Thanksgiving in Seattle

Achievement: We were invited to the Hunt's home for the annual family feast. Shortly after arriving I wandered into the kitchen and asked if I could do something to help. The ladies all looked at me and with hope in their voices said, "Can you make gravy!?"
Well, I said I'd give it a try and with a pan full of drippings and a bit of flour/water thickener I made enough tasty gravy for 25 people and enough for left over hot turkey sandwiches. YUM!

Respect: Showing up unexpectedly and being greeted with open arms.

Fun: Morning walks to Starbucks in the Pacific Northwest rain.

Freedom: 20 hours in the car to read, knit, listen to tunes, and see the sites!

ARFF Surprise

For years I did NOT want to be in charge of student schedules. But I've been working on schedules all week and realize that is totally ARFF filling.

Achievement: Tons of work but I love it when its all done and it works for everybody.
Respect: Students see me as a resource, and don't panic when I call them out of class to work on their schedule.
Fun: It's like a puzzle.
Freedom: I get to help students make good choices.

So next week, when my desk is covered in paperwork and sticky notes and it's getting close to the deadline and I'm pulling my hair out in frustration, I will read this post and be glad I get to do schedules!

Universal agreements

Our MBI teams have agreed on four universal rules for behavior k-12. That seems like a big accomplishment to me. I like them and I think they will be fun to teach.
They are:
Be responsible
Be respectful
Be safe
Be a learner

My ARFF today

Achievement:
Helped a student learn to spell four words and use those four words to spell even more words.
Respect:
Enjoyed a nice long conversation with a student after school.
Fun:
Played a silly game with 5th grade girls.
Freedom:
Went for a walk/run through the woods and fallen leaves.

more lessons from yoga

Mr. Paulson and Mrs. Ahnert prove you're never too old for yoga!

Lessons From Yoga

Dana has been teaching yoga to the 8th grader health class. Here are some of the lessons we are learning:

It's important to breath
Forward bends can calm the nerves
Standing poses can strengthen and energize you
Balance poses can help you concentrate
Twists can help with digestion
Restorative poses can help to de-stress
Be kind to yourself and others

Fire Prevention Week

Quality Time continued

I've been pondering yesterday's post, and asking myself what it was about the field trip that made it such a powerful learning experience. In the middle of my pondering I heard this quote by an unknown author, "Education is moving from an unconscious to a conscious awareness of ignorance."

That's it. The students and I were put in a position where we became conscious of our ignorance. That can be a scary place, but the teacher had supports in place so that Fear didn't overtake any of us. I didn't know how to work the GPS device, but I did know how to paddle the canoe and keep us safe from capsizing. They knew enough about the JUNO to know what to ask, and a high school student was available to coach them through the process.

So here's what made it a good learning experience:

A challenge just beyond our reach
Enough background knowledge to know that the task was doable
Supports in place when we needed them
And at the end of the day,
a sense of accomplishment,
and a desire to learn more.

Would love to hear about quality times you are having with your students!

Quality Time

I love teaching because it the perfect blend of Art and Science. You might, for example, use data to discover the learning needs of your students, and then use your creativity and passion to design an artful learning opportunity. Sometimes it's a neat and tidy process; Sometimes it's terribly messy. It is sheer delight when those messy, " go with your gut" moments result in quality time with students.

Yesterday was exactly that for me. I helped chaperone a middle school field trip, which put me in a tippy canoe with three seventh grade girls and a $900.00 GPS thingy, in the middle of a lake, with no idea of what I was supposed to do.

It was a well-planned trip, with lofty educational goals, but as often happens, things didn't go as planned. There was a seriously damaged canoe, fewer life jackets than expected, one less chaperone, two fewer students, and pouring down RAIN.

But in the middle of all the chaos and scrambling to pull off the field trip in spite of numerous set-backs, I witnessed teaching and learning that had me laughing my guts out one minute and a liitle choked up the next.

I knew our intent was to map the bottom of the lake but that was the extent of my expertise. I was no help to the girls trying to work the GPS thingy (ok. It has a name, JUNO). So as I was doing my best to keep our canoe steady ( leaning this way, as they leaned that way) they worked together to figure out the JUNO. They passed it back and forth, trying to determined who had the most skill with it. They asked each other questions. They tried to remember their practice session from the day before. They eventually got help from a high school mentor in another boat and were able to map the section of the lake assigned to them.

