Building Connections Before Thanksgiving

Demonstration Speeches

Throughout the week, I have had the opportunity to get to know my students in unique ways. As ELA teachers, we connect with our students through writing and reading, but this week my 7th graders completed their Demonstration Speeches and a Screen Free Day. Both opportunities opened the door to form connections with my students.

Demonstration speeches always spark fear in the eyes of my students initially, and this year was no exception. Throughout the week prior to their speeches, we spent time analyzing example speeches with the rubric. Of course, I include a few well done, mediocre, and unfortunate examples, so the class loosens up a bit and we have the opportunity to laugh a bit, too.

As their teacher, I share my fear with them, also. I am fearful of public speaking like so many others. My students do not believe it at first, as I speak with them daily, while teaching, but I remind them that we are comfortable with each other. In front of a group of parents or teachers, my hands sweat, my face reddens, and worries of the necessity of a reapplication of deodorant enter my brain.

Once presentations began, as always I was fascinated or at least intrigued as I do not know as much about my students as I may think. I had a variety of topics and talents shared, such as wrapping presents, creating crafts, science experiments, snowboard tutorials, basketball, volleyball, and football tutorials, cleaning a carburetor, playing clarinets, flutes, otamatone, card tricks worthy of AGT, origami, and hair tutorials. Although my students were nervous, they prepped and did absolutely wonderful. This moment of being in the same shoes of nerves brought our class closer as some delivered their presentation with ease and some could not wait for their time in the spotlight to end.

Adorable Santa paint brush made by one of my students.

Screen Free Day

A day of no technology in a one to one Google Chromebook school was set. Deep breath…I accept the challenge. Now let me preface this with a few things. My classroom has a SMART Board, document camera, projector, speakers, desktop computer, and my Chromebook BUT no whiteboards or chalkboards.

I pondered activities to get students thinking and communicating. I opted for diagramming sentences introduction and practice. I know-WOW, ancient task, but students were looking at sentences in different ways. Some who find activities easy in ELA had to think a bit differently and some picked it up quickly. Teams were communicating and some took on leadership roles who may not typically. I loved watching them figure out where each part of the sentence goes and how to identify them. Their team dynamics were new and engaged.

Second block period, I shared Kwame Alexander’s book How to Read a Book, which is a reminder of the magical journey we enter when we open the cover of a book and “pop the words out”. I used the content to remind my students of the intrigue, beauty, humor, etc. we pull from those pages full of magic waiting for us!

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7th graders then commenced eating snacks and reading throughout the room in comfy spots. They were relaxed, I was relaxed, and the room quieted. Nearing the end of the hour, we chatted with each other, laughed with each other, and connected with each other. I have to say that I enjoyed our Screen Free Day. BUT I also love what technology offers us as educators in bringing intrigue and motivation to the classroom.

Overall, I learned more about students hobbies, activities, and passions all within a week. As our trimester comes to an end, I look forward to a new trimester of planning, prepping, and teaching young people who I know a bit better now! And now to power down my technology and get home to my family. Happy Weekend to all of you!

Writing Circles Increase Accountability!

When Pernille Ripp discussed in her blog writing circles, I took notice. Classes differ in dynamics from year to year, and this year I have a vocal class, who needs time to discuss, plan, and share each part of the writing process. I decided to try these dynamic circles with my classes.

This can be both a blessing and a curse at times, but with a plan in mind and flexibility, I dove into the process of establishing the writing circles. Students interviewed each other and then made suggestions as to who they thought they would mesh well with as a writing team. I then took the self evaluations and interview results, and used the information while creating the circles.

Students then met with their groups. Listening practice, verbal sharing, and Round Robin writing were used to create a bond for the team of writers, while enjoying laughter and creativity within the circles increased participation. Discussions surrounding expectations of members of each writing circle were discussed and examples of criteria established.

Now, not all students were immediately on board with this process, as sharing writing requires a different level of trust. As middle level learners, fear enters into the sharing of your ideas. As an educator with a Master’s Degree specializing in Middle Level Education and several years as a middle level writing instructor, I knew I needed to alleviate their worries if writing circles were going to work. I assured students of independence during initial planning before embarking on a share session with their writing circles.

Throughout the process, I found myself facilitating, rather than refocusing groups and reminding students of timelines. After each writing mini-lesson, writing circle members would gather and either assist members with incorporating or editing for the technique. Feedback was offered several times throughout the drafting process, which was much more meaningful than the number of times I would be able to check in with groups of 26-32 students at a time. Writing circle members found themselves as idea generators, authors, editors, revisers, and supporters. Members were held accountable within their circles and the results have been amazing.

So what were my observations as I assessed student work? Overall data shows an increase in completion rate, less students opting to not turn in the assignment, and an increased use of figurative language and mechanics used properly. The previously assigned paper resulted in 13% of my students submitting incomplete assignments, while 3% submitted nothing. With the incorporation of writing circles, 2% of my students submitted incomplete papers, while zero submitted nothing.

Now, is the increase solely based on the incorporation of writing circles? I do believe writing circles positively impacted student achievement, but the genre must also be considered, as a memoir and urban legend are quite different. Although, the genre type may have influenced student achievement, I do believe the layers of improvement are beyond the difference between genres.

Students incorporated a depth and voice beyond what I have experienced this early in the year. I attribute this to the number of editors viewing and offering feedback for the author. This multi-tiered approach offered students several opportunities to improve their writing. Figurative language was detailed to the point where I found myself taking heed of the cautionary tale.

Writing Circles will be incorporated throughout writing this year as the benefits outweigh any negatives and the impressive papers submitted have sold me on the technique as student accountability has increased. Give it a try, as it is well worth the planning involved.

The Moment Your Heart Beats Faster

I am a 7th grade teacher. That being said, I try to connect to all students. I meet with them, feel their vibe, and read like crazy to find books to suggest they read.

A 7th grade boy picked up sports book after sports book with stats and top ten lists. I was excited, as he defined himself as a nonreader. I praised his dedication to reading about his love of sports, but thought I might insert a suggestion of a book I thought he may like-Long Way Down by Jason Reynolds. He devoured the book more quickly than I ever suspected. Exactly two days later he questioned outside of conference time, “Do you have anything like Long Way Down? I liked that.”

Oh my goodness! This put my mind into overdrive-hmmm…so many books went through my mind, but I needed to understand-was it the verse format or the theme. He loved both, so I thought more. This choice was so important-remember he defined himself as a nonreader and he was reading!!

Upon further thought, I decided Dear Martin would be my suggestion. A novel with a connection-Gun violence and making choices that will affect your entire life.

Oh no-and oh yes, because Dear Martin is such an awesome read , but I have only one copy and it was checked out. He said he wanted me to let him know as soon as it was returned. Daily this self defined “nonreader” checked in to see if it was returned, as he explored more of my sports selections.

Then, Dear Martin was returned! No way was I waiting for his class period, instead I knocked gently on his homeroom door and requested a discussion in the hallway. I showed him the book with the PG13 warning for language and violence to which he declared, “I have seen and heard worse!”

When he came to class hours later, he was already a quarter of the way through. This was an opportune time for a quick reading check in. I asked what he thought of Dear Martin. He responded with a smile, “I love it!”

What have I learned-We as teachers have so many opportunities to help redefine how our students see themselves as readers and the reading and learning we do behind the scenes truly does impact our students!

I know for a moment, at least, my student is a reader and may now change his definition!

The Journey Begins

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton