4 Fun Ways to Fire Up Learners

Memorable Moments

When you think back to your fondest memories of school, what experiences do you remember most? I am talking about memorable moments that have wrapped around your heart and hugged your soul. These memories are so vivid that when your thoughts wander back in time, you are the starring role in vibrant mind movies that leave you feeling incredible pride, joy, and gratitude for those opportunities. These memory moments have become part of the fabric of the person you’ve become and will continue to be on your course of life. 

Snapshots in Time

For me, these snapshots in time are what made learning fun, creative, and applicable to real world interactions and experiences I’ve encountered. I can assure you that when my own children, students, and colleagues ask me about my favorite parts of my schooling timeline, it is not about the standards, assessments, skills, strategies, and/or particular lessons that were taught. It was the times I performed in the school musicals and dramas, participated in Battle of the Classes, and worked on passion projects I actually cared about. It was the educators who unlocked those moments that sparked my interests and ignited my passions. Those educators created personalized experiences that kept learners at the core of the work and viewed them as human beings first. The social interactions I had with peers illuminated the most relevant parts of learning. Together we laughed and navigated our way through successes and failures, sought solutions to conflicts, explored new ideas, and pushed our limits of learning, discovery, and growth. 

Great Educators CAN Make a Difference

In order to make a difference in the lives of our learners, great educators must create experiences that tap into learners’ hearts so their minds are open to critically consuming information to create new and better things that are relevant to them and the real world. Meaningful learning sticks when great educators focus on the right things first! In Innovate Inside the Box, George Couros says, “We have to acknowledge that our students come to us with a unique mix of experiences, strengths, weaknesses, and passions…Our calling or task is to expose students to numerous pathways and provide them with the skills to be self-directed and goal-oriented so they can choose or create a path that allows their brilliance to shine” (p.32).  I’ll admit, at the beginning of my career, I was so focused on delivering the curriculum that I rarely leveraged the moments where I could have listened more and developed deeper connections with my students to make learning matter. I always cared about them, but I thought that the primary way of showing it was by “covering the content” instead of making investments in their emotional deposit boxes and continuously giving them the choice and voice they deserved. In the book Personal and Authentic, Thomas Murray says, “Expecting children to walk through our doors and desire a “standard” model of education completely ignores the vast differences in interests, passions, and strengths of our learners. Providing opportunities, both small and large for these learners to explore areas that are meaningful to them recognizes who they are and reaffirms to them that they matter” (p. 107).

4 Fun Ways to Fire Up Learners

How can great educators create conditions that bring out the best attributes of every learner who enters the school buildings and classrooms they live in? I’ll tell you what has worked for me… fire them up and make them a part of the learning process! Empower them to listen, think, discuss, and choose the way they want to learn. Create opportunities where learners freely share their ideas, listen to others’ perspectives, and talk about what’s on their hearts and minds. Use those moments to influence their learning and plan instruction that’s tailored to their needs; give them the starring role in vibrant future mind movies that they can recall and later share with pride, joy, and gratitude! With that being said, I want to share what my students think are 4 fun ways to empower them and fire up the learning that transpires in classrooms! These are learning experiences that they request we revisit regularly:

Picture of the Day

I discovered Picture of the Day from Hello Literacy consultant Jen Jones many years ago. I have found that using pictures is a low stakes, meaningful, purposeful way to observe, think, promote critical discussion, and honor other perspectives about anything you choose! In author Ralph Fletcher’s recent keynote at the Spring Virtual Long Island Language Arts Council Conference on March 25, 2020, he discusses how the world of our learners is increasingly visual. Photos are a universal language that reveal emotions and tell stories about people’s lives. Photos can magically stop time and become a tool for inquiry. They also serve as mentor texts that can inspire learners to take their own photographs and document their own journey. When I introduce the picture of the day, I begin by selecting pictures that are of high interest, relevant to the unit of study I am teaching, and/or mirror the interests of the learners in my class. For example, if I am teaching story elements, I may showcase pictures with a variety of settings, people, conflicts, and resolutions; if I have learners who have a passion for sports, traveling, cooking, etc… I will share those photographs. The students are invited to make observations (list things that can see in the picture) and then make reasonable inferences (using the details from the picture and what they already know) to develop ideas and perspectives about the photo. My students are also encouraged to select their own photographs in the choice boards I will discuss below! Learners can think and respond about photographs in a multitude of ways (i.e. in a writer’s notebook, Google Doc/Slides, Jamboard). I have found that Picture of the Day has supported my learners in previewing and comprehending more complex informational text.

Choice Boards

Choice boards are not only a great way to empower learners by giving them choice and voice in what and how they are going to learn, but it also provides meaningful balance between online and offline learning. I have found that providing learners with choice boards encourages intrinsic motivation and a more meaningful desire to learn,  personalized instruction, and allows students to respond by using various print and digital competencies. This type of freedom guides learners towards independence. The choice boards I designed below were inspired by Catlin Tucker’s blog and self-paced course on blended learning. Each choice board includes skills/strategies that I have introduced in my own classroom. I revise the learning activities as I introduce new skills/strategies. Revising the options keeps learning fun and engaging! In the book Innovate Inside the Box, Couros states, “When students are empowered to choose how they can best demonstrate their knowledge and skills, they are able to see the relevance in learning the basics and how reading, writing, and math apply to their lives and are less likely to check out mentally” (pp. 62-63).

Link to Literacy Offline Choice Board #1

Link to Notice and Note Offline Choice Board #2

Dialogue Journals

This is an authentic way to get students to informally write about any topic with a partner or group while supporting the development of relationships and building stronger connections with teachers and peers. Teachers can utilize literature, informational text, video, podcasts, and/or free writing prompts to get learners to participate in this process. Learners will start with a question, comment, or thought about the topic by including content knowledge and content-specific vocabulary. Learners respond to one another and should keep the dialogue going. I call this fast and furious writing! Learners should not worry about grammar or spelling. They should be able to get all of their ideas out freely.  Dialogue journals are a low pressure way to tap into students’ interests and passions, to learn more about each other, develop writing fluency, stamina, and build confidence. Teachers can participate by sharing their own experiences through writing, by giving feedback to the learners and/or participate in the writing process.

Dialogue Journal information from: The Best-Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning, Grow Fluent Writers…K-12 by Harvey “Smokey” Daniels  and Elaine Daniels

Here is an example of student dialogue journals:

Inspiration Collages


There have been several opportunities for my learners to create inspiration boards that exemplify and illustrate who they are as people. Allowing them to utilize a digital space such as Google Slides, enabled them to express their creativity and illuminate their passions and interests by using quotes, words, phrases, colors, and images. These activities have helped me to initiate meaningful conversations with my students and have supported the development of future lessons that are relevant to their lives and the world. In Innovate Inside the Box, Couros says, “If we don’t understand the learners we serve, even the best ideas for teaching and learning will not be as effective if we don’t learn about our students and connect with them first” (pp.77-78). In the example below, shows how learners responded to the book Love by Matt De La Pena by creating a board about what Love means to them! See the slides for more information about P.S. I Love You Day (the impetus for this learning experience).

