Teaching the Good Stuff

Come Play With Us, Danny

(Ok, this post isn’t about REDRUM… but the picture incorporated Halloween and play, so…..)

It was my dad’s suggestion, but I loved it.

The two of us worked diligently to bend a plain metal coat hanger into the shape of a bare human foot. I didn’t just want to enter the fourth grade bubble blowing contest… I wanted to win.

Although it failed to produce a bubble, I did win for “Most Humorous Bubble Blower”.

A few weeks later, my class took the CAT Test (80’s standardized test). Guess which memory is more vivid?

I’ve always known that play was important in the classroom, but it seems to surface as a constant thread through every avenue of my research this year. Being an upper grades teacher for years has me feeling like it is a constant battle to add play to the demanding daily schedule. Head to head with common core standards, prepping for standardized tests, and the growing demands added to our curricular responsibilities, teachers have felt silently (and sometimes not so silently) judged for doing those “fun” activities. Play has been shoved farther and farther back into grade levels- something that was deemed “good for preschool” but not those we are trying to prep for “real academics” in the upper grades.

So I almost dropped my book this week when I read this…. “If you search ‘play’ on the internet, you’ll find more resources than you can shake a stick at…if you’re looking for it in the context of early childhood education. Play isn’t just an early childhood concept.” (The Playful Classroom, page 76.) I’ve had a similar internet searching experience. It made me wonder…is there an imaginary milestone that students cross, after which they shouldn’t be playing in the classroom?

Maybe it’s time to talk about what play is at every grade level. Sure, in preschool it might look like dress up and kitchen, but maybe it also looks like designing a bubble blower to practice the engineering process. And don’t forget those middle and high school students! Perhaps secondary play looks like choosing an original project idea, or creating a 3-D model of their learning.

And above all…humor. I’ve never seen a playful classroom that didn’t include laughter. To be clear- this doesn’t mean laughing at kids, or that the teacher is required to double as a comedian. It might mean a joke of the day- submitted by both students and adults. Or taking time to laugh at those teacher whoopsies, in turn modeling humility and resilience after mistakes.

Today, on this cloudy Wednesday, I am celebrating the humor. Here are the top three things that made me laugh today:

#1 To help my son get ready this morning, (YES- this is still a work in progress) I wrote the four tasks I needed him to do on slips of paper that I folded and put in a cup. I told him whichever one he drew, he HAD to do that first. Every time he went to grab a slip I playfully yelled, “NO PEEKING!”, while he giggled. I might not be able to pull that off every day, but it bought me a tear-free tooth brushing.

#2 On a whim I bought sushi for dinner. My oldest is lukewarm to the sushi idea and I KNOW my youngest will flat-out refuse. I’m planning to dress up as a sushi chef and serve it with chopsticks, paying them in monopoly money (in character of course) for every bite they try. (Stay tuned for the result).

#3 And the funniest thing that’s come out of my dear six-year-old’s mouth in a long time: He made a bird feeder with grandma last week♥️. I looked out this morning and a fat squirrel was eating in it. “Look, Auggie,” I called, “there’s a squirrel in your bird feeder!” “WHAT?!”, he protested, “But I made a sign!!”

(If you can’t read kindergartener it says NO SQUIRRELS.)

*** This was a longer one, but well worth it. Made me want to get back in the classroom. It is permission and proof that we do NOT need testing to dominate our curriculum. Lots of hand on activities and examples.

Let Them Lead

While in college at the University of Minnesota I had practicums in many different twin cities schools. While observing in one 5th grade classroom a sweet girl in a hoodie wandered up to the teacher and handed him a sheet of construction paper. Still wet with glue, she had attached the top sheet onto another, but it was slightly crooked. “No, hang on….hand me that”, the cooperating teacher interjected, as he proceeded to pull apart and straighten the assignment. His intention was kind and helpful, but I remember wondering -whose project was it really?

I’ve noticed my weeks have started to evolve into thematic units. Similar to The Mister Rogers show, where they would spend the whole week talking about ‘curiosity’ or ‘when parents go to work’. Often it reflects my book of the week or whatever meetings I have planned. This past week I spent digging into leadership.

As a teacher, allowing kids to lead is something I am constantly trying to learn more about and remind myself to do. It’s easy to plan a lesson and have kids take notes or complete a worksheet. What’s harder is relinquishing control of the spotlight and allowing kids to drive the instruction.