It was hard work. One girl sat on the cold canoe bottom reading the JUNO and directing us to each point to be measured, another helped me paddle as we tried to follow JUNO girl's directions, and another had to drop the anchor, measure, and pull it back out of the water at each point. I admired their perseverance and good humor. It was cold and wet and they were afraid of being so far from shore In an unsteady boat, but they pulled together as a team, each taking on a difficult job that they didn't want to do so that they could succeed.

It was a quality time. They learned really good science. They used the very latest technology. They asked high level questions. They did the work of scientists. And I got to be there. It was cold and wet and rainy but I am thankful I had a chance to witness such high level teaching and learning.

Hiawatha Trail

Fear Factor

Yesterday Steve and I biked the Hiawatha Trail, a 13 mile ride that follows the old Milwaukee Railroad line through the Bitterroot Mountains in northern Idaho. One section of the hike goes through the Taft Tunnel, 1.66 miles of total darkness, with water ditches running along both sides of the tunnel. Helmets and headlamps are required.

Before entering the tunnel, a trail guide gave us some helpful advice. He said the darkness can be disorienting, and that if we start to lose our balance, just get off of our bikes and walk.

I really didn't think I would need to do that, but once I got into the tunnel, my headlamp barely penetrated the darkness. I couldn't see anything except the reflectors on Steve's bike which I wasn't sure was going to stay out of the ditches. I had a difficult time staying steady on my bike. I pedaled as long as I could, but fear of crashing into the ditches and increasing wobbliness, caused me to stop and walk for a bit. Eventually my eyes adjusted, and I could make out reflectors along the sides of the tunnel. I got back on my bike and rode cautiously until I literally saw the light at the end of the tunnel.

Reflecting back on the experience, I appreciate the guide telling us what to do if we got disoriented. It was good to have an option that kept us going in the right direction, rather than giving up and turning back. Without putting undue fear into our students' minds, I wonder if we as teachers can do the same. Particularly when we are asking students to do something new and challenging that might cause them to panic a bit.

So, if you are reading this, I would love to hear your ideas. Do we anticipate how students might react to a given learning challenge, and do we provide them with helpful options that will keep them wanting to move forward in their learning?

Tango lessons

I Learned a lot about learning tonight in a one- hour tango lesson.

1. It helps to know the big picture before you begin.
Steve and I were 10 minutes late to our lesson and we missed the instructor's introduction to the dance. We got there in time to step out on the floor and follow the instructors steps but having missed the intro, we were in a state of confusion. We just stood on the dance floor looking dumbfounded and asked each other, " What are we supposed to be doing?"

2. It helps to relate new learning to something you already know.
Half way through the lesson it dawned on us that the tango is unlike any other dance we have ever done and in fact is more like practicing partner yoga. Okay, now we get it sort of. You don't dance to the beat.

3. If you don't think you will enjoy it, you don't want to stick around to learn it.
We like dancing to a beat. We like mastering a pattern of steps. So when we realized we weren't going to do either we just wanted to quit and go home.

4. If you don't think you will be good at it, you don't want to keep trying.
The instructor was a master tango- er and made it look simple and elegant. But eight steps was about all Steve and I could master, and that wasn't enough to keep us motivated to learn more.

5. An instructor's passion for the subject can inspire the learner.
Near the end of the hour, Steve and I were both ready to quit and go home, but something made me want to give it one last try. It wasn't because I liked dancing with no regard for the beat. It wasnt because we were starting to get the hang of it. It was this man's love for the dance. I wanted to know why he and all the other tango -ers out there travel the world over to attend tango events. So I asked if I could dance with him. And now I get it. It's smooth yet unpredictable. It's earthy yet sophisticated. It's simple yet complex. After only three dances, I felt a little bit of success and am intrigued enough to google "tango" and drag Steve back out on the dance floor.

Risk Taking

Many years ago, I had a conversation with some young men who had been in the habit of vandalizing mailboxes. When I asked them why they did it, they were honest and said it was for the adrenaline rush. They said I just didn't understand that teen agers need to do wild and crazy things. I assured them I understood that need and that there is nothing wrong with being wild and crazy, but their craziness can't hurt them or anyone else or anyone else's property. "Go snowboarding, kayaking, jump off the rocks into the lake." I told them. "But don't mess with my neighbors' mailboxes!"

