Tools for Changing the Grading Conversation

While I have tried to move away from giving grades over the last seven years, I have been a failure at it.  Those pesky numbers or letters keep popping up in our classroom, whether I want them to or not.  That seems to be what happens when you work within a public school system that has made the grading decision for you.  And let’s face it; assessing students through grades is easy; put a number/letter on it and it tells the whole story for you, or so we think.  Put a number/letter on it and surely a child, or a parent, will know exactly what we are communicating and how they are doing.  And yet, that is not what happens within most traditional grading; kids don’t know why they get what they get, they feel they have no control, and parents aren’t aware of the full story.

I have to come realize that while I can pine for a gradeless system, where we do not place children into such boxes, in the meantime I can work within the confinement currently presented and change the conversation itself.  So rather than focus on trying to remove grades completely, I can make sure that the ones I am in charge of giving are actually meaningful, as well as controlled by the students, providing us with another tool for giving the learning back to the students.

We start by breaking down our learning targets whenever possible, and while this sounds incredibly formal, it is more of a pointed conversation.  What are we learning and why are we learning it are questions that students should be able to answer, even if the answer to why is to be better human beings.  Students have a hard time taking ownership over their learning process if they have no clue where they are headed.

We then discuss ways to get there.  As often as possible, students need have to different pathways to reach their learning goals.  While full personalization of product would be lovely, I am not able to provide that for my students at all times.  We then look to the five tenets of choice as ways to incorporate more personalization.

Students must know themselves.  We have two central questions we pursue as an English class all year; who am I as a reader and who am I as a writer?  Both of these lead to the self-reflection and discovery that students undertake.  After all, I need each child to know themselves well enough to know how they actually need to grow and also to find the motivation to become better.  That will not happen if I make the same goal for each child. It is also telling that many of my most resistant learners do not know who they are as learners.  How can we expect them to grow if they don’t even know who they are?

We know what the end assessment will be.  We have to discuss with students and help them understand what our grade level work reads like or presents itself as, otherwise we are asking students to shoot their learning into the dark and hope it sticks somewhere.  So actual student examples, modeling, and shared conversations have to be present during our learning as guides to the students.  Make it accessible without your direction so they can access it at any time.

We change our language.  Two years ago I adopted the “Best draft” terminology from Kelly Gallagher and have not looked back.  Often students will hand in their “best draft” rather than their final product.  Final product means exactly that; final, no need to revise, revisit, or rethink.  But “best draft” means that it is unfinished, that there is still work to be done, that even if the assessment is attached to it, it is preliminary at best and can be molded by their own efforts to change their learning product.

Students assess themselves first.  For big projects, (and I need to do it more) I will not assess it unless a child has first.  Otherwise, my voice is what they will conform to rather than their own reflection on where they are on the learning journey.  I need them to do the hard thinking work of breaking down their own skills and then seeing what their strengths are and how they need to grow further.  They, therefore, need to understand the rubric, the terminology used, as well as how they CAN grow.

They come up with a next step.  While I focus my feedback on the one next step, they also need to focus on what they are working on next and how else they will grow.  It is not enough for them to place themselves into an assessment category and then do nothing about it.  Every child needs to set the next step goal for themselves and then come up with a tangible plan to pursue it.  This will be a major focus for me next year as I am still trying to figure out how to do this best with teaching 130+ students.

They direct their learning.  Part of our learning journey is figuring out how they learn best within the confinements of our time, our environment, and the curriculum we do need to explore.  So who do they work best and where in the room do they work best are parts of their self-assessments, not just a number or a letter grade.

They take ownership over their assessment.  While the number (we are standards based) is not the description of them as a learner, it becomes part of our conversation.  We must go beyond handing out numbers or letters so that students can understand what it means to create work that is at a “2” or a “3” and then move beyond that even.  Making the number or letter something that is in control of the students changes their own classification.  No child is a “2” in our classroom, the specific work may be at a “2” level; there is a big difference there.

They want more.  My students know that their score, which is often selected by themselves, is just a part of their assessment because they are consistently provided with feedback either through a rubric, written out, or a conversation.  Very rarely, except for on our spelling packets, are they just given a score with no further explanation.  That means that they know that the number is merely a symbol of something larger and not the only designator.  They know that there is more to the story.  In fact, they get so used to this that if feedback or reflection opportunity is not provided that they ask for further clarification.  This is an indicator, in my eyes, that they see how little the actual number/letter symbolizes and need more information.

The thing is with grades, they are a tool like any other.  It is when we let them dominate our conversation when they become the only thing we discuss that we lose kids in the process.  Grades were not meant to be easy, they are meant to be a conversation starter and so it is up to us to start having those conversations if we want students to truly have ownership over their own learning journey.

