The Importance of Community

photo via Unsplash

Yesterday we did our regular weekly grocery shopping. At the big national chain store, there was ample evidence of panic buying and stockpiling. Nearly every aisle had empty shelves and shoppers kept their heads down and their eyes on their lists or their phones.

Contrast that with the experience at our small, local, independent grocery store. People were acting like they live in a community: folks were taking what they needed and leaving enough for others. People were smiling and chatting with neighbors and with the clerks we all know so well.

Never downplay the importance of community.

Cookies

We measure minds by their stature. It would be better to estimate them by their beauty.  ~Joseph Joubert 

Cookies

Remember the time we

decorated cookies? There was no unit of measure

for our joy that day. Who minds

learning by

mixing icing and food coloring to make their

cookie’s stature

more massive (and of course, more beautiful)? It

was about way more than just the cookies, though. Who would

believe that such a diverse group could be

unified at Christmas? No better

way than to

share a 34-year cookie decorating tradition. Don’t under-estimate

the power of cookies to overcome differences. Let them

heal the world by

their sweetness and by their

beauty.

©Mary Lee Hahn, 2018

#readkindbekind

A Bus Called Heaven
by Bob Graham
Candlewick Press, 2011
review copy provided by the publisher

A community comes together, makes something from nothing, loses it, then wins it back in a game of table soccer.

The Tree: An Environmental Fable
by Neal Layton
Candlewick Press, 2016
review copy provided by the publisher

A timely fable to remind us that it is the humans' responsibility to take care of the environment, not destroy it for our own gain.

Poetry Friday -- Community

Last week, I had something to share, but no time to read through the roundup and be a part of the community.

This week, I am longing for our community, and planning to snuggle up with laptop and hot tea tomorrow morning to rejuvenate my soul with your postings...but I have nothing to say.

Which is not exactly true, because for some reason, typing the word COMMUNITY this morning makes me tear up and sniffle. I belong here in a way that I don't belong in any other facet of my life. I am thankful for this community.

I searched through my poems and nothing came up for "community," so I tried "together" and got a poem that says much about community. It is from Laura Shovan's Found Object Poem Project last February, and is a good reminder to self that while I can't/won't stop writing #haikuforhealing, I need to get back to writing other poetry as well. Are there events or challenges going on/coming up that I can join to jumpstart my poembrain?

Photo by Laura Shovan

Mysteries

The mysteries of the world are myriad.

Sometimes they look like little balls of butter.

Sometimes they clump together in the shape of South America.

The mysteries of the world puzzle us.

They make us take our glasses off and look so close

we dust our noses with them.

The mysteries of the world hold hidden ripeness.

Each might contain a new life,

or the possibility to change the weather patterns of the entire world.

The mysteries of the world cast shadows.

Hovering above, they block the sun

and send a chill through us as they pass over.

©Mary Lee Hahn, 2016

The Poetry Friday Roundup this week is hosted by Keri at Keri Recommends.  She sent me the most wonderful "suitable for framing" poem postcard! Mine will go out this weekend, so if your mailbox has been empty...my bad. Here they come!

World Read Aloud Day -- Seven Strengths Countdown

LitWorld is counting down the weeks until World Read Aloud Day by highlighting a different strength of read aloud each week.

This week is BELONGING WEEK ("When has reading helped you feel like you belong to a community?")

In my classroom, the books I read aloud bring the class together as a community -- a truth this year in particular.

We started the year with Dan Gemeinhart's THE HONEST TRUTH (I reviewed it last year here.) When we finished, I suggested to the class that we share a "lighter" book next. They were vehemently against it -- they begged me for another book with hard issues that they would feel in their hearts. Another book that would make them gasp with fear, and cry with relief. Another book that would put them in the shoes of a character  who is dealing with hard problems.

We had a chance to Skype with Dan Gemeinhart, and he showed us the arc of his next book, SOME KIND OF COURAGE (available January 26). In a stroke of good luck, the arc arrived the next day in a box full of arcs from Scholastic.

