Tell me more......

In the work that I do, I get to spend spontaneous moments watching the art of teaching unfold, and then, I write about these moments. As with the previous posting, this visit wasn’t planned. It caught me by surprise when visiting a school seeing Karen doing what she does best: working alongside teachers. I am in awe every time I have the opportunity to observe her teaching. I think it has to do with her attention to intention; I think it has to do with the fact that she knows the right time to step back and quietly wait, then, at the right moment she is able to provide renewed direction; and finally, I think it has to do with the fact that she is a learner herself and in her demonstrations of what is possible allows others to “try it on” before they, too, pay it forward.

Gathering the children on the floor in front of her she quietly waits until all are sitting on the carpet. When she leans forward in her chair slightly, I believe it is intentional because Karen has learned that this seemingly simple gesture lets them know that what they have to say is important.

Today they will be problem solvers: those independent thinkers puzzling through on their own, a word problem that is displayed on the poster board. From the onset, Karen creates a space where thinking is at the core of her teaching. Instead of feeding them the answers, she nurtures the soul by posing questions that will let them discover for themselves the path that needs to be taken. The language Karen uses defines her as a teacher. She is one who seeks to understand: “Tell me more.” “What are we trying to find out?” or “If you don’t know, turn to your neighbor and ask.”

These questions are intentional and based on what the children tell her. Through the lens that Karen views the world, the destination reached isn’t the most important part of the journey. It is in the steps taken along the way that allows for possibility.

Using her internal road map, Karen scaffolds her teaching around every bend in the road. This is based on the social aspect of learning that she values, creating frames of action that permit children to interact with their neighbor, to share with the group questions and surprises, or, if necessary, one-by-one, to stay behind on the carpet for a little while for further clarification.

And when the moment ends, I slowly move out the door, and turning one last time I whisper……tell me more-until next time…..Teach.

Spirit lines often overlooked.....

A feeling of joy happens every time I have entered her classroom and it’s not the fact that this is her namesake, though, some of you may claim that our names dictate the way in which we view the world. If you are a believer then this truly would be the case.

In this classroom thinking is valued in a way not often seen. It is in the way that Joy interacts with her children that sets her apart. The way in which the language used lets each of her children know that first, they are loved; second, that she expects much; and finally, the teaching that unfolds is based on what her children tell her.

Joy doesn’t tell her children what or how to think, instead, through the demonstrations of her own thought process and the way in which she phrases the questions asked informs her teaching and possible next steps.

Five minutes into my visit, Joy sits on the edge of her seat leaning closer to the students and says, “Tell me more.” This simple gesture of moving closer provides a sense of warmth that resonates throughout the room. A silent agreement that says, “All voices are heard in this space.”

Another student when asked to share her thinking in solving a problem blurted, “I got it wrong.” Joy’s response back was, “That is ok. I want to know what you were thinking along the way.” The child then lifted her thinking from the pages of her life.

The “spirit lines” often overlooked came to life that Thursday morning: “I want to know what you were thinking along the way”

Tell me-until next time…..Teach.

Sailing to distant shores.....

The turns in the road dictates the direction one takes in life and no matter what the wishes of others seems to be; ultimately the decision is ours to make. As I work alongside teachers and academic coaches, I must remember that my charge is to facilitate a stroll to the water’s edge, then, my responsibility rests in demonstrating “the tools of possibility” that are available. When constructive and informed decisions are made, individuals within schools are better equipped in potentially deciding for themselves which distant shore to sail.

In my interactions with others within schools, I am reminded of my own beginnings and I remember those who held my hand as I strolled down to the water’s edge. It was Esther, who was the first to give me feedback. It wasn’t what I wanted to hear; however, it was what I needed to hear in order to grow as a classroom teacher. It was Esther who walked alongside me for awhile as she demonstrated “these tools of possibility”. And when the bend in the road pointed in two directions, it was Esther who let go of my hand. And I, not knowing which road to take, turned around as she waved me on. I stumbled until next in line came Barbara who reached out her hand as well and side by side, we continued along the path.

Back then, I was given an opportunity, that taste of possibility to re-invent for myself all that lay ahead in my adventures to distant shores. So on this day, I leave you, my readers, with three gifts:

The first one is to slow down. I want you to know that in this race the journey along the way is important as well and sometimes, when we are focused on the brand new sneakers on our feet; the pavement below the rubber; or the tape right before the finish line we lose sight of our purpose. Then, possibility and opportunity pass us by and we don’t get to see with brand new eyes.

