Sunday, December 31, 2017

WONDER




Wonder is defined in three different ways. 

Wonder:
 n. feeling of surprise mingled with admiration, caused by something beautiful, unexpected, unfamiliar, or inexplicable.
v. desire or be curious to know something.
v. feel admiration and amazement; marvel.

A few weeks ago our fifth grade classroom was transformed and exhibited all three definitions. We had a special visitor, Kristie Ennis, a Wonderopolis Lead Ambassador, come visit and convert our little space into Camp Wonderopolis.
There is no doubt that all three ways of defining wonder were on display on this special day. The students, and myself of course, felt a “feeling of surprise mingled with admiration, caused by this beautiful, unexpected” learning environment. My students had this intense “desire to be curious and know something” more about all the topics we were reviewing that day. We all felt “admiration and amazement; marvel” about the entire situation. Words do not do justice what happened within the four walls during Camp Wonderopolis. My students had the chance to rotate through six stations that reviewed concepts from science, math, art and social studies. While reviewing previously learned concepts, students used their reading skills to uncover new wonders. The buzz around the room portrayed students that were engaged and intrigued.

After a day of Camp Wonderopolis, I began wondering what would happen if this was our normal. I wonder what if we incorporated Wonder stations more often? I wonder if student engagement would increase? I wonder if more hands on application activities could be created for all subjects? I wonder if everyone would be just a little more excited to learn?

In my 2018 plans, I am looking forward to taking my “wondering” and actually doing. Based on my students’ reflections from the day, they are also looking forward to taking our learning to the next level.

“The best part of the stations for me was the part when we made wonders because I loved to actually express what I was wondering about."
“The most interesting thing I learned was about the women in the war and what they did to help.”
“I learned that art is more than one thing.”
“I would like to do this again because it was a creative way for us to learn with hands on activities.”
“Yes I want to do this again ,because we got to learn more that we didn't even know.”
“Yes please!!!!! I would like to do this because again, the hands on activities were the best!”
“Wonderopolis camp WAS AMAZING!!”

I believe our learning will be transformed when we include our wonders and intertwine them with the topics we are covering. I am looking forward to more “feelings of surprise mingled with admiration” in our future.
Thank you to Matt Arend and Kristie Ennis for allowing my students to experience Camp Wonderopolis. Our classroom is forever changed. May our wonders lead us to unexplored places!


-LL


Sunday, October 29, 2017

Stay, Serve & Love

When I began this journey back in January, I kept looking for signs from God in what path I was supposed to take. I had a couple recurring signs that showed up and keep on coming. These right here confirm my place. While some days I find myself thinking maybe I don't have what it takes to do this, other days I feel like I need to be in this place. The later is coming more frequently and for that I am very thankful.
Last week, I attended Jen Hatmaker's of Mess and Moxie Tour. I had been lookong forward to a night to step back and hear God's word. After a tough start to the week, they intro'd with a Chris Tomlin song that has been a staple on my journey to a new place. I felt peace.

"Where you go I'll go, where you stay I'll stay, when you move I 'll move, I will follow you. Who you love I 'll love, who you serve I'll serve."

And I will do just that now that I am in my place...stay, serve, and love.

-LL

Reflection

This past week during #IMMOOC Live Dwight Carter left me processing the word reflection.

Dwight stated that, “Reflection is at the heart of our practice. Always reflect on how you impact a situation. Our response becomes another person’s event.”

After mulling this over on Wednesday evening, I began processing how much reflection should be at the heart of our daily classroom life.

As we wrapped up the first nine weeks this week, it was natural that many students were beginning to really process what was going to be shown on their report card. I could hear the chatter throughout the day and decided that we needed a circle to discuss reflection.

As we sat in a SEL circle, something my students are very accustomed to, I told them this circle was going to be different. I sat on the floor with the students. I am a critical part in their learning and they needed to see my on their level. This circle was going to focus on the students and I having a real conversation about grades and learning outcomes.

As I sat there I expressed to the students that grades are not my focus, knowing that students have a difficult time getting past the grade. We discussed how being a great student isn't about the grade, it is about the process of forming, adapting, molding, adjusting, failing, and taking risks to become the student you want to be. We are a work in progress. Effort and attitude are greater than the grade.

