Home-Thinking Works Too: Giving Students Time to Think

"I like a teacher who gives you something to take home to think about besides homework." Lily Tomlin

I read this quote, for the first time, a few weeks ago. It resonated. I mean it really attached itself. I rarely give homework, although classwork sometimes needs to be finished at home. But, this quote, having hooked on, made me rethink classwork these last few weeks. When students get home at night, do I want them pondering and problem-solving, perplexed and premising, playful and productive- Or, sitting at a desk rushing through a worksheet that feels pointless?

So I asked myself, how can I get my students to go home and visualize, surmise and analyze, without having to produce anything? Is it possible to inspire students to take the time to just sit and consider what they learned in my class? To determine its relevance and importance to the real world, without having to create or write something? To just imagine and mentally assemble, as Lily Tomlin so eloquently said it, “give them something to take home to think about besides homework?”

It sounds crazy right? I had one teacher I was talking about this with say “That’s ridiculous how are you going to grade them?” “Does it have to be a grade?” I replied. “I don’t see the point of having students go home and just think, they need to produce something measurable, gradable,” she replied. “Homework is important,” she continued, “Homework has always been a part of learning, they need to reflect on their lesson of the day with practice.” “I agree,” I nodded, letting her know I was hearing her argument. “But, why does this practice need to be physical, why can’t it me mental?” Let’s just say the conversation ended there. We agreed to disagree.

So, here I am with this idea, mental homework, without a grade? Would any student complete homework that wasn’t a tangible, gradable, product? I had full faith that they would. So the next day, I asked my gifted classes these questions:

1-Why do you think homework is important?

2- Does homework have to be graded, or is merely practice and reflection?”

3- Do you think home-thinking is it just as important as homework?

4-Do you spend more time writing and completing assignments or pondering over notes and ideas you heard in class, when you get home?

5-If you were assigned home-thinking rather than homework, would you do it? Or, would you just pretend you did?

Their responses were surprising. Most students felt that purposeful homework was important but that a lot of the time, they feel it is just a way for teachers to collect grades. They feel homework, when relevant should be for practice and reflection not necessarily for a grade. One student said, “When homework helps me learn, then I want to do it, it needs to be relevant- when it is I choose to complete it for myself, not for a grade.”

When it came to home-thinking rather than homework, these answers made me smile, these answers were honest. Many students expressed that even when they don’t have homework per se, they still think about what they learned. “If you assigned home-thinking, even if I didn’t want to do it, the idea of not doing it would actually make me do it. I would think about not thinking about it and then ultimately, I would have thought about it- genius.” 

About 70% of students said they already review notes and think about all their classes when they get home. The rest of the students, feel they would prefer home-thinking mostly because they can do this in the car between extra-curricular activities and on the bus etc. “I remember more when I can just think about it for a little while and not have to stress about writing a paper or answering a bunch of questions on a worksheet.”

So, I gave home-thinking and cut back on some classwork, ensuring that they would be able to complete it in class. Opening them up to just think. After a few days- the purposeful talk in class became more purposeful. I even discovered that students were researching and trying to come up with cool facts to lead the conversations. Home-thinking lead to more motivation for many students. While some, I am sure didn’t think about science for long- partook in more collaborative chats. I heard them giving their two cents worth. This made me happy. I had nothing to grade. I only had to listen and observe.

I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin. 

You can learn a lot from not writing down a single word. Just mulling over things in your head. When you can let concepts simmer, percolate it stirs up questions and these questions need answers. These answers need clarification and before you know it. Home-thinking has worked- you are learning not because you were assigned a reading or a worksheet but because science came to life, words became visual, history became another piece in the big puzzle of knowledge.

Strong Verbs, Short Sentences: Words Become Practice

Strong Verbs, Short Sentences- Bernadine Healy

I first heard this phrase in a 'Revisionist History' Podcast by Malcolm Gladwell. The story was about an amazing woman, Bernadine Healy, the first woman to head the NIH, National Institute of Health. She ruffled feathers, did extraordinary things and left a legacy of strength and fortitude behind. This sentence, her motto, stuck with me. It changed me somehow. If you say it aloud to yourself, really internalize it, it will impact you too.

Strong Verbs

Strong verbs are action verbs. Motivational verbs. Do something verbs. To me, they evoke ownership, empowerment, and vitality. Words like cultivate, supercharge, transform and innovate. They are words I have incorporated into my vocabulary, my language, my voice. Rather than say "I will do my best to stay focused today"- I say, "I will cultivate new opportunities, transform my outlook and supercharge my drive and determination." This simple update of mindset, has exposed my hesitations, magnified my interests and revitalized my daily routine. The dull has become vibrant. The simple exciting. The hectic pace of education, more stream-lined. The end is in focus and the journey punctuated with a sharpness of clarity and adaptability.

