Merry Christmas: Video Blog

Apple Holiday Commercial:  Misunderstood!  So sweet.....

The Christmas Scale:

Christmas Version of Hallelujah:  It will give you chills.

The Spirit of Giving!

Drummer Boy!  Beautiful!

Invisible

Some weeks thinking of a topic for a blog can be difficult.  Other weeks, so many things happen that it is hard to chose a single topic.  Then there are weeks like this one where several things happen around the same topic that it seems obvious what I need to share.  I was able to share the book, The Invisible Boy in the grades 3 - 5 assembly this week.  The students were hooked from the first page with the words, "Can you see Brian, the invisible boy?"  After reading the book with no interruptions in a silent gym with over 200 students, we had a great discussion about the message in the book.  About how it feels to feel "invisible".  Students shared that they had felt invisible or that they were aware of others who experienced the pain that Brian feels in the book.  When we read the pages about recess and the lunchroom, and the fact that the "cool kids" or the "best players" always got picked first, I could tell this sounded familiar to our kids.

During the assembly, I shared with the students a news story I had read this week about a student in a school came up with the idea to have a "Buddy Bench" on the playground.  You can read the article by clicking here.  This is a bench where students could go and sit if they didn't have someone to play with and then the other students could invite them to play with them.  Throughout the day, I heard ideas from our kids about having a "buddy bench."  One student even suggested which bench it should be on our playground.

I then had the chance to read the same book to some of our kindergarteners and first graders.  I wasn't sure how the discussion would go with our younger students.  Oh my....what insight they have.  There comments about Brian and his loneliness and what it means to feel invisible were incredible.  The discussion tells me this is an experience far too many kids have.  They were amazing at coming up with solutions and ways they could help if they see someone who may be feeling "invisible".  They even brought up how the boys were synergizing at the end.  : )  I was excited that they were able to have such a great conversation about this book, but I was aware that it was because they were familiar with the topic.  They had either experienced it themselves or they had been aware of others feeling invisible.  This made me sad.

Then, on Tuesday this week, I read a blog post title "The Forgotten Ones"(this is the first link below) about a middle school class given the challenge to write a speech about what they wanted their legacy to be.  One student, a very quiet young girl, wanted her legacy to be that people would know her name. I read this, and my heart sank.   How can we help this never be the case at our school?  

 I listened to a couple songs this week that had been shared with me by one of our teachers who said that these songs remind her of our kids.  The videos for the songs are the last two videos below. The message seemed to be the same as it had been in each of these other experiences this week.  A line in one of the songs is, "Every child has a dream to belong and be loved." I want our kids to know that they are Kings and Queens and that they are Gold and have such potential for Greatness!

Finally, "The Little Drummer Boy"....Amazing video below.....one of my favorite lines is after he says he has no gift to bring and then plays his drum, the song says, "Then He smiled at me...."  Such sweet acknowledgement, so simple, a smile that made the drummer boy know he was not invisible and his drum had been heard.

My challenge to you as we enter our last week of school before break is to remember that not all of our students look forward to this time away from school.  It is here that they feel the most safe and visible.  Be aware of those students who may feel invisible at times.  Together, we can make sure every child knows he/she is noticed, is heard, is cared about and is known by name!

Please take time to read the links below and watch the videos about this topic!

LINKS OR ARTICLES WORTH READING: - yes, there are only two.

The Forgotten Ones - +Josh Stumpenhorst @stumpteacher

Crazy Enough -  +Brad Wilson @dreambition
    - This is a great message.


VIDEOS WORTH WATCHING:

Pentatonix, The Little Drummer Boy - ABSOLUTELY LOVE THIS!  See the joy on their faces.  So beautiful!

The joy of giving!  "Miracles do happen when we all work together!"

Kings And Queens by Audio Adrenaline - "Love the Least of These"

Gold by Britt Nicole - Not only are they not invisible....they are worth more than gold!