In the years since that conversation, I have thought about the importance of giving our teens opportunities for healthy risk-taking. And that's just what I got to do today. I was one of the chaperones for the 8th grade trip to Big Sky Ropes Course where the students could try some pretty scary/exciting physical challenges in a safe and supportive environment.

What a thrill to see their determination as they tackled the climbing wall with their hands and feet and guts. Or watch a group of students grabbing a massive rope respond to the leaders command of "Pull!" to lift their classmate to the tree tops. I was so inspired by their courage and the pure joy on their faces when they completed a challenge, that I strapped into a harness, climbed a way high ladder, and threw myself off a tree ledge to fly across the lake on a zip line. In a matter of seconds I had faced one of my most persistant fears, felt the rush, and felt like a teenager again.

Wild and crazy and good fun!

Top 10

My top 10 things about teaching: (today)

1. Kids' faces
2. Nice desk
3. Free office supplies
4. Field trips
5. Variety
6. Little notes that say "You tot me the best."
7. Getting to hear kids' ideas
8. Getting hugs from past students when they are all grown up
9. Getting to read great books to kids
10. There is a unique challenge to every day

Today's ARFF

Achievement: taught the sixth graders how to use cooperation to "group juggle" six balls at once.
Respect: lunch with a friend.
Fun: taking a yoga class with the eighth graders.
Freedom: a nice long walk in the sun.

This Year I Will...

...influence students to think and be responsible
with respect, trust, joy, and GUSTO!

Teachers

We are performing artists.
The classroom
Is our stage.
We dedicate
Our life
To our art.

From "Excellence in Teaching"
By Dennis M. McLoughlin

summer ARFF

Today I talked with a group of teachers about how important it is to fill your "well" in order to have enough to give to others. This is a photo of one of my "well-filling" activities this summer.

Learning to fly a kite at the ocean is Achievement, Respect, Fun, AND Freedom!

Today's ARFF

Today at lunch recess a student approached me and said,
"Mrs. Ahnert, what is your ARFF today?"

I've asked a lot of kids that question, but I don't remember being asked it.
I loved it. It gave me a minute to pause and think about the good things in my day.
So here's my answer:

Achievement: Typed up a field trip permission slip.

Respect: A friend surprised me by bringing me scones for my morning snack.

Fun: I spent first period with a sixth grade class talking about how to make our school the best ever.

Freedom: Taking time to blog at the end of the day.

So, what's yours?

Sunny Day ARFF

bullying stats

The 7th graders completed an anonymous survey today regarding their experience with bullying at this school going back as far as fall of 2010. Out of 44 surveys, 8 students reported being bullied, and most of the incidents took place last year. Most of those students reported it and it was taken care of. By the end of the year, I'd like the number of bullying incidents to be 0.

The last survey question asked what we can do to prevent bullying in our school. Here is a sampling of their responses.

Make sure no one is left out.
Give major consequences for bullying.
Ask if someone is okay if they look sad.
Be more aware of students in the hall.
Make a good effort not to be mean to people you don't like.
Class meetings.
Have a way to report it.
Try to keep tabs on people and not only help your friends, but anyone you see that is being bullied.

And my favorite (and my own life's work)...
Try to make it so that everyone sort of gets along!

more happiness

I love having time to visit with students before and after school and during their lunch. They're relaxed, hanging out with friends, and when I ask them questions, their responses are spontaneous and honest. I found a group of new students to visit with today and asked them how they like Bigfork Middle School. I heard similar responses to the ones I've gotten in the past.
In general they love their classes, their friends, and especially their teachers.

"The students are friendlier here."
"Bigfork has fewer cliques."
"The teachers are more helpful here. They don't get mad when we ask a question."
"I've got the best math teacher EVER!"

So kudos to all BMS staff!

Happy Profession

This is such an ARFF filled job.

Today I helped a student change their schedule and as they left my office, they said, "Thanks! You're the best teacher ever!"
All that for just doing my job!

At the end of the day, Jen showed me a sign made by one of the students she worked with today. It said, "Best Teacher Ever!"

