Sweat the Small Stuff

On my kitchen counter, I have a day to day calendar entitled "Don't Sweat the Small Stuff."  I tear off each day just before I leave my apartment to head into work.  The short quotes and daily guidance help me to start the day on a positive note, and to remember the big picture (preparing children for their futures) when dealing with the occasional annoyances and frustrations that can sometimes come with being in education. Ironically, and perhaps to the disappointment of the author of my daily calendar, I've found that to keep my focus on the big picture, I find myself paying special attention to, or I guess you could say "sweating," the small stuff.  Sometimes, keeping the big picture in mind is not about the amazing lessons we plan or the projects we assign. Sometimes, it's about paying attention to the small stuff.

The Welcome Wagon

At the beginning of each class period, and as often as possible, I like to station myself outside of my classroom, and try to greet as many of my students as I can.  Even though this can most definitely be categorized as a small part of my day, in my opinion, it makes a big difference.  It opens the lines of communication, and contributes to a classroom culture where students feel welcome and comfortable entering their learning environment.

A Picture is Worth a Thousand Words

We all know that displaying student work makes children feel proud of what they've accomplished in our own classrooms. However, I don't think displaying student work needs to be limited to work created for my class.  In fact, putting students on display doesn't have to be done in the form of work at all.  I like to hang up pictures of students' proud or silly moments...

                                    

                                

I also love to hang up masterpieces they've created in art class...

                                   

It's important to me that my students know that room F10 belongs just as much (if not more) to them as it does to me, and this is one way to make them feel this importance. 

Words of Wisdom

As an English teacher, it's no shocker that I value the power of words (Exhibit A, this blogging habit I can't seem to shake!) I love having meaningful words displayed everywhere, and I mean everywhere, in my classroom.  When students have a moment or two where they tune out, as much as I'd  like to believe this never happens, I'd prefer that their eyes land on something that inspires them, rather than the piece of leftover lunch that has crusted over on their t-shirt.  

If their eyes wander to the clock, they see this...

If they become intrigued by something on my desk, their eyes may land on this...

If they are scanning stage right, they may land upon this...

And if they are glancing towards the left hand side of the room, they will see this...

The words of wisdom in my classroom aren't just for my students.  They also help me stay focused on what's important. Though it is our intention for our students to come first in every choice we make as teachers, we are human, and sometimes we may momentarily lose sight of this because of whatever is going on in our lives outside of the classroom or with the adults in the building.  As a constant reminder, I've provided some words of wisdom, just for me, to help me stay focused on my mission as an educator...

These words of wisdom, though a small touch, help me to stay focused on the big picture, and not to get wrapped up in whatever distractions may present themselves. 

The Smile File

We all know what it's like to feel defeated as a teacher. We know what it's like to be sure we are fighting an uphill and underappreciated battle.  We've all received that parent email (you know what I'm talking about; the one that makes you feel as though you're the worst teacher in America.)  We've all made mistakes as educators. We've all had bad days.  At the risk of being dubbed a pack rat, I will admit that I save every single piece of positive feedback I receive, from emails to thank you cards to hand written notes from students (literally everything) and put it in a photo album type booklet.  I like to pull this out when I'm feeling particularly like already been chewed gum stuck to the bottom of a very old shoe. It's a small thing that helps me remember the big picture.

I also like to keep a book of the hilarious things that the kids say, because there's no possible way I'd be able to remember them all.  I try to write these one liners down soon after they are delivered, and I relive those moments when I'm having a bad day, or when the kids and I just aren't on the same page.

When looking at the big picture, a successful classroom may be described by discussing the make up of the lessons we teach, the 21st century skills we integrate, and the expectations we set.  Believe me, all of these things are absolutely vital, and are the basic fabric of a flourishing learning environment. However, in my opinion, it's sweating the small stuff that takes a classroom from its basic fabric to one that is colorful, meaningful, and memorable.

       

The June Survival Kit

My last few blog posts have been geared towards making it as a middle school teacher through using creative teaching tactics and making connections with our students.  Though this is the "stuff" of good teaching, there are some other ways that, as middle school teachers, we need to make it.  Ok, I'll say what we are all thinking: we need to make it to June 25th.

