The Reading Identity Challenge

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At the beginning of the year, I asked my students to tell me how they felt about reading.  I do this every year as it offers me a baseline, a glimpse into their reading truths.  I was not surprised at the results, 25% told me they loved it, 50% told me they didn’t mind it, and the final 25%?  They told me they hated it.  Perhaps slightly higher than normal, but nevertheless, teaching 7th graders, I was not worried.  After all, every year it seems this happens and every year, children change their minds.

This year, though, some have proven to be stubborn.  Those kids that hate reading, they still were fighting me every step of the way.  Abandoning books, which we do embrace, every single day.  Refusing to book shop even.  Flipping pages aimlessly day in and day out.  Not having any desire to change their hatred, content with being part of the statistics of kids that don’t read.

So I created the Student Reading Identity Challenge.  Not just for the kids who still hated reading, but for those that needed a spark, those that needed to stretch their reading legs a little.  For myself to challenge my own reading life, nervously glancing at Hatchet and Roll of Thunder, Hear My Cry as two books I had no desire to read but knew I should.

A reading challenge for us all, so we all could get better, whatever better meant to us.  The concept is simple; over the course of three weeks or so students would select one aspect of their personal reading life and challenge themselves to make it better or change it.  Much like a personal goal; there was no right challenge, instead, it was based on the individual’s needs, the hopes for the future.   There was no limit to what they could work on and they would be given around twenty minutes every day to read, rather than our usual ten.

We started with this five-page survey; yes, five pages.  I needed students in all their stages of reading relationship to uncover new truths about themselves.  It needed to go beyond whether they liked to read or not and into their actual reading habits.  Where are they reading, what are they reading, why are they not reading more?  Where are their book gaps?  Where do they get book recommendations from?  All those little things that play into who they are as a reader.  It took the kids almost two days to fill it out because I asked them to please slow down, please really think about it, and then show your goal to me.

The goals varied; I want to enjoy reading again, I want to try a new genre, I want to read every day.  Some couldn’t think of one until we looked through all of their answers and something jumped out at us.  Whatever the goal was there was a reason, a personal one, that this was the one thing they felt would help them become a better reader.  Some kids even chose a read aloud with another teacher so they could have a shared experience around a book, trying to help them actually like reading more.  For every goal there was a story; a story of reading blossomed or reading gone wrong.  For every goal there was either excitement or reprehension; how would this actually change anything?  Once all the goals were in place, I asked the kids to somehow keep track – how will you know you are working on your goal?  Some chose a calendar to write down minutes or rank their reading of the day, some chose a peer to speak about their reading.  This is the one component I am still working on, I did not want it to be a writing experience, one where the students would have to jot down their thoughts every day, but instead, an organic process for them that helped them have a great experience, not one more thing to do.

So we began; some kids book shopped the first few days, having to find a great book as part of their goal as well,  others dove right in.  I taught a mini-lesson every day and then the rest of the time was for them to read.  I pulled small groups, conferred with students, and otherwise watched.  Were they actually reading?  Was this actually working…

One child told me she was so confused in her fantasy book and this was exactly why she never read fantasy because “It doesn’t make any sense!” and yet because of the challenge she read on, declaring at the end of the book that she couldn’t wait for the sequel. Another told me she was stuck in the boring part and this was always when she abandoned a book, but now because of the challenge, she read on.  A child who has yet to read a single book this year, no matter my support, is on page 60 of Hatchet, telling me yesterday that he read 20 pages in one day.

Whatever their goal, I saw it gradually start to happen; kids finding a way to make reading better for themselves.  Kids realizing more deeply who they are as readers, where they are on their reading journey.  For some, it has proven to be a huge revelation, for others just a small one.  But for most, it has changed something in them as a reader.  For most, there is a deeper urge to make reading enjoyable, no matter what they are reading.

So yesterday, I taught my first two classes, followed my lesson plan to the tee.  But in my 5th hour, the students asked if they could please read for ten minutes today, knowing I had only allocated ten.  Of course, I said.  When the fifteen were up, they asked for five more minutes.  Of course, I said.  When the five were up they asked if they could please just read the rest of the class.  As twenty-five students stared at me, seemingly holding their breath, I said, “Of course.”  And then watched the thickest of silences fall over the room as they each retreated into their books.  Even the ones who tell me they hate reading.  Even the ones who used to flip pages.  I did the same for the rest of my classes, and it didn’t change; silence, except for the pages being turned, and one child telling me triumphantly that they had read fifteen pages today – more than they read all of last week.