3 Ideas to Level Up Learning

Embrace the Opportunity

Educators have been afforded a magical opportunity to impact and influence the lives of every learner they encounter throughout their careers. There is no doubt in my mind that this is a tremendous responsibility that rests on the shoulders of every interaction and experience we shape on the journey. You see, education is not just a career, it’s a calling; it’s a chance to create memorable moments that touch hearts, inspire learners to dream, and provide them with purposeful supports as they manifest their hopes for the future. Educators have the power to create spaces of psychological safety and tap into the emotional drive that will propel learners towards success. They have the ability to leverage intentional dialogue in their environments, provide learners with equitable access to their education in meaningful ways, and establish a sincere set of values and beliefs they can continuously put into action. This is a belief system that will model high levels of integrity and commitment to those they serve. In the book Unlocking Unlimited Potential by Dr. Brandon Beck, he beautifully states, “It’s the ultimate goal of all educators to unlock the unlimited potential in all whom you serve… your purpose as an educator has to involve your belief that you can guide all students to understand their potential is unlimited” (pp. 6-7).

Moving Beyond Our Locus of Control

Amidst a global pandemic, educators have been faced with challenges that are beyond their locus of control. According to the article, Locus of Control and Your Life by Kendra Cherry, “Locus of control refers to the extent to which people feel that they have control over the events that influence their lives.” People who have an external locus of control don’t believe they can change despite their efforts. This has placed unsurmountable pressure on educators who prefer to be in control of all of their professional outcomes and may believe that they must cover all of the standards and content in order for learners to be successful. However, the article continues to say that people who have a strong internal locus of control have more confidence when they are faced with challenges and have a strong sense of self-efficacy to be flexible and embrace change while reimagining learning in the new educational landscape we are living in. This has made educators question how they are going to unleash the talents in every learner that enters their learning spaces. If we are asking learners to engage in various learning activities in physical and virtual spaces, take risks, and put forth effort while embracing the infinite mindset, shouldn’t educators be modeling the same actions?

Where Do We Invest Our Time?

That being said, there have been various barriers including a lack of continuity of instruction that have gotten in the way of the engagement and empowerment learners need to thrive. In the book Learner Centered Innovation: Spark Curiosity, Ignite Passion, and Unleash Genius by Katie Martin, she asks the following questions: “Why do some students willingly engage in academic tasks? What makes learners persist in challenging tasks? What compels learners to want to learn more and improve?” (p. 76). Martin goes on to talk about Camille Fallington’s deep research about creating cultures that develop mindsets for deeper learning to occur. “The following mindsets have been identified as critical to student motivation and willingness to persist in academically challenging work.

I belong in this community

I can succeed at this

My ability and competence grow with effort

My work has value to me

…As learners, teachers, and leaders, we must cultivate and model these mindsets too” (pp. 76-77). Throughout my teaching experiences, I have come to realize that before learners are able to feel empowered to engage in deep learning, educators must make an investment in the emotional deposit box by developing strong connections. In Unlocking Unlimited Potential, Dr. Beck brilliantly states, “It starts with educating students from the inside out in order to find the Sweet Spot” (p.48). So I ask, how can educators level up learning to create relevant, meaningful learning experiences that will leave an everlasting impact on the hearts and minds of the students they serve?

Here are 3 Ideas to Level Up Learning:

TELL STORIES

Stories are windows into our experiences. They are small moments etched into our memories. They are the ammunition that pushes us down the path of discovery. In an #InnovatorsMindset podcast, George Couros says “Stories are the fuel for innovation, they inspire us, they give us pertinent ideas, they get the work we are doing out to people in a really compelling way that goes beyond what a score could tell people about our students.” Beneath the façade of every human being lies personal, unique collections of stories that reveal reflections of who they are and who they want to be. How can we intentionally create spaces for learners to share how they view the world through stories?

REVEAL:

WHO YOU ARE: Tell YOUR story and share the reason your journey led you to where you are in right now! We all come from various experiences that shape who we are. By sharing those experiences, you are showing learners that they have the power to write their own narratives and change their course as they evolve as human beings!

YOUR WHY/PURPOSE: There is nothing more powerful than telling your learners why you were placed in a position to teach them how to maximize their social, emotional and academic potential. Simon Sinek says, “People don’t buy what you do, they buy why you do it…there are leaders and those that lead. We follow those who lead, not for them, but for ourselves. Those who start with their ‘Why’ have the ability to inspire those around them.” What we value and how we share “why” we value those things, changes the culture of the classroom/building. 

PERSONAL AND STUDENT STORIES THAT CONNECT LEARNING: In Richard Gerver’s book Change, he notes that people can, “Use stories as tools to build momentum in others.” Sharing educator and student stories will inspire the learning community to have empathy and understanding for one another. Stories are real world examples that can breath meaning and life into learning. That authentic connection can give the content more meaning and motivate learners to see it’s value and build deeper understanding of the classroom community and curriculum.

BUILD BRIDGES

According to the Miriam Webster Dictionary, one of the definitions of a bridge is, “a time, place, or means of connection or transition.” One of our critical roles as educators is to help learners build bridges that connect the heart to the mind. Throughout this journey, we are learning and thinking partners who provide the right scaffolds that help learners walk across the bridge with intention and purpose and grasp the new learning that exists on the other side. However, it’s the actual process of walking on the bridge, the productive struggle; those moments where as educators, we get to say, “I’m here for you, I care about you, and let’s have fun while doing it!” that will nurture the heart and make it easier for learners to open their minds.

BEGIN WITH:

ASKING QUESTIONS: When beginning a class in virtual and/or physical spaces, I have found that asking questions to launch a lesson and/or embedding them over the course of the day will set a positive tone for learning. I have asked questions as simple as “If you can eat one food for the rest of your life, what would it be and why? Who is someone that has been an inspiration to you and why? What are the 3 most important things in your life, why?” I also love “Would You Rather” questions such as “Would you rather be invisible or fly, why? Would you rather be Batman or Spider-Man, why? Would you rather fly around the world for free for the rest of your life or eat at any restaurant you want for free?” Learners can respond orally, in the live chat, or in a digital tool such as Google Jamboard or Mentimeter. These questions are fun way to connect and the classroom community gets to learn more about one another.