It is a matter of mindset, an acceptance of uncertainty, with a plan. I am a person who tends to strategize a lot, in my head. The procedures, proposals and projects, may seem fluid and scattered, but they are very much formulated and methodized. They are just in my head. Then as class starts, the pieces align, the words formulate, the lesson assimilates and no one is the wiser, except me. This drives people crazy, but it is the only way I can teach. Strong verbs, mental strength, concise, developed, purposeful words. This mental chitchat pumps me up, motivates me and gives me a sense of freedom to alter and mold my world on a whim.

Short Sentences
When you have an active brain, one where a quiet moment is rare, a Dyslexic brain, you tend to talk a lot to yourself, in your head. I have long conversations where I debate topics, analyze the pros and cons of a situation and just talk things through, make sense of things. I have to do this a lot. I feel like I am a few steps behind most people, I spend time replaying conversations over and over, making sure I picked up on all the context clues. That I am making judgments based on fact, not on a misunderstanding. For this reason, I tend to prattle on when I am speaking to other people- because I want to make sure I am clear with my thoughts and ideas. Short sentences, this part of Bernadine Healy's amazing motto, is still a work in progress. 

I have had to go dormant for a bit to create a new framework on how I want to express myself. I spent time building up my confidence- convincing myself that I have something important to say. I had to update my mindset. Less is more. Be clear and concise. If they want to know more they will ask. But, also don't be abrupt, curt or make others feel like you are disinterested. Just speak with strong verbs and short sentences. This doesn't mean without elaboration or description. It means, for me, with a conciseness that means I am thoughtful of someone else's time.

When I was growing up my mother always used to say "You have diarrhea of the mouth." as a child I tended to never stop talking, because all of my jumbled, hyper-active thoughts just had to be materialized with words. They had to come to life with language, or else they would stay inside and distract me. This over indulgence of verbal articulation followed me into adolescence and adulthood. I have two modes: talkative and quiet. These days I am more quiet and reflective. Trying to bring a more 'Strong verbs- short sentences" mindset into my life. I know I appreciate it when others are clear and concise, especially when I am in a hurry.

Awareness and Articulation

With this new mindset, comes an awareness. Not only of how my mind works, but how my words impact a conversation. Also, how other people speak. How other people respond to my voice and my vision. Articulation in a classroom is very important. The clearer you are with students, the better they understand and can follow your lead. While speaking with adults, we often feel like we can be more cryptic, less forthcoming. We often just want to get out of the conversation quickly or we are so deep in conversation, we lose track of ourselves, we listen, only waiting for our turn to talk. Especially when the other person is long winded. I do not want to be that person. The one everyone wants to end a conversation with quickly.

Strong verbs, short sentences - this keeps me articulate and aware. Switches my focus to not only on what I have to say, but listening to what other people have to say. It is amazing how in the conversations, I have been having since my focus, on this statement, have been more productive. They have been more focused and the other people, I am speaking to are aligning with this as well. They simply follow my lead and their sentences become more concise. Our purposeful dialogue becomes more focused and steam-lined. Strong verbs, short sentences. 

This preciseness has made meetings more productive and conversations more meaningful because they are more harmonious, a blending of ideas and language. This is why I am focusing on my speech, my attention, my patience. The more I can learn from others, the greater my list of strong verbs becomes. The more my sentences leave room for others to speak. This is community. This is collaboration. This is the gift of language. This is strong verbs, short sentences.

Not Band-Aid's, Bubble Gum and Bonfires: What Students Need are Strategies that Work

As we are entering our classrooms this year, as we meet our students for the first time, we must pause and remember, that some students are eager to be there, and they are excited to learn something new. Others are excited to be there, and they are hopeful, that if everything goes okay, they might be able to keep up with the class. These students might have 504 or IEP paperwork or they might not. These students might be great listeners, they might be amazing adapters. Many of them can ‘fake’ their way through a multiple-choice test because they have a system. They do not necessarily comprehend the material, they simply piece-meal together bits of information- just enough to make it look like they understand it. How do I know this? I have Dyslexia and I did this exact thing, all throughout my early education.

These students have been told their whole lives that-

“You can do anything you put your mind to”

“If you keep trying, you can accomplish anything”

 “If at first you don’t succeed, try, try again”

“Believe in yourself and you can reach your every goal”

 “Practice makes perfect”

These statements are motivational to most, but they can also be disheartening or insulting to others. I know that doesn’t make sense- how can these optimistic, encouraging staples be anything but positive? When you struggle with learning, when it is so exhausting that every day you feel like you are dragging an anvil behind you. That you are slow to move, sluggish to comprehend, because you keep having to stop and tug on the rope, to inch that anvil forward, you do not want to hear something motivational you want to hear something helpful.

As a child I heard these assurances from my teachers every day- the only problem was- they didn’t guarantee that I would understand or process anything new. I am not a quitter. I persevere, I am constantly looking for a glimpse of comprehension. As hard as I try, as I stay determined to keep moving forward and concentrate with every ounce of my being- I miss things. I get lost. Even today as an adult, I lose my sense of direction, if you make me sit in a room and listen to you talk for a long period of time. The topic could be interesting, I could be invested and curious- but if you talk too long- you lose me. If you tell me to just sit still and pay attention and trust me I am already doing that, I will only get more frustrated, more deflated and well, I will pull away even more. But, if you show me what you want, demonstrate for me your process- I can conquer any hurdles. I am a visual and kinesthetic learner.