As I spoke, many students were nodding their heads and many shared how they feel when they have failed at a task, test, or situation. I needed my students to know that learning is so much more than the grade that goes on the paper. I needed them to see that I was proud of their progress. I was going to be their cheerleader through it all. They needed someone in this moment to give them strategies on what to do when you are disappointed and angry. We reflected together on what we could do going forward to learn from our mistakes. We brainstormed strategies. They were real with me and I was real with them.

On this day I realized that I had the chance to impact a situation just as Dwight Carter stated. The way I responded to this event in particular was going to affect my students’ reactions to learning. I reflected on my ability to impact how learning is viewed and how my students can reflect on all learning experiences. We can all use reflection to gain insight from our small setbacks and our successes. I hope that my response to my students in this circle will affect their future events.



-LL

Saturday, October 14, 2017

Custom Made



After diving into a book study over the summer on Student Voice: The Instrument of Change by Russell Quaglia, I reflected on where I excel and where I fall short when including student voice in our classroom. Quaglia's words inspired me to make changes to increase student voice and create a custom made classroom. "The real challenge lies in listening carefully to what they are telling us, reflecting upon it, learning from it, and leading change with students by our sides. Listen, learn, and lead."

My personal teacher goal this year is to increase student voice in both process and product. I started by asking: what does this look like, Where do I begin? What will I do to learn more about increasing student voice? I quickly realized that I don't know all the answers right now. I don't know what opportunities will present themselves in and out of the class room. I don't know who I will interact with that will feed my goal. The one thing I do know is that students thrive when they feel heard and valued. Any step I can take to create the environment where student voice and choice are present and active is a step in the right direction.

All three of my reading blocks filled out a Google Form that asked 3 simple questions to get feedback on the first 6 weeks of school. You see I began the year telling students what reading stations they had to complete, the time they had to complete it, and when to switch to the next station. I realized very quickly that I was dictating way too much of what happened in OUR classroom. 

I immediately reevaluated and made changes to our process. For the past couple of weeks, students have been given a menu on Google Classroom that offers required, optional, and extension opportunities/stations. Students get to complete them in their desired order and have all week to complete the required stations. Some students have needed a little more guidance on what order they should complete their stations and other students were able to better manage their time. My hope is that over time all students will be able to monitor their learning, know when more time is needed on certain stations, and when to push themselves to the next learning opportunity. I am looking forward to watching them take ownership of their learning all with a little guidance.

The results of the first "feedback form" left me feeling excited about our partnership in their learning. Some students offered suggestions, some offered what they loved, some offered areas to improve, and some offered no comment at this time. 

The form gives students a chance to voice their opinion without having to say it out loud. I have many students that may not feel comfortable sharing their spoken voice, but through this avenue they are given an opportunity that works for them. All comments are taken, read, and processed. All students are heard. All students are shaping our classroom.

This is just one way I am adapting and changing our environment to best meet the needs of the students. Student voice in both process and product is our goal. We will work as a team this year to increase their voice and choice.

We are a team, we are working together, we are building voice. We are a custom made classroom thanks to my students.

-LL


Monday, October 9, 2017

Connection First




Before I can innovate, I must create the environment and cultivate the relationships with my students that allow them to move forward to become innovators. Create the place. Create the atmosphere. Create the relationships.

A few things I have considered and put into place before taking the next step:

*Reach out. Show my students that I can be trusted. Allow my students to see me taking risks and being vulnerable on a daily basis. They deserve a guide that has them as their #1 interest. It may be tough, but I know when my students step out on a limb to create and innovate they know I will be there for them at every attempt.


*Reflect. What am I giving my students?
The questions I have to ask myself include:
*Do they feel safe?
*Do they feel heard?
*Do they feel seen?
*Do they believe I value them as contributors in our classroom?
*Is our classroom learner-centric?

Honestly, some days can cost more than I have to give. However, I don’t give up. I pour and I keep pouring because I know that classroom life depends on these relationships. My students depend on me to lead them to wonder, explore, and become forward thinking innovators. They depend on our relationships.


