Gratitude

Above I have a picture of my students about to jump into a pile of leaves. This is my reminder of gratitude for this year. Every year, our 8th grade students go and rake leaves of people's yards who are not able to do so as a service project. This is my third year doing it with them and I'm always surprised with how well it goes. Every year, I'm always a little worried because the class we are taking is my toughest class or the kids aren't buying in to the whole service project thing when we go over the info or it's Thursday and we have no rakes for the next day brought in or we are the only people at our two houses so hopefully everything goes smoothly since I can't be everywhere in the yards at once. And every year, I have those worries but it ends up being one of my favorite days. It's a day where I get to just be with my kids for a whole afternoon and we get to rake leaves and jump into them and then get to work.

This year, I was especially worried because my 7th hour is my most rambunctious and there were a lot of comments of "why are we doing this if we aren't getting anything from it?" and it's also a big class. But they pulled it together and it was an amazing day! I was able to watch my kids work together to accomplish tasks(either bagging leaves, maneuvering a tarp to push leaves on the street, or just do odd jobs around the farm we go to). Many of the kids were a huge surprise with how much they did when we were out - I swear two of my boys who don't do much in class, raked half of the first lawn we were at! I'm so grateful for the qualities in my students that make a classroom environment a little harder but when we do things like this, they excel. I did have to clarify for a few kids that the people we are helping aren't able to do this themselves, so we might be doing it for nothing but it's a good deed. Once they saw the owner of the first house, I think it hit home for them. I'm so grateful for days like this where I get to see my students in a different light and I get to see just how well they do come together to get something done. And I found out that some actually listen, since they came up to me and said "she offered us water, but we said we couldn't take it cause it's a service project, like you told us" lol. Overall, I need to remember that the day always goes well and I'm so grateful that I get this time with my kids each year.

True Artistry

According to St. Francis of Assisi, a true artist works with their hands, head, heart and soul. I like to think that I am on the path of becoming a true artist of a teacher. My hands are used for the daily tasks: typing, writing lesson plans or notes, pointing out buttons and directions on students' screens, moving tables so they are in the right position, posting seating charts, giving fist-bumps or high fives of encouragement to students. My head is used to develop those lesson plans and to think about which students I need to touch base with, who's leaving early, what's going on in the schedule today, this isn't working so how do I problem solve it, all the minutia we have to think about on a daily basis. Teachers always use our hands and head. My heart is my genuine love and appreciation for my kids. They are MY kids because they hold a special place in my heart. I love to see them grow and interact with them and each other. To laugh with them and see how their day is going. My soul I think comes from the fact that I genuinely can't think of what I would be satisfied and happy doing if I wasn't teaching. I feel like I would go insane if I had a normal business job or was stuck in a cubicle - I almost lost it this last week because I had to have my classroom in rows for testing instead of my convoluted pods/row/floor seats/chairs system I usually have. The only thing I could think of possibly doing besides teaching, is teaching other teachers or working in some sort of a technology position. My days would just be so boring without my students and their crazy but lovable antics.

My Motto

I would say that the motto I try to uphold and use in my class would be "I create Global Thinkers". It's a little cheesy; especially when I teach a Global Studies class, but I think it really does align with my beliefs and hopes of what I accomplish in my classroom. We talk a lot about being Geo-literate or understanding the world around you in order to decide how to utilize resources and solve problems better. We also focus on and try to problem solve various issues in each region around the world. I sincerely hope that when students leave my class, they feel empowered to create change and to do so understanding the world around them and being ready to do so respectfully of other cultures. I hope that they understand that the world is all connected and that what happens in one area of the world affects everyone. I also hope they realize that they have the tools and power in the future to affect change and make the world a better place. I love when we get to the part of the year where they get to create solutions to issues or when they really become invested in the problem and passionate about it; especially if it isn't U.S. centered.

Adaptation

For our class, we focused on looking at how schools can adapt through a constructivist lens. As I was reading the article, I was constantly reminded of our school district. Since we got a new superintendent last year, we have really taken the steps outlined in the reading. Our district has struggled with two failed referendums for a new building and stadium facility prior to this new superintendent. When he came in, he instituted plans to get feedback from all the groups in our district; students, teachers, admin, and community members, on what they wanted to see happen in the district moving forward. It has been a collaborative effort on all decisions and they have been grounded in lots of feedback and data. the whole last year was spent in different listening and data collection sessions to hear from all the different groups involved about what they wanted to see done and from that, we have created a program or intervention for the future that is highly focused.

Within my personal building, we still struggle with this constructivist lens. We do still have a lot of agendas or new implementations being introduced almost from out of nowhere or with little explanation for why we need them or the reasoning behind them. We also have a tendency to start the constructivist process but then leap forward without really reflecting on it and improving it. My example for this is our new storm program that 8th grade helped to develop and pilot last year that kinda felt forced upon the other grades before we as a grade level were able to really figure out the kinks and adjust; and without the other grade levels really having a say in wanting to try it out. I think to become more constructivist as a building, we need to have more opportunities to develop initiatives and revisit them with teacher input and more communication with why we are doing things. I think, we as a school also tend to like to claim we do all the things, but we do them all very superficially instead of doing a few things really great.

My action research and the process going through it will include a lot of explanation for why we are doing the reading of the novels as well as student feedback on how what we are doing is helping them. I'm trying something new to help my students build their content knowledge and comprehension skills.

Taking a LEAP across the stage.

When I think about radical leaders or leapers in my life, I immediately think of my coworker, Christin Johnson. For those who don't know her, she is amazing. She does so much at our school and does everything so well. After working with her in the Theater Production this last spring, I can truly say that she is a radical leaper of a leader.
She cultivates love and it's clear with her actions and how she talks to the students involved. She loves doing theater and working with the students. She frequently talks about how she keeps coming back and doing the play because she loves working with the students and loves the experience of the theater production at the middle school.
Her presence generates energy. She's passionate about the program and doing things right and energizes the students on stage. She's also created a program that is family like and supportive of each other. I remember this last year I got to see the end of the production ceremony where she gives awards to students who have participated and honors for those who have done multiple shows. When she was giving the awards away to the 8th graders before their last show, we joked because I started crying(which isn't a surprise as I'm a serious weeper) but that she was weepy too. Even a couple of 8th graders had tears because they were leaving this program.
She challenges students to be better and in her classroom, challenges them to believe they have the power to affect change. She is also big on respect and isn't afraid to demand it and wait for it during practice.

Adapting this summer

This summer I have been adaptive by scheduling out time to work on homework. I also have been adaptive with trying to find new sources and trying to workout a new idea for my classroom for my AR. I have had to say no to things that happen on class days or on nights before class in order to be well rested and prepared.

People in my life have had to make adaptations to my schedule as well. Luckily knowing dates in advance helps so my friends and family have tried to schedule things that are not on those weekends. I'm currently the maid of honor in my friends' wedding for next year but we have been scheduling dress appointments and stuff on weekends that I don't have class so that I can be there to help out. They have also been understanding and supportive of me needing to get work done every week.

Teach with your Strengths: Unorthodoxly

I've had many best teachers in my life; which I am lucky to say. For this post, I could talk about my Chemistry teacher who always made our class feel special and honored because she didn't retire till after us in order to teach us all. Or I could talk about my English teacher and mentor who was eccentric and helped us understand material through weird projects and had students vote on his baby's name. But the one I would probably declare as the best would be the one that inspired me to be a social studies teacher myself, Ms. Neal.

She made every class interesting, whether it be from the different activities that we did, like an outside version of the triangle trade game, and infused her teaching with who she was. She was majorly into yoga and I can still remember her being up in front of the room and just standing on one leg with her other curled up and resting on a small table nonchalantly. We would take breaks during class and do yoga occasionally to reset. She showed her passion and excitement for the topic and made me realize how much I really love history and how much fun it could be to teach it. I still remember getting the "Future Social Studies Teacher" Award from her at the end of the year. I think one of her strengths was Positivity, she always showed her excitement for history in a way that pulled others in.

