EraserTown USA

Exploring Scoop.It and Other Possibilities

2011-08-04T16:16:00.000-04:00

I'm spending a lot of time this summer looking at tools I've known about but haven't quite explored, those that I haven't used in a while, and also some brand new tools. I'm trying to decide which tools to use as I begin the school year - tools to help find information and organize it, tools to help create and share, and tools to help collaborate and connect. You couldn't, and shouldn't, use every possible tool, although I believe it's important to at least find out what's available. And, sometimes, you might decide something you thought would be great just isn't suited for your particular needs. Even if everyone else loves it, if it isn't helping you, then put it aside.

So here is what I'm looking at today - Scoop.it. Choose a topic to "curate." Resources come to you. Add them to your page, or not. And you can also collect your own resources that you want to include on your page. Share with others in a variety of ways. See what others are curating as well. For now, I'm just exploring. My page on creativity is still a work-in-progress. Click on the image to see the full Scoop.it page -

Home Depot - Free Teaching Materials!

2011-07-29T16:45:00.000-04:00

by marie-ll

What are some of the important things to consider when creating a learning environment for your children? We want the learning to be meaningful, relevant, appropriate, interesting, and, especially in today's tough economic times, as inexpensive as it can be without sacrificing quality - free would be great.

This year I discovered a great teaching resource that has all that. www.homedepot.com That's right, Home Depot!

Our second graders used this web site for a fantastic project. The problem: Our classroom was in need of some new carpeting. Their task: find some new carpet and explain why this would be the best choice for our classroom. They had to keep in mind that we were trying to spend our money wisely. For example, although all three teachers have the initials "MM," the carpet tile with giant "Ms" on it was three times as expensive as most of the other carpet. Darn! Students had to look at cost, durability, and ability to be cleaned. They also had to agree on a color and type of carpet (carpet squares or wall-to-wall). Additionally, they had to find out the amount of carpet to purchase, meaning they had to figure out how to calculate the area of our classroom, which was quite a challenge for young second graders. In the end, the carpet teams presented their choices, and we voted on the carpet we thought would be best. The proposals were outstanding, and the questions posed to each team by the other students showed a good understanding of the process and the information they had learned.

This project was an extension of our math lessons. The children had to use skills such as calculating area, multiplication, division, addition, subtraction, figuring out tax, comparing prices and other data, and, at the same time, cooperating with team members. Some of the the time, support was given, either by a teacher or by anther student who had already figured out what another student was now trying to do. Peer support was a huge part of this project, and it gave several students a wonderful opportunity to use their strengths for their own enjoyment and to help their fellow learners. In the end, the children not only built their academic skills, but they are now more savvy shoppers!

So, how can you use Home Depot in your classroom? Take a look at some of the great learning you could be doing by just hangin' out at Home Depot:

Map Skills

Store Finder
In Store Layout

Environmental Awareness

Energy Star Appliance - what does that mean?
Check out the Eco Options of Home Depot - very cool!!

Social and Life Skills

What is stress-free shopping? Why would shopping be stressful?
How to communicate with customer service (By the way, Home Depot was extremely quick to respond when I sent a note asking if using their site as a teaching tool met with their terms of use! Well done! And the answer was "yes" so go ahead and teach away!)
Credit card - a good idea or not?
What is your budget?

How-to Videos - Home Depot on YouTube

Your school will be repair-free and looking gorgeous in no time - and with the kids doing all the work as great school projects, you can't beat the cost - FREE (sorry custodians). But seriously, children could learn to plan, create and present their own how-to videos just by watching some of these videos, and they might develop some interests along the way. They might also learn to critique by asking questions about the effectiveness of the video, which is another way to help them learn to create their own videos and presentations.

Vocabulary Building - Here's just a sampling...

qualified appliance
special financing
campus essentials
exclusive offers
eligible items
practically the entire lumber and composites section (I have some homework to do!)

And, finally, FREE FIELD TRIPS (OK, I'm kidding, sort-of)
Check out the Kids Workshops at Home Depot. That's right! On the first Saturday of every month Home Depot offers FREE how-to workshops for children ages 5-12. They learn how to build things, and they get one of those snazzy orange aprons. Did I mention, it's free!!

I can't wait to check out the Pottery Barn site...

Little Me - Birthday Edition

2011-07-28T16:32:00.000-04:00

A birthday is a great time to reflect on your life.

Well, I've written before about the importance of recording memories. I try to emphasize this with my students and with my family. There have been times when my "recorded history" has come in quite handy when someone tries to say, "You never..." or "I never got to..."

We are fortunate to have so many ways to record memories. There's everything from a basic journal, to blogs, videos, photos, and paper and digital scrapbooks. Although oral storytelling is still one of my favorite ways to pass on events from the past, a bit of supporting evidence, such as photos, video or a written document, certainly does help one's case when there's a dispute. Multiple points of view definitely help.