The reading identity challenge is not the end all be all, but it is another step in helping students uncover another aspect of who they are as readers.  It is another tool to help them become empowered in their own reading journey.  It is another step to tell all of my students that reading matters and that they control so much of their relationship with reading.  That new genres await, that it is possible for reading to be fun, that they can make it through the boring parts, that they can go deeper in their text.  That reading should be a part of who they are and therefore also should be something they mold and shape as they develop further.

As for me?  It turns out that Hatchet and Roll of Thunder, Hear My Cry were amazing books.  That I have realized that perhaps I should be looking at other classic children’s book gaps to make sure I am able to recommend them to kids.  That even though I love reading, I still have things to work on.  Just like my students, just like we all do.

PS:  Here is the reflection sheet I had them fill out at the end.  The standard referenced is one that measures providing evidence for their thoughts.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like infuse global collaboration into their curriculum, was just released.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 .   Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

 

 

We Don’t Just Teach Curriculum

My first year of teaching I don’t think I ever thought about the end of the year until the end came.  Taught every day as if this was the only day that mattered.  Taught every day with short-term goals in mind but was too overwhelmed to think about the whole year.  To think about how my 4th graders would have changed by the time they were ready for 5th.  I think this is common, it is part of the first year survival strategy.  One day at a time, sometimes it seems like one lesson at a time.  We keep the whole child in mind but really just teach the skills that we set out to cover and hope we do a well enough job.

Now, nine years in and counting, with the feedback given to me by my students, I keep an eye on the end.  Not to count it down, in fact the end always comes to soon, but instead to remember the big picture, the end destination; better children, bigger minds, more knowledge, more self awareness.

So while I teach to ensure equal success with our content, I also teach with a larger goal in mind, always propelling us forward; how to become better human beings.  How to walk away from 7th grade English and feel like they know themselves better.  How to adapt any learning environment to learn better.  How to have courageous conversations.  How to figure to figure out who they are and where they want to go.

So we weave in the small, but often missed, questions throughout our curriculum, throughout our explorations.  I ask my students what is their writing process, they often have little clue, and we revisit the question as the year progresses, so that they know that this matters to who they are.

I ask them how they adapt the environment to fit their needs.  Where do they sit to learn?  How do they learn best?  How does who they sit by affect the way they feel about our class?

I ask after every major unit what they grew on and what is next, how will they get there?  They always assess themselves on anything bigger before I do, after all, they need to have a part in what they have accomplished.  I ask for feedback on the things we do to make sure they matter to the kids.

I offer choice, of course, but not just in product, but in engagement, in assessment, in process, because sometimes product choice is not an option.  I constantly ask them to self assess, even those who cannot be bothered, so that they know that how they feel they did matters to me and to them.  We stop and discuss when we need to and adjust course when we must.

I ask them who they are, how they feel, and how I can be a better teacher for them, for the class.  Do they feel respected, do they feel this matters, do they want to come to class?  And I listen, and I do something based upon what they tell me.

We were never meant to just cover curriculum, we were never meant to just prepare kids for the test, for the next year, for college and career readiness.  We were meant to be the handlers of the future.  To guide our children to stay curious.  To protect the innate love of learning they come to us with.  We were meant to help create a better populace that can accept who they are and know that within them there are things that matter, things that still need work.

So don’t just cover the curriculum, don’t just go through day to day.  Embrace the amazing opportunity that comes with being in education; the chance to shape the future with the conversations we have now.  We are not just teachers of our subject areas, we are teachers in every wonderfully convoluted term of the word.  So ask questions beyond the subject, give time to reflect, to slow down, and to find  a pathway to being better.  Keep an eye on the end not because you want the year to be over, but because in the end, you know that what you did together mattered.  That those kids you were lucky enough to teach grew in more areas than one.  That is the promise we can make every day.  That is a promise we can keep.