SOME KIND OF COURAGE was our second read aloud of the year, and it was all kinds of magic. The book can be compared to THE HONEST TRUTH in its theme, characters, and story arc. Both are stories of quests, but SOME KIND OF COURAGE is historic fiction, rather than realistic fiction. Gemeinhart has the ability to write memorable scenes, and his mixture of sad or nerve-wracking scenes with humorous scenes is masterful. We are Skyping again this Friday, and we feel privileged to be one of the first classes to give him feedback on this book. I don't think I'm giving anything away when I say that we'll be giving him two thumbs up!

Because of a change of schedule, four of my students were going to be missing read aloud two out of the four days we have it. I was completely flummoxed about what I should do. There was just no other time in the schedule when I have them that I could work it in, and I didn't want to deny all the rest of the kids just for those four. I was stuck. Then their teacher came to me and shared that they are feeling the same way. Missing read aloud was a non-negotiable for them. So we worked it out so that my four can stay for read aloud and not miss anything in their other class. WHEW!

If that's not a testament to the strength of our classroom community around our read aloud, I'm not sure what is!

Poetry Friday -- Community

I'm writing a haiku-a-day again this December (inspired loosely by Bob Raczka's The Santa Clauses). I wrote a haiku-a-day last December, too, but it was different last year.

I wrote alone.

This year, I invited my Poetry Month Partner in Craziness, Carol (Carol's Corner) to join me. I put my links out on Twitter and one of my other Poetry Month Partners in Craziness, Steve (Inside the Dog) agreed to come along. Kevin (@dogtrax) is joining in on Twitter. A new writing partner, Leigh Anne Eck (A Day in the Life), has joined in. My students (well, some of them) are writing a haiku-a-day between arrival and morning announcements/beginning of content time.

I am not alone.

And as if I needed to be bludgeoned repeatedly with the idea before it would truly sink in -- I am learning (again) that while the writing habit opens my eyes to the world, encourages me to NOTICE (my One Little Word for the year), and instills discipline, it is the community and the conversations that make it a writing LIFE.

My haikus and the rich conversations in the comments are at Poetrepository, and you can also find us on Twitter: @carwilc @insidethedog @dogtrax @Teachr4 @LoreeGBurns

Here is my haiku for today:

Birthday Wish

I'll be a ginkgo--

golden leaves circling my feet,

one ring wiser.

©Mary Lee Hahn, 2015

Buffy has the roundup today at Buffy's Blog. The Call For Poetry Friday Roundup Hosts (January-June 2016 edition) post is live here.

Learning is Social

I started with the big idea: Learning is Social. With that in mind, I knew I would want my students to work in all different kinds of groupings. In the past, saying, "Get together in groups" took valuable time away from the instruction or task, and instead of making all feel included, often resulted in kids being left out until grudgingly accepted into a group, usually with me facilitating.

This year I decided to be more explicit about what I wanted from groups. As I introduced the various groupings in the first days of school, I gave team-building or curriculum-based tasks to the groups to complete. So they practiced making the groups AND working in them.

The biggest group is the whole class. Our family. You don't get to choose your family; you're born into it and you have to make the best of it, even when some family members get on your nerves. I'm the "mom" of our family -- a single mom with a LOT of kids! (It was fun to share my poem "I'm Your Mom" at this point.) We will defend our family members fiercely. We've got each others' backs.

The next group is your "tribe" -- the people with whom you feel most comfortable. I want my kids to know that it's natural, and in my room, acceptable, to want to work with your friends sometimes. Don't we all?

Another grouping is "focus groups." In market research, focus groups are made up of a wide range of consumers so that the researchers can get the most valid results. Our "focus groups" are a mixture of boys and girls, tribe members and non-tribe members.

The smallest unit is partners. Sometimes your partner is a tribe member, and sometimes I ask for mixed gender partnerships. Partners sit knee-to-knee to talk, and side-by-side to look together at a book or the work they are doing.

When we practiced making groups, the one rule was that the groups weren't formed until everyone had been included. We practiced asking to join a group, and we practiced inviting someone to join in.