Last year I ended the year with the last 26 days being A-Z themed. (A way to do a countdown of the last few days… A= art project, B= book forts etc… ) I made K day “Kids Teach Day”. A few days before I put a sign up on chart paper. Kids could volunteer to run a small reading group, teach the math lesson, or lead the class in the hallway. I had more than enough slots for each kid, but some chose not to sign up. I checked in with each new “teacher” to make sure they knew what to teach, and even let them have choices so that they felt comfortable with the topics. The day before I asked what supplies or copies they needed.

When K Day arrived, I was blown away. The confidence I saw in kids who had been quiet or unwilling to share ideas all year was amazing. They sat smartly in my teacher chair and patiently guided their classmates when they made mistakes. The kids who enjoyed the spotlight in the classroom shined in front of the big smartboard as they taught their favorite math strategies. The students were amazing listeners (by May they’re probably more than tired of hearing my voice). I spent the day in awe as I watched different styles of instruction, proud of the creative ways they embraced their new role in learning.

We need to let them have more leadership at any age. Us teachers need to collectively move away from the traditional “sit and get” style of instruction and let them share their ideas. Will it be messy at times? Without a doubt… but perhaps they will leave the room feeling empowered- whatever direction they have glued their paper.

*** So of course my book of the week is on (ta-da!)…LEADERSHIP! I read When Kids Lead by Todd Nesloney and Adam Dovico. If you know about the Ron Clark Academy or Hope and Wade King, they are all connected. A short read, packed with great, simple ideas for schools and classrooms.

The Healing Power of Nature

When I was a young child, I liked to go out in my backyard, especially when it was windy. I’d twirl around, arms wide, usually singing an original song (probably about the wind). In these moments, I felt magical.

At the time I thought, perhaps, I did have some magical powers like Rainbow Brite and She-Ra on Saturday morning TV. Looking back now I know it was more about feeling that powerful connection to nature.

Those who have followed my ramblings the last few years know I am a big supporter of recess. My support stems half from play and half from nature and fresh air. Years of teaching has supplied hard evidence of the calm and focus that results after even 10 minutes outside.

As I take this year of research, I am adamant that the following things need a deeper dive:

1. Walking therapy. Not just for kids who need “therapy”, but for ALL kids. Fresh air, rhythm, exercise. All of these have been proven to stimulate brain function and ease anxiety.

2. Outdoor learning. Whether it’s a group of students reading on camp chairs in the shade of a tree, or a Social Studies lesson on latitude and longitude….bring it outside. I used to think outdoor learning was just for science….now I know there’s not a whole lot that can’t be adapted and taught outdoors.

3. We all need quiet. Being outside lets us reset from screens and devices. The quiet allows us to connect with our inner mindsight (as Dan Siegel says). We need that mindsight for empathy, mental health, and problem solving.

4. Solve problems with nature. I know from my own son that taking an outing to the woods is often an antidote when we are dysregulated. Many of the tough students I’ve had in the past have struggled in classrooms, but thrived at camps and on the soccer field. When in doubt, take it out(side).

I haven’t been feeling 100% the past week (sinus not covid) and last Saturday was the worst. We were at the cabin, so I grabbed my book (ironically about nature) and sat under the sheltered porch on our new shed. The rain trickled off the overhang as I looked out on the lake, framed by changing leaves over calm waters. I took deep breaths of the cool rainy air and felt the sinus pressure leave my face.

Today as I write this I’m in my makeshift office. Surrounded by neighboring trees I’m serenaded by birds and distant train whistles. This is where I do my best writing/reading/organizing. For now, I am content… but I don’t think my laptop is going to like the snow.

*** My friend Laura introduced me to this book when I wouldn’t stop talking about outdoor classrooms. A great book for any teacher, hiker, gardener, environmentalist, birder, and fresh air enthusiast.

Mornings Are Fun

I’ve been spoiled the last 12 years on mornings.

Sure, maybe I helped by waking the kids up and making them breakfast, but then I grabbed my coffee tumbler, kissed everyone goodbye, and pranced out the door.

Mornings have been a shock to the harsh reality of a two hour window of pushing, nagging, forgetting, stressing, cajoling and head shaking. Thank you to my wonderful husband for taking on this delightful time of day while I meanwhile sipped my latte to podcasts in the car.

