Wonder, Inquiry and 100% Student Engagement

(A co-written post by Wonderologist Lorie Lyon and Wonder Lead Ambassador Matt Arend) 

Having the opportunity to be a Wonder Lead Ambassador has opened my eyes to the variety of ways wonder can be infused into classroom. Wonder should always be present in a classroom. It allows students’ curiosities to be explored and make natural connections to interests they have. It is easier said than done. Teachers are tasked with an awesome responsibility of delivering the highest levels of instruction, yet the first thing to fall off the plate is providing students with the opportunity to wonder. What if there was a way for students to chase their curiosities, explore and wonder? What if we could do all those things while adding in student voice and choice? 

SiglerNation’s Lead Wonderologist Lorie Lyon recently had the opportunity to showcase the ways she promotes wonder within the walls of her classroom giving students voice and choice. Thanks to the support of Wonderopolis, she was able to share her story all over the Wonderopolis IG account. (If you are not following Lorie or Wonderopolis stop right now and do so.)

Check out what she calls Camp Wonderopolis... 

During Camp Wonderopolis, our fifth graders rotated through wonder stations that called for them to read an article from www.wonderopolis.org and brainstorm ways to solve a related problem or task. The next step was to create. The students worked in teams to approach the task, and the final step was to reflect on the process. They had the opportunity to articulate the reasons for their creations and describe all the details. Students were exposed to new knowledge to preview upcoming topics and previously learned material in ways that ignited new wonder. During Camp Wonderopolis, the students rotated through three Wonder Stations covering reading, math, science, and social studies content areas.

Go West 

Using Wonder: #223 What Was the Lewis and Clark Expedition?,  students brainstormed reasons why Lewis and Clark needed to travel west and explore the territory before the pioneers moved onto the land. They analyzed the route that Lewis and Clark took on the map provided. Then, they read the short profiles for each identity and decided what character traits described the different people. This station allowed for the students to identify reasons why people moved west and get a better understanding U.S. territorial expansion.  Finally, students were able to apply their knowledge by creating social media posts (Instagram, Facebook, Twitter) for the historical figures. 

Food Chains and Food Webs

Using Wonder: #1617 Who Decomposes Decomposers?, students brainstormed the difference between producers, consumers, and decomposers. Students discussed their role in the ecosystem and how they interact in food chains and food webs. Then, students created food chains and/or food webs using Google Draw. In this Wonder Station, students showcased their understanding of relationships among and within environments. They were also able to describe the flow of energy derived from the sun and transferred through the food chain or web.

Weather and Climate

Using Wonder: #60 Why do Different States Have Different Weather?, students discussed the difference between weather and climate. Groups then chose a specific location from based on different climates with the US and beyond. (California, Minnesota, Iowa & Costa Rica) Students analyzed the location to determine it’s weather and climate. After researching the location, they  planned a weather forecast for the picture. Students recorded their forecast using the Wonder News Green Screen. Being able to create a weather report that included the weather and climate of the given location showed me their level of understanding. 

Wonder News Weather Report

The Result

Three stations, four content areas and one engaged classroom full of students who are exploring wonder, creating and being provided with opportunities for voice and choice. This is it! This is what learning looks like. Cross curricular connections exposing students to new learning and reviewing prior learning. Did students demonstrate understanding? Yes! Did they develop prior knowledge of what is about to be taught? Yes! While Lorie had to invest some intentional planning on the front end and think through the organization of the groups, the students were the ones doing the work. The students were the ones learning while the teacher was truly able to facilitate and enrich opportunities for everyone. 

Voice

Student Voice:

This school year has been filled with finding opportunities to amplify my students’ voice/choice in the classroom and beyond our four walls. I have found that increasing these opportunities has created a classroom that belongs to my students. A key component to this shift is listening. I have listened to the ideas, opinions, beliefs, and passions of my students. These are the things that have shaped our classroom this year. John Spencer and A.J. Juliani pinpointed this when they remind us to ask, “What decisions am I making for students that they could make for themselves? We need to shift from providing choices to inspiring possibilities.”

*As we have been preparing for state testing, I had some students that took the initiative to encourage their peers. Teachers encourage students all the time, but hearing these affirmations from your peers is powerful.  Their voices were genuine and encouraging for the entire grade level. Their voices left everyone inspired to do their best!

*AVID nights: Students have been given a voice at our AVID nights. 5th graders have shared what it means to be responsible, create S.M.A.R.T.  goals, and collaborate with their parents. They have been given the power to run the meetings. Their voices have shaped our learning throughout the year while we have partnered with their families.