*Restore- I have to take care of myself, so I can continue to give my students what they need to become innovative thinkers. This past August, before my students showed up for a new year, I had the privilege of listening to Adam Saenz speak. He reminded us that as teachers we should check our dashboard light that reminds us when we need to be filled up. This dashboard light should be checked often throughout the year. He spoke about the power a teacher holds. The power to make a difference. I realize that my students need me to be present not only physically, but also mentally. I must be mentally prepared to take them on this journey.


*Empathy. Put myself in my students shoes. What do they need? Give them hope. Give my students the vision to see what they are capable of and what they can accomplish when provided the tools and environment. Build them up. My relationships with my students sets the tone for the atmosphere in which they will learn.


"Individualizing education and starting with empathy for those we serve is where innovative teaching and learning begins." -George Couros


It takes courage to let go of where I am and reach for what is ahead. I hope to give my students the same courage.

Now we have the connection and are ready, ready to be innovative, take risks, wonder, and create.

-LL

Sunday, October 1, 2017

Falling into Change


Change. Change is everything I am living right now. I experience it daily and can't escape it. New school, new colleagues, new students, new ways, and new expectations for myself. I am drowning in change, but something about it feels right. Brene Brown captures this perfectly when she says, "Lean into the discomfort." Lean, well, I may have just fallen into the discomfort instead. It is hard being new. I have only ever been "new" one time in education; however, I truly believe that I was placed in this position for a reason beyond my control. While I am loving my new home, I am looking forward to finding my groove and the chance to impact those around me. I will move through the discomfort and will create opportunities for my students to learn and lead. We will be risk-takers together.
With this season of change, I begin my second session of #IMMOOC with a fresh perspective. I am joining with an eagerness to define where I need to go and what I need to continue on my journey of becoming an innovator.
I realize that this "change" I have been given is a chance to learn, connect, and grow as an educator. Now, I just need to make the magic happen and watch amazing things happen.







Sunday, September 10, 2017

Why I READ



Why do I read? 

Books are filled with words. Words that together have meaning, take you on a journey, transport you to a different world, expose you to new ideas, inspire you, encourage you, create emotions, and can can be a solace when you need to step out of reality. 

Words matter. They change who we are, who we will become, and who we hope to be. 

Our talk in reading class this week was just that, words matter. Why do they matter? I got answers like: they express emotion, explain things, teach us, they can change who we are, take us to new places, and allow us to use our imaginations. 

I have been changed by words. Words that have stuck with me. Words from books. Words from people. People have spoken words and put thought into the words that will stick with me for a lifetime. These words have encouraged me, pushed me, kept me going, made me question my why, and caused me to put my words on paper. Words in books have given me the ability to learn more about my craft and have transposed my thinking. Take away all the books I have experienced and my life would be very different. I wouldn't have traveled to the thousands of places without these books. I wouldn't have been inspired. I wouldn't have been introduced to the people or characters I have met over the years. I am who I am today because of all the words I have read and the words that have been spoken to me. Words matter. 

I hope that my students this year will find that their words matter. I hope that they find meaning in others' words. I hope that if they haven't found a love for reading, that I can expose them to words that will inspire them. 

Why do I read? Because words matter.

-LL

(This post was inspired by @taramartinedu post on "Why do You ____?")

Monday, July 17, 2017

Pioneer or Settler?

Recently, I came across an article written by Christine Caine called "Six Characteristics of a Pioneering Leader", and after reading it my mind was racing at the connections to education and my current leap of faith.
(I first became intrigued with Christine Caine  while attending the IF: Gathering conference for Christian women in Austin, TX. Mind blown. She speaks with such conviction and instantly makes you want to pour love into yourself and others.)
 "It takes courage to let go of where we are and reach for what's ahead. It takes courage to uproot--mentally, emotionally and sometimes physically--to press on and fulfill what God's called us to do. To embrace new roles. Launch new ventures. Expand our reach."                                                           -Christine Caine
Caine defines a pioneer as someone who is "the first to open or prepare--a way, settlement, or region--thus opening it for occupation or development by others." She says a pioneer goes first, before everyone else. They are selfless, persistent, committed, bridge builders, self-starters, intrinsically motivated, and forward-thinking. They are a leader.
This is what educators should be pressing toward. As educators, we must open the path for our students to become pioneers themselves. We are the example for our students.

