Showing posts with label goals. Show all posts
Showing posts with label goals. Show all posts

Sunday, September 10, 2017

Setting Writing Goals



The first few weeks of writing workshop has gone well. We are keeping writers' notebooks and beginning to learn from other writers.  I feel like our workshop runs well when kids have as much choice as possible. As a community, when kids are doing different things in their notebooks, we learn from everyone and I find it easier to teach into that than a workshop with no choice. The challenge is always giving choice while also making sure kids are growing and learning the things they are supposed to learn in 5th grade.  So early in the year, there are a few things that I want my 5th graders to know.  I want them to see writing workshop as a time for them to learn new things/try new things/grow as a writer. I want them to see the things they learn in mini lessons as a kind of menu--as options to help them grow as writers. And I want them to have a voice in how they grow as writers--which things that we are learning are things that they need as writers?

Lots of the mini lesson work we've done is about what is possible in a writer's notebook. So we've read various pieces and learned from each. I didn't go in knowing what kids would notice from each piece--I just trusted that if I pulled a variety of pieces, kids would notice things that we could then build on. I wanted to give them lots of opportunities to think about what writers do and how they might use that in their own writing. So I chose lots of different pieces and after each one, we talked about what they noticed about the writing--what did the writers do that they liked?  I used many pieces from these books.  I imagine these beginning-of-the-year conversations will be anchors throughout the entire year.


So after a few mini lessons I started a board in the room to scaffold kids' learning a bit. The board had covers of the books we'd read and a reminder of the ideas we talked about in each--what we noticed the writer had done. As we added more mini lessons, the board grew. Then I added a few copies of student work--samples of things they'd tried using something from a mini lesson--and those went in the appropriate spots on the board.  The board continues to grow and it is a great way for kids to remember what we've learned, the books we learned from, and the idea that they may want to use these ideas to grow as writers.

This week we used the board to start conversations around goal setting. Our minilesson focused on really looking at the list of the things we'd learned (adding dialogue, stretching out a moment, similes to describe something, describing someone you know in a unique way, setting the scene with a strong paragraph, etc.).  We quickly went over the list and thought about what one thing we might focus on-one thing we wanted to try out in our writing over the next few days, one thing that might take us out of our comfort zone. Kids took a sticky note, added their name and a specific idea and then placed it where it belonged on the board--making public their goal for the next few days. This allowed me to have quick conversations with kids as I bopped around the room. It also allowed me to see across the class and to see where kids were focusing their work.  Most importantly, this gave kids a low-stress way to look at the list of mini lessons as a menu that will grow with the year. A way to think about the ways they can use what we learned to make their writing better while still having control over their own writing.

We'll continue to think in this way for a few weeks--thinking in short bursts of goals and practicing using the minilesson work that will most help our writing. Then we'll move on to goal setting within a unit of study and beyond. I am excited to see how this group of writers grows!

Tuesday, December 06, 2016

Still Learning to Read: Goal Setting


This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

We have been busy setting short-term goals this week. Goal-setting has been part of our year since the first few days but as we get more intentional about personal goal-setting and are able to take steps to meet our own goals (as well as to see progress toward goals) we have changed routines around goal-setting a bit. This week, as we reflected on work and set some short-term goals (goals that might be accomplished or worked toward between now and winter break), students recorded their goals above their cubbies.  

(A pdf of the template is here.)

I created  a template that allows students to add goals on sticky notes for reading, writing, math and wonder workshop.  The squares on the template are the perfect size for a sticky note and sticky notes give the message that goals will change.  Having the goals in a personal space that they can see each day is important I think.  So far, each child has set a reading goal and a math goal. The writing goals we are working on are more connected to our narrative writing that we are finishing up this week so we'll create new goals soon.  I also plan to work with the kids on more long-term goals for Wonder Workshop.

The template is a simple one. I believe strongly in simple routines for important thinking.  I have seen the power in student goal-setting over and over again. As I think about my bigger goals of agency and identity, student goal-setting is critical.  




We are also using Seesaw as a way to track and reflect on our learning. I am amazed by this tool and the kids love it.  There are so many ways for kids to reflect on artifacts from the year.  Many of the kids used Seesaw this week to record the goals that they had written. Seesaw is a great place to track changes in learning. The share features really helps because as kids are invested in each others' goals. They also get new ideas for learning/future goals from peers through the app.

(Our new edition of Still Learning to Read was released in August!  You can order it online at StenhouseYou can follow the conversation using the hashtag #SLTRead or you can join us for a book chat on Facebook that began this week by joining our group here.)

Wednesday, July 13, 2016

What Will I Do?




Like many teachers across the country, I am struggling to figure out what I can do in my classroom that will lay one small part of the foundation of the nation we want to become -- a nation united by our wealth of differences, rather than continuously divided into groups who spend all their energy on the problem, rather than on finding solutions.