Yesterday, when it was time to form focus groups for a geography challenge, I was amazed (pleased, relieved) to see how quickly the groups were formed and how no one had to invite themselves into a group -- groups invited singles cheerfully, not grudgingly. Mixed gender groups didn't feel weird or awkward because they are Focus Groups with many perspectives. Just about as quick as I could snap my fingers, the groups were made, and the geography challenge was on.

Life is good.

Poetry Friday -- Indoor Recess

Indoor Recess

Too cold again.
Too snowy for outdoor recess.
Too many days spent with the same twenty classmates.
Too limited without electronics.

We already built with blocks.
We already played board games.
We already made up a storytelling game.
We already finished four jigsaw puzzles.

Let's play all together!
Let's play a whole class game!
Let's play Heads Up Seven Up!
Let's play!

***

It's amazing to see them ALL play together.
It's amazing -- first time in my career it's happened.
It's amazing to know that collaboration can emerge so naturally.
It's amazing to have faith and hope reaffirmed during indoor recess.

©Mary Lee Hahn, 2014

The Poetry Stretch at Tricia's blog was a new form to me -- anaphora, "the repetition of the same word or phrase in several successive clauses." There are some spectacular examples in the comments. Mine describes what happened at recess this week. 

Tara has the Poetry Friday roundup this week at A Teaching Life.

Conversations About Community in 3rd Grade

A big theme in our Social Studies curriculum is Community.  I kicked off the study this week, I introduced the idea of community and the idea of learning community as an introduction to this yearlong study.  I wanted to have these conversations and this thinking started before we move into the content of local government, community resources, etc.  When we started our conversation, kids shared all they knew about community. I want them to understand the citizenship part of community--that everyone does his/her part and everyone works toward community goals while individuals still have more personal goals.  At the beginning of the conversation, kids seemed to know the content stuff of community (neighborhoods, parks, people, rules and laws) at a basic level which gave us a great start to our conversation.  Then we moved on.

I shared two pieces with the students that first day.  I wanted them to reframe their thinking a bit to think about what made a community work.  I told them I was going to share two pieces as part of our discussion about community and then we'd talk about how those tied in. I wanted them to use these as ways to add to their understanding of what makes a community.  These two pieces provided an amazing conversation about community and what it means to be part of a community.

Following this video conversation, I read the picture book The Little Hummingbird (Ann Marie) by Michael Nicoll Yahgulhanaas.  (Thanks Ann Marie Corgill for this recommendation!) This is a powerful story about a little hummingbird doing his part in the community.

These two pieces provided just the right stories for a great beginning conversation to add new thinking about their understandings of community.

The next day, we read What If Everybody Did That? by Ellen Javernick. This was a quick read that reminds us why we have rules by taking readers into different settings, thinking about not following a rule, and asking, "What if everybody did that?"  We then talked about all of the communities we are a part of and how each had their own goals, rules, etc. Kids mentioned school, sports teams, churches, neighborhoods, our city, etc.

On Day 3 of our conversation, I paired 2 other videos to share with students. I wanted to really focus on the idea of a Learning Community and how members of a community support one another.  This conversation also included goal setting.

We watched this amazing video from Pernille Ripp's 5th grade classroom: My Students' Classroom Vision. At the end of the clip, one of my students said, "I loved that video. It was the best." It was very powerful for them. We followed up with a conversation about being brave, being part of a learning community, individual goals, and community goals. I shared my own experiences--about how it was easy for me to meet a reading goal, as it was easy for me and I loved to read. But it was brave of me to set a running goal and to put myself out there when running was something I had to work hard at.  How the book I am writing is something that has been hard for me lately and it takes some brave to not just quit.  How when we know each others' goals (as in any community) it is easier to help each other meet them.   It was all very informal but thoughtful.  

I followed up with a clip of Kristin Chenoweth which I loved (I used the one with Kellee instead but like this one better.)

We talked about how Kristen Chenoweth was so good and how she celebrated this guest who was amazing. She cheered for her and was so happy that she was so amazing. How that says a lot about Kristen--she loves seeing others do well. Kids immediately talked about ways they support others and cheer them on when they are successful. They were as interested in Kristen as they were in the friends who must have been filming and wooohoooing throughout.