The Attitude Gap

We spend so much time considering the Achievement Gap.  We spend a great deal of time developing interventions for students who are academically behind.  One of our keynote speakers this week at the MEMSPA conference was Baruti Kafele @principalkafele.  His message was titled and focused on "The Attitude Gap." He defined this gap as "the gap between those students who have the will to strive for academic excellence and those who do not."

His message really made me think about our kids.  One of his statements continues to echo in my mind. He said, "We have to make the assumption that those students are brilliant."  So, what is it that makes them not want it, and how can we make them WANT it?  We have to close that gap!

Kafele said that there are four essential questions we have to ask as a school toward closing the Attitude Gap.    

What do our students see when they come in our school, our hallways, our classrooms?

What do they hear when they come in our school, our hallways, our classrooms? 

What do they feel when they come in our school, our hallways, our classrooms?

What do they experience when they come in our school, our hallways, our classrooms?

Is every child being encouraged to show his/her greatness?  Are we seeing every child as brilliant and addressing the gap in attitude?  Does our school talk to everyone who enters our doors as a school where all students are performing at high levels, as a vibrant school, as a school that has it going on?  This needs to be happening in every hallway, bulletin board, classroom, at every corner.  Our message should be evident every where our students or our guests look.  Excellence is expected, we Learn, Love and Lead well.  Having an attitude that is anything less than that cannot be accepted at Parma Elementary.  Our school is about children, about students performing at high levels.  

Yes, we focus on academics.  However, addressing the attitude gap is necessary.  Principal Kafele stressed the importance of building relationships and connecting with our students.  It is this relationship that may help us close the attitude gap and motivate students to want to learn.  We know that positive interaction, a hug, a high five or a handshake may be the only true connection our students have on some days.  Kafele stated that there is nothing more important at the beginning of the school day than for teachers and staff to be in the hallway greeting students, making sure they feel welcome and cared about, making a connection with a hug, handshake or high five.  There is nothing any of us have to do that is of greater importance.

 Unfortunately, not all of our students come to school with the will to strive for excellence.  However, I love that the staff at our school is able to have an impact on that attitude.  Principal Kafele reminded me that we are able to close the attitude gap by building a relationship with our students.  I know that each of you do that every day.  Continue striving for excellence and helping our students want to learn and excel.

Links Worth Reading:

Apps for Struggling Readers

Buddy Bench

Buddy Bench 2

88 Books that Teach Important Lessons

While Their Kids Sleep, these Parents pull off this Amazing Stunt

170 Online Ebooks for Young Kids


Videos Worth Watching:

Principal Kafele:

Rethinking Learning: The 21st Century Learning - shared by @mccoyderek

Kid President Holiday Gift Guide:

"Time In" For Learning

As we continue to encourage students to spend more time reading, one of our challenges is to reduce the time our students spend in front of video games.  I have often wondered what the draw is to video games.  Kids will spend hours holding a DS or in front of X-Box.  I have often said that it is due to this obsession with games that our kids have trouble focusing, have issues with violent behavior, are not able to enjoy calmly reading a book without all the extra bells and whistles of a game.  I have often thought that if we could capture whatever it is that a game provides and use that in our schools, we could gain the attention of so many more students.  Don't get me wrong, I in no way want us competing with video game systems in education.  However, I wonder if there is something we could learn from the "gamers".  What is it that makes these games so compelling?  Why can a child who seems unable to sit still for three minutes in a classroom be completely engrossed for hours on end in a video game?

The Nurtured Heart approach actually talks about creating a vibrant 'Time-In' with highly energized recognition.  Time-In is when students are 'in the game' - they are doing the right things.  They are actively accruing evidence of their qualities of greatness and building inner wealth.  They come to feel connection and relationship on the basis of who they are.  And, breaking rules and acting out lose their allure because doing the opposite is giving them all the connection they need.

Students obviously gain recognition for their skill in playing video games.  How do we recognize and praise children in school?  Can we learn something from how children are recognized, praised, and even receive consequences in video games?