We need to learn to become flexible in a role and allow ourselves to move forward even when we don't always know the outcome. Take ourselves where we have never been. We want to guide our students, but be open to new territories. We have to let go, become flexible, and reach forward. Our students need us to be pioneers.

On the contrary, Caine defines a settler as someone who is "sedentary, stationary, maintaining." There are some parts of education that must be maintained, but we must be constantly be looking to develop ways that prepare our students for their future. In other words, we need to avoid becoming that educator that is a settler. The educator that does what they have always done. No excuses.

I am looking forward to paving the way for students in my new role. I am looking forward to showing them what it is like to be a pioneer. I am taking a big faith step to expand my reach and fulfill the calling that has been placed upon me.

What have you been called to do? Will you be a pioneer or a settler? My hope is that we all will become pioneers that pave the way to new and better ways for our students.

-LL

Christine Caine's "Six Characteristics of a Pioneering Leader" Article

Thursday, May 25, 2017

Life Lessons.

 The article "30 Things About Life Everyone Should Learn Before Turning 30" by Nicolas Cole focuses on how our lives are full of lessons, some are small and others take a lifetime to learn. I got to thinking about my life and what lessons are most relevant to me as an educator.

During this school year, we have focused on Social Emotional Learning in our classroom. We had the opportunity to spend the first five days of school creating community within our classroom, understanding self regulation, and developing strategies to support students during the year. 

Nicolas Cole pinpointed some of the life lessons that our students need the most to be a successful citizen, develop their self-worth, and create relationships with others.

1. The most important relationship in your life is the one you have with yourself. 
-My students started the year by reflecting on the positive. Students were able to share with their peers positive aspects of their lives. Some students had more to share than others. Now, at the end of the year, all students have more positive things to say about themselves.
My students and I have built one another up all year long. The main focus for my students: YOU MATTER. Before you can create solid relationships with others, you have to feed into yourself. Part of my role as their teacher is to feed into them as well. I build up my students to enable them to cross bridges they never thought they could.



2. Trust is built through actions, not words. 
-As their teacher, I have to prove to my students they can trust me. I show them what that means by showing up every single day, greeting them at the door, asking them about what is going on in their lives, and making sure they know I care no matter what happens. My actions speak louder than my words. 

Finally, the life lesson that spoke to me personally is...

3. You are only as good as the last risk you took.
-Cole states that success over the long term is about constantly pushing yourself to take the next big risk. My students deserve a teacher that is willing to take risks in the classroom. They deserve to learn in an environment where risk taking is promoted and modeled. I am willing to show my students what happens when you fail. They have seen me time and time again get up and keep on moving despite setbacks and challenges.

My hope is that my students will walk away this year feeling more confident in themselves and their abilities, leave here a better person than when they showed up, and know that I loved them day in and day out. I am proud of their emotional growth and it all goes back to those first five days.

Wednesday, April 12, 2017

Be Brave.



Being brave is sometimes easier said than done.
Fear can isolate us and stop us in our tracks.
This quote from Ann Voscamp spoke to me...
"Fear is something we feel. Brave is something we do." 
We are allowed to be afraid and feel fear, but we should not let it keep us from experiencing great things.
Brave is what I need to DO.
Brave is what educators need to do to be better for our students.

Sunday, April 9, 2017

I Learn.

"I Learn. This is not reserved for our students. We must all be learners." -George Couros
 
The past six weeks I chose to be the learner. The #IMMOOC journey has been nothing less than eye opening. I have had a complete shift in my thinking. My classroom has become more student driven--more of their voice and less of mine.

Over the past six weeks of IMMOOC, I have made a conscious effort to activate powerful learning experiences for my students. Most recently I took a Big Business/ Industrial Revolution project that is written into the curriculum and took all boundaries out of it. Choice was already written into the assignment, but I left the door open for students to take it where they wanted. My students more than impressed me! I could feel that students felt empowered with this project. The final products represented what my students were interested in, not what I told them to be interested in. The variety of projects ranged from digital projects using Sway/ Venngage/ Prezi/ Powtoon all the way to Legos/ Zoobs/ cardboard/ paperclips/ Strawbees. The word "no" did not exist in my vocabulary for this project. The oil, steel, and automobile industries came to life in our classroom. Students felt empowered and I could hear the buzz. This one little project left our classroom yearning for MORE!