Why must we wait until the last minute to pack the gym bag, or take care of a #2? Do we REALLY need to find the missing handlebars to your toy motorcycle when we’re five minutes late already? Right now?

But it is my book of the week that is currently saving me.

Having heard about it on a podcast, my husband asked for it for his birthday a few weeks ago. Being the teacher-nerd wife, I called ‘first dibs’ and read it last week. It talks about raising our kids to be autonomous; teaching them the drive and independence to essentially do their own nagging.

Armed with my desire to raise humans who can function without incessant parental yelling, I’ve changed my morning filter. I told my daughter, “We’ll be leaving at 8:50 today. Do what you need to do to be ready.” I fought the urge to run down the checklist of everything I knew she needed. I battled my sarcasm about her still being in her pajamas watching “Liv and Maddie” on her I-phone when she should be dressed.

To my kindergartener I said, “We have 20 minutes until we leave. Here are the jobs you need to do.” (written on a sticky note with pictures). And because the Self-Driven Child says I’m a “consultant” and can still be a supportive parent, I added, “Let me know if either of you need any help to get things done on time.”

Was it perfect that first day? Not a chance. ….But it was a bit better.

The breakthrough came this morning. Continuing my consultant role, I told them when we would be leaving and asked if they needed help. To my shock, they were both ready….early. On her own my daughter settled down at the table to review her science notes one more time for the test today. (Although she didn’t love that I captured this pic.)

And my son put together a Lego truck from his pile of new birthday treasures. It was calm and pleasant by the time we needed to grab backpacks and get in the car.

Will every day be a carbon copy of today? Undoubtably not. I’m sure tomorrow someone will forget their library book or refuse to wear pants. But for today, I’m going to relish this win. And enjoy starting the day on a less-stressful foot.

*** Book recommendation embedded! I think I’ll read it again….

The Creepy Lady at the Park

I’ve always loved working with kids. In third grade, I made my career choice, and it’s never wavered. During my senior year of high school, I spent the afternoons volunteering at a local elementary- having finished all of my required credits and ready to be a teacher.

Adjusting to my new schedule this year has left me anxious in many ways…but boy, I did not expect how strongly I would miss teaching kids.

Don’t get me wrong… I get more than my fill of Kindergarten and 7th grade love from 3:30 pm to 9 am daily. But any teacher mom knows- it’s different with your own.

I miss the challenge of getting kids interested in new books and writing, when the light bulb clicks on the math concept, and telling daily jokes (aka “dad jokes”) to my quietest students to connect.

The other day I was waiting for my coffee order when I saw two kids with their mom at the mall. I smiled at them and had to fight the urge to go over and talk to them- lest I come off as the creepy lady in the play area.

I’ve been so blessed the last few decades to have daily doses of kids all day; their positive innocence, willingness to learn, and kind hearts (even though some days get LONG…).
Today I brought lunch up to my school to celebrate a friend’s birthday. I happened to run into the 5th graders coming back from specialists. I got to give hugs to my students from last year and tell them how much I’ve missed them. Tears welled in my eyes as I walked away… you forget how much you build when you spend a year together all day long.
I’ll find my way back to working with kids soon, I know I can’t give that up. But for now, if you see me organizing a game of tag at the park with my son’s friends- don’t worry- I’m just a teacher missing my class.

*** This week I finished On Writing by Steven King. Having devoured everything from Carrie to Pet Semetary to Mr. Mercedes– I was fascinated to read about the architect of most of my nightmares in the 90’s. Part auto-biography (you find out a bit about what made him so dark), and part writing how-to. I would think this is an absolute prerequisite for any aspiring writer.

Jekyll and Hyde

I joked with my neighbors on Saturday night that the past week felt very much like a Jekyll and Hyde situation. Making the change from full time teacher to stay at home mom/researcher came to full reality throughout last several days.

On good moments I sat on my lovely deck, pouring over webinars and books I never get time to read. The counters were clean, dinner was prepped, and I read every back-to-school letter and detail. (Sidebar: I’m not sure how people work full time with more than one kid in school. It’s ALMOST a full-time job in itself.) In those good moments I took deep breaths and thanked God for being fortunate enough to have this opportunity this year.

And then the panic crept in. For twenty years I have been a full-time employee. A contributing member to society (as a teacher, I’d like to say an important member), with my own income to show for it. Although I am earmarked as ‘on leave’, I am still receiving all staff communication from my school; updates about new arrival and dismissal procedures and when to turn in my teacher goal form. In those panic moments, the FOMO is strong. Thoughts like, “I should be there” and “I am missing out on all the dear siblings of the students I’ve had in the past” swarm through my head daily.