Make sure your students and your own children are keeping a record of their history. Work together as much as you can to make it real and accurate. For me, I only have one side of the story and a terrible memory of my own, so I can only imagine how things really happened. For fun, here's just one example...

"Comments on Maryann - at 2 1/2" - as recorded by my mom

She is still very stubborn. She always wants to do everything Carolann [my older sister] can do, but doesn't like me to show her. She cries that I only give her a "little bit" to eat. She eats half then cries that I gave her too much. She is very clumsy and enjoys being bad. She has an "eternal smile" as big as can be - even when she is getting yelled at. She climbs, touches and gets into everything. She doesn't like to be helped. She can't keep still a minute.

Rebuttal, by me :) - I was very smart and skilled and frustrated at being held back by the unfortunate circumstance of being born second. I was further frustrated by my parents' inability to appropriately portion my food, either giving me too little or too much. I tried to be pleasant even though I was constantly criticized. As soon as no one's looking, I'm outta here.

(Now the record is straight.)

Don't Get All Sharpie on Sudan

2011-07-13T10:30:00.003-04:00

by United Nations Photo

If you return to your classroom for the new school year with Sharpie in hand and simply draw a line across all your maps and globes to divide what was once Sudan into what is now Sudan and Southern Sudan, you're missing a world of learning that could happen in your classroom - whatever age or subject area you teach.

In the last few weeks I've been exploring Southern Ocean and how scientists classify such things, and now I am learning more about how and why a new country emerges. There's conflict that can last years, then decisions to be made within the new country, communication with other countries in the region and elsewhere, and planning that involves world organizations. The new country needs leaders and those who believe in the changes being made. You don't just draw a line on a map and call it "done."

Some of you may have seen this map of the world by Simon Rogers and Jenny Ridley. (First time using Prezi? Click the play button under the image and then use the magnification tools to the right of the image. If you don't see the tools, mouse over the right side of screen and they will appear. Takes a bit of practice, and it's not the best way to view a map actually.) It's helpful in seeing the borders of countries and some stats about the world. But, even more fascinating to me are the comments posted below the map. While you can't tell the expertise, country of original, etc. of all those postings (meaning some additional investigation would be needed), the fact that these debates can and are happening in the world is an important thing to share with the learners in your classroom. It's unfortunate that comments have been closed on the page, possibly because they were becoming a bit heated?

THIS is what teachers should be taking back to the classrooms and sharing with students--that even a map is open to debate, and I think all maps should come with a debate. What a way to learn, to spark interest, to generate the desire to investigate a topic, and to make those places on the map actually mean something!

Random Add-On...
By the way, I was checking the spelling of Sharpie and ran across the Sharpie web site - it's totally awesome and worth checking out! Apparently, there's an entire Sharpie World I've been missing...time to update my maps again!! Sharpie Web Site

How Many Oceans Do You Count in Your Classroom?

2011-07-09T18:21:00.004-04:00

by Here's Kate

I'm preparing for my new adventure in fifth grade (coming from second). One of my favorite things about being a teacher is that I get to continue to learn new things, relearn what might have been forgotten, and I truly appreciate giving others the chance to share their expertise in whatever learning environment I find myself.

So, as I browsed through the fifth grade textbook to see what it's all about (textbooks...a whole other conversation), I began thinking I'd like to brush up on some geography. I know it's easy enough to "look online" to find out a location or understand something about a culture, but I wanted a more automatic recall of information I once knew so easily. Earth science, environmental science, and cultural geography were three of my favorite classes in college, and they helped me gain a better understanding of many things about our world. This is definitely a great time to review. So as I began going between the book and other resources to make sure I have the most up-to-date information and to be sure I can connect history with the present I found there was something missing from the maps in our social studies manual. Something like, um, an ocean.

I began to ask around and apparently there are many people who don't know that there are now five oceans. Or, more accurately that SOME people claim there are five oceans. The more I investigated, the more I found out about this fifth ocean and that it might not actually be a done deal - not all the votes are in it seems. Briefly, about 11 years ago, some scientists decided that there is now Southern Ocean, which surrounds Antarctica. It's on the maps. Well, some maps, and not our textbook maps. National Geographic, which, from my research, did not originally recognize Southern Ocean does now have it marked on maps on its site. Some scientists believe Southern Ocean is not really an ocean but part of other oceans. I don't have enough of a grasp on the topic to explain it clearly. I'll have to keep reading to get a better handle on the two sides.

There was an interesting article published in January 2011 on STLtoday.com. It reminds me that even more important than knowing how many oceans there are is the idea that teachers are responsible for knowing about such controversies as this debate among scientists about the oceans (or remember the planets and Pluto - does your science textbook still have Pluto in it?) It is the responsibility of teachers to show students that such debates exist, how changes are made, why changes are made, and, of course, it will mean getting the students in on the debate and not just waiting for the final outcome to make its way to your textbook that you might be getting in a few years. It will definitely take some research and a continued commitment to the topic (add Southern Ocean to your Google Alerts). It might even mean reaching out to experts in the field.