What a great end to the first week of school!

Hey other bloggers out there. If you have a cute kudo from a kid, I would love for you to post it here.

This Year I Will...

I was asked to sub in an 8th grade class this week, so I asked Matt J. If there was anything in pariticular he wanted me to discuss with the students. He mentioned the potential power the 8th grade class has to set a positive tone for the entire middle school, so I based my lesson plan on this topic, and posed a challenge to the kids.

I began by having them reflect on 7th grade, and the specific things the 8th graders did that influenced their year. On the positive side, dances and lunch tournaments were mentioned. On the negative side, drugs and mean girls.

The discussion quickly moved on to this year. Only three days in. The students are still optimistic and came up with lots of ways to make this school year the best ever. Now comes the challenge.

I gave each student a piece of paper and asked them to write a personal statement beginning with, "This year I will..." Their assignment was to think about their own interests and strengths and what they would be willing to do to make Bigfork Middle School a place where students want to be.

I thought the kids might just blow it off since I'm not their regular teacher, and a number of them don't like to write. But I was pleasantly surprised. I received many thoughtful responses. One anonymous writer admitted to having "a dark past" but vowed to put that behind and make a fresh start. Many wrote that they are willing to put in their own time to plan activities that would include the youngerl students.

Lots of great ideas and positive energy. Now how do we as a staff support those ideas and create opportunities for them to clarify and carry out their goals?

I've given them a voice. Now we need to empower them!

First Day of School 2011

Best Day of the Whole Year! New outfits, happy, excited faces, eager to learn.

How do we keep it that way? By being very intentional in our classroom practices. Teacher behavior the first day/week sets the tone for a successful school year.

I love the reminders in the following list. It is adapted from Denis McLoughlin,'s "First Day of School Checklist."
These are good reminders for EVERY day of the school year.

1. Welcome students with a wonderful face, voice and words.
2. Memorize their names.
3. Teach and practice a class signal to get immediate attention.
4. Teach these Guidelines for Success: Be on Time, Come ready and Prepared to Learn, Ask For Support, Respect your rights and the Rights of Others to Learn, Work at Learning.
5. Share something about yourself.
6. Teach procedures: How to come into class, how to show respect, how to use the bathroom, etc.
7. Use CAN and May. (You CAN use quiet voices; You MAY take out your pencil for success).
8. Plan ARFF into every lesson. (Achievement, Respect, Fun, Freedom)
9. Dismiss students on a success.
10. Choose to like something about every student.

Happy New Year!

ARFF in tough times

This blog is dedicated to the joys of teaching. But not everyday is joyful. Some days are full of anger, hurt, frustration, and grief. So how do we support one another through tough times? With kindness, compassion, and a listening ear.

Today I am reminding myself that I can be most helpful by just listening rather than trying to fix the situation. Two of my favorite Denny quotes help me to remember this. "Any unasked for advice is criticism," and "Do you want me to comment or would you like me to just listen?"

I can also help colleagues move forward by knowing how they like to fill their ARFF. Do they like long walks with a friend or a solo run? A phone call or a card in the mail? Dark chocolate or milk chocolate? Latte or Americano? Karaoke or Pictionary? A comedy or a thriller?

Mostly I can be supportive by staying healthy and present and grateful for this amazing learning opportunity called Life.

Brief ARFF

A: Will finish knitting a hat tonight.
R: Running groups with Julie and Cory.
F: Triple Two Step with Steve.
F: Going for a walk in the sun.

Past ARFF

Student support groups started today. What a joy! Every student has the space to be themselves and share about the things that have touched them deeply in their lives. It is an honor to hear their stories and hold them in confidence.

Today we shared personal memories from childhood and every time I think back on my early years I picture a Saturday morning out in my dad's shop. I'm six years old and my dad has helped me up into a tall stool at his work bench. He has given me an old coffee can full of junk and two empty soup cans. My job is to put the screws in one and washers in the other. My senses are filled with the smell of woodsmoke and lumber, and the sounds of the saw and hammer.