Finally, on Thursday I shared The Butterfly Video.  Thanks to Steve Peterson who shared this clip with me in a blog comment last week! It is brilliant and it fit in perfectly with the week's conversations.  Again, kids were glued.

Austin's Butterfly: Building Excellence in Student Work - Models, Critique, and Descriptive Feedback from Expeditionary Learning on Vimeo.

My favorite part of the follow-up conversation was the mention that, "Mrs. Christine, our art teacher would love this clip. Has she seen it?  I wonder if she has to do more than one draft? Does she get things right on the first try?"  We decided to email her the link to the video and our question right then. Of course she emailed back to let us know that, yes, she does many drafts for lots of things, even as an art teacher:-)

This week's conversations around community were really important for many reasons. I think the kids will understand the bigger communities of city, state, world, etc. because they have thought so much about their own communities. They understand that people make up a community and that our classroom is a community, a learning community.  They have a role to play in the community--for themselves and for the good of the group.

I can already tell that these videos and books have made an impact.  They keep coming up in conversation and I imagine they will continue to. Just like Caine's arcade, I imagine a few will become anchors for the year. Glad we began our conversation like this and am looking forward to the way the conversation evolves over the next eight months.

Nerdy Book Club Post

(This post is cross-posted at The Nerdy Book Club blog, one of my favorite blogs. This is a must-read daily blog!)

It is October. And, I am ready to teach.  Don’t get me wrong. I have been teaching lots of things. But during the first few weeks of school, I am teaching without knowing my children well. I am planning lessons and experiences that I hope are right for this group of children. And I’ve done a lot of watching and noticing. The question for me is never ‘Will every one of these children become readers?” I am confident that they will. But I know the route to becoming a reader may be a different one for each child.  And that’s what makes teaching a joyful challenge.  I enjoy planning for the first six weeks of school but I LOVE planning once the first six is past and I really know my students. 

I’ve finished my fall assessments and entered the data into the district data collection systems. I’ve compiled the information for myself, looking closely at every reader’s strengths and needs. For every child, I’ve thought, “Where can I take this child next?” I’ve looked at class data to think about what kinds of lessons the whole class can benefit from—which ones are a priority. I’ve looked at which things require that I pull small groups of student together.  I have lots to go on when I talk to kids individually about their reading.  I know levels and numbers. I know fluency rates and the types of miscues students make.  But I know so much more than that.

·      I’ve figured out who is involved in the underground conversations going on about who is next in line for the newest Lunch Lady book.

·      I have heard the ways in which each child is getting more comfortable talking about books during our read aloud time with Capture the Flag and The One and Only Ivan.

·      I watched as some children get up during Reading Workshop because they haven’t found a book worth sticking with and I’ve watched those who are always glued to their book.

·      I know who has a new book each day and who sticks with a book until the end.

·      I know who likes to carry around big fat books and who is nervous about reading anything long.

·      I’ve seen the look on the face of a child who discovered that favorite author Rick Riordin authored the first book in the 39 Clues series.

·      I’ve watched kids discover new series and authors to love.

·      I know who notices the new books I bring in before I actually take them out of my bag.

·      I’ve heard from parents that some kids have been talking about books on their way to soccer practice after school.

·      I have had honest conversations with a student who finds reading very hard and is trying to like it better.

·      I have celebrated with a child who has finished her first book of the year after a long struggle to do so.

·      I have shared in the excitement of our first Skype Author visit with Kate Messner.

·      I have laughed at the first literary joke made in our new community.

It is clear to me that we are well on our way to becoming a community of readers--that there has already been huge growth and that reading is at the heart of our classroom community. But for me, a community is more than a group of people who love books  My work is to create an intellectual community around books. A learning community is at its best when the collaborative thinking is better than the thinking any one person could create on his or her own, a community that is constantly growing.  But a strong community also means that each individual changes and grows too.

So, this is the time of year that I dig back into the curriculum, bring stacks of books home to revisit and think about how each might support this unique group of learners.  My biggest challenge is to plan in a way that is grounded in all I know about teaching young children, in a way that wants more for my students than to pass a standardized test. It is in mid-October, when I have learned so much about each individual in the classroom, that I know that all of this is possible.