I know that I get part of my love of history teaching and teaching it through experiential learning like simulations or written word like short answers or essays from her. Her class was one of the first that I experienced how well social studies and activities and writing went together and actually taught me how to write a social studies based paper. I would say what is unorthodox about my teaching style is I'm not afraid to be real with kids. I constantly admit to my mistakes and weaknesses to them; in fact it's almost a running joke with a lot of my classes that I'm awful at basic math. I'm also not afraid to geek out in front of my kids about a topic and show them who I am. I also spend a lot of time getting to know them throughout the year and I am not afraid to stay after school just to be a place for students to come in and hang out in afterwards to get help or talk things through.

I am an Introvert... and that's powerful!

At our last F2F, we watched a TED talk by Susan Cain about the power of introverts. A lot of things she said resonated with me and here are my responses to the 4 reflective questions about it:

1. Are you an introvert or an extrovert?
• I would and have for a long time classified myself as an introvert, though many are shocked when I tell them this due to my personality at work and with people where I'm very conversational and bubbly and smiley. 
2. What specific characteristics, qualities or examples support this perception of yourself? 
• I classify myself as an introvert because I am physically exhausted after hanging out with people. I definitely recharge by being by myself and doing individual activities; in fact, my roommate situation works perfectly because I am a Night Owl and my roommate goes to bed by 9pm most nights so I usually stay up later and just enjoy some time to myself and work on stuff. I definitely recognize when I'm getting tired of people and I'm kinda ashamed to admit it, but there have been times where I will come home from a day at work and just bite off my family's heads when they try to converse with me before I've had some time to decompress and recharge. 
3. As an instructional leader, how have you made sure (or in the future how will you make sure) to set up both types of students for success? 
• As a teacher, I have tried to incorporate lots of wait time or write time. I utilize popsicle sticks so I hear from lots of different students and hold them accountable but I also make it a point to say "I'm calling random names for answers at the end of this time, so make sure you have something down" or allowing them to phone a friend if they have nothing. I also provide multiple types of seating choices so students can stand, sit on the floor, at pods, single tables, free-standing chairs, etc based on what they need for themselves. When I do projects in my room, I typically allow the choice of solo, partner, or in a group of three for options of grouping for students when I let them choose. I also have switched my worktime this last year to starting with 15 minutes of quiet, individual, in your seat worktime on an assignment or task before I allow students to move around and work with friends. This gives us a quiet atmosphere for students to focus and get started and ask questions. 
• For extroverts, I have review games that involve movement and competition, group projects, presentations(with video options for those who want it) and lots of other options for that group. 
4. What specific strategies will you make a commitment to use? 
• I will continue utilizing the strategies that I have talked about above. I also think I'm going to incorporate flipgrids so that students can individually share their reflections instead of needing to say it immediately in front of the classroom. 

"I am enough"

After watching a TED talk by Brene Brown and the Power of Vulnerability, the proposition that stuck with me was the phrase "I am enough". My roommate and I often have conversations surrounding this topic; about our personal lives as well as our teachers. We often experience "teacher guilt" - am I doing enough for my students? Is what I'm doing rigorous? Am I preparing my students for their future lives? That lesson was just awful, I'm a horrible teacher and my kids deserve better. These are all phrases that have been uttered by the both of us at times. We laugh because usually one of us is the cheerleader or voice of reason when this happens and points out that we are doing our best and that our students will never have another 8th grade social studies teacher and so they don't have anyone to compare us to for this content. Or to remind us that we are constantly getting better or that we are doing good things and it was just a bad day.

In our personal lives, there's always a thought of "Am I going to end up alone for the rest of my life" or "If I was more in shape or wore these types of clothes or did these things, etc" than that would make me better or more attractive. This is something that is commonplace in our society - for teachers and for everyday people as well.

Brene Brown brings up a great point in her talk - we need to remember that "I am Enough". Who I am as a person and as a teacher is enough for my students, for anyone else, and more importantly for myself. This doesn't mean that I can't improve myself or learn to be better - lord knows I've got things that I could improve upon both in my classroom and out - but it gives me the freedom to admit my mistakes and be kind to myself. It gives me the allowance to say "I'm not grading tonight" or "I'm throwing this lesson together 5 minutes before class because I needed to sleep or hang out with friends last night". It allows me to be gentle with myself and remind myself that who I am as a person is enough for where I am in life right now.

