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.
Tuesday, April 12, 2011
Monday, April 11, 2011
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.
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.
Thursday, April 7, 2011
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.
"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.
Tuesday, April 5, 2011
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.
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.
Monday, April 4, 2011
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.
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.
Tuesday, March 22, 2011
Friday, March 18, 2011
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.
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.
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