But with all things, and with time, I know a rhythm will ensue. I’ll find my groove, and my new purpose this year. To repeat the understatement of the year, change is hard. (And consequently so are Mondays… as I watched a teacher peel my kindergartener’s tiny fingers off the car door frame at drop off. Thanks, Profe O’ Connor…we owe you one. )

I’m praying this week will be a little more Jekyll than Hyde.

***

This week I just finished the book Yes We Can; General and Special Educators Collaborating in a Professional Learning Community. And although some pages came through like a stereo instructional manual for PLC’s, it was an important read and I had three main takeaways:

#1- General Education and Special Education CANNOT be separate silos. Yes- all educators have a giant list of things to do, but when these are separate programs, the child loses. Every time. Make time to collaborate.

#2- The book emphasizes that Special Ed students should be part of small group learning with their classroom peers. This should not be pull out time for SPED services.

#3 Special education teachers are super angel GENIUSES in human bodies, and I continue to be in awe of them.

The First Day?

This morning I drove my 7th grader and Kindergartener to school for their first day of the year. Being a classroom teacher, I’ve never gotten to do drop off on the first day. I haven’t taken the token pictures, handed them their backpacks, or watched their little backs as they walked into school. Kudos to my wonderful husband who has taken on this role the last few years… but today I got to experience this. I’ve poured over their pictures all morning. A bittersweet feeling as I miss them dearly and am simultaneously SOOOO glad to have them out of the house.

It wasn’t until I sat down later that I realized I myself have had a “first day of school” every year since 1983! From kindergarten to college, and straight to the classroom. Between my own education and my career, the school calendar has been emblazoned on my whole world. And while I’m thrilled to be able to celebrate my own children by witnessing their anticipation and (later) exhaustion- it feels a bit melancholy to not have a mile marker of my own.
So as a dear friend suggested, I am creating my own inaugurative milestone. ( Let’s be honest- the alternative to this is a slippery slope to bingeing Bloodline on Netflix and Buffalo Chicken Dip.)
Today I:- Made a schedule. With time for daily webinars, reading*, and writing.- Bought the good pens at Office Max. You know what I’m talking about. The good ones. All mine.- Added a fresh set of highlighters to the cart. – Made the darn buffalo dip for lunch.

* speaking of reading, in order to appease my serious 10-year-long Amazon habit of ‘purchasing and not finishing’ educational books, I’m challenging myself to read a book a week. I’ll feature it at the bottom of the blog. Just finished up these two gems today. Started as a trauma strategy resource, and ended as the best parenting book I’ve read in years. If you only get one, The Whole-Brain Child is phenomenal.
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It Begins

Full honesty…I’m struggling today.

Today is the day all the teachers report back. Historically, I love this day. And while I’m sure it’s dread for some, I treasure the newness and hope of the year ahead. I love hugging coworkers that I haven’t seen over the summer while I hold my coffee tumbler. We are all tan and rested, fresh from a slower pace.

There are a couple meetings the first day; new procedures, initiatives the school or district is starting. And then we get time in our classrooms. Fresh, bright paper on the walls, new themes, class sets of names and popsicles sticks and everythings.

But I’m on the couch trying to decide which park to go to today.

It’s not that I’m regretting my decision. To take this year and be here for my kids; drive them to school and activities, volunteer. To dig in and research the effects of play and nature and movement on kids who have been through trauma. To learn and observe.

But I feel a bit lost. In limbo today.

So it begins. A weekly blog to document. Not because I think people are pouring over my every word in rapture, but to keep me accountable to use this gift of a year. And as I learned from blogging during the stay at home order, the more I write, the easier the words flow.

So today my “meeting” is with my devotional and pilates. Instead of “room decor,” I’m writing and planning the year of learning. And while I don’t have my dear coworkers, I have another week with my babies before they start back.

But there’s still coffee. Always coffee.

A little about me…

I’m a die-hard fourth grade teacher on a year sabbatical to research trauma, play, and nature. I live the south west suburbs of Minneapolis with my husband (Scott) and my two children. In attempt to keep myself accountable, I started this blog to document what I was reading and learning. I’m a believer in fresh air breaks, letting kids lead, play in the classroom, and the importance of recess.