The other day I had the opportunity to accompany five Wiley students to the 39th annual Urbana School District Young Authors Celebration. I have written quite a bit about the Young Authors program in the past and continue to feel a great deal of gratitude that I get to work in a district that so thoroughly supports this program for our students in grade K-8.
During the celebration, we got to listen to a professional storyteller, Mama Edie, who told students that we are all storytellers: any time we come home from doing something and start off with, “Guess what?!” we are preparing to tell a story. I love telling stories. It is often the way that I introduce new topics in my classroom, whether it is fractions (talking about the time I messed up a recipe because I didn’t double the ingredients correctly), or early American history (the story of the Revolutionary War), I am always telling stories.
I also love listening to stories. My students have wonderful experiences and they rarely shy from telling them, no matter how silly or how serious they may be. I listen to podcasts as I bike to work so I can listen to the stories of other school leaders, I watch documentaries, television shows, and movies to listen to the stories others have to tell, and I surround myself with music to embrace those stories, too.
So it should be no surprise that, when given the opportunity, I find ways to let my students tell stories through their writing. Inspired by an activity I used at the Young Authors celebration yesterday, I had my students today engage in collaborative storytelling using Rory’s Story Cubes to start the stories.
Students broke up into groups of four and spread out in the room. Each group was given a sheet of paper, a pencil, and four random story cubes. Then they were given five minutes to start telling their stories. Every five minutes, they would rotate papers, read what the previous group wrote, and continue the story, using the story cubes if needed or just picking up where they left off. This provided a great way for them to tell stories together, have fun, and work on writing, all at once.
As students read each others’ stories, they began revising and editing, making corrections and clarifying confusing points. They supported one another and engaged in the writing process in a way that they don’t often do. While I won’t be able to do a writing activity like this every day, it was a great way to kick off the return of Mr. Valencic teaching writing. (My student teacher is finished on Friday and so we decided to transition back some instructional control to me today, starting with writing so that he wouldn’t start a new unit and have me finish.)
How have you engaged in collaborative storytelling? Do you find it valuable?
Many years ago, my wife and I found ourselves without a car. During that time, I rode my bike everywhere I could as often as I could. After nearly passing out from heat exhaustion on a day when the heat index was over 90° F (32° C), I decided that was my upper limit for biking. As winter came, I also discovered that biking when the wind chill was below 20° F (-6° C) was equally a bad idea! On those days, I was fortunate to have coworkers who were kind enough to give me a ride to work. For the most part, though, as long as it wasn’t too hot, too cold, or raining, I was on my bike.
Even after we got a new (to us) car, I continued to bike as often as possible. Cycling was a great form of exercise, it saved a lot of money on automobile costs, it helped energise me in the morning, and it was fun. My students also recognised me when they saw me biking, so they knew that I was setting a good example for the physical activity that we are frequently telling students they all ought to be getting! Then I started graduate school. I still rode my bike a few times, but I quickly realised that biking home in the dark was not particularly safe, even with reflective gear and lights. So I started driving my car again.
I had wanted to get back into the (bicycle) saddle again this year, but it seemed like every day it was too hot, too cold, too wet, or too foggy, and so I was driving my car all the time. In fact, I think I rode my bike once all of the first semester and, until today, not once since then.
But I got back into the saddle again today. It wasn’t too cold, it wasn’t raining or foggy, and I knew I needed to stop making excuses. I woke up earlier than usual, got myself ready, and hopped on my bike, expecting to get to work in about 30 minutes, which is about what I used to average.
I forgot to take into account two important things: one, it has been months since I last rode my bike and two, it was a windy morning. It took me about 40 minutes to get to work, which may not seem like much, but it did mean that I didn’t give myself nearly as much time to get settled in at the start of the day.
All that being said, I am glad I am back on my bike. Graduate school was great for my mind but not so kind to my waistline. I am hoping that cycling 9-10 miles every day will bring back all of those positive outcomes that I saw back when I was biking more regularly. In the meantime, I think I ought to get up about 15 minutes earlier to give myself just a little bit more time in the morning!
Many friends, family, and regular readers of this blog (all fifteen or so of you) know that, about four and a half years ago, I challenged the Wiley students and community to read 1,000,000 minutes in a single school year. It was an ambitious goal but, with everyone working together, we not only achieved our goal, we exceeded it by 247,277 minutes! The incentive for this goal? I agreed to let my hair grow all year long and then let one of our teachers shave off all of my hair during a whole-school assembly. (more…)
I have lots of responsibilities as a teacher, far more than “simply” teaching students. However, my number one responsibility is making sure my students are safe. I explain this to them on the first day of school and I repeat it often throughout the year. If my students are not safe, or do not feel safe, they are not going to care about what I am trying to teach them or what I expect them to learn. I take this responsibility very seriously and am often most nervous when we go to places where I cannot keep my eye on every single one of them, such as field trips and recesses. I spend most of my time in those situations scanning to watch out for everyone and listening for any signs of distress.