When you return to your classroom for a new school year will you go back with four or five oceans or with a question for your students: How many oceans do YOU think there are? FUN!

Resume Updates: Or, Little Me Returns for Summer Reflection

2011-07-08T13:57:00.024-04:00

Last summer I reflected on my own years in school, as a student. It was interesting, amusing, and really helped me think about myself as a teacher. Here are the posts if you're curious: Little Me and Report Card Comments, Summer Reflections/First Drawing, Hopes and Dreams and a Dash of Criticism.

This year, I bring you reflections of Little Me as a preservice teacher. Yes, as I think about my many roles during my elementary and high school years, I find that I probably ought to update my resume. I have, in fact, been a teacher in training since I was a young child. See below for some updates I am considering. I will just have to do some research to get the exact years.

Elementary School Teacher Experience

Classroom Design

I think I had a hand in just about every bulletin board that went up for my teachers. I either traced and cut the letters (remember that?), mounted the paper, or attached the items to the board. I distinctly remember one time being on a ladder after school (the big ladder, not a step stool), and putting paper on the bulletin board above the chalkboard. I'm pretty sure teachers of today could not allow young children (I think it was 4th grade) to climb ladders OR just hang out after school without telling their parents. And, I also remember that there was not a teacher in sight. In fact, I'm even wondering if the teachers went home. I really don't know, but I was with another child, and we had a blast.

Enrichment Program Coordinator

In Catholic school, we didn't have a gifted program. But I do remember that several of us would be finished our work early and had to find other things to do. So we would make up games to play. I don't remember them all, but I do know one had something to do with the big classroom dictionary--maybe something to do with spelling the words? I don't know. But I know it was up to us to figure out how to "amuse" ourselves.

ELL Teacher

Yes, it was the students who were our ELL teachers in elementary school. We were in school at a time when there were refugees coming from Vietnam. There was a girl who came to our class who spoke NO English. There were a few of us children who took turns working with her. Reading and writing I think, maybe math. I don't remember much, but I do remember thinking she was a brat! She didn't want to do any of the work and WE would get in trouble if she didn't do the work. Hmmm, sound familiar teachers?

Speech Pathologist

I have a sister who is a year younger than I. As many young children do, she had trouble with her "er" sounds. During a recent conversation, my mother reminded my sister that she "just grew out of it" without any services. Apparently, according to my sister, when we went to bed at nights I would spend time working with her, helping her with those "er" sounds. I'm sure my parents owe me tons of money for those private lessons!!

High School Tech Support

So, in typing class we got these crazy contraptions that would actually allow you to type digitally and correct errors BEFORE you printed your work. No correction tape, no worries about spacing, margins, etc. It was all done for you. They were called word processors, and we only had a few of them so the students were to rotate on them. The teacher took volunteers to start. I was in! Pick me! This was too good to be true, I thought, almost like cheating. Surprising to me then, just as much as it is now, there weren't that many takers for this innovative technology, and not even enough volunteers to start rotations. I just stayed on the word processor for all the turns. Soon, our teacher was coming to me for advice on how to use the word processors, and she began to ask me to show the others how to use them as well. I would figure out what to do when something went wrong too. So here's the best part: when report cards were given, I was quite surprised that I didn't have a good grade (it was average). I asked the teacher why, especially given that I was pretty much teaching the class. Her response - well, you didn't complete all the assignments for the term. Ugh!

Take some time to reflect on your elementary years. How will it help you to become a better teacher? How will it help you create valuable learning experiences for your students? I learn a lot from Little Me.

EraserTown USA Grows Up

2011-07-06T21:37:00.002-04:00

After teaching second graders for 11 years, I will now be teaching fifth graders. That's quite a change, and I'm excited for the new adventure. ErasertownUSA will have to adjust as well because it was originally created with a focus on teaching in today's primary classroom (see the bottom of the blog for the history behind the blog). I have no doubt, however, that I will find amazing, creative children in fifth grade--children who are eager to learn, collaborate, question, problem solve, and enjoy their time in school. I can't wait!

ISTE 2011 - Enough Is as Good as a Feast

2011-07-05T18:30:00.003-04:00

ISTE Season - It was a great week of learning, sharing, and socializing that started on Saturday, June 25, with the Discovery Educator Network pre-conference event and a bit of EduBloggerCon, continued on Sunday with the Constructivist Celebration, and ended on Wednesday, June 29, after three days of ISTE's numerous events.