*Flipgrid has given our students an outlet to share their voice with teachers, staff, and other grade levels at Sigler. My students have shared why teachers are special, growth mindset messages with younger grades, what students in 4th grade should be excited for 5th grade camp, and have shown evidence of their learning in all subject areas.

*Students have the choice in what they read during class. We work together to find books that spark that love for reading and a good story. My students have had the opportunity to share their voice by using a Padlet to recommend books to their classmates and another used to summarize the book without giving away the ending! Students beg for independent reading time.

*Listening to student voices: Just this past week I had a student ask to come talk with me alone. He told me that without me as his reading teacher this year he didn’t know that he would love reading as much as he does now. This is a student that has struggled and forced himself to “read” this year. Hearing him verbalize how this year has changed his perspective of reading literally stopped me in my tracks. My number one goal is to expose students to stories that grab them and make them want to read more. The only way you will love reading is to read more and search for stories that change you. The only way you will become a better read is if you read. His voice reminded me of my why.

I am only at the beginning of this process, but it has proven that adding in student voice has forever changed my classroom to become a one that is filled with empowered learners.

Teacher Voice:

My voice has also been amplified this year. I told myself a year ago that taking risks and being vulnerable, two things that I have not associated with myself in the past, would be the things I would focus on. While putting yourself out there is scary, it leads to growth and connection. I committed to taking risks and stepping through open doors. I am thankful for the people that have allowed me to share my voice this year.

“The doors will be open to those who are bold enough to knock.”

*Blog: I have shared my voice through my blog over the course of the past eighteen months. While blogging wasn’t really something I would have ever considered doing, a little push to get started was all it took. I have gone back and read what I have written about my journey. While I sometimes wish I was a little further along on the path, I realize that I have come a long way. Reflecting on my experiences has allowed me to be vulnerable, share my voice, and learn from the process.

*Facebook Live: During this past Season 4 #IMMOOC, I was given the opportunity to share on Facebook Live about my journey to create a learner centered classroom. I am so thankful for the nudge from Matt Arend and Allyson Apsey to share my experiences to create the conditions to empower my learners.

*Teacher training: While I have trained teachers on a variety of areas over the years, I was so thrilled to share my passion for creating wonder in the classroom with other #SiglerNation teachers. I was given the opportunity to show how our students have experienced Camp Wonderopolis in 5th grade. Teachers were able to see how I have planned the experiences and were able to engage first hand in a few of the stations where different curriculum areas collided.  I am so thankful for the opportunity to spread my love for wonder using Wonderopolis and sharing my voice with colleagues.

Partnering Voices:

“If a student voice is to be realized we need to ask ourselves how ready are we to listen, learn, and CHANGE.”  -Dr. Russell Quaglia

Our environment has been built on trust and a partnership in the classroom and school. My hope is that all of my students have felt seen, heard, and empowered during their last year in elementary school. Our principals, Matt Arend and Carrie Tracy, have modeled this for teachers and students inside and outside throughout the year. While creating the conditions for my learners, I know that I have felt seen, heard, and empowered being part of #SiglerNation this year.

Ambition

AMBITION-

:a  strong desire to do or to achieve something typically requiring determination and hard work

:the desire or determination to achieve success

Synonyms: aspiration, eagerness, desire, moxie, passion, thirst, vigor, yearning, get up and go

It starts here with me. I have been soaking up every learning opportunity and reaching out with determination to make our classroom a place that changes how we learn. Eagerness, desire, thirst, yearning, and the get up and go mentality is the force that is driving our classroom to the next phase. I can only hope that these words would describe my students as they approach new learning. Again, I have to remember that it starts here with me. I can help develop these qualities first through relationships and classroom culture.

“If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve.” -Dylan William

It is important that my students discover their ambition and vision to see themselves as members of society (or our classroom) that are needed and valued. My students have this untapped potential that is waiting to be unleashed. My position allows for me to help them realize this potential and ignite the spark within them.

I have to take the time to dig deep and create the relationship that allows me to guide them in the right direction toward their passions. I believe that when given the chance to interact with students and discuss their world, I will find that my students have ambition, want to achieve, and will want to work hard because it matters to them.

Taking the drive I have in combination with my students ambitions is the key to our classroom becoming innovative, empowered, and ready to approach school in a different way.