SHARING FEELINGS: A critcal part of being an educator is checking in on your learners emotional state. It is an opportunity to “read the room” and see where learners hearts and minds are during their time with you. In Unlocking Unlimited Potential, Dr. Beck states, “,,,it should be the unspoken truth in all schools that understanding your students’ emotions first and foremost is at the forefront of everything you do” (p. 49). He goes on to say, “Students are not robots programmed with all of the same software, they have many different dimensions and unique identities. Not providing SEL opportunities consistently is equivalent to trying to fly a plane without an engine. You aren’t going anywhere fast” (p. 51). It is a good idea to provide learners with emotional language to support them in expressing their feelings.

MUSIC/DANCING: One of the best parts of the day is when I incorporate music and dancing into learning. Sometimes it is music that I choose and other times I let my learners be the DJ. Moving and listening to music creates a fun, light-hearted space. This opens learners up to tackling the skills and strategies that will be taught that day. In a CNN article by Kelly Wallace, titled Move over, ‘sit still’! Why kids need to move in school, Dr. John Ratey, an associate clinical professor of psychiatry at Harvard Medical School, says “When you move, you stimulate all the nerve cells that we use to think with, and when you stimulate those nerve cells, it gets them ready to do stuff.” 

CULTIVATE CONNECTIONS: The heart of teaching and learning is rooted in the connections and relationships we develop with the learners we are lucky enough to serve. Cultivating strong relationships, understanding the learners’ strengths and areas for growth, tapping into their passions and interests, and providing equitable access to the curriculum for ALL learners are cornerstones to any worthwhile educational journey. In a recent Equity in Education Panel at #NCTIES2021, Sean Gaillard shared his working definition of equity, “Limitless opportunities for all-ALL the time…it’s relentless, it’s sustainable.” Without truly caring about the social-emotional well-being of every student, learning will not be as productive or meaningful. If we want to see the positive, lasting impact we are hoping for, we have to make it our obligation to get to know all learners as human beings first and give them what they need to thrive. 

CHECK-IN

LEARNING SURVEYS: I created a Google Form Learning Survey for both learners and their families inspired by Catlin Tucker. I used similar questions for both because it was important for me to get to know the learners in my classes from both perspectives. This was also a way for me to introduce Google Forms as I have used this digital tool in a multitude of ways. I embedded a welcome video for the families right into the form so they can learn why filling out this form was important to me. This was also a way for me to connect with them, show who I am and what I value as an educator. My learners complete this survey 3x a year so that I can see how their thinking has evolved.

CLICK HERE for Family Learning Survey

CLICK HERE for Student Learning Survey

5-MINUTE MEETINGS: I schedule five-minute meetings with all of my learners. This idea was inspired by Dr. Mary Hemphill’s book The One Minute Meeting: Creating Student Stakeholders in Schools. The idea of these meetings is to check-in with my students, learn more about them as human beings, and then utilize the information to elevate their emotional literacy. There are three simple questions to ask: How are you today? What is your greatest celebration? What challenges have you had recently? After asking those simple, open-ended questions and having those personal conversations with each learner, I feel even more connected to each one of them. I now have a deeper understanding of what is happening in their world. Some had really cheerful, positive stories to share, while others were expressing that they are going through challenging times. The responses were collected in Google Forms. This qualitative data is used to drive planning and instruction.

1:1 CONFERENCES: 1:1 conferencing is a key ingredient to having learners practice, improve, and elevate learning. This sacred time spent with students can be messy as the learner guides the direction the conference will take. In turn, the teacher should be able to notice and name a learner’s strengths and areas for growth and adjust the direction and goals of the conference accordingly. In a conference, the teacher and student are both learners, except, the student is doing most of the work while the teacher coaches in and offers thinking prompts to lift the level of the work. In virtual spaces, these vital interactions take place in Zoom or Meet breakout rooms. This is a more personalized space to connect, interact, and personalize learning. Katie Martin confirms this in her blog titled, To Engage Students, Focus on Connection Over Content, “Scheduling time with each student to connect, learn more about their circumstances, their goals, and ideas, created a different dynamic that built empathy and allowed for more personalization and meaningful connection.

We’re Doing a Good Job…

Showing Up

My educational journey has led me to teaching middle school learners in the midst of a global pandemic…I know I’m better for it; I’m better for it because my students, colleagues, and PLN have shown me the way. They have taught me to be more patient. They have taught me to be more flexible. They have taught me to embrace the failures and frustrations. Together, we have questioned the status quo and the implementation of instructional practices. Together we have learned new digital platforms and tools to support student learning. We have lifted each other up when we are feeling down or inadequate. We have celebrated successes big and small. We have shared our failures so we can learn from them. This time, last year we could never have imagined being in the position we are in now, but we are HERE. We are showing up and working together to love, support, and serve our learners in every way possible.

An Inspiring Message

A few weeks ago, speaker, educator, and author Thomas C. Murray posted a YouTube video with the caption, “To our first responders, health care workers, educators, and those that are helping by pouring their lives into others each day in the midst of this pandemic… THANK YOU. If you watch one thing today, make it this.”

If you haven’t seen this, watch it, please! I played this video multiple times and every single time I view it, I cry a little harder. Before the holiday break and I wanted to come up with a simple, meaningful activity to share with my learners that would inspire us to reflect on the year 2020.

Here is the activity:

  1. Watch the video “Good Job” Covered by One Voice Children’s Choir– Give a brief introduction to the video but consider not frontloading too much information as students should be able to respond and share authentically. 
  2. After discussing sentiments, thoughts, and feelings about the video, I shared a letter I wrote to my students about 2020 and the challenging times we are facing. It came straight from my core. So much so that when I read the letter to each class, I shed many tears.

Dear Students,

     2020 has been one of the most challenging years in the history of education and the world! I know that virtual learning hasn’t always been easy. You do not get to socialize with your friends in the same ways. You do not get to interact with teachers in the same ways. You do not always get to learn in the most conducive ways. I see you. I hear you. I feel for you. I want to express my gratitude for showing up, trying your best, and being flexible during challenging times. I have been learning alongside you, and it hasn’t always been easy. One thing I do know is that we are resilient. We are grateful. We are strong. We are a team. Just know that YOU will have so much to share with the world because you are living the unimaginable! I can promise you this…we will get through this. Together.      
                                                             
                                                              With love and gratitude,
                                                              Mrs. Kaufman

3. Have the students write a letter of gratitude and appreciation to an educator who has positively impacted their lives during the global pandemic.

Click HERE for the Google Slides template to the activity.

Student Letters

We’re Doing a Good Job

I believe that sharing my vulnerability first, opened the hearts of my students. I was incredibly touched by their meaningful sentiments. The tears kept coming as I read each one. I’ll admit…2020 has invited a range of emotions into my heart and headspace. It’s certainly been a wild ride.