Here in Boston, it's looking as though tomorrow is going to be a scorcher.  Right now, many of us teachers are facing the next couple of weeks with some apprehension as we inch towards the last day of the year. A building full of middle schoolers, 90 degree heat, and no air conditioning is a very frightening combination.  We are facing the days when we need to shower both before AND after work (the latter being a freezing cold one) even though we probably didn't have time to work out.  We are facing the days where we are reminded of the fact that the windows in our classroom only open half an inch.  We are facing the days where we don't blow dry our hair because we know it's immediately going up into some sort of makeshift updo as soon as we enter our sticky buildings.  How do we survive these weeks?  Well, we need to make it somehow, and there are a few key items that have helped me make it in the past.

Here it is...The June Survival Kit!

1. Hydration Station: It's important to stay hydrated once the school becomes Jamaica-like. Get yourself a very large, reusable water bottle.  Use it all day long.  In the morning, I like to make myself a giant iced coffee that fills this whole sucker up.  Here's a tip for you coffee lovers: ice melts VERY quickly on a warm morning in June.  I like to brew my coffee the night before.  Before putting it in the fridge, I fill up an ice cube tray with coffee, and stick it in the freezer.  So not only do I have deliciously cold coffee in the morning, I also don't have that watered down effect.  Once I'm fueled for the day, I like to alternate between water and the individual Crystal Light packets. 

2. Scent Defense: I'll be first in line to say that I love my students, and that I think they are amazing human beings.  However, being 13 and 14 years old, they don't always smell like roses.  This particularly comes to light around noon time on a sweltering day in June.  Air fresheners like the one pictured above are super cheap and can be strategically placed throughout the classroom.  I like the "four corners" approach, and I also keep one on my desk.

 

3. Fashion Friendly Breathability Gear: Thankfully, beach attire is not appropriate at school, although the temperature can reach beach friendly heights.  On those days, I try to wear the most breathable fabric possible.  The two items pictured above are my most comfortable for scorchers.  They are flowy (and thus non-stick) and light, yet are still appropriate and professional.  

4. Anti-Oil Agents: At school in June, it is almost impossible to keep from "glowing." No, not glowing because you know you'll be on the beach in a few short weeks. You know, that slick, oily feeling your face gets after about an hour on a humid day? There are lots of different brands of oil absorbing sheets that are a quick fix for this problem, and can help you feel less slimy as you make your way to 2:30.  If you don't have any in your purse or in your desk, you're in luck! Those brown paper towels that don't seem to easily absorb any spill that occurs in your classroom are, ironically, excellent for absorbing oil! 

5. Photos of your Summer Happy Place: For those increasing moments in June where you feel as though all children have completely tuned you out, and the 90 degree stagnant heat is slowly sucking the life out of you, turn your oscillating fan directly onto your face and pull out a picture of your favorite summer spot.  Mine is Duxbury Beach.  I let the cool(ish) breeze wash over my slightly slimy face, and picture myself driving over this bridge and into paradise.  After a couple of yoga breaths, I'm able to return to being calm, cool, and collected. 

Though education is our passion and our art, even the most dedicated of creators are faced with trying times and the need to recharge their batteries.  To me, many of those trying times in a teacher's journey come in June, as our students (and we) become more anxious for some rest, relaxation, and recharging.  Sometimes the best thing to do to feed our passion for education is to step away from it for a while, and to then be reminded of how much we love what we do. 

Metaphorically Speaking

With the weather warming up and the motivation amongst students winding down, the end of the school year comes with lots of challenges.  Right now, I am smack dab in the middle of my 8th grade Romeo and Juliet unit, a unit that often comes with teaching more abstract aspects of language, and requiring students to do more reading between the lines.  In my inclusion classroom, grasping abstract concepts is something that usually only a handful of students are able to easily do.  Many of my students can fully access these abstract concepts when they are presented in a more concrete way.

In act 2, scene 2 of Romeo and Juliet, Romeo (who, in this scene, my students refer to as a "creeper") spies on Juliet as she swoons over him from up in her balcony.  Once she realizes he is there, they pour their hearts out to one another and proclaim their infinite love.  After listening to the scene as a class, we identify together the various metaphors that Romeo and Juliet use to express their love for one another.  However, in order to truly grasp just how gushy Romeo and Juliet's love for one another is, finding the metaphors isn't enough.  This means little to nothing to the students who think primarily concretely and cannot grasp the ambiguity of the metaphor. They need to see the metaphor, right there in front of them, to really understand what it means.

How can students see something metaphiorical? In trying to answer this question, I developed, what I've found to be, an activity that appeals to the masses (and by masses I mean my 50 eighth graders).

Students have 2 choices for this activity:

The more artistic students choose to actually illustrate a metaphor in it's literal form.  They read the metaphor, visualize what's happening, and put that visualization to good use by illustrating it.   Here are some works in progress...

                                    

   
"O swear not by the moon, th'inconstant moon,

Which monthly changes in her circled orb,

Lest that thy love prove likewise variable"

                                     

"Two of the fairest stars, in all the heavens,

Having some business, do entreat her eyes

To twinkle in their sphere till they return."

The other option students have (and my personal favorite choice!) is to photograph their interpretation of 4 metaphors from the scene.  They were asked to post their photographs to Instagram, and use an appropriate hashtag to distinguish each of my two groups' metaphors from one another (my two groups which have recently been renamed the Capulets and the Montagues.) They worked on these in class today, and really ran with.  They were hilarious.

 Take a look at what they came up with..

                                      

   

                                         

                                         

One of my personal favorites...

                                       

They even used photo editing apps to enhance their work...

                                         

                                         

                                          

Creating something concrete that represents an abstract concept has been a great way to help bridge the gap between the developmental differences in my classroom.  For those students who can easily perceive abstract information, this is a great extension activity for applying that comprehension.  For those students who struggle with reading between the lines, this is a great activity for clarifying understanding. And plus, it's fun! 

   

    

  

 

Shakespeare is Alive and Well

              

Teaching Shakespeare is tricky.  It's trickier when you have a classroom full of 14 year olds who have (in most cases) never cracked the spine of a Shakespeare play, and aren't overly excited to do so.  It's even more tricky when you have 14 year olds with a wide range of learning styles and abilities.  Shakespeare and middle school, at first glance, just don't seem to mesh.

Each year I've begun to teach my 8th grade Romeo and Juliet unit, I've struggled with how best to help all of my students access this play.  Of all of the activities I've tried in my classroom, I've found that the best way to spark interest in Shakespeare amongst 8th graders is to render his work new as often as possible.  This may seem obvious, (how else can you get modern day teenagers to care about work created in the 1500's?) but there are some concrete, and sometimes hilarious, ways that I've tried to do this.

Become A Sonneteer

To get students used to the idea of iambic pentameter, I start by teaching my students about sonnets.  To avoid what would inevitably be incredibly dry direct instruction, I use a flipped classroom model.  The students watch a video about sonnet form at home, where they can learn about it at their own pace. Then, they use class time (where I am readily available to assist) to write their own sonnets about anything they want to.  Here's my personal favorite...

                                            

Playlists
At the end of reading Act 1, as a way to assess understanding, I ask students to create an Act 1 playlist.  This fits in perfectly with their world. To get to this final product, I have them write a short summary of each scene, and explore the emotional conditions and motivations of each character in the scene.  Then, they peruse You Tube and their itunes libraries for the perfect songs that capture each scene. I ask them to write a blog post connecting the lyrics in each song to the events, emotions, and character motivations in each scene.  They are asked to back up their ideas by citing evidence from both the play and the song.  They LOVE listening to and talking about their music, and it allows me to sneakily help them make connections between their world and Shakespeare's and to show them just how timeless the story of Romeo and Juliet truly is.  

Love Advice

After exploring how each character asserts their feelings about love and marriage in the play, I ask students to take on the persona of a modern day version of one character, and write a letter/advice coloumn giving tips on love and relationships to 8th graders.  Once they've posted their letters, they get to read and comment on their classmates' work.  

   

Podcasts 

After reading Act 1, scene 1, I had my students rewrite the scene as though it were taking place today.  I ask them to summarize what's happening, and to imagine a conversation about the same topic taking place between young people today.  They loved being silly and creative, and they LOVED sharing their performances with the rest of the class.  Take a Listen!

DVD Covers

At the end of the unit, I ask my students to take the "bones" of the story of Romeo and Juliet, and transplant them into another setting.  They are asked to create a DVD cover for their "movie," including the stars of their movie, and a well crafted blurb articulating just how riveting their film will be.

 

    

Perhaps the simplest thing I've done to generate enthusiasm is to make my classroom a place where Shakespeare is alive.  I've created several pictures (like the one at the top of this post), and placed them in different spots around the room.

Shakespeare and I enjoying a game at Fenway!

I have also covered my classroom door with purple paper that poses the question, "Why should we read Shakespeare?" along with a memorable, relatable, quotation that I change periodically.  Finally, I've re-written Carly Rae Jepson's hit, "Call Me Maybe" to tell the entire story of Romeo and Juliet.  

