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Heads, shoulders, knees and toes: listening and speaking all the way

From Regular Show.
My.
Favorite.

Always adding and refining: here are some resources to help with class discussions and partner work. Enjoy!

Previous posts on discussions:

http://blog0rama.edublogs.org/tag/turn-and-talk/

http://blog0rama.edublogs.org/2017/07/09/summer-series-of-saves-can-we-talk-about-this/

From a colleague:

 

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Heart-shaped box. (Or The Giving Tree reimagined.)

Are there two kinds of people in this world? Those who X or those who Y? Or maybe that is the paradox, thinking we can be this or that. But if I was the kind of person who asks if there are two kinds of people, (which I’m not) I would ask if you like The Giving Tree by Shel Silverstein.

You know the book– the story begins with a boy and a tree, and the tree, or Tree, ends up giving the boy everything and ends up being a stump for the boy, now an old man, to sit on and rest.

“Once there was a tree…and she loved a little boy.”

How do you feel about The Giving Tree by Shel Silverstein?

The Giving Tree

Do you ever feel tapped out by the financial and emotional demands of teaching? I sure do. This week alone there were tens of broken pencils on the ground. Stolen candy. Requests to buy T-shirts for ourselves for the school fundraiser. Requests to pitch in for the staff morale committee (12 years x $20 = $240, of which I’ve never received a card, birthday cake, or any acknowledgment or benefit. I’ve been in the hospital, my husband had surgery, and yeah); also, requests to pitch in more money for a friend’s birthday present (I have the misfortune of having a birthday during the midwinter break). I pledged $40 to the fundraiser already. Good thing it was payday yesterday…oops, and it’s gone.

Over the summer I thought ahead and made sure I would have  Lord of the Flies books, spending my time and goodwill with friends and family, begging them to donate the books I thought I would be using this fall. Like the Little Red Hen, I planned ahead, spending hours over the summer creating and curating important resources, building on research, professional judgment, and knowledge. And this week I planned lessons, shared knowledge, gave away books, bought a new teacher a $30 gift card for Amazon so she would be able to get a few books, got a request for books for a teacher returning to her classroom, and let’s not forget the four current natural disasters (although one could argue the ferocity of the Level 5 Hurricanes is man-made). There are teachers in Texas and Florida trying to rebuild their classrooms and schools.

So the teachers who are teaching 8th grade ELA this year asked me for the Lord books, and I handed over the box and then went to my room and cried. Those were my brand-new books with really cool book cover illustrations. They didn’t even have my name on them yet. I wanted to write my name. I have black Sharpies. They’re mine.

For me.

New.

Mine.

Later, I asked them both if we could please compromise, and they’re great colleagues, and I’m sure they will. But it wasn’t easy for me to speak up.

It’s so hard for people, and I could make a strong case for women especially (see The Giving Tree reference if you’re confused) to say no. Women have different sins than men. The sin of selfishness. The sin of owning things. The sin of hard work and time not being for everyone else’s benefit but their own.

My family takes emotional energy, in the best of ways, but in hard ways, too. Jobs, health, dreams, goals: mothers/wives circle around the members making sure everyone has what they need, and if she doesn’t, is thought of as toxic or dysfunctional. My own brilliant husband told me the other day he thought I planned stuff because I liked it. After 25 years he still has some things to learn about me. Because I am good at something doesn’t mean I like to do it. 

So here to permission for us all to say No, or I can’t make it. Perhaps another time. Or just back to “no?”

I’ll share a secret, too. Teaching ELA is the best teaching gig ever. Books, stories, creativity, imagination…and oh, did I mention the books?!

In Computer Essentials I answered the same repetitive, mind-numbing questions because students wouldn’t read a sentence or two of instructions. They don’t know how to talk to each other, no matter how many strategies I scaffolded.

But as far as not knowing, yet, how to do and collaborate, I don’t blame them: they have a pass with me. They’re wonderful, and they’re trying. And when they get something, they thank me, and I get a smile in return.

It may not be a coffee mug, but those smiles keep me going.

 

 

 

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Saving Summer: Amygdala and The Brain

Teaching is stressful, there is no doubt or debate. And it’s also joyous, satisfying, and filled with discovery and success.

But let’s get back to the stress for a moment so we can move forward with more moments of joy, satisfaction, and discovery.

