Do you see what I see?

You could if you were using Google Classroom!  

In case you haven't heard me the first 100 times (that's hyperbole for you ELA experts!), Google Classroom is an amazing tool.  If you haven't yet tried it, I highly recommend it as it will make your life easier.

You can see all of your students work, guaranteed to be organized in the same place - it's kid proof!

Student engagement as they use Google Docs to create their masterpieces.

The student screen gives them access to all of their "classrooms" in one easy to find location.

It Takes Grit

I have one 6-year-old and one 8-year-old; I have one boy and one girl; I have one who loves math and one who loves social studies; I have one who reads on grade-level and one who reads well above; I have one with grit and one without.  I'm not going to lie - I worry more about the one without grit. We spend a lot of time talking about the need to persevere, and just last night we talked about grit because I will persevere - she will have grit! Eventually...

Here's a great video about grit:  https://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit.  

Check out how we are helping to build grit in Truman students...

The work you do with 7 Habits provide a framework to be successful.

Teaching kids to understand their emotions and how they manage them - we want them to be assertive in their journey to success.

Current research on growth mindset can have a huge impact - check this out on the 2nd floor.

6 Languages of Coding

Who knew there were six languages of coding?

Scratch, JavasScript, HTML, Python, Ruby, and PHP

A student writes code to have the program count the number of letters in his sentence using JavaScript.

Scratch - a more visually appealing process.

Students using HTML learn the necessity of careful proofreading.

How do you make an immediate impact on learning?

Conference with students!  Have specific, targeted discussions with students about their learning and understanding of content and skills.  By keeping it brief and specific, you'll find it can be a manageable component of any classroom structure.

As students work in collaborative groups, it's a great opportunity to gauge comprehension of a new skill or topic.

While conferencing with one collaborative group, have a clear expectation for what other groups should be doing.

To ensure conferencing time for uninterrupted conferencing, this teacher made a "table lead" to help students writing their lab conclusions.  The table lead had demonstrated their proficiency prior to earning this prestigious role, and other kids used their expertise.

Conferencing before a quiz:  a few quick questions can help you gauge if a student has the knowledge and skills necessary.

Conferencing is an ongoing component of writing workshop.

Backpacks, Time for Lunch, and School Start Time

As 8th graders work on their journalistic writing skills, there are some common themes in their topics related to school: backpacks in class, amount of time for lunch, and school start times.  However, since these are not editorials, they must stick to just the facts.  Whew!  While I might philosophically (and physically) agree to a later school start time, the backpack conversation is old, and I'll never understand why they want more time for lunch when they just stand at the door waiting for the bell to ring at the end of it anyway....

But, look at that writing!



Maybe, student writing topics should move beyond the rules and structures that feel so limiting and instead focus on the great learning that happens within the walls of TMS!

Packing the Pringles:  7th graders have been seen dropping these cans down the stairs to test their hypothesis on good packing.

Technology Use:  Students write the solution on the tablet as it projects for all to see.

Foldables:  Paraphrasing definitions for literary elements.

Graphic Organizers:  Visual representations used to analyze our learning.

Making Models of the Earth's Layers

Earth's Layers:  Students choose the materials that best represent their understanding of this science topic.

EQ:  Learning about Emotional Intelligence

Look!  Guidance Counselors Teach Too!

Shiny and New

One of my favorite principal duties is walking the halls of TMS, slipping into classrooms like a Ninja (that's what the kids say!), and seeing many of our "oldies but goodies," those units, lessons, and activities that have stood the test of time.  And, they're goodies for a reason:  they're engaging, relevant, rigorous, and enriching, ensuring student access to necessary learning standards.

But, I'll admit, I'm a little like a magpie...drawn to those things that are shiny and new.  While these diamonds may not shine on my finger, they exemplify how our Truman staff search for new strategies to engage students in their learning.  These shiny and new lessons result from our own creativity, the collaboration of peers, and the realization that instructional risk-taking has merit.

Channeling Lucy:  Students find a new place in the room to participate in the mini-lesson.  Students apply their knowledge of journalistic writing using a mentor text.

Anchor Charts:  These charts aren't wallpaper - they are relevant learning tools continually revisited as students expand their writing skills.

Math Workshop:  As the class works independently in learning stations, the teacher leads a guided lesson with students working on a similar skill set.

Math Workshop:  As the teacher leads one group, students collaborate in mathematical work, expanding their math discourse.

Math Workshop:  Computers are great tool to engage students in mathematical skills.

Topic Time:  Students dialogue about literature, each taking turns adding a specific topic to the discussion and engaging their group in how that topic is an elemental part of their book.

Topic Time:  As each group wraps up their discussion, they highlight a topic that was particularly engaging to share with the whole class.

Topic Time:  Check out the number of topics these students discussed!

Their "Own" Space

Learning space is shared space, space where students feel comfortable, where they feel ownership, where they feel valued, and where they feel respected.

As you look at the below examples, consider how students feel connected to your classroom space.  By increasing student ownership of the space, you send a clear message to students:  you are valued!  Thinking about last week's post "Analogous Learning," I feel the need to be explicit in my comparison:

Student ownership of the classroom space is a metaphor for the ownership of their learning.  

The library shelves invite students to know the Mark Twain and Truman books -- even when they aren't currently available!

Student "Shelf Leaders" are identified on sections throughout the library; their job is to straighten and clean the shelf, ensuring displays are full and inviting.

Students own the classroom beyond it's physical space through Google Classroom. 

Clearly identifiable learning objectives (targets) give students the chance to own their learning.  It's enhanced by their requirement to articulate (today's MAP word of the day) it in their own words.

Students visually represent their learning, determining the images that will help them build understanding.

Use bulletin boards to expand learning, encouraging students to take risks.

Recognize students!  Or, better yet, have students recognize each other.

Those are pens...on every single table!  What a great way to make the classroom feel like home and ensure that students have access to the necessary supplies.

That's student writing on the "Expectations" board.  By creating the rules, they are more likely to follow them.

It's the Simple Things

Have a few tricks in your back pocket for Flyertime "fillers."  We know students love games, and we know that games can be a great way to teach concepts, so here are a few simple ones to fill those classes when you just need a little something extra.

The game of telephone is a great game to emphasize the power of rumors. It only takes a few minutes, but by making connections to real life issues, it's a powerful character lesson.

Heads up, Seven up can be used for getting to know people.  Students have cards with 3 things about themselves.  Rather than randomly guessing who picked them, students use the information on the cards to guess their "tagger."

B.I.N.G.O. - the below example is for math integers, but Bingo can be used for character words, traits, etc.
Idea 1:  Students fill out the card with character traits, and you give scenarios that could be defined by those traits for kids to try to make Bingo.
Idea 2:  Names of students in the Flyertime fill the boxes in the Bingo card, and you list character traits for them to make Bingo by identifying students who exemplify those traits.

The possibilities are endless.....Check out Anne's Pinterest link for other options:  https://www.pinterest.com/anneb9397/flyertime/