Believe me…

There are times when the work gets hard.

There are times when the work gets stressful.

There are times when I question whether or not my instruction is adequate enough to meet all of the learners’ needs in physical and virtual spaces simultaneously.

But, we are HERE, we are showing up, we are rolling up our sleeves, and believing in ourselves, our colleagues, and students. … and after reading these letters, I feel better knowing that we’re doing a good job…

Reimagining the Magic of the Workshop Model Series 4: Honoring the Framework

Special Note:  This is blog post entry 4 of a blog series titled: Reimagining the Magic of the Workshop Model. Blog post 1 in the series can be found here: Reimagining the Magic of the Workshop Model Series 1: Inviting Change.  Blog post 2 can be found here: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community.  Blog post 3 can be found here: Reimagning the Magic of the Workshop Model Series 3: Non-Negotiables in Physical and Virtual Spaces. This blog post series is written from my perspective, as I teach face-to-face and virtual cohorts of middle school learners simultaneously.

On a Mission
Educators who are reimagining and implementing the workshop model all over the world are on a mission. They are on a mission to provide powerful literacy instruction to every single student who enters their physical, virtual, hybrid, and/or hyflex spaces. They are on a mission to rally learners, cultivate communities, build partnerships, voluminously read, write, talk about books, and guide learners towards independence. They are on a mission to make learning stick, honor the framework and give effective, impactful, brisk minilessons that will empower learners to effectively and efficiently transfer relevant skills and strategies into their reading and writing lives. In the book Leading Well, Lucy Calkins states, “When teachers lead effective minilessons, those short bursts of instruction will mobilize the whole community to be on fire as readers and writers and will immerse the kids in an understanding of the important work they are doing. Although small group instruction and conferring are critically important, when teachers are skilled at giving minilessons, that teaching can drive a huge amount of progress” (Calkins, Ehrenworth, & Pessah, 2019, p. 69). Workshop educators know what the workshop feels and sounds like; they are committed to making the experience feel like an “all-hands in” group huddle, pulling the learners in close, leaning forward, teaching their hearts out as they demonstrate with brevity, have learners collaborate and share ideas, and then reconvene the class to share some incredible thinking work. With all of that being said, educators were propelled to reimagine the structure and components of the minilesson in new physical and virtual spaces with intention and flexibility. They have constantly asked themselves, “How can I honor the workshop model framework, reach all learners, and provide short bursts of instruction that will ignite passion and an innate yearning to want more?

Traditional TCRWP Framework of the Workshop Model

Teachers College Reading and Writing Project Overview of a Day’s Reading and Writing Workshop

Check-Ins are Front and Center

When convening for a workshop minilesson in physical and virtual spaces, learners congregate in spaces that look and feel very different than the traditional rituals that usually include a meeting area with a rug, teacher’s chair, and a purposefully positioned anchor chart. In traditional learning environments, classroom spaces were arranged so that learners could transition from intently listening to the minilesson on the rug to turning and talking with partners, to independent practice in flexible seating or back at desks that were grouped together to encourage peer collaboration. Now, learners in physical spaces and virtual spaces are sitting with their 1:1 devices, logging into Google Meet or Zoom, and congregating in virtual community spaces. The transitions are now from the main room to breakout rooms and are typically used for small group work collaboration or individual breakout rooms for independent practice and 1:1 conferencing. More than ever, educators are proactively organizing social-emotional check-ins during the course of instruction. Learners need to know that educators care about them as humans first. They need to feel safe and connected because the screen can be viewed as a barrier, but only if you let it become one!

There are several ways to do this:

  1. Use the chat feature to ask questions.
  2. Polls: Use Google Meet, Zoom’s poll feature, or a digital tool like Mentimeter for the social-emotional status of the class.
  3. Put students in individual breakout rooms. Have a social-emotional check-in before 1:1 conferencing with learners.
  4. Purposefully embed the check-in during instruction; ask students to answer questions orally or in the chat that relate to the text, but also to their own lives.

Minilesson
Although the content of a minilesson will change almost daily, the structure will remain the same. The framework of a minilesson is predictable and usually is completed in 10 minutes or so. If educators are able to master the architecture of the minilesson, learners will know what to expect in both physical and virtual spaces. For the current educational landscape, it is important to consider putting a special emphasis on the “Connection” component of the minilesson. It is going to be worth the investment of time to “hook” learners into the lesson with passion and purpose. Look into those small moments of your life and share those stories with students. In a recent Future Ready virtual conference, Brianna Hodges reminded educators that “The shortest distance between a human being and the truth is a story.  With stories, we find a connection to people and then they have a reason to care.  According to A Guide to Reading Workshop: Middle School Grades by Calkins & Ehrenworth (2017), the traditional components of a minilesson can be found on the left side of the chart below. On the right side, the minilesson has been reimagined for new physical and virtual spaces. Many of these ideas overlap.

Traditional Minilesson vs. Reimagined Minilesson

Click HERE for infographic

Example of an asynchronous minilesson

Independent/Collaborative Practice

Whether in physical or virtual spaces, learners will need access to print and digital texts to read in order to deliberately apply the skills and strategies that were explicitly taught during the minilesson. Book access, voice, and choice are more vital than ever before. Learners can do the thinking work by reading a short story, watching a short video clip, and/or reading their independent reading book; they will need whatever it takes to empower and engage them in the process. Students have to feel like they are owning their learning!  Once learners make a plan for their independent reading and have an understanding of what goals they are working towards, they will independently read in both spaces. If learners are in the physical space, they will read at their socially distant desks; if working synchronously, virtual learners will be placed into an individual breakout room to independently read. Additionally, teachers may decide to place readers in partnerships to support and guide one another’s reading and thinking work. Here’s the bottom line, since the 1980’s there has been a substantial amount of research that the only way students get better at reading is READING! Also, you may consider embedding “catch up” days when there are no new minilessons taught. These days, will give learners an opportunity to revisit and apply a multitude of skills and strategies they have previously learned during independent reading time. These days will also allow the teacher to catch up on small group instruction and 1:1 conferencing. Providing learners with choice and voice about how they can show their thinking during this time will empower them to take ownership over the experience! Check out this Offline Choice Board inspired by Catlin Tucker that may be utilized during this time.

Click HERE for a link to make a copy of this choice board and make it your own!