I look forward to using my knowledge to allow for my students to experience better and more intentional learning experiences. My students have/will benefit from my learning and change in mindset. I encourage others to read The Innovator's Mindset by George Couros and challenge their own mindset.
"Embrace the challenge and see it as an opportunity to move forward." -George Couros




Saturday, April 1, 2017

On the Journey

Innovation is a journey. George Couros reminds us that we will never "arrive" at a final destination, but continually move forward to create better learning opportunities. This innovation journey will constantly push us to give our students a place to build on their strengths. 

"Every human on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation rather than memorization, for creativity rather than futile activity, for rumination rather than stagnation." -Erica Goldson

This whole idea of innovation being a "journey" lifts a huge weight off my shoulders. I am on a journey as an educator to better my practices. I can start today by being more intentional and connecting with other educators that have the same passions. I know that I am on my way and headed in the right direction because my focus is on my students. This is where it starts. Each morning I can begin by asking if what we are doing is going to cause my students to have a "hunger for learning." My mindset will open the opportunities for my students. The way I teach, guide, and facilitate will unleash my superpower and lead to innovation. Let the journey begin!




Saturday, March 25, 2017

Becoming Connected

George Couros states that "as educational leaders, we must promote and capitalize on open, connected learning." This got me thinking. Am I connected? What does this look like for my students and for me? I am just stepping onto the path of being connected. Up until I started #IMMOOC, I would have been what George calls a "lurker" on Twitter. I just got on to explore, read, and maybe throw out something we had been doing in the classroom, but connected is not how I would describe myself. If I connect myself to others, I can better my practice. 

Derek Sivers' video "Obvious to You. Amazing to Others." says it all. This is me. This has been my struggle all along. In this video, he talks about how we think our ideas are so obvious, but our ideas might just be amazing to other people. We should just put it out there and let the world decide. Sometimes this is easier said than done. I don't intentionally keep my ideas to myself to hoard them, but find myself wondering if my ideas are really that great. I listen to other educators and wonder how they came up with such innovative ideas. Cue the "Let it Go" music.  I just need to let it go and put it all out there because all the ideas I have used from other people might just have been "obvious."




So, being a connected educator, gives us the ability to see what others are doing and can empower us to make changes in our own classrooms. I can walk away with new ideas and tweak them to fit my own classroom. I do this all the time when talking with my other friends across the district, so why not do this on a more global scale? Why not share my ideas and gain more from others that are also just trying to do what is best for their students?








Saturday, March 18, 2017

Be More Dog #IMMOOCB3

At the beginning of the year, my principal showed us this video Be More Dog. Immediately, I felt this feeling of freedom. Why can't we all be more dog? Why can't we allow our students to be more dog? This video really opened my mind to the fact that our students come to us each day to learn, not just got to school. I wondered if our students came the first day feeling free to learn, or was it just another start to a school year.
As I reflect back on the previous years: what worked, what didn't work, what needed to change, and how did my role effect the students, I found that culture was something consistent over the years that I felt made a huge difference in how the year went. My students have looked forward to being in fifth grade, and I need to make sure this isn't just "school" for them. I need to give them a place where they aren't just looking for answers, but rather looking for problems to solve. I need to give them a place to explore, create, and interact with other students and adults. I need them to feel like they have a voice and people will listen. I need to allow for deep exploration. I need to empower my students.

George Couros said, "Imagine what school would look like if we really focused on empowering learners." I question myself often and what I offer to the students. Am I empowering learners in my classroom? Am I allowing my students to be more dog? Am I allowing my students to to run freely with their learning? Or, am I getting in the way?


WEEK 3 Reflections #IMMOOCB2

After this week's YouTube Live and Twitter chat, I walked away feeling empowered to unleash my students' potential. I feel behind in the process of being innovative, but realize you have to start somewhere. I must model, listen, and be open to taking risks, if I expect my students to chase their dreams. It is less about what I am doing, and more about what I am letting my students do.







