Mutual Admiration Society (MAS)

This post is inspired in part by a dear Twitter friend, Jess Lifshitz @JessLifTeach . Actually, it's directly influenced by a few incredible tweets she recently posted.

The first was about one of her students, whose op-ed piece was published in their local paper. The other tweet was about @TheWeirdTeacher (Doug Robertson) reading a book to her students via Skype.

Both of these tweets just scream awesomeness! Both are phenomenal opportunities for her students. Both could make me, a fellow 5th grade teacher green with envy. But they don't. That's because we are part of a growing Mutual Admiration Society (MAS) on Twitter. For a while now, I've joked with Jess that I am the president of her fan club. However, she doesn't need me in her fan club since we have a mutual respect for the passion we each bring to our students in our respective classrooms. We are excited for each other's highs (like when both of us had our first Nerdy Book Club posts within the same week), and support each other during the stresses and struggles of a job we love that can often leave little time for the people we love the most...our families.

It would be too easy to become jealous of the wonderful ideas and creativity shared by my Twitter PLN. However, the power of a MAS keeps everything in perspective. I surround myself with an amazing group of educators at all levels, from teachers to administrators. Here are just a few.

Greg Armamentos @dashthebook writes an incredible blog, leads a running club, and inspires his students to become service-minded. He's in my MAS.

Heidi Jones @MrsJones_Merton has her students create and film a monthly video newsletter, leads the pirate movement at her school (along with her fabulous principal), and brings the joy to all she meets with her "awesomesauce." She's a fellow pirate in my MAS.

Scott Akerson @MrA47 seeks out every opportunity to connect his students using technology. My students and I have been lucky to be collaborating on our third project with his classes. He is another pirate in my MAS.

Erik Palmer @erik_palmer is an author and speaker, but at his core-an incredible teacher. He leads by example, spreading the message that teaching speaking & listening is critical to student success. He's in my MAS.

Jenny Wamsley @JennyWamsley teaches Health/PE, and knows the value of accessing her resources to learn and use any available tech tool in her lessons. Recently, she integrated literature into her health classes to engage her students. She's also a Voxer queen, who is a master of voice motivation in the mornings. She's in my MAS.

Brad Gustafson @GustafsonBrad and Mark French @PrincipalFrench are elementary principals in my home state of Minnesota. Both are leaders in their buildings and districts. They also serve as leaders among principals all over the state and the larger Twitter community. However, it's their devotion to their students and passion for their profession that inspires me. They are both in my MAS.

Shauna Pollock @misspollock and Melissa Eddington @melsa777 started the Weird Teacher book club on Twitter and Voxer. They share amazing stories and have organizational skills galore. Shauna recently invited a few of us on #weirdtbc into a collaborative story writing project, which Melissa and I jumped on. They are both in my MAS.

This is just a snapshot of a few members of my MAS. I could go on and on describing its many members, since I never cease to be amazed by all of the brilliance surrounding me on Twitter. Instead of letting the noise of their accolades drown out my voice, this idea of a Mutual Admiration Society lets all of our accomplishments sing in the choir. We take pride in each other's successes. We celebrate the exciting projects in each other's classrooms, and often get our own students involved. We don't let jealousy cause us to feel unworthy, because we know we are better when surrounded by an inspirational PLN.

I'll bet you are part of a Mutual Admiration Society, too. Just look around you.

I Feel Like I'm Home Again

Oh, Kelly Gallagher! How you have forever changed my teaching for the better.

I have always loved teaching reading and writing, but it wasn't until a colleague introduced me to Readicide four years ago that I was on my way to becoming the teacher I am today.

Yes, Readicide was the beginning, I read it cover to cover and felt like he was speaking right to me. Then came Reading Reasons, which I lovingly shared with all of my students on a mission to spread the importance of reading. Next was Deeper Reading, which pushed me further away from novel packets, worksheets and arts & crafts. This book empowered me to encourage deep book discussions, and caused me to lose my remaining grip on literal questions as the only way to check for understanding. 