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 to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

My End of Year Student Survey 2017

I owe my greatest growth as a teacher to the truths that my students have shared with me.  The courage that they have had to speak up for the type of education they would like to be a part of.  It is therefore only natural for me to ask all of my students for their honest feedback as we finish the year.  Every year, their surveys have shaped the coming year, whether it meant getting rid of a project or completely revamping something I knew was almost working.  My students’ answers have shaped much of my writing as well, both books and blog posts come from the answers they give me.

And what do I ask?  What I need to know; was this a good class for them, did I give enough help, what did they like or dislike?  Was I fair, did I get to know them enough?  How do they feel about reading, what do I need to change?  Anything I can think of that will help me grow, and not just the easy questions either, if a child did not like this class or felt disrespected then I need to know so I can change.

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So I hope you take the time to ask your students as well as the year ends and then use those truths to change the way you teach.  Once again, we have the best professional development sitting right in our own classrooms, so don’t miss out on this opportunity to learn about what worked, what was ok, and what definitely needs to change.  I have given it both as a paper survey and an electronic one, this year I decided for a Google form.  To see what I asked, go here.

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 to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

They Taught Me

I have taught children from the ages of nine to fourteen for the last nine and a half years.  I think I have taught them a few things, I hope I have, and if the comments I get from kids after they leave our classroom is any indication, then some of the things we dreamt up together did make a difference to them.

Yet, teaching was never about me.  This journey we are on every day, every year, was never about the adult in the room, but rather those kids that come every day.  Not always because they want to but because for some reason the universe has decided that we will be on this journey together.

So as another year winds down.  So as the calendar tells me only eight more days.  So as I finish my third year as a 7th-grade teacher, I cannot help but think of all the things my students have taught me this year.  Those things I don’t ever want to forget.

They taught me that being human would always trump being a teacher.

That a single story never has to define who we are, even if others refuse to believe otherwise.

That hugs can go a long way, even when said hug is to a child that towers over you.

That sometimes truths are not easy to share, nor easy to hear, and yet they can change everything.

That having faith in every child, not just the easy ones, will always take you further, even if it so hard.

They have taught me that I never know the full story and can only be grateful for the pieces that I get to know.

That choice in some way, even if tiny, will always lead to more engagement.

That I need to love first, teach second, thank you, Jed, for reminding me.

That sometimes kids don’t know how big of an effect they have on us even if we swear they set out to push ever single button they could find.

That the best part of my day will always be them, getting to teach them, getting to learn from them.

That sometimes teaching simply is preserving hope, more than anything else.

They have taught me that even when you want to shut your door, you should leave it open as you don’t know what you might miss.

That if we want real connections then we have to be real to begin with.

That even if something has worked in the past, there is no guarantee in the future.

That sometimes we don’t make much of a difference, even if we tried with every piece of us, and all we can hope is that we did not do further damage and that they knew we tried.

They have taught me that we are not perfect, that we can plan, and dream, and scaffold, and support, and yet still come up short.  That we are humans in the truest sense of the word and we are therefore inherently flawed, and yet, that should never stop us from trying to become better.

But the biggest thing, I was taught this year?

That I choose the narrative of how the year will be for me.  That I choose the way the story is told in our classroom.  That I choose whether this was a good year or a bad.

And that lesson was the lesson I needed the most.  I will miss this group of kids.

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 to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Ideas For How to Do Better Book Clubs in Middle School

In 2015, I wrote a post discussing how I was doing book clubs with my 7th graders and how their ideas had shaped our process to be more powerful.  Two years later, I look at some of those ideas and see how my thinking has changed and also how much more ownership the student shave taken.  I, therefore, decided to update that post with what it looks like now.

I knew when I moved to 7th grade that book clubs would be one of the things that moved with me.  That shared reading experience where students would get to just read and discuss is something I have loved having in the classroom the past few years.  I knew it would be a  different experience in the middle school classroom, after all , heir maturity would push their thinking, what I had not accounted for was also how my whole approach to the purpose of it would need to change to cater to a more critical mindset.  So what do book clubs in the middle school classroom need to be successful?

Then:

An honest conversation.  I would not have gotten student buy in if I had not had an honest conversation with them beforehand.  They needed a chance to vent all of their frustrations with book clubs in order to see how this time around they might be different.  They needed to know that their thoughts and yes, feelings, were validated and considered.  While most would have invested themselves in the process simply because it was expected, I didn’t want that type of buy-in, I wanted a genuine desire to use this for good, to enjoy the 4 weeks or so it would last.

Now:  

This is still how we start our book club explorations.  This one-day conversation is all about figuring out what they love, what they don’t, and how to make sure that they understand the bigger idea behind book clubs; having great conversations about a fascinating text.  This is, therefore, the first thing that happens as we embark on that adventure, after this, the kids start to figure out who they would like to have a book club with.