Though the world has entirely changed since Shakespeare lived and breathed, his teachings are timeless, and can still be meaningful (or at least memorable!) even to the most reluctant of 8th grade learners.

Instagreat

Social media has somewhat become the fabric of our modern world. It is the media through which we learn breaking news, find updates on long distance friends, and even occasionally impulsively pour out our innermost thoughts, feelings, and political standpoints. The question on the minds of many middle school educators lately has been can we use social media with our students, and if so, how can we best use it to enhance our classrooms?

We all know that middle schoolers need to personally connect with what they are learning in order to find it relevant and meaningful, and what better way to do this than with social media? They are completely immersed in this digital world. They use it all the time (and I mean ALL the time). It makes sense for us to try our best to spark interest in what they're learning by sneaking it into their social world, which, as far as they are concerned, is the center of their universe.

Over the past few years, I've tried a couple of different approaches. I tried creating a team Facebook page and a teacher Facebook profile. This didn't really work. I didn't sign on it much, and frankly, there were way too many over shares from my current and past students. I didn't feel comfortable with using this type of social media to bridge the gap between my classroom and my students' social world. I tried creating a classroom Twitter account, but when I excitedly announced its creation to my students, they weren't thrilled. Only a handful of them had Twitter accounts, and they informed me that they didn't look at Twitter much. They told me I should try using Instagram instead. I did, and it's fantastic.

The great thing about Instagram is that my students can follow me, but can feel comfortable knowing I'm not following them back. They can check out what's happening in our classroom without feeling like their privacy is being violated.

Though I've just begun recruiting followers amongst my students, I've already used the account (@ELAinAction) in a few different ways.

1. I've tried to capture anything I find out in the world that is related to what I'm teaching, and post it to my Instagram. So far, I found a Shakespeare quote on a picture while shopping at HomeGoods. I also purchased a Snapple Apple, which (it must have been fate) contained 2 words that Shakespeare invented.

2. I've been posting score updates for my Montagues vs. Capulets competition (see last week's post for more on that!)

3. I posted my first Instagram challenge tonight. A brief article in the Huffington Post ranted about the most annoying language mistakes. I asked students to comment on the post by writing a sentence which correctly uses affect and effect.

4. I'm challenging my students to notice and capture connections they make between their own worlds, and what they are learning in my classroom.

Though this is just getting off the ground, it's great to know that as my students are spending hours scrolling through "selfies" posted by their "bffls," they are also taking a moment or two to connect with their learning.

Building Community

Adolescents, by design, are individuals who struggle with finding out who they are and where they belong. As middle school teachers, one of the most important ways we can use our classrooms is to give adolescents a place where, no matter what, they feel as though they are important and that they are accepted. At the same time, we need to present them with real world challenges to tackle. In other words, it's our job to create an environment that functions like a community where everyone contributes, and everyone matters. As I said in last week's post, since we are preparing our students for the real world, it makes sense that our classrooms mimic this real world as much as possible.

There are some specific ways I've tried to do this in my classroom through both instruction and behavior management. Here are a few techniques I've found to be successful:

1. Utopia Project: While reading The Giver by Lois Lowry, students are strategically placed into groups where they are asked to create their own utopia. This utopia must demonstrate elements of a civilization, and then they are asked to attempt to solve 6 world problems (hunger, poverty, discrimination, war, crime, and violence). Next, they are asked to create a digital advertisement persuading their classmates to move to their utopia. While developing their utopia, I try to step in as little as possible, and allow them to problem solve and reach a common goal on their own.

Why I think this works: Students are examining real world issues, and having conversations which help them to develop their viewpoints on important issues. For example, I observed an argument the other day over whether one group's utopia should have guns. It was fascinating to hear this conversation happening in a context that is so real to them. They are working through disagreements, and attempting to problem solve in a collaborative, interdisciplinary environment, much like their workplaces and worlds will be someday.

2. Montagues vs. Capulets: While we are reading Romeo and Juliet, my two 8th grade groups are temporarily renamed after the two feuding families. Throughout the unit, each "family" is able to earn points for positive behavior and academic choices, and faces losing points for negative ones. Additionally, they participate in several text related challenges where they compete as a team to earn points.

Why I think this works: The students encourage and help one another to succeed. They check on each other, saying things like, "Hey, Matt, don't forget to grab your book before English class!" As an added bonus, they are very motivated to learn the material, as points are taken away when I observe off task behavior. I'm careful not to single out any individual off task behavior, but instead simply remove a point from the score board, and all students quickly remind each other to stay on task. By being more aware of the fact that they are being monitored as a team based on their positive or negative choices, they are more likely to work together and support one another in moving forward.

