rumble," she says. "Can you?"

I look her in the eyes, proud of this conversation, "Now I can."

Letting Them Speak- A Moment of Listening

This post is about my interview with a former student. I saw him, last week, as he entered the STEAM center. I was setting up my bay for the elementary summer camp. School is over, I no longer teach him and was surprised to see a former student. We are partly in his turf- he is a volunteer at the summer camp and partly in mine- I am a teacher at the camp, but he is not under my supervision, he is helping out in another bay. He smiled as he saw me and waved, nonchalantly. I waved back, letting him know with my action, that of course I remember you. That is always the first question I get when I bump in to former students.

I actually did not have a chance to speak with him until snack time, an hour and a half later. I was eating my pretzels, when I decided to go over and sit down beside him. I asked him how his summer is going so far and that it is awesome that he is giving up his morning, to volunteer here at the science camp. He was always quiet in my class, I didn't want to make him uncomfortable, so I paused and waited to see if he was going to continue the conversation. He did. We spoke for about fifteen minutes and at the end, I asked him if he minded if I wrote a blog about our discussion, he replied "Not at all." This is the heart of the conversation. We had some idle chit-chat throughout, allowing both of us to ease in and out of the discussion.

This was a true Let Them Speak, moment. Thank you Rick Jetter and Rebecca Coda for inspiring me to talk to my students, on their turf. In this case I learned a lot about my teaching, my classroom, and myself as an educator. It was even more enlightening because he was a student who never really wanted to talk to me last year. He is a hard worker, highly motivated and engaged, but independent and a bit non-social. But this interview was amazing. We were both comfortable and relaxed- because it was neutral ground.

This is an except from our discussion:


"Hello Mrs. CJ," he said with a smile. "It is weird to think I am no longer in your science class."

"I know right? The year went really fast," I replied. "Did you enjoy my class?"

"It was my favorite class of 7th grade." He paused and made eye contact. "Really, it was."

"Did you enjoy 7th grade?" I asked.

"Most of it. Some classes were boring, but I liked my classes. All my friends were in them."

"That is good to hear. I am happy you enjoyed your year. I enjoyed having you in my class. Can I ask you a few questions to help me for next year?" I asked. "I want your honest answer, that is how I grow as a teacher."

"Sure. I can do that."

"Why was my science class your favorite class?"

"I loved the flexible seating and the fact that we had so much say in how the classroom functioned."

"Can you elaborate on that, how the classroom functioned?" I asked inquisitively.

"There was a lot of options. We could create different things like podcasts and vodcasts or we could act out a skit. Lots of things we could do as a group, but I also liked being able to do things by myself. You were open to our ideas. That made science more fun because I felt like I was in charge of my learning and you were there to help me when I needed help."

"That makes me happy- I always try to keep my classroom student-centered. Did it feel like a student-centered classroom?"

"It did because you didn't give us notes in class- we got to get those on Canvas. You were also so energetic and passionate about the content. Even boring stuff like water, you made us get totally interested because you came up with cool activities for us to do like making cartoons and stop motion video."

"Thank you for saying that. Can you share with me anything you feel I should improve upon for next year? Anything that you didn't like?"

He paused and looked down at the ground. Then looked up and smiled.

"Be honest, brutally honest. I can't improve if you aren't honest. Feedback is crucial for teachers." I encouraged.

"It feels nice to be asked, teachers don't usually ask for our feedback. I know you do throughout the year, but in class we aren't always comfortable with being brutally honest, as you say." He smiled. "But, being completely honest- there was nothing that I didn't like. I would have preferred you to actually lecture more. But, your podcasts were a great review. I like to listen to lectures rather than have to get all the information myself "

"That is good to know. Next year maybe I will have more brief discussions throughout."

"Yeah. Like 5 minute debriefs. You could call them take-away's" He was excited to share this idea.

"I love that idea. I will definitely implement that. Awesome. Take-away's love this." We took a brief respite to discuss lectures versus student-driven note-taking. Then the conversation continued.

"What about the pace- the difficulty- did it feel like a GT class?" I tried to prompt him into reflection.

"Actually, I had all GT classes. Some good some not good. Your class was challenging but I did not have to sweat too much."

"Sweat too much?"

"I struggled a bit but never felt like I couldn't do it. The pace was fast, but doable. It kept me focused and on track. With only the discussion questions as the weekly assignment and no homework, it let me pace myself."

"What about the labs and activities- what were your favorites?"

"I absolutely love the debates and symposiums. When we as a class had a big group interactive assessment or project made it really fun. It was a big connection of lots of ideas."

" I appreciate your feedback, what activity would you not want to do?"

"If I could choose one- I would take out the PBL on cells. I know when we had Harvey we had to give up the other project- writing the children's book would be way more fun than what we did."

"Good to know. Why didn't you like the cells project?"

"It was too specific, it didn't leave any room for us to get creative. I like the activities that we get to design."

"I agree. Thank you for the feedback." I smiled, Reassuring him that I did.

"Did you like the 1-minute check-ins?" I asked quickly. We were nearing the end of snack time.

"I did. It gave me time to talk to you, one on one, without having to feel embarrassed to ask questions if I was confused. Plus it gave me a chance to get to know you as a person not just a teacher."

"Really? You hardly ever talked to me."

"I talked to you more than any other teacher. I just get shy. I am talking to you now." He smiled.

"Thank you. I appreciate you taking the time to talk to me. You rock. One last question."

"If you could describe my classroom/class in three words what would they be?"

"Flexible, Collaborative and well.... can I say the last in a sentence?"

"Sure."

"As a teacher, you listen and pay attention to us, you don't just appease us, we know when we ask, questions or just need to talk, you will accept us no matter what. And you do everything you can to help us. That is why I will miss you so much."

I teared up. "Can I hug you?"

"Yes."

I hugged him.

"Thank you for talking to me."

"Anything for you Mrs. CJ. I really will miss your class."

"You are amazing, thank you so much for talking to me."

I find it simply amazing that a quiet, reserved student, had so much to say. He actually spent two days at the summer camp volunteering and we had a few more conversations. Our last encounter before he left the last day of camp, I asked him a quick question.

"What is the most important thing you need as a student? The aspect of a classroom that ensures you can learn and grow?"

He replied quickly, no hesitation "As a student, we want to be heard, listened to and respected. When we feel trusted and respected, we will speak up in class and feel comfortable sharing our ideas."

"Thank you for answering, now go and enjoy your summer."

"Can I come back and visit you next year?"

"Absolutely."

We waved one last time and he departed. I am humbled by his kind words. But his last line makes everything fall in place even more. This is not something new. It is not something innovative or insightful. It is something as educators we instinctively know. Students want to be listened to, respected and trusted. They want us to Let Them Speak. The next day I got an email from this student. He thanked me for letting him talk to me. I replied, I was honored to listen.