My buddy Sharon and her Brainiacs are developing a PD session for SEL/Teachers/Students. Tangentially, I’m developing the digital curriculum, along with her and other colleague’s input. When we talk about preparing students for their futures, not our pasts, we must have a deep understanding or exploration of what is happening to our brains in the digital world. We must share this knowledge, so students can adequately reflect, practice mindfulness, and know when to take on that “big view.” Elena Aquilar’s post, “5 Simple Lessons for Social and Emotional Learning for Adults” was a deja-vu moment–my husband was just advising me of these ideas yesterday while we had street tacos at the local lunch truck. Take the big view:

“Lesson 4: Observe Your Emotions”

We are not our emotions. If we can practice observing them — seeing ourselves experience emotions from 10,000 feet above earth — we are more likely to make decisions that don’t emerge from them. We might notice that sometimes they’re powerful and gripping, and sometimes they’re lighter and less sticky. It helps to practice non-attachment to emotions. They’re just emotional states and they come and go — and remember that we have some control over these states. Sometimes I visualize my emotions as weather patterns: There are storms and calm skies, heavy rain, and light winds. They always change. I visualize myself as a tree experiencing these emotions that come and go.

An article posted in the New York Time’s by Lisa Feldman Barrett, “When Is Speech Violence?” walks through the key points of amygdala hijacking and the effects of chronic stress.

“What’s bad for your nervous system, in contrast, are long stretches of simmering stress. If you spend a lot of time in a harsh environment worrying about your safety, that’s the kind of stress that brings on illness and remodels your brain. That’s also true of a political climate in which groups of people endlessly hurl hateful words at one another, and of rampant bullying in school or on social media. A culture of constant, casual brutality is toxic to the body, and we suffer for it.”

A school year is a long stretch of ‘simmering stress.’ Whose job is it to maintain the physical and emotional safety of a building? In truth, everyone is a stakeholder. Building trust and relationships that can find strength in discourse and dialogue, strong respect and cordial working relationships are the desired culture of any building. And as the Stoics believed, it is not what happens to us that affect us, but how we view and control our thinking about events. What if we all pledged to think about the school stress as a means to practice our own care and mindfulness?

In the meantime, I’m reading a book my husband recommended to me a few months back, The Denial of Death by Ernest Becker, first published in 1973. Yeah, not exactly a little light summer reading, but it’s what I need right now: hefty intellectual grips by which to grab onto the rocky surface, and climb up. Getting a new perspective or two is a great way to get that higher view.

And though I can’t control others behaviors, I will strive to speak the truth, ask questions, seek answers and common ground.

 

 

 

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Confused? Good. You’re thinking.

via GIPHY

Without going into the long backstory, recently someone told me students in my class were confused and whispering to each other, seeking clarity.

They said this like it was a bad thing. 

Oh, silly teacher…!

Well, it’s not.

In fact, it’s an awesome thing. A tremendous thing…dare I say….maybe one of the best things a student can experience!?

Confusion is metacognition as an expression: it means that the student or students are engaged, tracking, and wham! knows they’re lost–and when you know you’re lost you can try to find your way back. The point in question was during a challenging foundational attempt at point of view and perspective. Many of my students have had the creativity and risk-taking so drilled out of them that some couldn’t make a list of things they did in an hour without getting further instructions.

Me: Just write everything you did between 7 and 8 am.

Student: I was sleeping!

Me: Then write that down.

Student: What do I do?

Me: Write down everything you did between 7 and 8 am.

Student: Can I write that I was sleeping?

Me: Were you sleeping between 7 and 8?

Student: Yes.

Me: Then write it down.

Okay — that was a few. But the lesson added the next step of writing down was either objects or people were doing at the same time. One young man, who has a really difficult time getting anything done, wrote a delightful story about his dog from first-person dog’s point of view/perspective. This role-playing/narrative writing just clicks for some kids.

Anyway…confusion.

My friend John Spencer writes about confusion, and it makes a lot of sense.

The person who was questioning my practice, (and saying that students were confused) believes this:

However, schools aren’t built around confusion. We reward students for speed and accuracy (the way we average grades and set rigid deadlines) rather than nuance and confusion. We value teachers who can make learning efficient, clear, and easy-to-understand.

In fact, the word “urgency” was used many times. I know what urgency is, and it’s not “panic” or anxiety attacks — it’s a compelling reason to do something or to learn something. But sometimes that sense of urgency isn’t in every slice of a lesson — it builds, and results in great writing, even from the most reluctant and bashful of students.

Something else to consider: screentime may be doing some deep harm to our cognitive abilities. Or we just might be changing our means of communication. Please– I “urge” you to read John Spencer’s post on confusion, and listen to Parts I and II of the Ted Radio Hour Screen Time recordings.

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