3. Turning Negatives to Positives: When students complain, I try to spin their obstacle in any way I can into an opportunity. For example, when a student says something like, "I'm not friends with Johnny, and he's in my group." Rather than saying something like, "That's too bad, you have to work with him anyway," I try to respond by saying something like, "This is a great opportunity to learn about working with people you don't normally work with!" Or, "That's great news. I challenge you to find something you have in common with Johnny. I can't wait to hear what you discovered at the end of class."

Why I think this works: Helping adolescents feel more comfortable branching out of their comfort zones can only be a good thing, and can only help them to be more optimistic. It is a less threatening way of reminding students to control what they can control, which is their reaction to uncomfortable situations.

4. Reminding my students that I am human: I have found that my students respond much better to me when I remind them as much as possible that I am human. I am not some all superior being that they need to be scared into respecting. When I make a mistake as a teacher, I acknowledge it and apologize. When I trip over a chair and my students giggle, I giggle right along with them and tell them how clumsy I am. I acknowledge my flaws, like my frustrations with staying organized, and explain that sometimes it's tricky to overcome them.

Why I think this works: It helps adolescents realize that it's ok not to be perfect, and that we all have strengths and weaknesses as human beings. It creates a more relaxing and forgiving classroom environment where students are free to be who they are, and not always who the teacher wants them to be.

Though I haven't perfected the above strategies, I've found that each year, my classroom functions more like a team, and less like a room full of individual students. That's the kind of environment in which I feel best about myself teaching and my students learning. If they can transfer at least a little bit of that mentality into their lives moving forward, then I think I have succeeded.

Our Classrooms, Our World

As teachers working to provide the next generation with the tools they need to succeed, we have been challenged greatly this year. In December, as I'm sure many of you did, I spent an afternoon and evening at home in tears, trying to determine how best to explain to my middle schoolers why someone would force their way into an elementary school and open fire.

Yesterday, I heard about the incident in the city where I live through frantic text messages and phone calls from friends and family. Away from home for the week with my students with no access to a television and only minimal opportunities to check my phone, I didn't know what was happening or why, and I was struggling between maintaining a calm persona in front of the kids, while frantically waiting to hear from friends and family working or spending time close to the bombing. I have never had to appear so at ease while at the same time feeling such turmoil.

Since we arrived here yesterday, my 7th graders have been running around outside, singing at the top of their lungs, laughing so hard their stomachs hurt, and being KIDS, as they deserve to be. While I can't be at home in Boston with my family and friends, seeing the kids so excited has helped me gain perspective. Since my students do not have their cell phones or electronics, and do not have access to a television, I've decided not to share with them the awful news from yesterday. They are kids here to have a great week with great friends, and I don't want anything to get in the way of that. I believe too that since this tragedy hits so close to home, it's best for each family to decide how to discuss it with their children.

I know there will be questions next week, and I know we have faced another time this year as teachers where we must try to explain what we cannot explain, and to comfort when we may not be feeling comfortable. But this does provide for us an opportunity we can choose to take or leave. We have the power to influence how a child reacts to violence and hatred. There are choices we can make everyday which influence how a child may respond when, God forbid, something terrible like this happens.

Our classrooms and schools are microcosms of our world. The culture we promote in our schools will impact the culture of our world's future. In every choice we make as teachers, we must keep that in mind and choose accordingly. When we are frustrated with a child or another adult in the building, we need to make sure we react by deciding what we can do to resolve the frustration, rather than blaming that child or coworker for what's gone wrong. In doing this, we can positively impact our culture by improving ourselves. In our classrooms, will we react to negative behavior with negativity and belittling? Or will we react peacefully and with understanding, while offering students a different, more productive way to communicate their anger and frustration? And in our world, when something as devastating and tragic as what happened in Boston yesterday occurs, will we focus our time as adults on pointing fingers and exacting revenge? Or will we rush towards those in need, share in their sadness, and then focus our energy towards kindness, empathy, and helping in any way we can? If we want our students to be peaceful, kind, and empathetic, we must practice what we preach both in our schools and in our lives.

Though we cannot turn back time and change what happened yesterday, we can make an impact in the future through the way in which we react to negativity and tragedy, and that is perhaps one of the most important and world changing legacies we can leave to our students.