While playing a video game, as long as the rules are followed and point gathering actions are happening, points accrue and the player moves from level to level.  There is consistent, instantaneous positive reinforcement.  Success is communicated vividly and immediately.  This is 'Time In' at its best. If a mistake is made, the child can quickly return to success.  The game does not energize rules broken and mistakes made.  There is a predictable response from the game when there is an err.  Once you err enough times, you're out.  But there is only a brief pause from the action - long enough to reset to the next moment of success or for the next game to start over for another chance at success.

When the child breaks a rule in the game, there is no "Oh, please don't do that anymore!" or "Make a better choice from now on!"  Consequences are immediate and don't vary depending on the circumstance.  Points are not gained momentarily and the energizing of success stops, but the child gets two or three more chances to jump back "in the game" before the game ends.  Notice what happens with each new turn.  The child comes back with even more tenacity to not break the rules.  He/she has learned what not to do in order to go further in the game.  The time-in established by the game is so compelling and predictable.  No child plays video games to lose.  Every child wants to succeed and accomplish mastery.

The lesson to learn from this analogy is that rule-breaking should be answered only with a brief, un-energized reset that is consistent and immediate.  This only works when the reward for success is so alive and energetic.  Being out of the game even for a few seconds gives the child a tremendous feeling of missing out and wanting to be "back in the game". When our response to success creates something to miss out on, the child will want to not just get back in, but will also want to achieve even greater levels of success.

If we refuse to energize negativity while relentlessly energizing positivity and holding clear accountability, we create a time-in that resembles the state a child experiences while playing a video game.  Can we get students to play the game of school, of learning, of life with the same zeal?

Articles Worth Reading:

My One in Particular - by @donalynbooks

Common Core Math Word Clouds by grade level - @dgburris

40 ways to use Glogster - shared by +Jessica Johnson , @principalj

Introducing Apple's New "Kids" App Store

Reading Can Help Reduce Stress

Videos Worth Watching:

Google Commercials and Folgers Commercials always make me cry:  Sweet Friendship!

Michigan Poem:  I love this!

Adorable....He covers the books of the Bible and manages to fit Geore Strait in at the end.  I'm not sure his teacher appreciated it.

Teaching the 7 Habits through books:

Writer's Workshop:

As we head into Thanksgiving:

Be thankful that you don’t already have everything you desire.
If you did, what would there be to look forward to?

Be thankful when you don’t know something,
for it gives you the opportunity to learn.

Be thankful for the difficult times.
During those times you grow.

Be thankful for your limitations,
because they give you opportunities for improvement.

Be thankful for each new challenge,
because it will build your strength and character.

Be thankful for your mistakes.
They will teach you valuable lessons.

Be thankful when you’re tired and weary,
because it means you’ve made a difference.

It’s easy to be thankful for the good things.
A life of rich fulfillment comes to those who
are also thankful for the setbacks.

Gratitude can turn a negative into a positive.
Find a way to be thankful for your troubles,
and they can become your blessings.

~Author Unknown

Connecting with Parents

We put aside a week twice a year specifically dedicated to meeting with parents.  However, I know we all realize the importance of communicating with parents throughout the school year on a regular basis. We cannot wait until conference week to notify parents of concerns, nor should we wait to celebrate the success of our kids with our parents.  A few years ago we used the "It Takes A Village" theme for the school year.  That is something I truly believe.  We have to build a relationship with parents and let them know that they are so very important in the process of educating their children.

This past week I read a post by Matt Gomez titled Start Believing in Parents Like you Believe in Their Kids.  Please take time to read his post.    I believe, as Matt states, that 99.9999% of our parents value education.  Chances are that many of us were blessed with parents who read to us, encouraged us to do our best, provided a calm place for us to do homework, maybe even worked in or volunteered in our school.  We know that many of our parents may never do these things.  Many of our parents may never feel comfortable coming into school based on their own experience.  However, they want the very best for their children and want them to succeed in school.