Conferring/Small Group Work

Here’s a big question…”What is the rest of the class doing while the teacher is conferring? In the workshop model, here’s the answer…READING!  In the book A Teacher’s Guide to Reading Conferences, Serravallo says, “Instead of spending time at the Xerox machine running off worksheets or spending countless hours creating materials for centers, get books in students’ hands and let them read” (Serravallo, 2019, p. 4). Understand that you will NOT get to reach EVERY physical and/or virtual student every single day. However, it will be possible to talk to 3-4 learners during independent/collaborative practice time. This gives the teacher an opportunity to join each breakout room, work with a small group or 1:1, and check-in on the learner for accountability and understanding. If the teacher assesses that there are learners who need a double demonstration, it may be decided to keep them in the main virtual room to reteach the necessary skills/strategies. It is crucial for the teacher to also revisit the digital anchor chart and say “When I come to confer with you, I will be asking you how you are applying the strategy we learned today! If you doing other thinking work, such as working on a strategy you previously learned, be ready to share that!” As the virtual learners are working, it is also critical for the teacher to pay attention to the breakout rooms as a reader may press the “help” button for support. 

Mid-Workshop Teaching

There is absolutely a time and place for a mid-workshop interruption! When conferring with students and/or working with small groups in physical and virtual spaces, look for common trends in strengths and/or areas for growth. Bring all learners back together in the main virtual room. It is best to set the timer in breakout rooms  in order to give the students some notice that you will be pulling them back together shortly. This gives them an opportunity to finish up some thinking work. When everyone is back in the main room, you may consider sharing your screen to highlight a strategy a reader was successfully or unsuccessfully using. It may be that you are revisiting the anchor chart, thinking aloud, using a portion of a mentor text to highlight a learner’s success or struggle (if it’s a struggle, this can be done anonymously and in a tactful way). You may use these prompts: “Readers I noticed that….Readers I was listening to…Readers I observed…” Additionally, you may ask a learner is they are comfortable sharing their own screens and briefly have them share their success or struggle if they choose to do so. This enables learners to refocus on the learning task and gives them something new to think about!

Share

Teaching in physical and virtual spaces has made it more challenging to fit in all of the components on the Workshop Model. It is important to note that educators must give themselves grace and not be so hard on themselves if there is a struggle with pacing. There is a whole other layer of complexity that has been added to teaching. Do you know what that might be? It’s the complexity of managing multiple spaces at once while navigating technology. It’s not always easy and things will not always go as planned (just like it happens in traditional classroom spaces). There are times a teacher may not get to “share” the learning because they were busy checking-in with a learner who needed the extra support. There are times the teacher may not get to share because the transitions with technology were taking too long (from the main room to breakout rooms). There are also times when you will find the time to share the learning. Sometimes it will be at the end of the workshop and sometimes it will be the next day. The fact of the matter is that our brains process information by thinking about the new things we’ve learned and how we’ve applied them. The point is that as long as you are giving students opportunities to reflect on their learning and are providing them with the feedback to take their learning a step forward, you are adding power to the work! Students tend to put more cognitive energy into the independent/collaborative practice when they know they could be sharing with an audience. Being prepared, encourages them to share their screens and voices with all of the learners in the classroom. This also empowers other learners to work more productively during future workshop experiences. Making time in physical and virtual spaces to share learning with the classroom community adds value and brings purpose to the work!

Reimagining the Magic of the Workshop Model Series 3: Non-Negotiables in Physical and Virtual Spaces

Special Note:  This is blog post entry 3 of a blog series titled: Reimagining the Magic of the Workshop Model. Blog post 1 in the series can be found here: Reimagining the Magic of the Workshop Model Series 1: Inviting Change.  Blog post 2 can be found here: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community. This blog post series is written from my perspective, as I teach face-to-face and virtual cohorts of middle school learners simultaneously.

Like the Speed of Light

Recently, the educational landscape we have always known has been challenged and has shifted faster than we could have ever comprehended…way beyond our imaginations. It’s as if we have instantaneously soared into a virtual learning universe that seems faster than the speed of light. Did you know that the speed of light in a vacuum is 186,282 miles per second, and in theory, nothing travels faster than light? So, if we were actually able to travel at the speed of light, you could go around the Earth 7.5 times in one second. This seems incomprehensible, doesn’t it? Well, wasn’t there once a time where many of the practices we employed in education seemed light-years away? The fact of the matter is that education has always evolved and changed, yet, those deviations seemed much easier to consume and digest because they happened more gradually. On the other hand, in the spring of 2020, educators were urgently launched into another dimension of teaching and learning. We were left questioning whether or not the instructional practices we have always held close to our hearts would still be significant in virtual and physical spaces. We were left questioning whether we could connect with learners and develop meaningful relationships. We were left questioning whether or not we could honor the teaching frameworks that have historically impacted learners in positive ways. We were left questioning if the resources we have worked so hard to curate throughout our years of teaching would still be compatible virtually. We were left wondering how we could monitor and track learning through meaningful formative and summative assessments. 

What I Know Now

For me, the first question that stirred within was whether or not educators would be able to keep the magic of the workshop model alive in our new physical and virtual atmospheres. As I continue to question, reflect, revise, and shift how I approach cultivating relationships, analyze curriculum, deliver instruction, and administer assessments, I know now more than ever that no matter where our learning spaces exist, it is up to us, the educators to embrace it. I know now, it is up to us to own it. I know now, it is up to us to navigate this new territory with open hearts, flexible minds, and positive spirits. I know now that it is up to us to take the instructional practices we know have always worked, and fine-tune our techniques to meet the needs of ALL learners throughout the process.  And since I am knee-deep into the experience of  Hyflex teaching, the philosophy and implementation of the Workshop Model can be achieved by keeping these 6 non-negotiables at the core of the work.

6 Non-Negotiables in Physical and Virtual Spaces

(Click on the link above for access to the infographic)

Connection Before Content– When you place cultivating relationships and building community front and center, it is likely that you will leave a lasting impact on the learners you encounter throughout your educational career. I am pretty sure that the legacy we choose to leave is not in the time we took to plan and execute a lesson; it is not in the homework or assessments we assigned or graded; I am positive that it is in the time we took to get to know our students as human beings first. If you commit to leading with passion and empathy. If you take the time to find common ground. If you create inviting, safe, nurturing learning spaces for ALL learners, you will see a big return on your investment. In a recent Future Ready podcast titled Universally Designed Connection and Reflection with Brianna Hodges and Dr. Katie Novak, Dr. Novak brilliantly and simply states,  “If you can connect with students, then that’s a good enough tool right now.” Learners have an emotional compass and will use social referencing to take cues from adults they admire. With that being said, by connecting and sharing your authenticity and passion, students will believe in and be an integral part of the magic in the important work that lies ahead.