Finally came Write Like This. Two years ago, I had the absolute pleasure of attending a 3-day writing workshop from my reading/writing hero. I went alone, paid my own way, and soaked up every bit of writing knowledge from Mr. Gallagher himself. When I had the opportunity to meet him and shake his hand, he signed my Write Like This book, with its numerous dog-eared and highlighted pages, chock full of post-its. The funny thing was, just about every lesson he shared, I had engaged my students with wild success. Hearing him share the reasoning behind these writing activities, and watching him talk the talk, was nothing short of amazing. I got a photo with him, which I had made into a framed 8x10 and now proudly display in my classroom (and on my website). My former students returned to my room that fall to see the picture I promised I would have, and I didn't disappoint. 

Kelly Gallagher was the reason I joined Twitter (because he said it was the best thing any teacher could do). His forward in Erik Palmer's Well Spoken was the reason I bought that book, which transformed my teaching of speaking and listening. (That's a whole other story!)

Now, I am devouring his latest book, In the Best Interest of Students. The print book will come a bit later, but I'm reading the ebook now. Again, I am wowed by his educational pedagogy that is right on the money. I especially love the way he breaks down what the text says, what the text does and what the text means. I appreciate the lengthy section devoted to sharpening speaking and listening skills, which is a huge focus in my classroom. Also, I love the overall idea that we must stay true to what is best for our students, no matter how strong the pull is away from that.

Although he is preaching to the choir in my case, his words bear repeating to the masses. There's something about the wisdom of Kelly Gallagher that rekindles the belief in my teaching methods. I don't over teach a novel because of him. I move beyond the four corners of a text because of him. I teach students that you get better at reading by writing, and better at writing by reading because of him. I teach the Six Real-World Writing Purposes because of him. My students are the lucky benefactors of Kelly Gallagher's wisdom, but I am the lucky vessel through which they experience it.

Go now. Run. Get your copy of In the Best Interest of Students. You won't regret it!

The Right Place at the Right Time

Bam! I can't believe that awesome idea! I'll save it/tweak it/ use it tomorrow.

It's amazing how often that happens when I am scrolling through my Twitter feed or participating in a Twitter chat. I'm constantly wowed by my "luck" as I strike gold when I find the perfect idea to teach whatever it is I'm teaching now or next. It often seems like I was in the right place at the right time. Many ideas appear to be targeted at me and my students. 

I find myself wondering what would have happened if I didn't check my feed today or didn't join in this chat. I ponder all the great ideas that were likely missed because I wasn't connected at that time.

However, those of us who are engaged in Twitter (ok...obsessed), believe that no matter when we log on, there are phenomenal educators on the other side of those tweets. Any time of the day, I am likely find an idea or activity that resonates with me. In addition, someone is usually tweeting just the perfect thought I need to hear at that time if I am open to listen.

Any time on Twitter is the right time, and Twitter is definitely the right place. I wonder what will speak to me and my students today?

Just Say Yes!

I tried something new this year...saying yes.

• Yes to starting a class Twitter account.
• Yes to hosting Twitter chats.
• Yes to accessing authors and educator heroes for Skype visits.
• Yes to purposefully reaching out to a fabulous and inspiring PLN of 3rd-5th grade educators.
• Yes to starting a student-to-student Twitter chat with this PLN.
• Yes to attending my first edcamp (and soon, my second).
• Yes to joining an Alabama PLN educator's new student Twitter chat (on the first day of school), focused on digital citizenship.
• Yes to collaborating with a 7th grade #sstlap educator from Missouri through a TodaysMeet back channel, discussing the Bill of Rights on Constitution Day.
• Yes to jumping on Voxer, joining a few groups and contributing/learning in a new way.
• Yes to starting my year off sharing talents through play doh, flying around the room like an airplane, and wearing an eye patch to inspire my student pirates.
• Yes to a class mantra of "You Matter" and "We are geniuses."
• Yes to participating in our first (of many) Mystery Skypes.
• Yes to making my first iMovie and Animoto videos with my students.
• Yes to using Biblionasium with my reading groups to create a motivating online book club.
• Yes to trying online eportfolios, with the help of another Twitter PLN member.