We have also been discussing the students' role at parent teacher conferences.  I know that not every one is ready for "Student Led" conferences, but we can all facilitate a conversation with the child and the parent to discuss leadership notebooks, what he or she is learning and even where they feel they are struggling and could use some support.  Conferences should be an opportunity to point out GREATNESS qualities of the child to both the parent and even help the child see these qualities in him/her self.

As we approach Parent-Teacher Conferences, remember that it is not only an opportunity for parents to learn from you, but it is an opportunity for us to learn from them.  No one knows our students better than their families.  Listen to their insights into their child's strengths, interests, outside of school interests, etc.  Our efforts to better understand their children through their insights and perspectives will help our parents know we respect them and will help build a trusting relationship between home and school that we all know is crucial.

I also feel that the emphasis should be on learning.  Conference week is a great time to link our parents to learning and how they can support their child and help them learn at home.  Make sure they are able to access your class blog, facebook page, newsletters, webpage, Tumble Books, specific apps, etc. Have your computer accessible to show them tools available at home from your webpage.  Find out what resources they have available at home.  Use this time to know how we can better facilitate learning outside of school for every child.

Every parent should leave the conference with their child's teacher at Parma Elementary with these take aways:

* feeling valued in the process to educate their child.
* feeling that they have been heard and respected.
* knowing the GREATNESS qualities their child shows at school, how their child SHINES.
* understanding challenges that they may be able to help work with at home.
* feeling encouraged to and knowing the value of reading with their child at home.

Sample Greatness values and qualities to share with parents:

Articles Worth Reading:

Strategies To Improve Student Writing - shared by +Edutopia @edutopia
  I love the Student talks, Teacher writes strategy to get them started.

12 Rules For Classroom Heroes - shared by @PHS Viking

Axing The Honor Roll: Do Rewards Hinder Learning - shared by @bircherd

12 Best Math apps and Websites Aligned to Common Core State Standards - shared by @Graphite

50 Great Wonders from Wonderopolis for Primary Grades - shared by +Matt Gomez @mattbgomez

Common Core on Pinterest - shared by @edutopia

Habits of Supremely Happy People - shared by @clom8d1


Videos Worth Watching:

Dad Responds to son's report card.  I know I shared this before, but in case you missed it....

When We Believe in Kids.....

I wasn't a fan.....but I may change my mind!  His message to teens on the teen choice awards.

Be Smart, Be Thoughtful, Be Generous!

Greatness

"Children who are convinced of their greatness will manifest it as a reality."

"When you reflect greatness to a child, the child begins to act out greatness."

I believe that every child has the potential for greatness.  I believe that it is our responsibility to not only help them find that greatness within themselves but to also help them to believe in their own greatness. So, on top creating leaders, teaching reading, math, science, writing, social studies, manners, how to walk in the hall, how to be respectful and responsible, etc......we must also help every child realize his or her potential for greatness and how they can let that shine.  I know that we are faced with so much during any given school day.  I know that the demands of our jobs have become at times overwhelming.  Though our students may lack many needs from home, I believe that we can create an "inner wealth" that can help drive them to success, help drive them to overcome and break what may be a cycle in their life.  Howard Glasser defines this inner wealth as the ability to feel successful, cope, be happy, and grow within ourselves and with other people.  "Inner wealth is an inner experience of our greatness and deeply connected to our feeling that we have meaning, that we are important just by virtue of being alive." - Glasser

We have begun looking at the nurtured heart approach, and this is one way we can help our students realize their own greatness.  If we consider this just one more thing, we are missing the point.  Creating leaders and developing and realizing greatness addresses the whole child, and I do believe we have a responsibility today to teach the whole child.  I also believe that this mindset will lead to far better students in math, reading, writing, etc.  One nurtured heart principal noted that children who come to experience inner wealth do not need to be coerced into preparing for and doing well on tests; rather, they desire to do well.  They want to show up ready to participate.  They want to do their homework and schoolwork and perform well, no matter what their home situation might be.  Wouldn't it be nice if our phone calls home were to report progress and success instead of problems?