I am currently working on a new literacy book.  The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like infuse global collaboration into their curriculum.    So until then if you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

A Better Way to Write Fiction Stories

We have been immersed in fiction writing for the past three weeks.  I have been amazed at the focus of my students, at the need for creation,and also their creativity.  As always, the plans I started with now look nothing like the plans we had, and so I thought it only fair to share what writing fiction in 7th grade English has looked like for the past three weeks and what I have learned and remembered.

Create Something

I knew that I did not need them to create the same product, after all, my standards assessed involve organization, word choice, conventions, and plot.  Nowhere does it say that they must write a certain story, but instead I asked them to create something that would allow me to assess these things .  I have been enthralled with their creativity process; yes, many students gravitated toward a written story with a neat beginning, middle, end, but others stretched their legs writing Minecraft fan fiction, movie scripts, picture books and even choose your own adventures.  I have students co-creating stories from opposite perspectives, I have students writing free verse (it is harder than it looks).  I have tales from their own lives and ones they have invented with made up words of their own.  Because it has been their story, their way, they have wanted to work on it every day, excited to share it with others.

Few Lessons

I have spent most evenings leaving feedback to students, thank you Google Classroom for making my life easy.  I have spent most class periods meeting with students asking them to tell me what I should look at when I read their work and then helping them from where they are.  I have gathered information on lessons needed and tried to support each child on their own writing journey, with the help of the support teachers I sometimes have.  Always trying to move students one step further and helping them think about what they need next, rather than a broad lesson that could apply to all.  The few whole class lessons we have had have been brief and centered around reminders on paragraphing, dialogue, and consistent verb tenses.

Speak Up

I have asked the students to please speak to one another, to please share their stories, to find those they want to write with and use each other as I use my own writing friends.  I started with putting them into writing trio groups but since abandoned the idea, realizing that the stilted conversations they were having would never get them much further and instead asking them to find someone that will not only read their work, but also be honest in their criticism.  This is still a work in progress, but I have seen the improvements, I have seen the growth and know there is something there.

Best Draft

I have asked them for their best draft, not their final version, and I owe so much to Kelly Gallagher for this wording.  Gone is the anxiety over perfection.  Gone is the notion that they must reach an unachievable goal as they hurtle toward the end.  Instead they work diligently, trying to get it to the best of their abilities before they turn it over to me.  Before they turn it over for more feedback that will ultimately push their story even further.  They know the process is not done just because they hand it in today, because the project is called best draft, even though in reality, many of them have handed in amazing stories that need little more work.

Use the Space

I have asked them to please find out how they write best within the environment we have.  How they best can support their own writing process, how they can use the classroom in a way that helps them better focus and find their flow.  Kids have been in corners, moved tables, on bean bags and in the team area.  We have had music, gum, and conversation.  For some we have had headphones for quiet and spaces to concentrate.  Each child is now a step closer to knowing how they write best, even within the confinements of a typical English classroom.

Find the Experts

For the past three months we have reached out to those who have walked the path before us; the authors that inspire us to write better.  Using Skype we have asked amazing authors whose books delight us what their writing process is and how they edit.  Every class has had different conversations but they have all centered around the same thing; find your own way, there is no right way for all, just a right way for you.  Hearing it from the mouths of those whose books inspire us will always amplify the message we already teach; writing needs t be a part of you so find your way of writing.

So now what?  We rest a little.  We change our focus as our stories simmer in our minds and then in a about a week we return.  Once the dust has settled, we look at the feedback we have received and we try to make it better.  We speak of revision as if it is just one step but I know from my own writing experience that revising is ongoing, editing is hard, and that it sometimes means stepping away only to come back later.  I still have much to learn as a 7th grade English teacher, I still have much to figure out, but this process?  It made a difference in the last three weeks.  Who knows how they will grow as writers next?

I am currently working on a new literacy book.  The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge.  I also have a new book coming out December, 2017 called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like infuse global collaboration into their curriculum.    So until then if you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Planting a Seed – Our Project on the Refugee Crisis

I grew up in a home that had a newspaper on our table every morning.  Laid out for us kids to see, we grabbed the comics first, then the Danish news.  I was a teen when I started reading the international news.  Being aware of the world was something that was expected of us, after all, Denmark is a small nation.  We read the paper, we listened to the radio, we watched the news.  Not always fully attuned but always aware of at least some of the bigger things happening in the world beyond our own.