I was reminded of this responsibility this afternoon. Being a Wednesday, the students at Urbana Middle School were released early, and many of them walk to Wiley to pick up younger brothers and/or sisters. Parents also arrive at school shortly before our last bell in order to pick up their children. At the same time, our fourth graders are going outside for a recess toward the end of the day. (Our schedules being such that we are unable to do a recess earlier but we believe very strongly that the students should have as many opportunities to get outside and play as possible.)
Most parents gather around the big tree outside the front of the building to wait for their children. Others wait near their cars or on the sidewalk. A few of the middle school students, though, were coming onto the playground. I approached them and reminded them that the day was not yet over for our students and, in order for us to ensure the safety of our students, we asked them to wait by the tree or on the sidewalk. It isn’t that we don’t trust siblings or parents or expect anything untoward to happen. It is simply that we are responsible for our students until 3:00 pm and a caregiver picks them up, and having others on the playground with the students makes it more difficult for us to supervise.
I am grateful to the many parents and other caregivers who are respectful of me and my colleagues. We always welcome volunteers in our classrooms and elsewhere. We love when members of the community want to give of their time and talents to support our students. But we need to remember that the students’ safety comes first. Always. Which means we may have to sometimes ask someone to give us a little space and respect boundaries.
I have had the opportunity to receive and review books for MiddleWeb, an online database for educators. I read Data, Data Everywhere (Second Edition) by Victoria L. Bernhardt, Ph.D. way back in January and somehow completely managed to forget about submitting a review. (And for reasons beyond me, nobody ever followed up to remind me that I still owed them a review.) The book has been traveling in my bag and sitting by my computer for months. I would look at it and think, “Hm, did I write a review?” but then I would get busy and forget about it again. Which is why I find myself sitting on my couch now, avoiding the heat and humidity outside, listening to Bob Ross talk about happy trees named Clyde and happy little clouds, and finally writing up my review of this excellent book.
Data, Data Everywhere is, at its heart, a guide to making sense of all of the information that schools collect on a daily basis and using them to determine specific actionable goals for school improvement. To put that another way, teachers and administrators collect a lot of data: test scores, attendance records, office referrals, benchmarking, formative, and summative assessment results, family involvement, professional development participation, and much more. It is far too easy to allow all of the data and (the collection thereof) to be just another cog in a machine without making any real difference in what the school is doing. Dr. Bernhardt, through her Education for the Future Initiative, developed the Continuous Improvement Framework to make sense of all the data and use them to guide school leaders in their day to day operations.
After explaining the CSI Framework, each chapter of the book is broken down into four basic components: an overview of a specific element of the framework, an explanation of how to collect and analyse data, reflection questions, and application opportunities. Additionally, each chapter has a suggestion for the amount of time it should take to fully consider each component.
An important recommendation by Dr. Bernhardt is to involve as many voices as possible in the school improvement process. This is radically different than the traditional method of pulling together a team of teacher leaders and administrators with one or two parents to make the decisions for the school’s improvement plan. However, by involving every voice, it is more likely to have increased ownership, collaboration, and consensus within the building. As Dr. Bernhardt says,
“When school staff agree and commit to a shared vision, they are collaborating on what they know and believe will make a difference for student learning. They create common understandings about what to teach, how to teach, how to assess, and how each person will treat each other. They also have common understandings of what they are going to do when students know the information and what they are going to do when students do not know the information. These agreements make data use so much more effective.”
Perhaps more importantly than explaining the Continuous School Improvement Framework, Data, Data Everywhere is a guide for actually using data when implementing the plan. Far too often, improvement plans, often required by state boards of education, are drafted, submitted, and promptly forgotten. However, it is possible, by regularly reviewing data and having open, honest discussions about them, to use the information to bring about positive change within the building. The building principal, as instructional leader, is responsible for making sure that such conversations are happening. He or she must also be sure to clearly communicate with stakeholders (teachers, parents, and community members) what the information means, Otherwise, as Dr. Bernhardt warns, “faced with an absence of reliable and transparent information, people will fill the void with disparate events and facts. This could lead to biased perceptions.”
Whether your school is using the Continuous School Improvement Framework or a different tool, the suggestions in Data, Data Everywhere, when implemented with fidelity, will help leaders organise information, guide discussions, and, ultimately, lead to an improvement in student learning. And, as another education researcher, Dr. Todd Whitaker, has asked, if we aren’t focusing on student learning, what are we doing?
[NOTE: My review on MiddleWeb was published on August 3, 2016, and can be found here.]