Greatness is something everyone possess.  Even on the days we make mistakes, we do a lot of things right.  With all the things we do right, we demonstrate greatness.  This is true of each of us as well as each of our students.  When things are going "right", we often say nothing, but as soon as a mistake is made or a bad choice, we give a great deal of energy to the negative.  Even with ourselves.  We forget to notice all that we do well....all that we do right, and then we beat ourselves up over a mistake or something that didn't go so well.  Knock it off!  YOU are GREAT, and you possess so many qualities of greatness.  We need to start noticing those qualities in ourselves, each other and in our students.

"Greatness is the energy that dances and shines within each of us."

This can be done by recognizing our students in vivid verbal detail whenever they are doing something right or not doing something wrong.  As our students begin to accept their own greatness, they can choose to live lives that cultivate and expand this greatness.  Think for a minute of a student with whom you have encountered a great deal of difficulty.  The student in the room who tends to act out or not follow directions.  Got him or her in your mind?  Now, think of five qualities of greatness this student possesses.  Yes, greatness qualities.  Now, how can we help each of these children see and believe in their own greatness?  Chances are these students often hear what they are doing wrong.  They get a great deal of energy when they are misbehaving.  Let's try to turn that energy upside down and give them energy when they are displaying their greatness.  When they are making good choices.  Label the qualities of greatness so that they begin to see and recognize it in themselves.  

We have so many kids who believe they are bad.  They hear this at home and from each other.  We have students who have seen nothing but poor choices.  They hear yelling and screaming all the time.  They are surrounded by negativity.  It will be difficult for them to shine and show their greatness if we don't help them see the qualities of greatness they each have.  Within each of them is an inner wealth and so many qualities of greatness, and they are in the right place with the right people to help them find it and believe in themselves.  

Can we start this week by identifying the great qualities in each person, in ourselves, in our students, in each other?  Can we put more energy into the positive this week?  Notice the greatness.  Refuse to energize negativity. Relentlessly energize success. 

"Seeing and reflecting greatness in a child in the moment brings the child to an understanding of his own worth, value, ability to be loved and ability to contribute."

 

"Seeing and reflecting greatness in a child in the moment brings the child to an understanding of his own worth, value, ability to be loved and ability to contribute."

Articles Worth Reading:

What's so Genius about Genius Hour - +Pernille Ripp @pernilleripp

Why I dislike Homework and how the research backs me up - shared by +Erin Klein @kleinerin

8 Things We Can't Accept In Education - +Justin Tarte @justintarte

7 reasons to incorporate movement, songs and stories into your teaching - shared by +Steve Reifman

6 Ways to help kids become quality readers - shared by +Steve Reifman @stevereifman

5 signs your students are growing more confident - shared by +Angela Maiers @angelamaiers



Videos Worth Watching:

Elements of Greatness

Kid makes dad proud with math score - Experiencing Success - I love this reaction!!!

John C Maxwell teaches about time management

This is a must watch - Ellen Degeneres Haunted House ......Be Brave!  Made me Laugh out Loud!

Reading Goal Part Two

My plan was to not send a blog link this week so that you would have time to continue viewing and reading last week's links on reading research.  We continue to work toward developing our school wide goal on reading.  I wanted to share an additional link this week on Accelerated Reader and whether or not it is a good tool for promoting lifelong readers.  I believe it has its place in motivating students to read, but please read the following link on additional strategies to use along with Accelerated Reader. Our ultimate goal is to motivate all students to read and to develop lifelong reader.  Every strategy we use must help us meet this goal.

I wanted to share with you a comment from a parent and a facebook comment from one of our parents. I was talking to one of our parents about hunting, and he stated that his son reads the entire time they are in the woods.  He said that he has to tell his son that if he sees a deer, he will have to put his book down so that turning the pages doesn't scare the deer away.  Another parent posted the following post and picture on facebook this weekend:

Perfect end to a long week listening to Avery read a Magic treehouse book with a flashlight by the fire...Life is good 

I would say that we are off to a great start with our reading goal, and I know we can continue to create more and more stories just like these as ALL of us read and read and read!