But, the ISTE season began many weeks before as I prepared for some presentations I was giving. There's a lot to do as one organizes thoughts, resources, and materials to share with others. I also began planning long in advance for the pre-conference events I would attend, the volunteer responsibilities I would take on, as well as the ISTE sessions I wanted to attend and, of course, the social events that I wanted to include on my ISTE calendar.

There's so much to do at conferences, and, once again, I felt pulled in so many directions, as I'm sure many participants did. I began to feel disappointed that I couldn't be in two (sometimes three or four) places at once. Then I was even more disappointed that I was not feeling satisfied with the choices I made, even though I was planned where I wanted to be in the first place. Make sense?

But then I had a wonderful conversation with a "new friend" over lunch at the Discovery pre-conference, and I felt much better about not being able to be everywhere, do everything. It's one of my favorites from ISTE:

We were treated to a great lunch at Discovery's pre-conference. As we picked up our boxed lunches, packed with sandwiches, snacks, fruit, etc., we walked past a table filled with cupcakes. I couldn't wait to eat lunch and get a cupcake. Unfortunately, and, as is usually the case, I eat slowly, talk too much, and can never finish my meal. I was so full I no longer wanted to eat the cupcake. I was disappointed because I REALLY wanted a cupcake, but, I wasn't about to make myself sick over it. During conversations about lunch we were reminded of how we sometimes go out to dinner and look forward to the dessert but often are too full to order the dessert in the end. And, we said, sometimes it's nice to go out to eat and just order salad and a dessert. I sometimes even like to order the entree and just plan to take it home with me for another day.

That got me to thinking about something like ISTE and the gigantic, eclectic menu it has to offer. While I really wanted it all, there's no way I could consume all that ISTE had to offer and truly appreciate the experience. So, I won't feel disappointed about what I've missed, I will be happy with my experiences. Salad and dessert - yummy, and the company was awesome! And, I will savor the doggy bags that I know are waiting for me via my massive online community refrigerator!!

Here's just a bit from my plate for those who want a snack:

From Discovery Pre-Conference

http://edu.symbaloo.com/ - a different way to organize and share information
http://bighugelabs.com/ - fun with photos - I always forget about this, so I was glad to get a refresher (thanks to @nsharoff)
http://www.zoo-m.com/flickr-storm/ - search flickr in a different way (thanks to @nsharoff)

Discovery Pre-Conference Birthday Celebration

From Constructivist Celebration

http://isleoftune.com/ - Make music in a creative way
Microworlds - I finally spent some time exploring
Generation YES - I had a great time talking with Dr. Dennis Harper about Generation Yes and the programs offered by this organization. I would like to be able to share this program with others in my district because I think it is of value not only to the student involved but also to the entire community.

Constructivist Celebration

From ISTE

SCAN - a program to help develop critical thinking skills, problem solving, and the ability to create well-developed arguments. Thanks to Sandy Wozniak for a great presentation, and I hope you get your sweater back from the cab! This was a session where I was a volunteer (actually, my volunteer assignment changed and this was a last-minute plan), but I was glad to have learned about SCAN. That's why I love not having every moment mapped and being able to "go with the flow" sometimes.
Digital Fabrication - something I have been waiting to see and am hoping to bring back to my school. An exciting way to bring creativity, thinking and problem solving, and integration of subject areas into the learning environment. See Fab@School and DigitalFabrication for info. Thanks to the FableVision Learning team for the awesome info. and demo!!
Infographics - Kathy Schrock's Resources; Jane Krauss and Diana Laufenberg's Infographic Resources. Visual literacy was where I put my focus during ISTE, and was was thrilled to learn more about infographics.

A Scene from the Newbie Lounge

("Enough is as good as a a feast." - While it's not a Mary Poppins original quote, it was in the movie. And I do love to quote Mary Poppins whenever possible!)

A Learning Community

2011-05-30T11:00:00.001-04:00

As we wind down for the year, I am reflecting on the year. Each year, of course, is different, some more different than others. One thing I love as a teacher is watching a classroom culture develop. I enjoy helping the children establish their learning environment and taking responsibility for their own learning. Each year is different because we are a new set of people with different strengths and weaknesses, likes and dislikes, and personalities. Even the weather trends for the year can make a difference in how we proceed through second grade! What I hope for my students, and the adults who are part of our community, is that we work together, enjoy our time together, benefit from our time together, and grow as learners and people by the time the school year is over.

After reflecting on this particular year, I am certain we have created a successful learning environment where the children feel they are responsible for their own learning and the learning of others. The children show pride in their own accomplishments while encouraging others to achieve.