“Motivation comes when learners have opportunities to exert agency in the learning process. Agency comes from the power to act, which requires learners to have the ability to make decisions and take ownership of their own behaviors in the process” -Katie Martin

Incorporating student voice and choice into my classroom this year has led me down the path that is empowering my students in the classroom. They are finding their interests, passions, and their voice. They have experiences that will last. Learning from other educators has played a huge role in determining the evolution of our classroom this year. I am very grateful for the learning that I am experiencing daily. I am on a journey. I have the ambition, moxie, and desire to make the conditions of our classroom innovative. I am looking forward to see where learner centered innovation takes us!

-LL

#IMMOOC 4 Week 3: Blog 3

Building the Foundation

Building the foundation of the classroom is imperative in the process of creating an ideal innovative ecosystem. Katie Martin addresses the components that create a learner centered environment that sparks curiosity, ignites passion, and unleashes genius. When I think about an ideal classroom, my initial thoughts are about creating a culture that values our learners and is a place where my students want to be.

“If you look back at history, innovation doesn’t come just from giving people incentives; it comes from creating environments where their ideas can connect.” -Steven Johnson

As I have been reading #LCInnovation I have reflected on the ideal classroom. It has given me the chance to truly see where I our classroom falls in this vision.

Ideal Classroom Includes:

*culture and relationships built and sustained

*culture that invites and encourages teachers and students to take risks

*more time for the teacher and student to learn together

*engagement in learning with colleagues and time for critical conversations that will make the experiences we create for our students more powerful; can’t be done in isolation

*focus on our learners and their interests

*personal learning connects to learners’ beliefs, strengths, experiences, and passions to start where the learner is and moved toward the desired goals

*a place where students aren’t doing work for just the teachers, but rather a bigger audience

*connected learning-allowing for experiences that connect them to the community and the real world

*the learners are heard, listened to, and are decision makers in the classroom

*exposure to literature, science and history--places to make connections

*aligning the classroom to the world our students live in

*a place where learning and innovation are encouraged and supported

“Critical focus is that learners are seen and known as wondrous, curious individuals with vast capabilities and limitless potential.” -Katie Martin

Building the foundation for my students, opening the door to innovation inside our room, and  making our space a place where students want to learn is my focus. Creating this ideal environment for my students starts with me taking the step forward.

 -LL

#IMMOOC 4 Week 2 Blog 2

What if?

“The power of the teacher comes not from the information she shares but from the opportunities she creates for the students to learn how to learn, solve problems, and apply learning in meaningful ways.” -Katie Martin

This past week I had the opportunity to sit down with my principal Matt Arend @matthew_arend to plan an opportunity for my students that would challenge them to wonder, brainstorm, and create while colliding all four subject areas together.  Providing the students with an opportunity to apply their learning and to preview new learning was our focus. There were no barriers between principal and classroom teacher when we were “aligning learning experiences to authentic tasks.” I am not sure that I have ever sat down with a principal during my career to collaborate on upcoming lessons. I was pushed beyond what I thought I could achieve because he took the time to sit down and plan. I value the expertise and guidance he was able to bring to the table and ultimately to our classroom.

During Camp Wonderopolis, my fifth graders rotated through wonder stations that called for them to read an article from www.wonderopolis.org and brainstorm ways to solve a related problem or task. The next step was to create. The students worked in teams to approach the task, and the final step was to reflect on the process. They had the opportunity to articulate the reasons for their creations and describe all the details. Students were exposed to new knowledge to preview upcoming topics and previously learned material in ways that ignited new wonder.

Our classroom is full of wonder 100% of the time. The intentional learning experience like this one was created to give my students the chance to apply skills from all subject areas and combine them with wonder. I think it is safe to say we successfully “ignited passion in their learning.”

As I have been reading Learner Centered Innovation by Katie Martin, I have felt a drive toward “creating the conditions that inspire learners to continue to wonder and figure out how to learn and solve problems and seek more questions.”

I want to change the ways my students learn and offer experiences that allow us to be lifelong learners together. I look forward to giving my students more opportunities that empower my students.

“What if I begin to create the change that I wish to see in my class?”

-LL

#IMMOOC Four:Week 1

Learner Centered Innovation by Katie Martin

Lessons of Change

Change in any aspect of life can be challenging but it can also be a powerful agent of growth. As educators we recognize the many lessons we can learn from embracing change in order to develop professionally as well as personally. As the 2017-2018 school year began, we both, Lorie Lyon and Dora DeBoer, found a chance to learn and grow by changing. Even though we are both teachers in the same grade, we have our individual takes and stories worth sharing.