I loved this idea outside the door of EVERY staff member.  I believe it is important for a reading goal to truly be school wide, our students need to see that we are all readers.

Links worth reading:

Accelerated Reader and Lifelong Readers - Please read all the way through to the recommendations and suggestions.

Please take some time to read the links from last week if you have not had time read them.

READING - A Wildly Important Goal (WIG)

As we began our discussion on a school wide goal for this school year, there was no question that we wanted that goal to be reading.  That was the easy part.  We are a staff who feels passionately about reading.  We are readers ourselves, and we want to instill that passion for reading in our students.  We know that creating a culture of passionate readers is a "Wildly Important Goal."  Then came the difficult part.  What will we measure?  How do we measure success with this goal?  We know the research supports increasing time spent reading inside and outside of school.  How can we possibly measure this and have the data be valid?

The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. - Allington

One thing we know is that a school wide goal of reading will require buy in and support from parents. We need our parents to understand the importance of reading outside of school and to realize the value in time spent reading.  Regardless of the measure we choose to track, the success of this goal will require reading at home.  Do we measure reading progress through reading levels?  When I was asked what do you want?  What are you ultimately looking for?  Let me share a couple stories with you to answer that question.  When Janet Tashjian came to our school she said that when her publisher sent her on a school tour for her new book, she wanted to visit schools who loved books and loved reading. While at camp, I smiled when I saw a student with a book at the breakfast table.  I was almost plowed into in the hallway by a student who was reading a book on his way to class.   I had to order more books after Janet's visit because we sold out.  So, when I am asked what I want for Parma Elementary School, that is exactly what I want.  I want students who are so into their books that they can't put them down at breakfast at camp.  I want students who have their nose in a book and don't see people coming toward them in the hallway.  I want a school that authors want to visit because we are all so passionate about books and reading.  I want to not be able to keep books on the shelves in our classrooms.  That is what I want.   I'm not sure how we are ultimately going to measure that, but I want it, and I believe with all my heart we can have it.

It starts with us.  It starts at our school, in our classrooms.  Yes, we want to increase time spent reading at home and outside of school, but we don't have control of that.  We can control what our reading instruction looks like at school and how much time we allow students to read.  In The Book Whisperer, Donalyn Miller states, "No matter what intervention strategies you employ to support developing readers or what enrichment projects you provide to your most gifted ones, none of it is going to affect the reading achievement of all of the students in your classroom the way hours and hours of time spent reading will." There is so much research to support the correlation between time spent reading and reading achievement.  In Pathways to the Common Core, Calkins, Ehrenworth and Lehman state,  "If your goal is to accelerate readers' ability to comprehend increasingly complex texts, matching readers to books is necessary, but not sufficient.  The engine that motors readers' development is the time spent in engaged reading and in talking and writing about that reading."  They go on to say, "It will be important, therefore, for you to organize the school day so that students have long blocks of time for reading."  Research in their book on the Common Core also states, "Although one can rely on common sense when concluding that in order to progress up the levels of text complexity, students need to read a lot, this is actually the one conclusion that is most supported by research.  94% of the tests on reading comprehension that collect data on volume of reading show that kids who are given more time to read do better than kids who have little time to read. "   The NAEP Reading Report Card showed that at every level, reading more pages at home and at school was associated with higher reading scores.

A few of the links below share some of the other research.  Understanding what that needs to look like in our classrooms has been discussed in book after book.  The Cafe Book and Daily 5, and The Book Whisperer are books I strongly encourage you to read if you have not already done so.  If you do not have a copy and want one, see me.  Providing time to read and guiding students to "just right" books for them is a critical part of our reading instruction in order to see reading achievement for all students.