Monday, March 13, 2017

Creating Culture #IMMOOCB1



Our culture is established at the beginning of the year when my students take an oath stating what they will do over the course of the year. This isn't for me, this is for them. This is a promise to themselves to be open to learning and leave fifth grade a better person than when they came.

My goal is for students to be able to reflect on their learning experience and feel confident about what they accomplished beyond test scores.  I want students to look back at the end of the year and feel like they were loved and cared for, they were supported, they were built up, and they were given the courage to keep going when it didn't seem possible.

The culture of our classroom is that of a welcoming home. I remind them often. This home is where we learn together and grow together. This home we spend our time in creates a culture where all things are possible and where innovation can exist.

I PROMISE to....
be kind to others
offer a listening ear
learn from others
open my eyes to new ideas
ask questions
honor other's differences
be responsible for learning
have fun
laugh
build up my classmates
challenge myself
keep trying.



Thursday, March 9, 2017

Challenging Our Own Mindset- Week 2 #IMMOOC


We expect great things from our students, but what about our expectations for ourselves? Students notice our reactions to different situations. They watch our every move. Are we modeling what we are teaching?

George Couros says that we look for our students to encompass the characteristics of "empathizing, problem finding and solving, risk-taking, networking, observing, creating, bouncing back, and reflecting." These exact characteristics "should be embodied in our work as well." We must model what we expect from our students. We must also encompass this mindset.

To get to the innovator's mindset, we must first challenge our own growth mindset. I have been guilty of questioning if I have what it takes to keep up with other educators that I perceive to be a step ahead of me. We all have setbacks and get caught up in comparing ourselves to others, but we have nothing to prove. We are in this for the students. We are in this each day to create new and better learning opportunities for our students. My focus should be on my ability to innovate and move forward.

We are able to open the door for new experiences and use our talents to lead us to new and better ideas when we have an innovator's mindset. I believe we can stop trying to prove ourselves, and instead we can put our energy into using our strengths to make an impact on students. We can use our energy to connect with other educators and share knowledge to benefit the students.

George Couros reminds us that "our role is to empower students to see themselves as innovators who take responsibility for their own learning and leading." We must also be empowered because what we model is what we get.




Monday, March 6, 2017

Stepping Out of My Comfort Zone

I am not one to step out of my comfort zone, in fact, this blog sits well outside of my comfort zone. I have never claimed to be a writer, so this way of expressing my thoughts, reflecting, and connecting with others is just downright scary. I put too much emphasis on how I will be perceived and don't give myself enough credit for what I have accomplished.
I have been questioning how often I force myself to be vulnerable. I realized that I may be keeping myself from doing great things. Couros states it so clearly when he said, "Change is an opportunity to do something amazing."



Recently, I was invited to read The Innovator's Mindset by George Couros and join in the IMMOOC conversation on innovation. I bought the book and immediately felt intrigued. In just three chapters, it has transformed my thinking and caused some serious reflection.

George Couros defines the innovator's mindset as the belief that the abilities, intelligence, and talents are developed so that they lead to the creation of new and better ideas. Having taught in the same school for ten years, I am challenged to continue pushing the limits and opening the doors to better learning opportunities for my students. My students must focus on creating something with their knowledge. The only way they will accomplish this is by providing them the experiences and support. I have to prepare my students for real life and make meaning in the classroom that sticks with them. The learning opportunities have to fit their time, their goals, and their future. I look forward to my students learning alongside me each and every day.

When someone walks into my classroom, I believe they can feel the sense of community within our 3 1/2 walls. Couros says this type of environment sparks us to focus on  "What is best for this learner?" and  that by "individualizing education and starting with empathy for those we serve is where innovative teaching and learning begins." This right here is where it all lies--a safe place to drive your learning into new directions.

My students come feeling excited to learn and curious about what we are doing, although, as their guide I am not naive to the fact that I have a long way to go in the design thinking process. I want for my students to enter the room and feel comfortable making mistakes, taking risks, and chasing their curiosities. I love the idea that Couros says we must embrace that everyone in the classroom is a teacher and a learner.

My goal is to design with students what they need/what works in hope that they leave more curious than when they walked in. I will create the better pathway and innovate.






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