Here are my top ten observations that demonstrate, to me, how I can tell my students have been part of their classroom learning culture:

Top Ten Ways I Know My Kids are Part of the Learning Culture

They come into the classroom in the morning knowing what they want to accomplish.
They are bringing in information from home to enrich discussions.
I am hearing them ask EACH OTHER, “How did you do that?” and watching as they show each other new skills.
They take the compliments I (and other teachers in the classroom) give the children and use them on each other.
They critique me, the teacher, even when I don’t ask for critiquing.
They ask if they can take work home to finish.
They ask if they can do their own, additional, learning at home.
A handful of children are immersed in a book series, passing around the books to one another as they finish, spending much of their day reading the books, completely oblivious to whatever the rest of the class is doing or to the fact that they are not “supposed to” be reading.
I find “water cooler” groups of children discussing some topic at a time when they are supposed to be doing something else.
I observe a group of children rearranging the desks because the way they were set up was not working for the class. (My all time favorite!!)

PETE&C - Recycle-Reduce-Reuse

2011-02-18T16:43:00.001-05:00

Did you attend the Pennsylvania Educational Technology Expo and Conference in Hershey, PA? Here are some great ways to make your PETE&C 2011 experience "green."

Recycle

Do you still have your badge holder? It makes a great "press pass" for your students. Just make and insert your own badge into the plastic pocket. Try BigHugeLab's Badge Maker for a fun project.
Did you get "freebies" that you really don't need? Re-gifting is totally OK. Kids, and teachers, love to get stuff. So, give away your things, and share the wealth.
Did you get papers that you don't need? Don't throw them away, use the backs for scrap paper, or post the info. in your faculty lounge to share with colleagues.

Reduce

Make sure if you are sharing all that great information with colleague that you make use of all the paperless resources we have. Many presenters have their information posted to the PETE&C Ning. No need to print things out. Just direct colleagues to the site. Or connect to their links and start your own resource site, either on your own school web site or perhaps on a free wikispaces.
It's too late for this conference, but as a note for the next conference, don't forget to bring your reusable coffee and water bottles. No need to create trash just because you are away for a few days. Just make sure you have a backpack with a side pocket, and you'll be good to go!

Reuse

Did you get packets of information or product flyers in folders? Don't need the folders anymore? Reuse them in your classroom.
Did you get schedules of events, program books, advertisements? Use them to plan training in your district. They can remind you of some topics that you might be able to present yourself and that others in your district would enjoy hearing about.

Do you have more ideas? I'd love to hear them!

image obtained with permission from http://www.flickr.com/photos/colleen-lane/4399378949/

Bored? How?

2011-02-02T17:48:00.003-05:00

This winter has been brutal. We've had several snow days and some late openings and an early dismissal due to the weather. But no matter where you are, there's lots of learning to be done. Parents and children should celebrate the time they have together because there is so much they can do! Learning doesn't just take place at school, and learning can be, or should be, FUN!!

Here's what I did today. If you have some extra time with your children, look at it as an opportunity to do something different. And if your power is out and you can't use the computer...well, be creative!!

1. Art Lessons: I spent some time laughing and making a cat. There are more lessons, so bring on the snow! I can't wait to share this with my school kids. This is a drawing course for kids pre-k to third grade, but it was just right for me. Check out illustrator Will Terry as he helps us all learn how to draw. http://www.youtube.com/user/willterryart#grid/user/0455BA1360AC306D

2. Make puzzles. I made some cryptograms to share with my class. I bet your kids will love these. Or, better yet, have them make puzzles for YOU to solve. You can trade. http://www.discoveryeducation.com/free-puzzlemaker/?CFID=4876881&CFTOKEN=30792682

3. What? You're not following the Iditarod? It starts in about a month, so get moving. I spent a lot of time revising my lessons and preparing for our annual Iditarod Banquet. The Iditarod site has tons of suggestions for how to use the Iditarod to teach children, and there are even blogging dogs. Lots to do, lots to do! http://www.iditarod.com/

4. Do you want to learn how to make comics with kids? The National Association of Comics Art Educators can help. http://www.teachingcomics.org/

5. And if you think you have it bad stuck in the house for a day or two, visit this Alert Map site. It shows every type of disaster imaginable happening in the world now. Then count your blessings. http://hisz.rsoe.hu/alertmap/index2.php

A Day of Reflection

2011-01-26T15:54:00.000-05:00

What a great day! A snow storm. Horrible driving conditions. Several students absent. Early dismissal.

So what's so great about that? For whatever reason a day that could have been chaotic turned out to be relaxed, pleasant, and very productive. The children trickled in this morning and we didn't start our day as a group until well over an hour after the official start of the school day. But, the children arrived seeming happy to be in school. Everyone had something to do--something of educational value. There were activity choices posted and deadlines for projects were close. Even though these children are young, they didn't need much (if any) guidance to get started with their "work day." They didn't need an official "go ahead" from me either. It didn't matter if there were five children or fifteen, things ran the same.

For me, it was a great morning to observe the children, something I love to do and something that I find to be crucial to creating the best learning environment I can for the learners. I watched the children to see what choices they made and who interacted with whom, and I was able to spend time having conversations with individuals.

