My 2nd grade teacher let me write a short story, "The Dragon in My Garden", and sent a letter home to my parents about me being a writer. I was hooked. I'm 30 years now into diaries, journals, and blog posts.
Writing gave me a new insight to its value when I started reading my mother's daily journal entries a few years ago, (she passed away 25 years earlier) and I noticed my own writing began to change with it. So did my motivation to write.
Although I never felt stifled as a writer during high school and college, I'm not sure I was ever able to explore my writing thoroughly, and I know I wasn't able to develop myself as a writing teacher until I learned to understand my own processing at the Greater Kansas City Writing Project in 2002.
There's an article floating around on Twitter right now from the New York Times about re-connecting with teachers on Facebook. I can't visit with my 2nd grade teacher anymore, but I'm blessed with teaching during the age of Facebook and just last week a former student posted a compliment on my wall to how I inspired her writing. Fortunately, I get to say back, "it was you, and all your classmates, who continue to inspire my own writing and being a writing teacher." This constant connection and re-connection continues to pull me toward writing and its value in my life.
Wednesday, July 14, 2010
Thursday, July 1, 2010
How to Really Love Your Kids by Sara Allen
I was talking to Sara after SI today and I asked her why she thought her kids loved her class. She said "because I really love them." And then these gems started rolling off her tongue. I typed them as she said them. She teachers 4th-5th grade in Springfield, Missouri.
"Pick up their pencil when it rolls off their desk.
Make sure they're wearing their coat when they go outside...and zip it up.
Go outside and try to catch a football even though you never can.
Let them try on your high heels...who cares how much they cost.
Be yourself.
They know who you are...and they know when you are wearing a mask.
Be authentic.
Be true.
It's not all great--they will get mad at you and they will say things that you did even though you really didn't do it. They will say bad things, you can't let that change how you treat them the next day.
Hold the door open for them. Say hello every morning.
Hold the door when they leave. Say goodbye.
If they are having a bad day, a piece of gum can turn things around.
Let them write a note or journal if they can't get into their math that day.
They can totally tell if you're just there and you are not honing in on what they are saying...this is one of the most important things.
They will feel love if you know they really care. It's not a perfect formula for getting them to do what you want, but you are acknowledging that the are humans and you are in a human relationship with them.
Be determined to get through the bad times. When you are pushed, and pushed, and pushed...at the end of the day you must reconnect and wish them a good evening.
Your tone needs to be respectful.
When you do something silly--tell them how you are breaking yourself out of the box.
Know their ages--they are cute and they are dolls--but they are little people.
Let passion ooze out of everything you do and everything you say.
Let students feel your energy.
Let your room take on that energy...and feed off of that energy.
Maybe that's love. I don't know. But that's what it boils down to...love, honesty, and willingness to learn, grow, and change.
Say no occasionally when they ask for a piece of candy.
Don't give compliments that aren't true. It loses it's meaning.
Be explicit with your feedback--things are just "great."
Recognition is important.
When they give you a picture with your name spelled wrong, hang it up anyway.
When they make you a happy anniversary poster and it's spelled totally wrong and it's 4 feet long--take up the wall space anyway.
When they give you a cookie with their dirty little fingerprints on it, eat it anyway. You won't die.
Be geniune.
Be truly thankful.
When they bring you a wilted flower they forgot to give you last Friday, you put water in a vase and you put it on your desk and you leave it there until it's totally dead.
When vomit splatters on your heels and your skirt...remember that it washes away."
"Pick up their pencil when it rolls off their desk.
Make sure they're wearing their coat when they go outside...and zip it up.
Go outside and try to catch a football even though you never can.
Let them try on your high heels...who cares how much they cost.
Be yourself.
They know who you are...and they know when you are wearing a mask.
Be authentic.
Be true.
It's not all great--they will get mad at you and they will say things that you did even though you really didn't do it. They will say bad things, you can't let that change how you treat them the next day.
Hold the door open for them. Say hello every morning.
Hold the door when they leave. Say goodbye.
If they are having a bad day, a piece of gum can turn things around.
Let them write a note or journal if they can't get into their math that day.
They can totally tell if you're just there and you are not honing in on what they are saying...this is one of the most important things.
They will feel love if you know they really care. It's not a perfect formula for getting them to do what you want, but you are acknowledging that the are humans and you are in a human relationship with them.
Be determined to get through the bad times. When you are pushed, and pushed, and pushed...at the end of the day you must reconnect and wish them a good evening.
Your tone needs to be respectful.
When you do something silly--tell them how you are breaking yourself out of the box.
Know their ages--they are cute and they are dolls--but they are little people.
Let passion ooze out of everything you do and everything you say.
Let students feel your energy.
Let your room take on that energy...and feed off of that energy.
Maybe that's love. I don't know. But that's what it boils down to...love, honesty, and willingness to learn, grow, and change.
Say no occasionally when they ask for a piece of candy.
Don't give compliments that aren't true. It loses it's meaning.