As a child, I was told to concentrate, if I just listened to directions, I would be able to do it. I was told to get to the point- ask my questions quickly. This was very difficult because that ‘point’ was not fixed, it jumped around like a laser pointer, being used to entertain a cat. You know the ones, red and bright, bouncing around the wall, the cute furry cat pawing at it with excitement. We have all seen the videos on You Tube. But, when that flickering, chaotic illumination is your thoughts, scattered and jumbled- it does not cause excitement, it leads to dread. To self-loathing, as adults are telling you, “you aren’t trying hard enough” and “don’t give up, you will get there if you just keep trying.” Unfortunately for those of us with learning disabilities, these words are hollow, we don’t need motivational frameworks we need useful ones.

I need to hear solid strategies. I need to feel patience, not just see it, but feel it. I do not need a band-aid, bubble gum, or a bonfire. In other words, I do not need a simple fix, a quick cure to something that is not damaged. I do not need a sugary sweet sentiment, or a big production number- large flames whipping the air letting everyone around me know I am struggling.

What I need, what every student needs, not just those with learning disabilities needs, but every student is CALM (Center, Alternatives, Listened to, Mindfulness. Being Dyslexic, I need to hear things and see things. Having two different mediums helps that intermittent, jouncing beam, become focused. In other words, it helps me see the point, internalize the point and add the point to my framework. I hope together, this post sparks in you, a sense of CALM so that every student can find their footing and a sharp pair of scissors to cut the rope and leave their anvil behind.

Cells, Cells, Cells: A Makerspace and Graffiti Wall Bonanza!

Cells, as microscopic as they are, are quite a sight to behold. Every organelle a different shape and design. Each with a uniqueness that identifies it. Every year I have students create organelles out of play-doh and then research their function and structure. Then each group presents a little tidbit on their organelle and puts it in the large cell model we create as a class. By the end of the day we have five amazing cells.

Each group also conducted an 'interview' with the organelle (they made a video or recorded a podcast.) They also created a magazine spread all about their organelle (they were given a rubric of information that had to be created.) Lastly, they drew a cartoon of their organelle on our graffiti wall.

It is a fun week of discovery and conversation. They really can visualize and personify each organelle and this helps them see the cell as both individual parts and a whole. This is the research, vocabulary part of the cells unit- now we get to test osmosis with gummy bears, check out some pond water and use eggs as cells and test how different liquids affect the cell membrane and cytoplasm. Fun times ahead.

Hopscotch, Skip and a Jump: Leaping Back in to the Playground of Education

Most classrooms these days have a whiteboard not a chalkboard. At least in my building. I have one of each. I love chalkboards- the dustiness of creativity as the writing blends together. The smell of powdery letters and art work. This year I painted my three round tables with chalkboard paint. This gives us three surfaces to draw on daily and one large canvas- the graffiti wall, to collectively create a piece of science art. Chalk always reminds me of hopscotch and recess. I think it evokes that in students too, as they really get a kick out of drawing with it.

Yesterday students had a quick five minute cell review where they wrote as many organelles as they could remember, what their structure and function is and then they drew examples of cells. They giggled and laughed- it was the use of chalk on the desks and tables that I think added to the engagement. It is amazing how the little things- like chalk make such a difference in interaction and collaboration. It brings out in us, a simpler vision of the world, a more playful spirit. Chalk is only one way to bring a class together in a fun, active way- interpretive movement, active skits and show me how it works are all other strategies I use to get my students up and moving: skipping and jumping. Active learning by movement and teaching. Letting students teach the class is always a good thing.

A free spirit that comes from choice and creative options really gets the classroom skipping, it brings a joy, an energy that is contagious. It spreads- one persons smile becomes the next persons smile. This is what I thrive on. The positive energy generated from freedom and interest. I know the classrooms I remember most from my childhood were the ones where I could build things and collaborate with my peers. So, this is what I strive for every day. I ask myself- "Is this how I would want my classroom in 7th grade?" If it is not an unequivocal yes, then I redesign.

Learning needs to be fun. That's my mantra. Once it becomes tedious, encumbered, stagnate then we are no longer able to jump and play and explore. Hopscotch is a symbol of our childhood recess, but why is the concept of play so hindered these days? There are no recess breaks in junior high or high school. Of course we do not have time to walk away from our curriculum for twenty minutes a day, however if we incorporate the excitement of tinkering, drawing and simple playful interaction we can bring our classrooms to a place where recess does not feel necessary. Hopscotch, skipping and jumping, are easy remedies to the doldrums of academic rigor.

I don't know about you, but I could go for a great game of hopscotch right now.

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.