At one point I wondered if the children would have even noticed if I left the classroom! One small group had organized a subtraction flash card practice session, a few children were working on creating submissions to our Junior Doodle project (discussion the best way to represent the word "incognito"), and a couple of children were working on some sort of writing assignment. One child asked for help with an independent research project he wanted to do. After I guided him in the right direction, he was all set to work on his own. And a few children were doing various independent activities they had chosen for themselves that morning.

The day progressed quite calmly even with constant interruptions with important announcements about changes in lunch schedules, information about the early dismissal, and messages from parents about how children were going home. We moved into some group work and then returned to some independent work. We had a very early lunch, discussed some upcoming projects, worked on a current project, and all the time, the children seemed content with their time in the classroom. While, outside the window, the snow blew, the streets filled with a slushy mess, and we wondered if we would have another snow day tomorrow.

While it's nice to enjoy a snow day, it was also great to reflect on the current learning environment. Do the children enjoy where they are? Do they own their learning space? Do they understand that their learning space is for them to learn and they don't have to wait for someone to tell them to learn? Are they just as happy to be at school with their friends working on their activities as they are building a snowman in their backyard?

If not, how you can make your learning environment as exciting as sledding down a snowy hill?

Junior Doodle - Indefatigable

2010-11-30T22:17:00.000-05:00

We're all caught up with our Junior Doodle posts for now. Check out the first three words of the year! I thought this word would be difficult, and it was. I realized that the children definitely can understand and remember words more easily when we use visuals, but I wondered if they could create an image of a word that was not very familiar to them. And, I wondered if this would help them remember and "own" this word as part of their personal vocabulary. The word "indefatigable" is a word that's in a book we are reading (see the blog post on our Junior Doodle page for more information). So, through reading the book they were introduced to the word and its meaning. But, they needed several explanation of what the word meant as they tried to show in their own drawings a representation of "indefatigable." At the end of the week, however, several of the students completed a drawing and shared it with the class. It was the discussions along with these images that, I think, where the most effective in helping the entire class build this word into their vocabulary.

Check out the Junior Doodle Indefatigable page as well as the other two pages to see some great 2nd grade work!

Junior Doodle - Conductor

2010-11-29T07:43:00.001-05:00

Click here to find our second installment of Junior Doodle. The word is CONDUCTOR. This activity is fast becoming a class tradition, and I'm thinking of ways to make the most of the children's interest in it.

Visual representations of vocabulary words are a tremendous help to children as they build their knowledge of words and work them into their memory.

Here's another resource for using visuals to help children learn vocabulary: http://www.literacyhead.com/index.php. Check it out!

Junior Doodle

2010-11-08T22:02:00.002-05:00

This is the second year I'm working with Junior Doodle. I have connected to the Creative Juices blog and their What the Doodle posts and created our own primary-level version of this activity. I've found this is a great way to build vocabulary, connect with some creative authors and illustrators, develop critical thinking skills, and have some fun. Basically, you obtain a word from a random word generator or any way you'd like. In our classroom, we start by thinking of the various meanings and uses of the word. Then we discuss some of the possibilities for creating an interesting drawing (later the children might find other ways of representing the word that are not just drawings). Then, at the end of the week, we share.

We have only done one word this year, and the second word was just introduced today - it's "conductor." What can you do with conductor?

Find out more about Junior Doodle here - http://tinyurl.com/24x8lnr

Too Much

2010-10-31T20:13:00.000-04:00

As I drove around my neighborhood this Halloween night I was once again reminded of all the stuff we have, and I wonder if we will ever find peace with all the chaos around us. While decorations are nice, do we need roof-high inflated pumpkins? And, as it is just a couple of days before Election Day, I felt like I was traveling through a sign forest, and does bigger really mean better - or just more annoying?

Think about the environments we create for ourselves, and our children. Are they calming, peaceful places? Does a drive through your neighborhood feel stressful? Think about your classroom. Is it a place to escape the chaos of the world? Do we discourage the materialism from creeping into our classrooms (Silly Bandz, I'm talking to you.)

There is definitely something to be said for some good books, some bits of nature to explore, paper (yes, paper!) and pencils, crayons, and scissors. Computers, we like you too, but not just because you're there - you need a good reason to be opened up.

Just recently, I had a conversation about all the choices there were in our classroom. I assured the class that they did not have to do everything in one day. They had the whole year and would definitely get a chance to explore whatever they didn't get to on that given day. One thing at a time...take it slowly.

ps - Don't even think about getting out the next holiday decorations yet...just enjoy a little bit of nothing for a while!

Passive Collaboration...Poetry in Motion

2010-08-28T07:47:00.000-04:00

Combine some emerging poets, some photographers and a musician willing to share and you get a great finished product. The best thing is that not only were the children beginning to learn how to create haiku, but they were also beginning to analyze photos and font styles and colors and beginning to learn how to share their message most effectively. (Even better is when they can use their own photography or artwork of course.) Enjoy!!