Surely I have other memories I could recount but I always find pleasure in going back and revisiting that scene. I've wondered what causes it to be so vivid in my mind and I think it probably has to do with ARFF. There was lots of achievement. I had a job I was capable of doing and I was learning about tools and hardware and the names of all the sundry items in the can. It was the only close, one on one time with my dad all week. It was fun and it felt free because it was out of the House!

ARFF is such a positive force. Even now, I can recreate those pleasant feelings just in the remembering and the writing.

So if you are reading this and have time to post a comment, please share one of your ARFF-filled memories.

My ARFF today

Achievement: Helped 5th graders discover their personal assets. They are making posters of their favorites. Here's a sample of what I have received so far.
"I spend more than 3 hours a week in theater arts."
"I read for pleasure 3 or more hours a week."
"I spend one hour or more each week in church services or participating in spiritual activities."

Respect: Raucous applause when I walked into Julie's class!

Fun: Jen and I started 3rd grade Drama Club. 30 kids showed up!

Freedom: Leaving my desk in disarray so I can head out into the sunshine.

The Best Practice of All

What are your favorite "best practices" for helping students learn?
Here are some of mine:
Modeling
Story Telling
Cooperative problem solving
Creative dramatics
Think Pair Share
Student involved assessment
Outdoor exploration
However, none of the above will be effective if there is not a trust relationship somewhere in the student's life.
The most fundamental of all teaching practices is developing that relationship with each student. Two pieces of advice I have received from my mentors have helped me to do that. The day before my first day as a "certified" teacher, Jack Gilbertson advised me to learn all the students' names by noon the first day of school. Second, Denny McLoughlin (who is a master at learning 40 names and faces in less than an hour) advised me to find something to love about each student. Especially the most unloveable ones.
How do we do that? We look at them with fascination and curiosity. We don't take it personally if they don't love math. We don't judge if they show up an hour late to class. We celebrate when they arrive. We find out and REMEMBER their ARFF. On Monday we find out their dog's name is Brandy. On Wednesday we ask how Brandy is and the student looks incredulous. "Hey, you remembered my dog's name!" On Thursday we find out Brandy has worms but it's okay because Dad is taking her to the vet. By Friday you are their confidant, know way more than you want to about Brandy's worms, and well on the way to being the teacher that student can trust enough learn from.

Count Your Blessings

"Count your blessings.
Name them one by one.
Count your many blessings
See what God has done."

That's a little refrain I like to sing when I need to improve my attitude.

Today I did a counting blessings activity with fifth graders using the 40 Developmental Assets from the Search Institute.
I gave each student a copy of the assets and had them check the ones they have. Then, they each chose one they would like to have and wrote that on the back. They ended up writing simple yet powerful statements. Here's a few:

"I would like to have three hours of lessons of art each week."
"I would want to serve more in my community."
"I want to tell the truth even when it's not easy."
"I would like to have the ability to talk to my mom about things that happen in my life. I just get too scared to."

I will follow up with an art activity. Each student will illustrate one of their assets.
Asset # 39 is, "I believe my life has a purpose." I would love to see a student's illustration of that.
I hope to include their drawings in a future post.

For a list of the assets and ideas for how to use them go to www.search-institute.org.

Got ARFF?

joy and sorrow

There isn't much that I can do,
But I can share an hour with you,
And I can share a joke with you...
As on our way we go.
Maude V. Preston

Today was my fourth day of running a grief group with an intern from the Tamarack Grief Center. The group members are all elementary students who have lost a parent, grandparent, or other close relative. Today we each shared a picture or an object that reminds us of our loved one. I shared a picture of my dad and I in front of the cabinets my dad built in my kitchen in Alaska. I also shared a picture of my mom on her 85th birthday. As we each shared our memories, we were brought close to tears, but in the sharing there was also much joy and laughter. What a gift it was to hear the children's stories.

So often in my teaching or counseling I want to do some tangible thing to help a student do better. Today's group reminded me that sometimes there is nothing I can do but be there with them as they make their way in the world. And in that there is joy.

The Gift of Time

I met with a 7th grader this week who seems so much happier this year than last. When asked what's better she said her grades in math were A's and B's instead of D's and F's. When asked what has made a difference for her, she said this year she gets to work at her own speed in math. "Last year it went so fast I was confused a lot. This year I get to take the time I need to learn it."