Being a globally aware and invested teacher is something I have tried to live and breathe for many years now.  After all, the Global Read Aloud was created with the idea of making the world not only smaller, but also more interconnected to create more empathy and kindness.  My students have therefore in varying degrees always brought the world in, been a part of projects that involved others and tried to know more about the outside world than when they came in.  Working on a team with an incredible geography teacher has only made my job easier.

So this year as my English standards starred me in the face a small idea started to form, a seed began to grow; what if instead of “just” doing summaries, what if instead of “just” having an opinion, I was able to structure an inquiry project into something that I have been following myself; the Refugee Crisis?  What if we created a two-week experience where the students got to learn at their own pace with the end goal of having an opinion?  With that, I started to plan…

We would have two weeks roughly of work time, with time dedicated every single day after we do our 10 minutes of independent reading.  Students could choose how they wanted to work and engage with the materials.  I used a sheet that simply asked kids how they would like to engage with the learning and then crafted lessons based on this.  I have used this approach in the past and it has worked pretty well, this time I should have been more diligent with using it though after the kids filled it out.  However, that being said, kids were also good at reaching out and asking questions, as well as use each other for help.  I did promise the students that I would only do one whole class lesson; how to write an opinion piece using the MEL-Con format, and I kept my word.  My students have asked me to do less whole class teaching and I am adhering to that as I can help them better in small groups anyway.

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Our anchor chart for the MEL-Con format

We first needed a question, one that would give us a focal point but would not be shaped or tainted by my opinion, after all, I did want the students to come to their own conclusion.  So our guiding question became ; What should America’s role be in the refugee crisis?  This was what the students would work toward and discuss.

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We created a running word wall as student questions came up.

I knew I needed texts to start with; thank you Newsela for your text-sets, you saved me so much time.  So I pulled nine different texts that highlighted different aspects of the crisis, printed them at three different reading levels and told the students to choose three of them to read at least.  I also made all of the texts available as a folder in case they lost their copies.

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Another teaching tool for students to reference

I also wanted students to watch videos; I created a padlet with different short videos that would be appropriate for 7th graders and also less than 20 minutes.  Students were asked to watch at least one, but could do more if they wanted to.

I then crossed my fingers and asked on Twitter; would anyone Skype with my students about being a refugee?  I am so grateful for the response.  Three of my classes were so incredibly lucky to Skype with the incredible Rusul Alrubail,she graciously and courageously shared her story of how she became an Iraqi refugee at a young age.  To say my students were moved by her story would be an understatement.  Yet, the kindness of strangers continued.  Another teacher, Emily Green, from Michigan asked her students, some of them refugees, if they would create a small video for my students.  Last night, I received three different videos from her courageous kids sharing their stories.  Today as I played them for my students, you could have heard a pin drop.

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So for the past two weeks, my students have annotated the texts (using their own systems rather than ones created by me) for anything that stood out, they have written a summary on one article, and they have crafted an opinion on the guiding question, as well as craft an opinion piece based on all of their newfound knowledge.

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In some classes we started in small group before we went to whole class discussion.

Today, as we came together as a group to discuss what we have learned and what our opinion is, I sat back behind the kids and watched them practice their discussion skills.  As kids navigated the ins and outs of adult unmoderated conversation, I couldn’t help but feel just the tiniest bit proud.  Yes, they were discussing, yes they were listening to each other, but that was not the only thing I observed.  I observed kids who all of a sudden understood just how vast of a nation we live in.  Kids who now know where Iraq and Syria are.  Who know tales of children passing through Europe unattended as they try to reach freedom.  Of people who never wanted to leave their homes but were forced too.  Of what we can possibly do as a nation but how many hurdles there may be to making any decisions.  I also saw kids who started to understand that for some reason they equate refugee with terrorists.  Who thought 10,000 refugees is a large number but have since discovered it might not be.  Who know that we need to help but are not sure just how to do that.

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Discussing  as a whole class

I didn’t set out to shape the opinion of my students, that is not my job as their teacher.  Instead I wanted to create an opportunity for them to form an opinion on fact rather than hearsay, on research rather than rapid talk.  I know that some believe America should do more and others think we do too much already.  I know that for some they don’t really care either way.  But I also know that by giving them more control over their learning, by giving them tools to start with, by creating a guiding questions and then by bringing others in via Skype and YouTube that we have created an experience that matters.  That together we now have this piece of the world that ties us together and that will continue to crop up through the year.