Then:

Choice in books.  I know it is easier to have a few pre-selected books for students to choose from so we can help facilitate the conversations, but with more than 100 students to cater to I knew I needed choice and lots of it.  With the help of my amazing library team, bonus points from Scholastic, and the phenomenal Books4school, I was able to present the students with more than 50 different choices for titles.  This way no group needed to share books and all students should be able to find something to agree on.  I also told them that if they couldn’t find anything, to let me know, we would find the right book for them.

Now:

This still holds true – the students all get to select their books and I now have more than 70 titles for them to choose from.  There is no overlaying theme between all of the books, although most, if not all, have a theme of perseverance.  This year, I have also added in some nonfiction titles and am thinking of adding more.  One thing that has helped me is by reading all of the books that I have as choices.  That way I know whether they actually have great things to discuss or not.    I also have this many books because I think it is important that the students can bring their books out of class, that way they can stay on track with the pages they need to read without worrying about access to the book.  Finally, one teacher shared the idea of having kids read individual books and then grouping by theme.  I find this to be a fascinating idea and may play with this next year.

Then:

Choice in who they read with.  Working with adolescents have made it crystal clear to me just how vulnerable they feel in these developing years and how much they value when their input is used to determine groupings.  So students are grouped together using some of their data, but also who they would like to read with and why.

Now:

I am adding an interview component to the process, as some kids do not realize how different their reading preferences, abilities, or ideas are from some of their closest friends.  This year they will, therefore, fill out this inventory and then interview potential people for their book clubs.  They will then hand in their sheet to me and I will group them together as best as I can to their preferences, but also including kids who may otherwise be left out.  For the first time ever, inspired by the idea of Kelly, one of our amazing special ed teachers, a few kids will also be given the choice of whether they want to do a book club with a chapter book or picture books that have to do with perseverance.

Then:

Choice of rules.  While I may have an idea for how a book club should function, I needed student ownership over the reading, as well as how their discussions would unfold.  All groups decided their own rules and posted them on the wall.  It has been powerful to see them guide their conversations, and yes, also dole out consequences to members within their groups that have not read or are not participating.

Students self-made rules hang as a reminder on our wall

Now:

I no longer have students post their rules, instead they just share them with me and I do periodical check ins.

Then:

Choice in speed.  All of my groups read at different paces, so they determine how many pages a night they need to read as well as when they would like to have the book finished by within our 4-week time frame.  One group, in fact, has already finished a book.

Now:

We now reserve three weeks for book club time, I ask them to pace it out so they finish with two or so days left of those three weeks.  They create a reading calendar and it gets glued into their reader’s notebooks.

Then:

Choice in conversation.  Book clubs should not function around the teacher, in fact, I have noticed that when I do listen in to an otherwise lively conversation the students immediately get timid in most cases.  I have learned to listen from a distance and only offer up solid small ideas to push their conversation further when they really needed it.  Too often our mere presence will hijack a group and students don’t learn to trust their own opinions and analysis.  Removing yourself from the process means students have to figure it out.  For those groups that struggle we talk about in our private mini-lesson.

Now:

While I still have students run their conversations, I do give them ideas of what to discuss in their book clubs so that they have a starting point.  They are also given an individual project to work on with their book (figuring out the theme and other literary elements) and so I tell them that they can use each other to help with finding the signposts (from Notice and Note) and what they mean.  This year, I will also be listening in to their discussion once a week and take some notes on what and how they are discussing hoping to work with them on their discussion skills.

Then:

Choice in abandonment.  I do not want students stuck with a book they hate, so some groups chose to abandon their books within a week and made a better choice.  Rather than think of it as lost reading time, I cheered over the fact that my students know themselves as readers.  All of my students are now reading a book that they at the very least like and that is an accomplishment in my eyes.

Now:

This still stands, except they now have to abandon it within three days.  I will also let students switch groups within the first week if they hate the book or the group dynamics do not work.  They, then, have to make up for lost time in the reading of their pages.

Then:

Choice in length and meeting time.  Students are allotted time every other day to meet in their book clubs and have 28 minutes to discuss and read some more.  While I have told student to try to push their conversations, I have also urged them to keep them under 10 minutes unless they are having a great discussion.  Students vary the length of their book clubs depending on what their self-chosen topic of discussion is and figure out how their group works best in the process.

Now:

Students are still given time every day to either read or discuss, they need to discuss every third day for sure and they can decide how long they want their discussions to last.  I do a quick check-in with them after their discussion to see how they did and how productive it was.

Then:

Choice in final product.  While our true purpose of having book clubs is to have a shared reading experience, I am also asking the students to do a book talk of some sort when they finish.  There are two reasons behind this; to assess the standards we are covering in the quarter but also for them to develop their critical thinking skills.  If the book they read is not suited for future book clubs then I need to know why.  I don’t want students to have a lengthy project because that is not what book clubs are about.