I wonder how many students feel information is coming at them too fast to absorb? And then what about the students who tune out because new information isn't coming fast enough? How does one teacher meet the learning needs of both students?

I would love to hear how some of you do that.

tracking positive

Our staff is having an experiment to see what happens if we take a month off of complaining and keep our conversations positive and solution focused. Will it change the culture of our school? Will it give us more time and energy for the things we love? Will it have a positive effect on student learning? Will it stifle legitimate criticisms?
February is the perfect month to do this since it tends to be a bit dreary. It's also the perfect month to play in the snow, ski, catch snowflakes on your tongue and take dance lessons. And that's just what I am about to do!

Sub Zero Memories

It has been sunny and COLD and I love it. Some of the best memories of my life were on sub zero days, so when the temperature drops I get nostalgic. I'm going to sound like an old-timer remembering days gone by but I guess I am!

I was in 5th grade and my teacher was Mr. Gilbertson. He was one of those teachers that can inspire a person for life. We worked hard in his class, but we played hard as well ( singing, square dancing, bombardment games, newspaper drives, and field trips).

One Saturday during mid-winter he invited his students to spend the day bird watching at Fort Snelling State Park. About ten of us signed up to go and we were given instructions to dress warm and pack a lunch as we would be outside all day.

Saturday morning arrived and the temperatures had dropped overnight. The high for the day was expected to be 10 degrees below zero. Mr G. called each of our parents and said that with their permission he would still be willing to take us out for the day. He had one requirement for us... NO COMPLAINING AOBUT THE COLD! All ten us of agreed and we bundled up in our wool jackets and pac boots and took off into the sub zero temps.

I remember the day, a beautiful blue sky, crisp cold, and lots of winter birds including a piliated woodpecker. I remember being amazed at how hot we got hiking in the snow, and I remember feeling proud that I could "tough it out". I learned that day how to be prepared for cold weather. To cover your ears, dress in layers, stay hydrated with water, not snow, and hike with a buddy.

I used all those winter skills when I moved to Alaska and have many many more great memories of sub zero fun from those days. So when recess closes down due to cold temperatures, I just want to say, "Bundle Up! Take the Kids outside! Let them learn how good and empowering it feels to weather the cold!" It's a good life lesson to learn to dress for the weather, and what better way to learn than feeling the cold on your face and in your hands and feet.

Thank you Mr. G. for taking a risk and letting us experience the joys of winter.

bigforkschools.org

Big Achievement for the Bigfork School district today. Our new website is officially launched! At the staff meeting this morning Mrs. Boshka challenged us to visit our colleagues' web pages. She said when she did that, it gave her the sense that our staff members have more in common than we might realize. It is just a beginning but it has the potential to unify staff as well as publicize all the good that goes on throughout our district.

Visit bigforkschools.org to see what I mean!

moonshine

A 5th grade teacher asked me to teach a lesson on honesty. I taught it today and it went pretty well.

I started by reading the book "Sam, Bangs and Moonshine". Moonshine is another word for imagination, and in the story a young girl learns the difference between "good moonshine" and "bad moonshine". After reading I asked the students to give examples of each type of moonshine. Some examples of good moonshine: using your imagination to make up poems or stories or inventions. Some examples of bad moonshine: lying to make yourself feel better, to get out of trouble, or hurt someone else. I shared some examples from my own life when I used bad moonshine. Like the time my teacher said he saw me riding on the handle bars of a bike and I said it wasn't me because I didn't want to get in trouble.

I asked the students to write about where in their lives they are in the habit of using bad moonshine. I assured them I would be the only one to read what they wrote. They admitted to using bad moonshine at home, school, and with their friends. Several of them said they lie when they get nervous or scared.

I asked them to write two more things: An area of their life where they would like to be more honest, and an example of how they like to use good moonshine. They want to be more honest when they get in trouble, when they get bad grades, when they are at home and with their friends. They like to use good moonshine when they are acting on stage, writing, playing, and drawing.

I felt like the lesson was a success because their responses seemed genuine. I told them I would check on their progress next time we meet to see if they are having success being more honest. I will be curious to see if the teacher notices a difference.

Teaching this lesson makes me wonder, how can we encourage others to be honest? I'm thinking that people need to feel safe enough to tell the truth. I would love to hear your thoughts about this.