Yesterday, a child asked me what the deal was with Mosul and weren’t they bombing over there?  A child that two weeks before was not even sure that Iraq was a country or what refugee meant.  That child had heard on the news that fighting was starting up again and now wanted to know more.  As teachers of literacy we have incredible opportunities to bring the world in, to help our children find their opinions, and to create experiences that connect us with other human beings.  I wrote a book on how to do just this,  not for the sake of the book, but for the sake of making this world a better place.

I ended our discussion time today with the following words; “My job is not to make you think a certain way, my job is to make you think.  So whatever your opinion may be, all I ask of you is to have one based on fact, rather than what others believe.  Keep your ears open and ask a lot of questions.  That is the least you can do as the future of this country.”

As teachers, we can bring the world in when it makes sense.  To make it matter more than just getting through the year or working off our checklist.  The year has just started and yet we have so much more to discover about the world.  I cannot wait where our learning takes us next.

PS:  If you would like to see my folder of resources, go here, some of it is loose.

I am currently working on a new literacy book.  The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge.  I also have a new book coming out January, 2017 called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like infuse global collaboration into their curriculum.    So until then if you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Are You Doing Your Own Homework?

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This summer as I saw my niece, who is now a sophomore, we inevitably spoke about her reading life.  She used to be a voracious reader, we could not get enough books in her hands.  Then she came to the whole class novel, which inspired this post, and since then her reading life has been limping at best.  This summer I asked, as usual, “What are you reading?”  She told me The Kite Runner and then scoffed.  Surprised I asked why the reaction.  She then told me that she had read the book and loved it but now had to reread it to annotate it.  “The whole book?”  I asked.  “The whole book.”When I asked her why she was not quite sure, perhaps they would use parts for discussion.

I wondered then, as I often do, when I come across homework assignments that appear nonsensical, whether her English teacher had done their own homework?  Whether they had taken the time to annotate the entire book themselves.  Whether they understand the labor that was involved with that task and how it would take away from the enjoyment of the book.  It seems to me that once again something that is meant to teach kids how to better thinkers, instead is implicit in the killing of their love of reading.

Several years ago I started to do my own homework.  From the stories we wrote, to the essays, to the speeches, and to the presentations.  I started to experience what I was putting on the shoulders of my students and I quickly realized that what I thought would just take a few minutes never did.  What I thought would be easy hardly ever was.  What I thought would be meaningful sometimes wasn’t.  So I stopped giving homework, except for reading.  I stopped going by the formula of grade times 10 minutes.  I stopped handing out packets and instead vowed to stop talking so much and instead spend the time in class on discussion and work time.  I expected pushback or concern, but have hardly gotten any in the last six years.  Most parents express relief instead.

So every year I make a deal with my students; if you work hard in our classroom, you should not have to do work outside of English.  If you give me your best then besides reading a good book you don’t have to give me anything more after you leave our classroom.  And for most it works.  Most of my students come ready to work, ready to learn, and they hand their things in.  Not everyone, just like when we have homework we have those kids that do not get it done, I also have kids that do not use their time wisely.  So I work individually with them, after all, the acts of a few should never determine the conditions of the many.

So if you are still giving homework, I ask you for this simple task; do it yourself.  Go through the motions as if you were a student and then reflect.  Was it easy?  How much time did it take?  What did you have to go through to reach completion?  In fact, if you teach in middle school or high school, do it all, truly experience what we put our students through on a day-to-day basis. I would be surprised if the process didn’t shape you in some way.

I still do my own assignments, although I have been slacking lately.  Whenever I do, I am reminded of just how much time homework swallows.  Of sometimes how little actual practice it gives, or even learning.  How homework is unfair because we have already been given hours of their time in school.  How those who really need the practice do not need it at home, but instead with us as support in our classrooms.  Do your homework, tell your students, and see how they react.  Then ask them how they feel about homework.  Let their thoughts shape you as a teacher, I promise you won’t regret it.

I am currently working on a new literacy book.  While the task is daunting and intimidating, it is incredible to once again get to share the phenomenal words of my students as they push me to be a better teacher.  The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge.  So until then if you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

 

 

 

Some Ideas for Channeling High Energy Needs Into Better Learning Opportunities

I have the honor of teaching an incredible bunch of very energetic kids this year.  Their kinesthetic energy level is high throughout the day, couple that with some also voicing loudly how bored they are in school and I have the best kind of challenge ahead.  This will be a year to remember.