Lorie

I began this journey just about a year ago, a journey that has allowed me to break down barriers and face my fears. A. Voscamp states that “Fear is something that we feel. Brave is something we do.” After ten years of teaching fifth grade at the same school, I decided this past fall to let go of the fear of change and be brave. I quickly realized that my knowledge and skills could be taken to new heights. I was living in a place that was comfortable where I was accomplishing great things, but I knew there were greater things to learn. I decided, as George Couros says, to “embrace the challenge and see it as an opportunity to move forward.”

While the curriculum and standards are very familiar to me, I have had to fully embrace the challenge of working with a different demographic of students, get to know a new team, learn all the ways of a new school, and find my place in this new spot. To be completely transparent, it has been the hardest thing I have ever done. I have had to face the hurdles head on and not all days have been full of smiles.  However, creating relationships with educators that share the same vision as me has been priceless. No one can mentally prepare you for the journey, but if you are wondering what it is like to challenge and change yourself, then jump in and don’t look back.

This journey in adapting and transforming my teaching has sparked a flame that I hope has created a path for my students to learn on a new level. I never have considered myself a risk-taker, but I have placed myself on a campus full of them. I know that this journey is giving me the opportunity to expand my knowledge and reach. My journey has not been without  setbacks, challenges, and failures, but the amount of growth outweighs the negatives. I have consistently reminded myself that this is a journey. My hope is that my journey positively affects my students and their learning.

Dora

When I found out I was going to change roles for the new school year my first instinct was like of a caveman; “fight or flight”. Going back in the classroom as a self-contained (Yes! I teach it all) 5th grade Bilingual Teacher made me want to flee and hide.

After the initial shock, I look back at the beginning of the school year and realized I see things differently now. The change has been challenging but I see the growth that has taken place in me and in my perspective as a teacher and a learner. I’m glad I didn’t fly away from the challenge. I’m glad I left the comfort and security of my previous position to embark in this adventure. These are some lessons Change has taught me so far..

Embrace being A Beginner

Although I was constantly learning in my previous role, I had a sense of “knowing” my stuff inside-out. Going back into the classroom to teach a new grade wasn’t easy.

I had to learn,  relearn, and unlearn some things. It was humbling to be a newbie again; trying to figure everything out and also not feeling good at it. I can’t deny that my pride took a hit but being a “beginner” helped me. I teach differently because it kept my mind open to trying new things. It helped me put myself in my students’ shoes, especially the ones who struggle. My kids saw first-hand my own change from a fixed to growth mindset. It built a learning community in my classroom because the kids and I overcame obstacles, learned and celebrated our accomplishments together.

Broader View

Over the past 11 years, as a bilingual teacher, a K-2 interventionist, and an ELD teacher, I’ve learned a great deal about foundational reading and math skills, second language acquisition and effective English instruction. As an Interventionist, I began to make connections and used these insights to guide my instruction. I explored different ways to teach and engage my students, and I started to see things differently. All of these roles have given me a wider view of teaching and learning and I use them now in my classroom with my bilingual students.

I now strive to create learning experiences and not just deliver the content. I think of ways to make my lessons engaging, relevant, connected, personal, developmentally logical, and language rich.

Rediscovering my Passion

Going back to the classroom reminded me of my passion, my kids. Their stories have made my life richer because I got to know them more than I would have in my previous position. I love to witness their academic successes, encourage them through the struggles, but mostly, I love the “Very Big Moments”. A VBM is when my most quiet girl who also happens to have dyslexia advocated for herself for the first time by asking for extra time to complete her work. A VBM is when my boy, a math genius, struggled to communicate his understanding using academic vocabulary but wanted to share first because he wanted to practice using “The Language of Math”. A VBM is when my most resourceful and driven girl, who at her young age has seen and lived more than any kid because of her journey to this country, asks me to correct her when she mispronounces a word in English.

These are the moments that fill my heart with infinite joy and that remind me my passion for teaching. The passion of helping my kids unleash their talents and discover the power they have within themselves.

Lorie Lyon is a 5th grade teacher at Sigler in Plano, TX. She has a passion for instilling the love of reading in her students. You can read more by Lorie at lorie.lyon.blogspot.com and follow her on Twitter @lorclyon.

Dora DeBoer is a 5th grade bilingual teacher at Sigler in Plano, TX. She is passionate about language learning, global education and teaching the whole child. You can read more by Dora at dora.deboer.wordpress.com and follow her on Twitter @DoDeBoer1

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

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

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

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

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.

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 ____?")

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

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.

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.

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

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!

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?