Be explicit with your feedback--things are just "great."
Recognition is important.
When they give you a picture with your name spelled wrong, hang it up anyway.
When they make you a happy anniversary poster and it's spelled totally wrong and it's 4 feet long--take up the wall space anyway.
When they give you a cookie with their dirty little fingerprints on it, eat it anyway. You won't die.
Be geniune.
Be truly thankful.
When they bring you a wilted flower they forgot to give you last Friday, you put water in a vase and you put it on your desk and you leave it there until it's totally dead.
When vomit splatters on your heels and your skirt...remember that it washes away."
Friday, June 25, 2010
Disturbing the Status Quo: Reflections from Recruiting for Diversity
I'm starting to think, (which isn't surprising seeing as I'm attending a National Writing Project event.)Somewhere in the middle of Margaret Wheatley's book turning to one another, she reminded me that the moment we start to think, we start disturbing the status quo. In fact, I think she says it's dangerous even. A good dangerous I would add. I want to write a little bit later about an earlier chapter in Wheatley's book, but for now, my journey2learn this weekend is focused on diversity. Accessing the diverse contributions in my community, making recruiting for the OWP relevant to the work needed to be done in our service area, and learning to connect with the rich and diverse world that the Ozarks is.
My real thought to that...open my eyes. Look around and start noticing. Begin. Don't say it, but live it and commit to seeing all as blessings and not problems. Commit to seeing the diversity around me as the contribution. Commit to serving the underserved.
Already I'm beginning to open my eyes to how I DON'T live this in my life. And it's embarrassing.
At this point it's my first personal reaction to the literature I've been reading at the NWP's Recruiting for Diversity Institute. "How to Tame a Wild Tongue" from Borderlands/La Frontera: The New Mestiza by Gloria Anzaldua gave me insight into the culture of language and how that culture reflects the identity of self. How you view yourself based on the dominant culture's behavior, words, actions, etc. This must be true in any situation. Actually I know it's true in any situation. I'm thinking of how my sense of self is connected to the dominant culture in the house I was raised. I felt worthy and whole if I was doing, saying, and thinking what my parents thought. It's got to be this way for our kids in school as well...tying identity to what the "popular" kids want and think. We all attach our identity to someone else, and that reminds me of a powerful phrase I pulled out from Margaret (Meg) Wheatley's chapter "Willing to be Disturbed" (pages 38-41 in the book turning to one another: simple conversations to restore hope to the future.
"We don't have to let go of what we believe, but we do need to be curious about what someone else believes. We do need to acknowledge that their way of interpreting the world might be essential to our survival."
What you say, do, and believe is essential to my survival as a growing, learning, thinking human being. My challenge to myself is to remember this luxury of learning from and listening to others.
Another challenge to myself: I want to try not being part of that dominant culture, although that is who I am, but instead, step outside of myself and understand and learn to value, no, I want to say "honor", those who feel domininated.
I feel like there are a lot of mixed ideas in this reflection, but I can't work through my own thinking without being confused and convoluted at first.
My real thought to that...open my eyes. Look around and start noticing. Begin. Don't say it, but live it and commit to seeing all as blessings and not problems. Commit to seeing the diversity around me as the contribution. Commit to serving the underserved.
Already I'm beginning to open my eyes to how I DON'T live this in my life. And it's embarrassing.
At this point it's my first personal reaction to the literature I've been reading at the NWP's Recruiting for Diversity Institute. "How to Tame a Wild Tongue" from Borderlands/La Frontera: The New Mestiza by Gloria Anzaldua gave me insight into the culture of language and how that culture reflects the identity of self. How you view yourself based on the dominant culture's behavior, words, actions, etc. This must be true in any situation. Actually I know it's true in any situation. I'm thinking of how my sense of self is connected to the dominant culture in the house I was raised. I felt worthy and whole if I was doing, saying, and thinking what my parents thought. It's got to be this way for our kids in school as well...tying identity to what the "popular" kids want and think. We all attach our identity to someone else, and that reminds me of a powerful phrase I pulled out from Margaret (Meg) Wheatley's chapter "Willing to be Disturbed" (pages 38-41 in the book turning to one another: simple conversations to restore hope to the future.
"We don't have to let go of what we believe, but we do need to be curious about what someone else believes. We do need to acknowledge that their way of interpreting the world might be essential to our survival."
What you say, do, and believe is essential to my survival as a growing, learning, thinking human being. My challenge to myself is to remember this luxury of learning from and listening to others.
Another challenge to myself: I want to try not being part of that dominant culture, although that is who I am, but instead, step outside of myself and understand and learn to value, no, I want to say "honor", those who feel domininated.
I feel like there are a lot of mixed ideas in this reflection, but I can't work through my own thinking without being confused and convoluted at first.
Thursday, June 17, 2010
Personal Response: Writing Process: A Shining Moment by Sondra Perl
I read the last two pages and it's reminded me of learning to become a teacher researcher in my own classroom. Last week I attended the OWP Teacher Inquiry Institute and I'm thinking in researcher terms, but these pages led me there as well.