So I have been googling, I have been asking, and I have been spending a lot of time trying to think of ways to channel their energy into something great.  Not to get them to quiet down necessarily but to get to a place where their energy is a tool rather than a hindrance.  I have a lot to learn still, but a few things I have tried I thought I would share with others who may have the same awesome challenge we do.

Yoga balls.  I have invested in 18 yoga balls and while the bouncing drives me a little bit nutty at times, I cannot help but marvel at the sight.  After all, if this is what the kids need even right away in the morning then I cannot imagine putting them in regular chairs.  Sure we have popped a few in the 6 months I have had them but when I am at a super store I pick up a few more just in case.  Note; I have not switched all of my chairs for yoga balls because for some kids they are a nuisance or a distraction.  Besides paying attention to their preferred seating arrangement is also giving me clues to their personality.  We also have other alternate seating such as bean bags, exercise bands around the chair legs, office chairs and regular old chairs, but the yoga balls have made the biggest difference.

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Switching up seating arrangement.  I am a huge proponent of “choose your own seat” but this year in a few of my classes I have been doing a little bit of seat arranging to spread the energy.  You see, when I have one really high energy cluster they may get really sidetracked but when I disperse the kids throughout the classroom their energy transfer to the new group.  This does not always work and I am still tweaking it to get it right, but I like what I am seeing so far.

Picture book read alouds as calming tools.  I end my days with a group of amazing boys.  They are bouncing off of the walls by the time they get to me so sometimes trying to teach them is like a game of who can interrupt the most.  Not because they are rude but because they are wired and excited.  Today I had them sit on the floor with me, away from anything they could fiddle with and then read them Where the Wild Things Are in honor of Banned Books Week.  I read it in the most soothing of voices, even when the Wild Things roar, and it was incredible.  Immediately their demeanor changed, their voices hushed and for a few moments we got to work at a level of concentration and focus that I had not seen for a while.  There is something incredible about the power of a great read aloud.  There is something incredible about story time on the floor.

The turn and talk.  When I teach my kids, i know I cannot be the only voice in the room so very little of our discussion is done in whole group, instead we utilize the turn and talk almost constantly.  My students want to share, they want to discuss, they want to participate and so I need to make sure they all have the chance.  Not just those that have enough courage to raise their hands in the air.

Incorporate brain games.  I work with really smart people and one of them suggested I use some of the same brain games that another colleague had used.  Genius.  So in some of my classes, when we have worked for 15 to 20 minutes, the students will get 3 to 5 minutes of brain game time.  All of our brain games are cooperative not competitive.  All of them have very few props and are easy for kids to participate in.  We play tri-bond, we build card houses, stack cups, hit a ball through the air as many times as we can without it falling to the ground and we do riddles.  I am searching for more brain game activities to do with the kids as I see the benefit of them using their brains in a different way after working hard for awhile.

Writing before speaking.  My students all process at different speeds and some times the very first thoughts that come to mind are not always the deepest.  So we have started a write before we speak routine whenever they are doing formal discussion.  It is simple; each child has access to a whiteboard (or they write right on the tables covered in whiteboard contact paper) and before they discuss something they take a few moments to write down their thoughts.  Having these few minutes to gather their wits, channel their energy and also come up with something interesting to say means that all of the students have a better chance of being a part of the learning.

The right to move.  Students in our classroom have the right to move as they learn.  They are not asked to sit down; they can stand, nor are they are asked to sit still.  As long as their movements do not distract others, they are perfectly fine.  This is important because for some of our kids they listen better when they are in movement.  They learn better when they have control over their bodies.

I know I need more ideas than this.  I know I am only scratching the surface as far as incorporating more movement into our days but at least this is a start.  This is a way for me to think more consciously about the need for movement and to embrace needs of all of the children that enter our classroom rather than just the quiet, compliant ones.  So if you have more ideas please let me know, I would love to be inspired by your great ideas.

I am currently working on a new literacy book.  While the task is daunting and intimidating, it is incredible to once again get to share the phenomenal words of my students as they push me to be a better teacher.  The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge.  So until then if you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.