Little Me and Report Card Comments - Is It Too Late to Request a Conference?

2010-08-20T21:22:00.000-04:00

Here is a reflection, as best as I can get it, of my report cards from elementary school. I don't remember much about my report cards. But, as I wrote about previously, luckily I have some saved documents to help with the foggy parts.

I don't know about you, but in the elementary school where I teach writing report card comments takes a lot of work. It takes weeks of reflection, review, and careful crafting of words. But, I guess when you only have a five-inch line and a pen as your comment tools, there just isn't that much to say. Here are seven years (my eighth grade report card seems to be missing) of report card comments. I bet I can type them faster than it takes me to write one report card comment for one of my second graders! I am not meaning to be critical of my teachers - only pointing out how different things are now.

Grade One
Maryann is a pleasure!!
Maryann is doing 100% work!!! (Notice how I improved as shown by the extra exclamation point.)
It has been my pleasure working with you and Maryann.

Grade Two
Maryann is a very good worker but tends to be too serious. (I'm pretty sure this isn't a good thing!!)
Maryann seems much more relaxed.
Everything is fine! Maryann is working very well.
Maryann has been a pleasure to teach.

Grade Three
Despite a few bouts with illness, Maryann has kept up in her work and is doing a very good job.
I am pleased with Maryann's work.
Maryann is a good student.

Grade Four
Marianne is a pleasure to teach. (And apparently I changed the spelling of my name.)
Marianne helped to make this year a pleasant one for me! (Glad I could be of service!)

Grade Five
Maryann is a joy to teach and to know. (Usually I'm a pleasure to teach, but OK, I'll be a joy this year.)
Maryann continues to do very well.
Maryann adds much to the spirit of the class.
Maryann has been a joy all year. (Whew! I was going for a record - one full year of joy!)

Grade Six
No comments...Maybe they were on another piece of paper? Or maybe I was just not that memorable!

Grade Seven
Maryann is a pleasant and industrious student.
God bless you, Maryann! Happy summer :) (Two exclamation points and a smile - the original smile emoticon)

So, I didn't find much out about me by reading my old report card comments. I did discover I got a "C" in religion in first grade - what is THAT? I really don't get C's, but I don't think my religion teacher knew that during the first marking period of first grade (She switched to B's for the rest of the year.) So I do have some questions for my elementary teachers. I wonder where they are these days and if they're taking appointments!!

One thing I did learn is that I will NOT be using pleasure or pleasant in any of my report cards comments this year, for sure!!

http://www.flickr.com/photos/mike52ad/4675715489

Watch Out for Stupid!

2010-08-18T09:25:00.000-04:00

It took me a while to realize that the "S" word to second graders is not the same as it what adults might think. I used to be horrified when a student would report, "Mrs. Molishus, Betty said the "S" word!" But now I know that the "S" word to second graders is "stupid." To young children, this is a terrible word, and awful thing! And, in education, for sure, they are right. But, if the word fits...

Over the last few years I have gotten into the habit of doing a Google search for "stupidity in education" sometime during the summer, before the start of the new school year. There's always something interesting to read. It's a great way to reflect on what kind of teacher you want to be and what kind of teacher you don't want to be. And, hopefully, it will remind you to be active in bringing about change when you encounter situations that are, well, stupid.

You don't have to agree with these pieces, but they will get you thinking...

Is Stupid the New Black?
http://open.salon.com/blog/1womansvu/2010/01/28/is_stupid_the_new_black

On Stupidity, Part Two
http://chronicle.com/article/On-Stupidity-Part-2/45908

Engineering in Elementary Schools (some harsh language)
http://worldofsuck.net/index.php/2010/06/14/slight-of-word-elementary-school-engineers?blog=2

Productively Stupid (a good thing actually)
http://www.openeducation.net/2009/01/22/teaching-our-students-how-to-be-productively-stupid/

Have a great school year!

More Summer Reflections of Little Me - A First Drawing

2010-07-31T19:32:00.000-04:00

"Airplane" by Little Maryann, Age 3

The last time I wrote about "little me" I shared a piece of writing from, most likely, third grade. It was a piece that I don't remember writing at all (see "Hopes and Dreams...").

Today, I am sharing one of my first drawings. I drew this when I was three years old, and, surprisingly, I DO remember drawing this (or at least I feel like I do). Not only do I remember drawing it, but I remember how proud I was of my amazing accomplishment! Luckily, my mother saved it and marked the date. Otherwise, this might not be something I still remember.

I always tell my second graders how important it is to keep a record of what's happening in their lives, either in the form of writing, photos, video, or drawings. I tell them they will remember some things about their childhood, but not everything. I ask them to recall the first day of kindergarten, of first grade. Few can recall many, if any, details. Fortunately, young children today have many opportunities to document what's going on in their lives, from the most basic of ways--writing it down--to a full video production. It is up to us to help them develop the skills to be the recorders of their history and to help them be aware of what's going on around them.