Now:

We no longer do the book talk, it didn’t work, it was too loose and the kids didn’t buy into it.  We now have two separate projects – an individual one and a group one.  The individual one is for the students to hand in a literary analysis of their book discussing the theme and the development of one of the main characters.  This is a typed paper, less than a page, that they hand in a week after book clubs end.  The group project is the 12-word book summary, detailed here.  They get two days in class to work on it.

While my method for integrating book clubs may seem loose at best, I have found incredible buy-in from the students.  They have been excited to read their books, they have been excited to share their thoughts, and the accountability that they feel toward one another is something I would not be able to produce through force.  Middle schoolers need a framework to grow within, they need our purposes to be authentic as much as possible, and they need to have a voice in how things function within our classroom.  Book clubs offer us a way to have these moments in reading that abound with deep reading conversations that I may not be able to have as a whole group, they allow even the quietest student to have a voice.  They allow students to feel validated in their thoughts and they allow them to share their knowledge with each other.  What have you done to create successful book clubs?

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 to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

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.

 

 

Silent and Compliant

I was born to speak up or so it seems.  My mother taught us all the value of our words and of our spine.  I am sure she regretted it at times as we would battle fiercely as children when we felt wronged by our siblings.  She taught us to speak up, but do so kindly.  To stand our ground but not lose sight.  To question but not in a spiteful way.  To not settle, but to fight when needed, and not just fight for ourselves, but for others who needed our help.

Yet, when I became a teacher, it seems I forgot all of those lessons.  I did not teach my students to question.  I did not ask them to speak up.  I did not ask them what they stood for because that was not in my lesson plan.  We had science, math, reading, and writing to do.  Figuring out who they were and what they needed was not in my standards.  Thus it it was not my job to teach kids to be empowered.  To empower others.  To fight for change.

Instead my job, it seemed, was to make them silent and compliant.  Silent when they do their work.  Silent when the teacher speaks.  Silent in the hallways, thanks PBIS, whisper voices in the lunch room.  Don’t raise your voice unless you are outside.  Don’t raise your voice even when wronged.  Don’t raise your voice…

Do as I say and do it now.  Do as I say and do not ask why.  Do as I say and not as I do, because I am the adult in the room, and my rules only apply to you.  The better you were at being silent and compliant, the nicer of a kid we thought you were.  There goes someone who knows what it means to go to school.  There goes someone who we can be proud of.

I once had a child ask me straight up why they should do something.  The first time it happened, I was shocked at the audacity.  How dare they question my directions?  The second time it happened I brushed it off, and yet, as kids will be kids, there were always those kids who questioned.  Why is this important?  Why do we do it this way?  Why do I have to do this?  It wasn’t until I realized just what silent and compliant would do to my own ferocious daughter, a two year old at the time who never sat still it seemed, that I realized the damage I was doing.  That I realized that I had forgotten the lessons my mother had taught me.  That I was complicit in creating a populace that would be afraid to question authority.  That I would help create a polucae that does not seek answers on their own.  That we would look at all of the fake news and wonder why we are all falling for it?

So now I ask for silence so they can think.  I ask for silence when they read, or whisper voices if they need to share during that time.  But when we learn, I ask for them to question, I ask for them to discuss, to share their thoughts, to not just listen but to think.  To seek out knowledge beyond what I present.  To find an opinion, to fight for an opinion.  To find out what matters and stand up for it.  To create a cacophony of noise as they learn so they can process the information better.  There is still silence in our classroom when needed, but it is a privilege afforded to all who request it, it is used with purpose and not for control.

I ask them to follow directions yes, we all do, but I also tell them why.  I ask them to tell me how they can learn better so we can create a better classroom experience.  I earn their respect rather than demand it and for some that takes a long time.

Yes, we need kids that will follow directions, that know when to be quiet in our schools.  But we must not forget that that was never the point of an education.  That creating robots, afraid to speak up, who follow every direction blindly is one of the last things we should be striving for.  Because those robots grow up and their silence grows with them.   We can look to our history books to see what happens when adults stop speaking up and speaking out.

So do not lose your vision for what the future should look like for the kids you teach.  I wish I hadn’t.  I wish I would have embraced the questions rather than silenced them.  I wish I would have had the courage to have them question me so that i could realize why I did the things I did, rather than just follow the program.

I teach my own children to speak up, to stand up, to do so with kindness, but to stand firm when they believe in their own convictions.  They fight my husband and I, of course, but we also smile on the inside because we know that when they are older, when they must stand by themselves, they will continue to question, to advocate, and to not be afraid to demand action. So I teach my students to speak up as well.  To do so with kindness, but to stand tall.  Our schools should be filled with voices, and not just those of teachers, is yours?

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.

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.