This week, I interacted with children for the first time since school ended in June. The free summer lunch program that's hosted at my school brings together a beautiful mix of children. One boy who is taking part has known behavior issues, and he gave me a chance to practice and model social justice, one small incident at a time. For the sake of this post, I'll call this little guy Joey. Here are three small ways I can have a positive impact in my classroom and in the world around me.


1. LESS FOCUS ON THE PROBLEM, MORE FOCUS ON THE SOLUTION
I was just finishing up with the lunch count when Joey came out of the gym and complained that a boy had thrown a ball at his face. On purpose. Rather than focusing on the problem, I asked Joey what he had done in retaliation (nothing) and praised him for his peaceful solution -- for walking away and coming to get help. We talked about what he would like to do next -- Did he feel safe returning to the gym? Could he play in the gym without coming into contact with this other child? We walked to the gym and saw that he could join the group playing HORSE at the basketball hoop, or he could go into the opposite corner and work on his soccer skills. I left him with a soccer ball and a plan. Hopefully, by valuing his solution over the problem (which, knowing Joey, may or may not have occurred), he has learned that he can get positive attention for making good choices. By the time we identify a problem, it's already in the past. Our reaction to the problem is in the present, and our solution represents future thinking. Let's spend less time admiring problems, and more time on creative and positive solutions.


2. BE PEACE MAKERS AND ROLE MODELS
At lunch, Joey came and told me that other boys were calling him gay. We walked over to his table and I saw that one of our teen volunteers was talking to the other boys about the need to apologize. As soon as we got to the table, voices went up several decibels and fingers were aggressively pointed across the table on both sides. I sat down between the two parties half in and half out of the lunch table bench with my back to Joey, and I framed the situation this way for the older boys, "I can tell that Joey really believes that you called him names. And I am hearing you say that you did not call him names. I don't expect you to apologize for something you didn't do or say, but something happened here to upset Joey, and you have a choice now. You can be a trouble maker or you can be a peace maker. To be a peace maker, you might say something like this: 'I'm sorry you think I said hurtful things. I did not say those things, and I am not the kind of person who would ever say those things. But I can see you're upset and I'm sorry for that.' If you believe in your heart that those are true words, you might try being a peace maker and say them to Joey." The older boy used my words, and then I turned to Joey and said, "Now, I don't expect you to say, 'That's okay,' because your feelings were hurt and that might not be true. But if you wanted to practice being a peace maker, too, you might say, 'Thank you for your apology.' " Joey couldn't quite say those words out loud, but his lips moved and I thanked him for trying on the role of peace maker.

Learning to be a peace maker takes time and practice. It takes role models who are willing to deescalate situations by communicating their own truths and listening to the truths of others with compassion.


3. WHAT'S ON THE INSIDE IS THE IMPORTANT PART
Eventually, the older boys left and it was just me, Joey, and the teen volunteer. Out of the blue, Joey asked, "Why is that boy over there wearing a pink tutu? That's a boy! I know it is! Why is he wearing a skirt?" I looked at Joey and said, "What difference does it make? That's just what's on the outside. Isn't what's on the inside of a person way more important?" And the teen volunteer chimed in, "Yeah! This is 2016 after all!!" She and I agreed that Jaden Smith (son of actor Will Smith) ROCKS the whole "wear whatever makes you happy" thing. Joey wasn't able to get reaction of outrage from the teen and I. Instead we showed him how to accept what we see on the outside of a person and value what's on the inside.


EYE CONTACT AND SMILES
One other thing I am doing in my everyday life is to share eye contact and a smile with everyone I meet -- parents dropping their kids off for summer lunch, folks on the sidewalk at the farmers' market, exercisers walking on the path in the park, and workers cleaning the restrooms in the health club or bagging my groceries. It is my hope that this one small gesture communicates that the other person has been seen and valued, and begins to build a web of human connections one smile at a time.




Saturday, July 09, 2016

What Can We Do?




The events of the past several weeks have been heartbreaking and overwhelming. My social media feeds are filled with posts and readings and messages hoping for change.  It is easy to become overwhelmed and paralyzed but I think many of us feel like we have to act in some way.  When I read this piece on victim Philander Castile, I was struck by the impact his death will have on hundreds of young children.  After the Orlando shootings I became more aware of the bullying and suicide rates of our LGBT students.  Our kids deserve better.  So I have been thinking about how I will act, what my role can be in changing things that are unjust.  This is what I have come up with so far.

I Will Study

I think something I've been committed to over the last year has been to truly study and learn all I can about these issues.  I have realized it takes time because so much of this is unlearning what we thought we knew.  I am finding that I need to read widely and often. That there is so much to understand about all of these issues and I am embarrassingly uneducated in many of them.  I don't have to agree with or understand everything I read but I have to expand what I read and be open to changing my thinking. I can no longer ignore the things that go against my current understanding and read only the things that match my current understanding of what it means to be white/black in America.  So committing to learning and being open about what is true is critical.