What's your Why?

My master's class recently watched Simon Sinek's video about how Great Leaders inspire action. In it, he talks about the Golden Circle; this way of organizing the what, how, and why of what you are doing. He explains that the great leaders start from the innermost part of the circle; they define their Why behind what they are doing and they allow the Why to guide their actions.

For my experience as an educational leader, my Why is to help students become geo-literate and to have life-long skills of resiliency and perseverance. My How is done through the various lessons and subjects I teach such as the Water Crisis or the Syrian Refugees and opportunities to correct homework and tests. My What is what I do on a daily basis in my classroom to teach Global studies.

In my classroom, we talk a lot about how it is important to understand our world around us in order to make better decisions about it. We begin with the Why it is important to understand our world at the beginning of the year instead of the what we will be doing over the course of the year.

The Quiet Rebellion

Today's climate for teaching is an interesting one. It is one of teacher strikes, worry for school shootings, and dealing with everyone's input on what teaching should be or what it all entails. I recently read a news story about how Donald Trump Jr. congratulated students on attending a rally and standing firm and not listening to their "loser teachers" who are trying to indoctrinate them with socialist tendencies. My immediate response was anger and frustration - like a lot of teachers who responded to it with everything that teachers do on a daily basis.

Then I looked at a quote from "The Well-Balanced Teacher" that said:

"It seems to me that the best teachers are the ones who are quietly rebellious"

This quote resonated with me in a unique way. We as teachers face so much outside pressure and have to deal with non-teacher entities trying to control what we do and how we teach our students or even criticizing the importance of our work. But we as teachers have a quiet power. We have the opportunity to influence and impact our students' lives for the worse or hopefully the better. When I think about that quote, it reminds me of that power we have and that we have a duty to work and try to make things better by showing our students what it means to work together or how they can be more resilient. I think it also goes to show that the best teachers listen to what they are being told to do; by principles or districts or governments; and they find the gray area where what is best for their students and their future and the procedures and programs implemented by higher ups overlap. 

As a social studies teacher, and more importantly a global studies teacher, I try to instill life long lessons with my students. We talk about the importance of the world and it's issues and I try to instill in them the belief that they have the power to change what is happening. With social studies, I get a lot of the questions about the political system and what is going on in the world and I see the effect that the news and media have on my students opinions and beliefs. Part of my quiet rebellion is to create lessons that make my students question the world around them and understand that they have the power to change and improve what is happening; that they too have the power to be quietly rebellious and to instigate and spread change little by little to make the world better. 

The Start of the Journey

This week I interviewed a First-year teacher and my Language Arts teammate about what inspired her to become a teacher and what her journey this year has been like. It hasn't been long since I was in my first year but it's nice to reflect back on those days and remember what it was like; and how much I have grown so far.

As I talked to her about her journey to become a teacher, I noticed a lot of similarities and some differences. We both had an experience related to the education field in high school that we enjoyed and that sparked our interest in teaching. For her, it was creating a leadership based curriculum as a MN state ambassador for 4H. For me, it was an after school program with elementary school students working with them to help with homework and improve their math and reading skills. We also had teachers in our lives that inspired us with how they taught their content. Hers was an individual who made learning interactive and inspired students to be more inquisitive and wanting to read. Mine showed me that teaching and learning about history can be fun and interactive and that it can include simulations where students get to experience concepts of what happened.

We both felt supported by our families. Hers more so as they pushed her to be more inquisitive and curious about the world around her. Mine for a while questioned why someone so academically smart wanted to go into teaching instead of a profession that would make more money. Eventually, they realized that teaching is what I want to do and I have a real passion for it.

It's just something that both surprises me and makes complete sense, that teachers have different stories and support but that all those stories share similar traits. There's always a teacher that inspired us to join the profession and some sort of experience that led us to believe that "yes, this is what I was made to do".