Sondra Perl reminds us of some key points as the researcher: that you are not "testing" and coming to a conclusion, but your research is ever growing, ever changing, ever moving along with the study. It's important to know that you stand outside to conduct the research, but that within the context of your own work what you consider relevant will appear in your classroom. In fact, it's vital that you are engaged in what is being study, but it's equally vital, as much as possible, but us to understand our own impact on the results.
Important reminder: It's not a test, but pay attention to the details.
Important reminder: Attend to the work in slow and careful ways. Do not rush the process.
Important reminder: I am not alone. We do not work in solitude--we work with writers, use the students.
Important reminder: Studying about writing is never done. There is always more to see, more to do, more ways to look at how students create and how new texts are always evolving.
Sondra Perl reminds us of some key points as the researcher: that you are not "testing" and coming to a conclusion, but your research is ever growing, ever changing, ever moving along with the study. It's important to know that you stand outside to conduct the research, but that within the context of your own work what you consider relevant will appear in your classroom. In fact, it's vital that you are engaged in what is being study, but it's equally vital, as much as possible, but us to understand our own impact on the results.
Important reminder: It's not a test, but pay attention to the details.
Important reminder: Attend to the work in slow and careful ways. Do not rush the process.
Important reminder: I am not alone. We do not work in solitude--we work with writers, use the students.
Important reminder: Studying about writing is never done. There is always more to see, more to do, more ways to look at how students create and how new texts are always evolving.
Tuesday, June 15, 2010
I Write. Therefore I Tweet
Melissa led us in freewriting after reading Terry Tempest Williams excerpt "Why I Write" from Creative Non-fiction. I write because I am meant for expression. I am meant to share, to talk, to write. Therefore...I tweet.
Today is the second day of the Summer Institute. Last night I went home at 5:00 p.m. This is the first year, in four years of facilitating, that I didn't feel like there was "something pressing to do for the next day." It felt good to go home to my porch, enjoy the outdoors of the Ozarks for a little bit. Take a walk with my dog, grab dinner with a friend, and then, once I got home, I felt inspired to read, to write, to look at our schedule and see what's ahead. Instead though, I tweeted.
This is the first summer institute with live tweeting for the OWP, and it's been fun to experience. Actually, it's my first SI with live tweeting anywhere. I've been tweeting since December of '08, but didn't actively follow my Twitter account until October of '09. This opened up a whole new world of professional learning for me. Twitter is my space, and I'm away from my students. I was a Facebook teacher for many years, and still am, but Twitter has become my place for learning, and reading, and getting a grasp on what's happening in the world around me. Twitter is a place where I can follow people with the same like-mind. I read what they are writing, I read what articles online they are sharing. They read about the weather in Colorado and what's for dinner in Kansas City. But, it's more than just that. The social network aspect isn't what keeps me tweeting. In fact, I find myself deleting tweeters who only update about their social lives. Mostly, it's because I can find those updates on Facebook. However, tweeting an online article about paperless classrooms, or writing instruction, or technology in the classroom, or grading without letter grades, those are the articles that keep me going back to twitter. I can search anything with the hashtags, but I admit my tags for the last few months have only been writing project related as this is my professional learning community and I have a deep trust and commitment to those who have participated in writing project events around the nation.
And...time's up...more to come tomorrow I'm sure.
Today is the second day of the Summer Institute. Last night I went home at 5:00 p.m. This is the first year, in four years of facilitating, that I didn't feel like there was "something pressing to do for the next day." It felt good to go home to my porch, enjoy the outdoors of the Ozarks for a little bit. Take a walk with my dog, grab dinner with a friend, and then, once I got home, I felt inspired to read, to write, to look at our schedule and see what's ahead. Instead though, I tweeted.
This is the first summer institute with live tweeting for the OWP, and it's been fun to experience. Actually, it's my first SI with live tweeting anywhere. I've been tweeting since December of '08, but didn't actively follow my Twitter account until October of '09. This opened up a whole new world of professional learning for me. Twitter is my space, and I'm away from my students. I was a Facebook teacher for many years, and still am, but Twitter has become my place for learning, and reading, and getting a grasp on what's happening in the world around me. Twitter is a place where I can follow people with the same like-mind. I read what they are writing, I read what articles online they are sharing. They read about the weather in Colorado and what's for dinner in Kansas City. But, it's more than just that. The social network aspect isn't what keeps me tweeting. In fact, I find myself deleting tweeters who only update about their social lives. Mostly, it's because I can find those updates on Facebook. However, tweeting an online article about paperless classrooms, or writing instruction, or technology in the classroom, or grading without letter grades, those are the articles that keep me going back to twitter. I can search anything with the hashtags, but I admit my tags for the last few months have only been writing project related as this is my professional learning community and I have a deep trust and commitment to those who have participated in writing project events around the nation.
And...time's up...more to come tomorrow I'm sure.
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