Honor the Architecture– When planning and executing a minilesson, keep in mind that the content, focus, and/or space may change, but the architecture of the minilesson and it’s components don’t! In the book Leading Well: Building Schoolwide Excellence in Reading and Writing by Lucy Calkins, (written before the COVID-19 global pandemic, but still remains true) she says, “When teachers lead effective minilessons, these short bursts of instruction will mobilize the whole community to be on fire as readers and writers and will immerse the kids in an understanding of the work they are doing” (p. 69). However, keep in mind that since there are new and different learning spaces to consider (physical and virtual) when delivering a minilesson, educators must be flexible with each component, the pacing, and the way learners are engaged throughout the process. According to the Heinemann article, How the Essentials of Reading and Writing Workshop Do-and Don’t Change with Virtual Teaching, “Traditionally, the architecture of minilessons remains largely the same from day to day—and contains a connection, teach, active engagement, and link. For virtual minilessons we keep the “connection” and “teach,” but often combine the “active engagement” and the “link” as a way to set kids up to practice the strategy demonstrated. So instead of kids trying the work during the minilesson—hard to do virtually, especially with recorded instruction—after the teacher demonstrates, we set the kids up to go off to work.” Honoring the gradual release of responsibility, the effective transfer of skills and strategies, and leading learners towards independence will always remain a constant in any learning environment.

Architecture of a minilesson anchor chart.

Conferring is a Cornerstone- 1:1 and small group conferencing is a key ingredient to having learners practice, improve, and elevate their literacy skills. This sacred time spent with students can be messy as the learner guides the direction the conference will take. In turn, the teacher should be able to notice and name a learner’s strengths and areas for growth and adjust the direction and goals of the conference accordingly. According to Jennifer Serravallo, in her book A Teacher’s Guide to Reading Conferences K-8, she beautifully conveys, “Conferring is where the magic happens. It’s the heartbeat of the literacy block…. Conferring blurs the lines between teacher and student” (p. 1). In a conference, the teacher and student are both learners, except, the student is doing most of the work while the teacher coaches in and offers thinking prompts to lift the level of the work. Students need to understand the goal(s) of the conference in order to make the necessary progress in their learning and during independent reading. In virtual spaces, these vital interactions take place in Zoom or Meet breakout rooms. This is a more personalized space to connect, interact, and personalize learning. Katie Martin confirms this in her blog titled, To Engage Students, Focus on Connection Over Content, “Scheduling time with each student to connect, learn more about their circumstances, their goals, and ideas, created a different dynamic that built empathy and allowed for more personalization and meaningful connection.” In her blog Using Feedback to Build a Sense of Connection, Purpose, and Ownership Dr. Martin states, “5-minute conferences can be a really powerful way to check in with students and provide timely meaningful feedback based on their needs.  Teachers who are remote might use breakout rooms to meet with a few different students or small groups each day to check-in. If you are in person you can call students up while others are working or giving each other feedback.”

Curate Relevant Resources

-Print and Digital Texts

In a workshop classroom, readers should have access to a tremendous volume of books in a mutlitude of genres and topics that spark their interest. As a matter of fact, Richard Allington suggests that schools have a minimum of 1,000 books per classroom! Over the last few years, learners have also been introduced to digital readers. Since we are attending to the needs of learners in both physical and virtual spaces, it is important to provide students with access to rich classroom libraries as well as websites and apps that house a plethora of digital texts. I am fortunate that my school district has provided our students with digital texts on Raz-Kids, Epic, Bookflix, and Sora (just to name a few). In the physical classroom, books are checked out when readers go book shopping, and then they are quarantined for 4 days until they can be checked out again! We must continue to keep in mind that maintaining a classroom library is an ongoing process to ensure that there are high-interest, high quality texts that represent various genres, topics, and series that students will embrace.

-Purposeful Anchor Charts 

Purposeful anchor charts that are created with students is an essential part of the workshop experience! If you walk into my classroom, you will see that the walls are adorned with meaningful charts that help learners access skills/strategies that are needed to navigate various texts they encounter. These tools are meant to maximize students’ independence, encourage choice and risk-taking, and celebrate the productive struggle along the way. In the book Smarter Charts by Marjorie Martinelli and Kristine Mraz, they explicitly state, “Charts help to make our teaching explicit and clear by providing step-by-step directions and key tips and strategies for how to do something” (p. 86). For students in the virtual space, I recreate mini versions of these charts and intentionally attach them to a digital notebook of strategies for learners to access when they need the support.

Physical Space Anchort Chart (left) and Virtual Space Anchor Chart (right)

Preserving Independent Reading-Independent reading is the heart of the workshop model. Within the gradual release of responsibility, it is critical to be able to guide learners towards independence in physical and virtual spaces. This is where they will be able to apply the skills and strategies that are taught during the demonstration portion of the minilesson. Independent reading is a routine and protected practice that transpires across grade levels. According to the National Council of Teachers of English (NCTE) Position Statement on Independent Reading, “Effective independent reading practices include time for students to read, access to books that represent a wide range of characters and experiences, and support within a reading community that includes teachers and students. Student choice in text is essential because it motivates, engages, and reaches a wide variety of readers. The goal of independent reading as an instructional practice is to build habitual readers with conscious reading identities.” If you are an educator who embraces the workshop model philosophy, it is a professional obligation to model your own reading life and create the time and space for learners to independently read.

Ongoing Assessment & Feedback– Meaningful assessment can propel the teaching and learning process. It is a way to collect information about the learners’ strengths and areas of need.  In a workshop model framework, it is important to embed thoughtful assessments that drive daily instruction. Assessments help teachers provide thoughtful feedback, create small groups, create personalized goals for all learners, and structure minilessons accordingly. This includes, but is not limited to formal and informal running records, spelling inventories, checklists, rubrics, and anecdotal notes. When adminstering assessments in physical and virtual spaces, it is vital to plan accordingly. It is beneficial to be transparent with learners and families about the “why” behind each assessment. Learning shouldn’t be a secret! Personally, I always spend time discussing the expectations in rubrics and checklists with learners. We analyze the nuances in language and develop a shared understanding of the goals. In Katie Martin’s blog titled, Using Feedback to Build a Sense of Connection, Purpose, and Ownership, she expresses, “When students are clear about the learning goals and criteria for success, they can self assess their work and take ownership of the process. Checklists and rubrics can be really helpful, especially if they are co created and the students have a clear grasp of what is expected of them. Creating time and building the routine for this practice is critical to understand where they are and determine next steps.” Furthermore, it is valuable to provide learners with ongoing, cyclical feedback that clearly paints a picture of where they are in relation to the learning targets, what the next steps are, and what it will take to get there. Katie Martin goes on to say, “Meaningful feedback is not the same as a grade or an evaluation. Feedback is information for the learner about where they are in relationship to the goal or target to help them get there. If we can prioritize the learning goals and only assign meaningful work, we can make the time for students to go deep, get feedback, revise and do something meaningful.”

Learners highlighted the shifts in language on a 1-4 scale Reading Workshop Rubric for physical and virtual spaces.