Reading achievement, the joy of reading, reading fluency, excitement about a book or an author.....of course we are passionate about this. Of course this is Wildly Important to us.  Of course this is our school wide goal.  I am confident we will see reading competency rise at Parma Elementary.  I can't wait for that first student to bump into me in the hallway because he/she has his/her nose in a book.

Links worth Reading:

The 6 Ts of Effective Elementary Literacy Instruction - Allington:  Notice that the first T is TIME
What At Risk Readers Need - An Ed Leadership Article by Allington suggesting EARLY intervention
If They Don't Read Much, How They Ever Gonna Get Good?
How to turn your classroom into a hotbed of enthusiastic readers
Daily 5 - Cafe Menu - Resource with several links for each strategy
Every Child, Every Day - ASCD article
Make Reading a Habit at Home - suggestions for increasing and enjoying reading at home for parents
10 Facts Parents should know about reading - Great information for parents about reading and the negative effect tv watching can have on student achievement.
Biblionasium
Silent Reading - Rick's Reading Workshop-A video modeling a reading workshop and conferencing
Reading at Home
Monarch book award nominees - 2014:  The book trailers are great to show students


Videos worth Watching:

Interview/Podcast on Independent Reading:

Paper is not dead - nothing to do with reading....well, I guess it does....sort of....just funny

Classroom Instruments - Blurred Lines....a little music just because!

Stay Connected

Please keep reading.....I know many of you saw the title and thought, "This is more about technology and more that we need to do with technology, or twitter, or blogging, or...."  I know we have been a bit overwhelmed with all the possibilities and ways to connect and use technology in the classroom and in our own professional growth.  It is exciting, but it can also be overwhelming.  Staying connected is critical and the use of social media allows us to connect  with so many professionals and educators, authors and colleagues outside our district, county and state.  Twitter, for example, allows us to share ideas and gain information from people we may never meet.  I know that we are all at different phases as Twitter users.  Some have not created an account.  Some are "egg heads".  Some are "lurkers".  Some of us have just begun posting our own "tweets".  Some are tweeting pros.  Facebook has allowed so many to stay connected and share photos and ideas.  Pinterest....I've heard many of you say you can spend hours on pinterest "pinning" ideas shared from others.

                           image cc licensed (BY SA) flickr photo by Quinn Dombrowski: http://flickr.com/photos/quinnanya/8107606569/

I believe in the importance of connecting and staying connected, however, I believe we need to have a balance so that we don't lose connection with those right in front of us.  I like having a PLN (Professional Learning Network), but I also believe most important is our PiLN (People I love Network)....I just made that up, but I like it. : )  It is very tempting to check our phones and ipads and get lost in the tweets and messages in social media.  The first link below is a blog I read this week, and it really made me think about the importance of truly connecting and not missing out on those moments with those right in front of us or beside us or looking up at us.

I go to my parents every week for dinner.  I found myself taking my ipad in and checking twitter or facebook to "stay connected."  My mom asked me one evening what in the world was so important.  I realized that nothing is more important than spending time with my family, just talking and "connecting" with them.  My connections through twitter as @susankhaney are important to my growth and learning in my professional life, but my connection as "Suzy" (yes, my mom still calls me Suzy) with my family is most important.

Each of us will need to figure out how to find that balance.  This will look different for all of us.  Though I encourage you to connect, I also encourage you to keep balance.  There are so many great things happening in schools all over this country, and thankfully, people are sharing those ideas.  We have so many amazing things happening at Parma Elementary, and I want us to share our story....it is an amazing story.  I read a quote a man wrote that his wife said to him, "“how many moments have you missed by trying to share that one?”.  Tell our story, but don't miss the moments in the process.  Sharing the moments can help us capture them.....if we keep balance.  I know we have all seen a table at a restaurant where both or all people are on their phones or devices instead of communicating.  We have seen the parent on the phone at the end of the school day as they lead their child to the car waiting to explain their school day.  It is awesome to "connect" with so many people all over the country, to create a PLN and share ideas.  I can't tell you how much I get from my PLN through twitter or from Pinterest.  Afterall, the idea for this blog came from someone I follow on Twitter.  Our students were able to enjoy an author from California through a connection on Twitter and blogging. (Thank you Colby) Make those connections and learn from as many people as we can.  Just don't forget to put it all away at times to truly connect with your PiLN and be there to just enjoy the moment.   