If I believe in justice, I believe in justice for everybody. Which means I have to expand my knowledge  in many areas.  Following the Orlando shootings, I did a great deal of reading trying to understand the challenges faced by our LGBT communities--challenges I was previously less aware of than I could have been.  The focus this week has been on race and police brutality and in some circles there has been a line drawn that this is an either/or conversation. I don't see it that way.  This week has helped me realize that as a white woman,  I have a lot learn about race and discrimination.  So, I have read a great deal over the last few days and I am thankful for friends and colleagues who are sharing things they feel are important to read.  Some things that have helped me to understand the issues and to relearn some things I thought to be true are (in no particular order):

The Future of Race in America by Michelle Alexander at TEDx Columbus

From Park Bench to Lab Bench: What Kind of Future Are We Designing Tedx by Ruha Benjamin

From White Guilt to White Responsibility by Hanah Adair Bonner

The Problem With Saying "All Lives Matter" : There's a Difference Between True an Helpful by Tyler Huckabee

Advice for White Folks in the Wake of the Police Murder of a Black Person by Justin C. Cohen

Deafening Silence: White Silence and Alton Sterling by Ryan Williams-Varden

Austin Police Chief Speaks

How to Raise a Black Son in America by Clint Smith at TED2015

Mothering White Sons to Know #BlackLivesMatter : Our Silence is Continued Violence by Alyssa Hadley Dunn

Marley Dias talks about Institutional Racism from NEA

Test Yourself to Hidden Bias at Teaching Tolerance

11 Common Ways White Folks Avoid Taking Responsibility for Racism in the US by Robin DiAngelo


I Will Learn More About What I Can Do As an Educator

As the mother of a Hispanic daughter, I have read a lot in the past decade about discrimination, race, multiracial families, identity, etc.  This understanding, of course, impacts my role as an educator. But I want to commit to thinking more about the specifics of how I can act to help create change in my role.

My friend Patty stated on Facebook, "Do I know what MY action will be? No. Not yet. But I do know that action speaks louder and clearer than words." I agree with Patty and I know that reading and sharing information alone will not create change. So I need to think about my role in all of this as a teacher and as a human being. These are things that have been shared and I've read this week to help me begin to think about this.

But What Can I Do? Recognizing Our Role in Systematic Racism by David Kirland

Not Just Us? Using Classrooms to Get (White) People to Talk About Race by David Kirkland

For White Teachers in a Time of #BlackLivesMatter by Chris Lehmann

We, White Teachers of Mostly White Students, We Have a Lot of Work to Do at Crawling Out of the Classroom

I Will Commit to Ongoing Reflection and to 

Being a Strong Voice For Justice

So what can I do?  I have been thinking about the first steps in my action plan.  And even though I have been committed to diversity and justice for as long as I can remember, I know I can do more.  So here are a few things I plan to DO.

1. Know the Work of Organizations Who Have Made This Their Mission

The Early Childhood Assembly of NCTE has strong resources on social justice and anti-bias teaching.  Spending a huge chunk of time on their site has been extremely helpful to me.  If you have not read the organization's Response to the Orlando Shootings and the Anniversary of the Mother Emmanual Church Murders, it is a must read. It is filled with a call to action as well as many resources for teachers.

We Need Diverse Books is a movement whose work I follow closely and learn from. 
I have been more focused on auditing our classroom library as well as the books I share with students.  This year I realized that I needed to read a bigger diversity of books and I needed to be intentional about sharing a larger variety of books with students. I realize I am limited in my own reading and am working to expand that in terms of the authors I read and the issues I read about (both fiction and nonfiction).  This will be an ongoing process for me.

Teaching Tolerance is a site I have been getting to know better. It is filled with resources for teacher understanding and for the classroom.

These are the sites I have spent the most time on but there are professional books and other sites that I know I need to get to.

2. Audit my Own Language with Students and Colleagues

When I read Choice Words by Peter Johnston years ago, it helped me understand the power of my language with children.  I have reread and revisited this book every year since, often with a particular focus. One year I paid close attention to my language with my 2 most struggling students. I was shocked to realize that I often fell back on non-empowering language with them. Auditing my own lagnague as it relates to bias, stereotypes, expectations, and identity is a commitment I have made to myself as I go into a new school year.

3. Be Aware of All Assumptions I Make About Children, Families, Colleagues and Communities

We all make assumptions, whether positive or negative.  Being aware of the assumptions I make and how that impacts my relationships and teaching is another thing I am committed to. I want to be open to an awareness of my own biases in and out of the classroom.  I think there is language embedded in any community that is based on assumptions and I want to be aware of that language so I can work to change it.


4. Resist the Temptation to Get Defensive

The more I read, the more I understand that we all have biases. Getting defensive when challenged in conversations never helps move the conversation forward.  Conversations around race are often filled with emotion and it is easy to get defensive. When our own biases are brought to light or our beliefs are questioned, conversations can become difficult.  Resisting that temptation will help me to grow in my own understandings and also help us expand and move the conversation.









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