Stay tuned for the next blog in this series: Reimagining the Magic of the Workshop Model Series 4: Honoring the Workshop Model Framework 

Reimagining the Magic of the Workshop Model Series 1: Inviting Change

A Special Note: Many months ago, I was encouraged by George Couros to create a digital portfolio in order to highlight and archive my learning. These conversations started before the COVID-19 global pandemic emerged as one of the most challenging and life-changing events in history. During the quarantine, I connected with Kristen Nan and Jacie Maslyk, co-authors of All In: Taking a Gamble on Education in a book study Voxer group. This is when Kristen invited me to co-blog on her website. This was a great opportunity to test drive blogging. The experience was incredible and gave me the confidence to take George’s advice and create my own platform. One of the first blogs I wrote during this time was Reimagining the Magic of the Workshop Model. The purpose of this blog was to keep the workshop model alive during emergency remote learning. I wanted to share my experiences with other educators and show them that what may seem impossible is in fact, possible.

With that being said, as I learn more about implementing the workshop model in physical and virtual learning spaces simultaneously, I want to share my process with other educators. So, I welcome you to the beginning of a series of blogs titled: Reimagining the Magic of the Workshop Model. I will break up my learning process and the workshop model framework into various components so that they are easier to digest. Please understand that my learning is constantly evolving and all of these ideas may be revised over the course of time!

This blog series is dedicated to George Couros, Jacie Maslyk, Thomas C. MurrayKristen Nan, my PLN: #Read2Lead, #EdCampLI, #LBLeads, and my Long Beach colleagues who have inspired, motivated, supported, and encouraged me to write and share my learning and voice with the rest of the world. I am forever grateful.

What Happened to the Magic?

There is a certain kind of magic that lives within an educational universe. If you orbit around an organization and open the doors, you will find sparks of light. These sparks of light shine brightly because they are ignited by communities of educators who pour their souls into maximizing and elevating learning experiences for kids. It’s that spark that ignites into flames when curiosity and wonder spread like wildfire. It’s that spark that rallies a community of learners together to support one another through the learning process. It’s that spark that embraces the idea of agency, voice, choice, and productive struggle. It’s that spark that empowers and guides learners towards independence. And just as the flames happily dance and spread around our magical learning hubs, the intensity of the flames can just as easily be disrupted, startled, dimmed, faded. What happened to the magic? I’ll tell you in one word: CHANGE. When change invites itself through our doors, it can be paralyzing. It can be suffocating. It can be stressful. It can be shocking. It can also be eye-opening.

Change is the Epicenter of the Journey

I have been in education for 15 years and I can assure you that change has been the epicenter of my journey. Most of the time, change has been a gradual occurrence that happens over a steady course of time. It’s so slow, that at times, it cannot be recognized until it’s looking you straight in the eyes. However, recently change has looked quite different in the world of education. Across the globe, educators have been pushed to rethink education. Educators have been challenged to question their core values. Educators have been pushed to revisit their philosophical beliefs. Educators have been remixing existing teaching and learning practices that have lived in the nucleus of their daily lives and in the book Innovate Inside the Box, George Couros brilliantly states, “I’ve long believed that change isn’t to be feared; it is an opportunity to do something amazing…Change will come our way. We can “go” through it or “grow” through it. We grow when we seek out solutions rather than letting those obstacles hinder us.” This quote resonates even more deeply since the Covid-19 global pandemic has jolted the more traditional educational landscape we have always lived and known. I’ll admit when shifting to emergency remote learning and now teaching in physical and virtual spaces simultaneously, I have paused multiple times and questioned the what and the how. I have questioned whether or not the philosophy of the workshop model can live on in virtual environments. I have questioned if I can make the workshop model come alive for learners the same way I did in physical learning environments. Katie Martin, author of Learner-Centered Innovation confirms how vital developing solutions are to the barriers of change with this astute notion, “If the world is changing, the evidence and research become irrelevant if you don’t consider a new context.” And if we want to reach learners effectively, we MUST consider the new educational contexts that have been thrust upon us. We cannot look back, we must keep moving forward! And then, I came across a tweet from Thomas C. Murray, author of Personal & Authentic that spoke to my core, solidified these ideas, and reminded me of my why. And when I revisited my WHY, I knew it is to continuously cultivate lifelong learners who feel empowered to reach their social, emotional, and academic potential. And then, I realized that through the workshop model, I can continue to rally together a community of learners and build community by prioritizing the social-emotional needs of students and keeping “who” we teach at the heart of the learning journey.

Choosing What is Right

I have encountered many people who have embraced different educational philosophies. I have listened to theories and have read multiple books and articles by countless leaders and experts in the field of education. I have indulged in and have digested several perspectives about various topics with the intention of catapulting learners to academic success through multiple kinds of curricula and teaching and learning practices. And every time I have read an article, a book, or listened to a podcast, I used to think, wow, this must be the magic prescription for success. In my earlier years of teaching, when I was handed a curriculum, I followed it to a T. I thought that the curriculum itself was the key driver of developing a learner’s social, emotional, and academic potential. I thought that the people who were responsible for making decisions about the curriculum knew best and I looked to them as the experts. Now I know better. Now I know that the learners are the curriculum. They tell you what they need. I learned that there is not one single curriculum that works best for all learners. I know that every curriculum must be viewed as flexible and should be modified to meet learners’ needs. Knowing this made me realize that I can adapt the Workshop Model in both physical and virtual spaces. Knowing this helped me understand that I can revise the implementation and the process at any time. Knowing this made me feel more comfortable with taking risks, sometimes meet those risks with failure, share and reflect on those experiences with colleagues, and recognize that it’s an opportunity for growth.

Thomas C. Murray invites Kristen Nan to share how important it is to take risks and step out of your comfort zone in this #LeadershipMinute!

The Workshop Model Will Live On

Suddenly, a spark was ignited within me…I knew that by inviting this change, I was still going to continue to honor my belief system and keep the magic of the workshop model alive. I felt committed to implementing what I have known to be best practices in the new context we are living in. It is because I believe that this is the framework that empowers learners to become confident readers and writers. This is the framework that guides them towards independence. On October 17, 2020, the Teachers College Reading and Writing Project held their first virtual Saturday Reunion. When I logged in to watch and listen from the comfort of my own home, Lucy Calkins was delivering her opening remarks. She said “We need to be as connected as we can be…Teaching is about holding onto the faith that the work we do matters. This is hard to hold onto right now. Even if it feels that nothing is going well, we need to show up.” These are powerful words that made me ask myself again…How can I rally learners together and build community when we are teaching in both physical and virtual learning spaces simultaneously? What can I do to cultivate meaningful connections and develop relationships with face-to-face and virtual learners? What new and existing tools can I utilize to support the execution of the gradual release of responsibility? I know that while navigating this learning journey, I must continue to be patient, I must continue to give myself grace, I must continue to be open to feedback from my colleagues, my PLN, and my students who are living this with me, and I must show up. And as Calkins suggests, I will show up for my students, their families, my community, and my country. EVERY. SINGLE. DAY. The fact of the matter is that change has already invited itself through our doors. As George Couros says, “You can fight change, adapt to change, embrace change, create change, or lead change. No matter your choice, change is not going away.” And do you know what else I will not let go away? The Magic of the Workshop Model.