This year, I am trying anything and everything that will make a difference for my students, related to risk-taking, global connections, and their self-worth.

By saying yes, I am repeatedly pushed out of my comfort zone. There is no safety net when venturing into uncharted territory as an educator.

-I benefit by discovering the expanses of my skills and  creativity as an educator.
-My students' families benefit from increased communication  and children who have more enthusiasm for learning and  more passion for school.
-My students benefit from teacher & peer appreciation for  their talents/geniuses and participation in a classroom  beyond our four walls.

Recently, I said yes to:

• an Oreo project, culminating in a Skype stacking challenge with a class in Alabama.
• a collaborative online descriptive art/writing project with another class outside my state.
• more Mystery Skypes in the next few months.
• creating an Amazing Race literature idea via Craig Kemp after reading his blog post mentioned in the #whatisschool chat.

Who knows...I just may say yes to something new tomorrow (and the next day).

Can I say that every one of these adventures has gone off without a hitch? Of course not. However, in the words of my teacher/author friend, I have dared greatly. 

Do. Or do not. There is no try.

For my students, I will continue saying yes. The true measure of my impact on them will be when they start saying yes, too.

Edcamp or Bust!

Edcamp or Bust!

Once you attend an edcamp, you'll never get the same feeling of inspiration from regular PD. Even though most districts haven't jumped on this train, there are a few ways you can put on the conductor's hat and direct it yourself.

This year, I am starting small...with my 5th grade colleagues. As team leader, I decided to try and run our team meetings in edcamp fashion. As long as we do not have an assigned agenda (data team), this is my plan.

Before the meeting:
I'll remind my team to think of what they need/want to discuss. Also, I will ask them to bring an idea to share with the team related to a topic (for example, an engagement strategy).

I'll send out the short agenda of "must discuss" items.

During the meeting:
For the first 15 minutes, we'll tackle those "must discuss" items, and then set them aside.

Then, it's edcamp time!

We'll excitedly share out the ideas and possible topics we want to discuss related to teaching craft, reaching specific students, or specific curriculum/tech strategies.

Collectively, we'll decide on the agenda and a timeframe for each item.

For the next 30 minutes, we'll enjoy sharing and learning from each other.

For the final 10 minutes, we will each share the idea we brought related to our topic (example was an engagement strategy).

That's a wrap!

What I loved about edcamp was the ability to learn and share what I needed and what was relevant to me that day. I loved learning new ideas and sometimes problem-solving an issue with others in similar situations. I loved that teachers could be both givers and receivers of learning, even in the same session. I loved that I was not expected to "sit and get" from a menu that may or may not fit my diet.

Although not exactly an edcamp, structuring team meetings this way is my contribution to the larger picture of teacher-led PD. Right now, I've grabbed my own conductor hat. I hope to pick up steam and ride this momentum toward a more collaborative, happy and productive year with my fabulous colleagues!

I'm positive that it will be a change for the better! The most effective leaders lead their team by working alongside them.

More Than Just a Mud Run

Yesterday, I embarked on a new adventure when I attempted my first run of any kind.

 

A mud run.

The Dirty Girl Mud Run.

Yes, I jumped in mud, ran in mud, crawled in mud, and fell into mud. Many times during this muddy romp, I asked myself what I was doing. (My husband had asked this same question many times in the two months since I registered.)

I was completely out of my comfort zone.

And having a blast!

Here's what I learned:

·         I don't step out of my comfort zone as often as I should.

·         Laughing at myself through struggles makes them easier to handle.

·         It feels liberating to try something you never thought you could.

·         Risks and new experiences are more enjoyable with friends.