The second gift that I want to give you is one of time. I want you to know that the winners aren’t always the ones through the tape first. With that in mind, my gift to you is to take fleeting moments of time to hear the wind whistle on your back, to look up and see the soaring eagles fly in circles in the sky: to stop to breathe along the way to wander off the path for a time to sit on a rock and listen to the sound the river makes.

And the third gift I want to give you is the will to finish. Yes, we will find ourselves at the threshold of the finish line, and instead of racing with all your breath, my gift is for you to create those moments in your life that take your breath away. So remember in life and the work that is yet to be done, when you go out into the world: slow down, give yourself time and most of all have to will to finish.....until next time-Teach

When you're ready, I'll be waiting.....

In the book, I’m in Charge of Celebrations. by Bryd Baylor, she talks about creating celebrations. It begins like this…..

“Sometimes people ask me, ‘aren’t you lonely out there with just desert around you?’ I guess they mean the bear grass and the yuccas and the cactus and the rocks. I guess they mean the deep ravines and the hawk nests in the cliffs and the coyote trails that wind across the hills. ‘Lonely?’ I can’t help laughing when they ask me that. I always look at them…..surprised. And I say. ‘How can I be lonely?’ I’m in charge of celebrations. Sometimes they don’t believe me but it’s true. I am. I put myself in charge. I choose my own.”

Though I discovered this book twenty one years ago when I was just beginning my journey as a teacher, still today, I find myself returning to its pages time and time again.

Once upon a time like my friend Karen, at an age she is now, I, too, ventured far from the place I called home. At the time, I was fortunate to learn alongside a diverse group of first graders who lived in the middle of the desert. It was one of those experiences that I carry with me.

One morning at the beginning of the school year, we ventured out into the desert which was our playground. In each of our hands was a sacred stone, a gift from the earth. We formed a circle amidst the cactus and the yucca. Then, we spent the morning telling stories to one another: those small moments that mattered. As each story unfolded the keeper of the stone placed it in the center forming a smaller circle to our own. When all these stones placed concentrically were returned to the earth, we joined hands and thanked each other. A celebration of sorts and as Byrd so simply put: “I put myself in charge. I choose my own.”

A Cree storyteller once said that…..
"…..stories are beings. You invite them to live with you. They’ll teach you what they know in return for being a good host. When they’re ready to move on, they’ll let you know. Then you pass them on to someone else."

Where are the stories in your life? When you’re ready, I’ll be waiting…..until next time-Teach

Shadow sketches of a life: my life.....

Sometimes a photograph placed in ones hand sparks a memory long ago forgotten and over the miles and miles of roads that I have traveled, an image resonates that can’t be freed until it is written on the page. A photograph contained within a scrapbook is one of many artifacts of a life created by a mother who gathered these treasures for all of her children.

Across the street on Prospect Hill, a white house stood next to a big red barn. And inside that white house eighteen of us posed in the back room of Mrs. Coffey’s home at the age of five. Interestingly enough, I remember all but two. A by-product of what happens when you live your kid-life in the same northern town.

The white house next to be big red barn is where we went to “school” and though the details of this time are shadow sketches, there are glimpses of what I know to be true.

In that same room where the photograph was taken, right before you entered the enclosed back porch was “the bright red chair”. Now that was something special, or it was believed to be at the time. It was the place of honor and Patty, Mitchell, Dean, Laurie, Nancy and Dolores; Keith, Randy Margaret and Karen; John, Paul, Lauren, Jane, Rhonda and Theresa wanted to be sitting there.

I’m sure I had my chance.

Some things never change. In my house, I, too, have a favorite chair that I sit in to write the shadow sketches of a life: my life. What about you? .....until next time-Teach.

R.E.A.C.H.: Responsibility + high Expectations (followed by Action)- Consequences = Hope

On my way back home on Friday down the road with more traffic lights than I can count, I called a friend of mine expecting only to leave a message. When she picked up on the fifth ring, I was pleasantly surprised. Originally, my intention was to have a short conversation concerning our travels to the same city at the end of October. Instead, it lasted well over the ½ hour mark. However, this made the slow moving traffic seemingly go a little faster because I was in good company. We bounced from one topic to another with her sharing thoughts about her consultative work with classroom teachers in the middle and high school and I with my work with academic coaches. Interestingly enough as I thought about it later, which I often do after the conversations have ended, there seemed to be common threads that connected our stories together as our talk came full circle.