Lucy Calkins passionately delivered her introduction at the October 17, 2020 TCRWP
Saturday Virtual Reunion.

Stay tuned for the next blog in this series: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community

Eternal Memories Manifest Hope for the Future

My Eternal Mental Movie

I’ll never forget my fourth-grade teacher, Mrs. Roth. Although I was only 9 years old, I can still remember thinking that she was one of the most innovative and inspiring teachers I’ve ever had. She had this unbelievable ability to make you feel special and valued. She celebrated your strengths and would ask you to share them with peers, she made learning incredibly fun, and continuously tried to implement new and better teaching and learning practices every single day. The overhead projector (remember those?) was a staple in her practice when most other teachers had them pushed into a corner in the back of the room (perhaps because it was a new and unfamiliar technological tool). I didn’t realize it then, but she used it to model her own writing life, make her invisible thinking visible, and showed us “the learning process” across various content areas. I often recreate the mind movie of me lovingly staring at her with my elbows locked on my desk and the palms of my hands cupping my chin as she gracefully carried around a book that was practically stuck to her hands like glue. This book looked important because it had that “lived-in” look about it. It was worn out at the edges like it had been thumbed through frequently, had colored tabs strategically placed throughout, and was covered with intentional highlighting, underlined words, phrases, and sentences from top to bottom. It was a book that reminded me of my favorite “go-to”  80s movies; you know, the ones I watched over and over again because I connected with the plot lines and hidden gems of life-lessons, or the humorous parts that made me laugh or the serious parts that got me to reflect on my own life and all of the “what if this happened to me?” moments!

My Lucky Day

I contemplated asking Mrs. Roth what the name of the book was, but I was a painfully shy young girl; so shy that I only spoke in class when I was invited to do so. Also, I wasn’t sure if it was appropriate for an elementary student to be interested in a grown-up book for teachers! And then the moment arrived…it was my lucky day. I noticed that the mysterious, treasured book was left by itself on the kidney-shaped table Mrs. Roth used for small group instruction. I spontaneously grabbed my notebook and pencil, briskly walked up to the table, and furiously scribbled down the title and author of the book. This was all while Mrs. Roth wrote the schedule for the day on the chalkboard in different colored chalk (remember chalkboards?). I hurried back to my desk and immediately opened my notebook to read the title…In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents by Nancie Atwell. So, this was the book that Mrs. Roth kept close to her teaching heart. I had to have it. I had to because I felt compelled to emulate the qualities I saw in Mrs. Roth, someone who valued their students, someone who created exciting learning experiences, someone who made you feel like your contributions mattered and kept you running back to school every day. And, if I was going to be a teacher one day, I wanted to be the teacher that felt empowered to create innovative experiences for students and colleagues. I wanted to be the teacher who was collegial, but also not afraid of success or the idea of positively impacting others in dynamic, influential ways. I wanted to be that teacher who embraced every student and tapped into their passions and interests. I wanted to be the teacher who was aware of the learning goals, but did not necessarily get there by using the same pathways as everyone else. I wanted to value people, creativity, and motivate others to share their gifts. So, at the age of 9 years old, I asked my parents if they would purchase the book for me, and they did.

Moving Beyond the Status Quo

Do you ever find yourself continuously reflecting on the impact your mentors have had on your growth and development both personally and professionally? I believe it’s a wonderful way to reconnect with your “why”. Just imagine if every child had their very own Mrs. Roth from a young age to touch their hearts and minds? How would having these positive role models impact their personal journeys, encourage them to create their own opportunities, and then share those gifts with the world? Recently, I listened to a new #InnovatorsMindset podcast by George Couros titled “Hopes for School”. He asked the questions, “Who has empowered you to create and be a leader?” and “Are we empowering people to create their own opportunities?” Later, he went onto share that his best mentors have pushed and challenged him to grow. These are also the same people who have his back and truly value him as a person and an educator. These ideas resonated with me because the trusted people I would consider to be my mentors have pushed me to grow in ways I never could have expected; they never held me back from success and perpetually pushed me to move beyond the status quo. Perhaps these were the people who saw qualities in me that I wasn’t able to name or see in myself because I was so consumed with employing daily practices and routines naturally. Don’t we have the same hopes for our own children, and for that matter, every student who enters our classroom door? All learners deserve to meet trusted people who will be their champion. All learners deserve to be welcomed into an environment that values their stories. All learners deserve to have a voice and choice in how they learn. All learners could use an invitation to share their thinking in safe spaces. Throughout my educational journey, I have crossed paths with a multitude of people who have modeled practices that were destined to become a part of who I am as a person and educator. I consider myself a very observant person. Studying people, their actions, and reactions to various events are important when intentionally exploring the ins and outs of life. Why is that? Every time I get the opportunity to observe the habits of others…styles of communication, teaching and learning practices, approaches to management, and the types of leadership qualities they embody, I am more inclined to open doors to new experiences with an empathetic heart and open mind. It is difficult to navigate the world without having the ability to understand others. There are things I observe that I hold onto so tightly because I look at those ideas as vital to my present and future successes. 

George Couros Image

Image from the #InnovatorsMindset podcast by George Couros titled “Hopes for School”

When the Past Meets the Present

About 10 years ago, my supervisor had sent an email inviting a group of literacy teachers to attend a Nancie Atwell conference. I immediately jumped on the opportunity to meet the literacy guru who had a profound impact on my favorite teacher, and me. Before leaving for the early morning New York City conference, I tucked my “lived-in”, worn at the edges, highlighted, underlined, tab filled 21-year-old In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents book in my bag. As I listened to Atwell speak about her passion for literacy and what it means to her to empower learners to have meaningful literacy lives, I couldn’t help but think about what got me to that moment. If it wasn’t for Mrs. Roth, her love for learning, and empowering her learners to grow…would I be sitting at the table with other educators who traveled near and far for a Saturday morning of professional learning? During the lunch break, I patiently waited for my turn to speak with Nancie Atwell holding my adored book in hand. I got to share the story about why and how I have a 21-year-old copy of the book. She smiled, laughed and appeared to have connected with my experience. Then, she graciously and willingly signed my precious copy of the book, a cherished book that symbolized eternal memories of hope for the future.

nancie atwell