Links Worth Reading:

Why I took Facebook and Twitter off my phone - shared by @ChrisWejr

The use of Professional Learning Networks in Education - shared by @mattbgomez

How to Decode a Tweet - shared by @EdTechSandyK

20 most useful #Hashtags in Education - shared by @thomascmurray

5 Ways Twitter strengthens a school's learning community - shared by @joe_mazza

1,000 Education Apps organized by Subject - shared by @joe_mazza


Video Worth Watching:

Thailand commercial about staying "connected":  Please Watch!

If the dance floor is empty....change the song.

I attended a wedding this summer, and it is possible that I was the only person at the reception thinking about how the DJ and the Dance Floor could somehow be analogous to school.  As a matter of fact, I am pretty sure most of the other guests never even thought about teaching and learning while watching people do the Chicken Dance or the Electric Slide.  I'm not sure what is wrong with them, but I couldn't help thinking about students and teaching. : )


Early in the evening, the dance floor was empty while the DJ played songs that were not of interest to anyone.  I noticed that he had cases full of music, and I kept thinking that he needed to change the music to fit the styles of the different guests.  Like most weddings and receptions, the guests ranged in age and interests.  How could a DJ possibly please everyone and  keep everyone dancing.  There were those who would prefer a slow waltz or some golden oldies, while others could have kept the dance floor moving with swing music or line dancing.  The boot scootin' boogie brought out some while others wouldn't even try until Chubby Checker blared "The Twist". The young kids had fun with the Chicken Dance and The Cha Cha Slide.  Some wanted slow music while others wanted something a little faster.  I realized that the DJ had a challenge for the night.

I couldn't help think about how teachers are faced with a classroom full of diverse learners just like the DJ was faced with a dance floor of diverse dancers.  Like the cases full of music for the DJ, teachers have to have a variety of teaching strategies to meet the needs of all students.  The DJ can't expect everyone to want to dance to every type of music.  We know that not all students will learn with the same teaching strategy.  If they aren't "dancing", we have to try another "song".


Though the DJ plays many weddings year after year, this was the one wedding for my friends.  They wouldn't have another chance to have a different DJ for their wedding.  The DJ wouldn't have another chance to make their reception special.  Though you may teach 2nd grade, or 4th grade or 1st grade, etc, year after year, this is the only year you will have the opportunity to engage, educate and impact the students sitting in your room this year.  This is the only year you will have to connect with their parents and help them have the best 2nd grade, or 4th grade or 1st grade, etc. ever!  Click on this  blog about the impact a teacher has on a child and her parents.  The title is "Why I hate my Daughters First Grade Teacher."

I have used the song "Brave" in our assembly, and we have talked about being brave as learners and leaders.  I know that it takes different strategies to meet the needs of all students, but I also want our students to be brave and always  willing to try new ways to learn something new.

One last thought about dancing and learning, Djing and teaching.  At one point in the night, the DJ played the Love Train.  Everyone "got on board".  There was a train around the dance floor and the hall including, children and adults, grandparents, men and women.  I guess everyone responds to love!
I don't think I need to explain how that made me think about Parma and our students.


Articles and Links Worth Reading:

The minds of boys and girls - an article about the differences and how we can differentiate for both

Learning differences in boys

Technology in the Classroom - What is the Focus? - shared by @mattbgomez

Top 50 Wonderopolis for primary grades - shared by @mattbgomez

Home - Math Learning boxes - shared by @frankisibberson and @maryleehahn

Videos Worth Watching:

A fifth grade class created their class vision using the song "Brave".

"Kid President believes we're all teachers and we're all students. What are you teaching the world? Who are you learning from?"

 

Evolution of Dance

Keep them engaged.....help them Dance!