And as I sit at my writing desk looking out over my deck as the sun shines through the blinds on this early Sunday morning, I am reminded of an earlier time in my life when R. E. A. C. H. played out. I don’t recall how old we were but I do remember the characters in the play: my two brothers and I; my sister and JC; Mrs. G. and my mom. You see, there was a woman at the end of Prospect Street who we perceived as mean, and therefore, being the pranksters (or today what would be called “a mess”) decided that we would dump the bagged leaves that Mrs. G. had put into the plastic bags. And so we did, and after, running for cover through the trail leading to the woods back home. As small towns go, the news soon hit our household and my mom, to say the least, was NOT HAPPY!

We soon found ourselves speed walking to the end of our street to Mrs. G. house. Halfway there one of us said to my mom. “How come JC doesn’t have to come with us?”

OOOOPS!

My mom looks at the four of us and says sternly, “Because I am not JC’s mother and if I was, she would be here alongside you as well."

It was our last walk to the land of consequence all the while seeing the white house visibly before us until we made our way onto the front porch steps. Our hearts ticked away louder and louder and louder it pulsed until Mrs. G. opened the door and there she stood in all her oldness.

I’m not sure if my mother had not been there whether on our own we would have taken responsibility, but what I know to be true is that she was. Today, that is what I call hope. My mom set high expectations for us all, and in doing so, whether forced or not, we ultimately took responsibility and followed it by action fixing the mess we had created. Something for us to think about and before I go away for the day, I end with this question: When in your life have you used the principles of R.E.A.C.H.? And in the work that you do when have you articulated it to others?.....until next time-Teach.

Learning to learn all over again....

Communication is the key in forming lasting professional and personal relationships. This is another segment as I think about the work that I do, specifically in working with Academic Coaches. This is a follow up letter that I wrote after a recent professional development offering.

Greetings,

Hopefully the coaching conference that you are attending today will provide additional strategies to add to your ever increasing toolbox. I look forward to continued professional conversations with a focus on your roles as Academic Coaches.

Your position comes with responsibility, however, imagine all the students you will impact with every teacher you support in their professional growth and learning. I am fully aware that we are at different places in the continuum with the coaching thing, and I am personally committed, along with the curriculum folk, to hold your hand along the way; to challenge your thinking; to give you a little push into uncharted waters; and of course, to step back when it is warranted.

With this in mind, I want to highlight some key points mentioned as you step out further in your role as Academic Coach. On the last page of the book I read aloud to you all, The Geraniums on the Windowsill Just Died, But Teacher, You Went Right On, Albert Cullum so eloquently says, " Teacher, come on outside! I'll race you to the seesaw! No, you won't fall off! I'll show you how! Don't be afraid, teacher. Grab my hand and follow me. You can learn all over again!....."

In your role as Academic Coach this is so fitting and right on the money. Confidence in what you are doing is key. Believing in your skill set by showing teachers how to seesaw, not in a way that puts your knowledge ahead of theirs, but in a way that, side-by-side, you learn new ways of doing: learning how to learn all over again. And finally, I want you to think about the student who was most challenging to you in your teaching and constantly revisit those strategies that worked in making a difference. You will find that these same strategies will work for our teachers as well.

Possible Outcomes: As an outcome to the training provided, I want you to "try it on". This is what you do: first, locate a classroom teacher who is willing to have you demonstrate a shared text engagement with his/her students. This can be someone you have developed a relationship with, however, to go to the place of discomfort, challenge yourself to seek out the teacher that possibly needs a hand to hold, and learn together. Second, the way in is this: first, ask if the content lead teacher shared the information with them on Shared Reading within the Context of a Comprehensive Reading Program. Second, if the answer is yes, then ask them if they have tried some of the techniques outlined. If the answer is no, then tell them that you would like to demonstrate the strategies outlined with the training. However, it is important no matter what means that the classroom teacher remains in the classroom with you. A strategic read aloud can also be tried. I had conversations with some of you concerning options. This is perfectly acceptable and tells me you are thinking. After the demonstration lesson, reflect on what worked and what didn't work so well. Be prepared to share these at one of the next meetings for a period of time.

Coaching: feedback vs. evaluation: The way we phrase our questions, for the most part, directly impacts the outcome. Therefore in highlighting strengths, recommendations and next steps consider these possibilities:

Strengths: You might think about using ...I noticed... at the beginning of your sentence. Then making a statement directly connected to student outcome and evidence noted. Be genuine in your thinking.

Recommendations: You might think about using ... Have you thought about...? In this way, it provides options that doesn't slice or dice what is happening. Choose your words succinctly. And another tip: Focus on one or two easily achievable goals.

Follow up: You might want to think about having a coaching conference where you speak one-on-one to the classroom teacher. You might think about using... Based on the recommendations provided, what are you willing to try next time?

And as always, if you have questions, points of success or wonderings, do not hesitate to contact me. Enjoy your weekend.....until next time-Teach