·         Completing a challenging task is an incredible feeling, and can be addicting.

·         I would actually sign up for another run (maybe even next year's Dirty Girl).

 

These self-realizations mirror the type of classroom environment I want for my students.

Every day should present an opportunity for my students to step out of their comfort zones and try something new. As often as possible, my students and I need to laugh at the humorous moments along our learning path, especially at our failures. We all need to appreciate and celebrate our efforts, and not just the perfect final product.  I want my classroom community to support each other, despite different opinions or experiences. Everyone has something to learn from each other, including me learning from them. My students need to believe that trying again and again is worth it. Learning from failed attempts has merit.  In addition, once they have reached one goal, I want my students to feel the desire to tackle another one.

Yesterday, it was just a mud run to many at the event.

However, to me it was a realization that I am a better person and teacher when I step outside my normal.

When I take risks and push through.

When I fall down in the mud and when I surprise myself (and family) by scaling the wall or running up the obstacle instead of climbing.

When I feel proud of the mud covering my body as proof of my accomplishment.

When I am excited to feel that way again.

My students don't know it yet, but they'll be doing many mud runs with me this year.

 

Prepare to get dirty!

 

I am joining other bloggers in a Motivational Monday Linky Party. Click this link to read the other incredible blog posts!

 

 

http://thecompellededucator.blogspot.com/2014/08/motivation-monday-31-link-party-august.html

 

Give Me a Steep Hill!

Although many friends and members of my PLN are runners, I'm more of a bike enthusiast. As long as the Minnesota weather cooperates, I enjoy going for long bike rides on the numerous trails around my neighborhood. Whether I'm with my kids, husband, or just by myself, biking is my preferred outdoor activity.

Yesterday, while on one of those exhilarating solo bike rides, I was pedaling up a long steep hill. Just when I had to stand up to give myself more momentum (and felt maybe I wouldn't make it), I finally reached the top. Now, those of you who bike know the sheer joy of cruising down a hill, wind in your hair, almost feeling like you're flying.

I got to thinking how much these hills relate to my work as a teacher. Whereas flat terrain is like using the teacher's guide (TE), hills are like taking risks and trying new ideas. Flat terrain is teaching the way you've always taught, with a fixed mindset, remaining in your comfort zone.

With a growth mindset, the climbs are much more exciting than flat terrain because they lead to the thrilling cruise down the hill.

Are they difficult? Are they challenging? Are they often lonely?  Yes!

They are never boring, that's for sure. In addition, the momentum they generate for future learning and success can't be quantified.

In the past two years, biking uphill for me included:

• diving into Twitter and building my PLN, despite a lack of Twitter presence among my school colleagues
• joining the Global Read Aloud (GRA) when nobody else in my building was involved
• celebrating International Dot Day for the past two years with only my teaching partner and our students
• trying out something new to my teaching partner and I, called Genius Hour, and learning as the year went on
• teaching Kelly Gallagher's Reading Reasons and Six Real-World Writing Purposes with passion and enthusiasm
• jumping on the TLAP ship and transforming my classroom practices to include hooks and tons of engagement (the only pirate in my building)
• trying my first (and my building's second) author Skype with Dave Burgess, then following it up with a Skype with author David E. Kelly
• incorporating Erik Palmer's PVLEGS Speaking and Listening framework (which wasn't part of the curriculum)
• engaging in weekly Socratic Seminars (with TodaysMeet back channel), the highlight of my week, with only one colleague who realized the benefits for students

Next year, hopefully my hill will get steeper thanks to: more author Skypes, a class Twitter account, Mystery Skype, broadening our GRA involvement through Edmodo and Skype, student online portfolios, and whatever I discover along the way from my fabulous PLN.

Just like a biker builds muscle, teaching with a growth mindset builds confidence. Each hill becomes easier to climb. We look for steeper hills to push ourselves and our students outside their comfort zones and stimulate learning.

Although flat terrain is easier, I'll take another hill any day!