Later, when they find an old keepsake that sparks a memory, it will be truly priceless! Even on the last day of school, when the second graders receive their year's worth of writing journals, they are amazed at what they were, and what they have become. Priceless!

The Share - Constructing Modern Knowledge '10, Part Two

2010-07-31T10:12:00.000-04:00

I attended an education conference with my 20-year-old daughter (a junior in college majoring in communications - not education) in the summer of 2009. We did not attend any sessions together the first day. When we met up later, she was a bit confused..."Why don't the teachers talk at these conferences?" And, apparently, she had no problem at all asking questions, giving her opinions, and disagreeing with the presenters during the sessions she attended. And, she thought it would be ridiculous to have it any other way.

While attending Constructing Modern Knowledge (CMK) this summer I found myself once again reflecting on "THE SHARE" part of learning.

Young children, though there are exceptions, have no trouble sharing their thoughts, ideas, problems, items from home, or what they ate for lunch. At times there's a sense of urgency to their need to share an accomplishment. And they'll share it with an individual, small group, whole class, or the class pet.   Don't try to postpone an excited sharer, either, because it's like waiting for Christmas - "Can I share now...how about now...it is time...what about now...?" And young sharers, try as they might, don't always need their share to be related to the topic. At our school, I've heard that some of our youngest sharers have taken to beginning their unrelated sharing with..."I know this is off topic but..." Well, at least they've put some thought into what they're about to say!!

A learning environment where children can share is such a valuable part of their growth as learners. It helps to create a respectful community, and it helps ideas to grow. Learning to share and to respect the sharer are important skills. And, "THE SHARE" will flourish unless an environment develops that makes the children feel their ideas are not worth sharing or risks are not worth taking.

So what about the adults? We've all been to a workshop, conference, meeting, where there is a lack of discussion or interaction. We know what the feels like.

I left this year's Constructing Modern Knowledge with a renewed sense of the power of sharing. There were many ways of sharing during the institute, whether it was as a speaker, asking questions to the speakers, joining in a small group discussion, exploring what others were working on, appealing for help or providing help, having a conversation, or by presenting a finished product. While not everyone shared in every way, it would have been nearly impossible, or a waste of money at least, to attend and not interact in some way with others.

As I planned a workshop for the week following CMK, I was excited to have "THE SHARE" built into the day. I have reserved time during my workshops before for participants to share, and usually there's a reluctance. This time I felt more optimistic. The work session was collaborative, and I noted lots of good ideas that would benefit the whole group. At the end of the session, however, there was that initial reluctance to present finished projects or works in progress. With some encouragement, presenters came forward, and it was a great part of our workshop. Once the presenters began sharing, they were amazing!

We have opportunities for teachers to present, places for teachers to post resources, and we've had events where teachers can showcase their work. Each time, teachers (many of them) have been been hesitant, for a number of reasons, to "show off" what they know or what they've done, even though they have so much to offer.

So why are teachers so reluctant, in some situations, to share, but in others, very willing to share? Or, another way to ask the question would be: Why are SOME teachers so willing to share and others so reluctant, especially when the same teachers know how valuable it is to have collaborative learning environments for children.

Here are some of my thoughts, but I would love to know what you think...

Why do some conferences or conference-like events have a better SHARE than others?

There are events that some people go because they want to share - so THE SHARE is better.
The design of some events attracts those who have had experiences with sharing at events.
Certain events at conferences attract those who want to share - and THE SHARERS attract one another.

Why is there a reluctance to THE SHARE?

Not everyone shares in every way - whole group sharing is intimidating to some adults; there needs to be some small group opportunities.
Encouragement is sometimes needed - presenters/organizers need to recognize this.
A change of culture is needed.
Taking risks is not encouraged.
Some people need to be asked.
Adults don't feel a sense of trust.
Adults need to practice - in an environment where they feel safe
Too many of the same "give it to me" presentations.

Here's to an exciting year of sharing, both within your classrooms with your students and with your adult colleagues as well!

Step Out - Constructing Modern Knowledge 2010, Part One

2010-07-20T11:01:00.000-04:00

I love those moments when someone enters the classroom and can't find me. There's this certain look the person gets--adult or child--same look for everyone. They are thinking..."Everything seems to be in order--the children are working, there is a busy hum and no one's screaming, there's not a sense of chaos--but there doesn't seem to be an adult in here." And then they spot me huddled in a corner somewhere working with a small group or something like that, and their look changes...relief and amusement! These are the times I am fully engaged with a student or small group. We are working together collaboratively on a project, or I'm helping the children with their assignment. Aside from the "find the teacher" moments, there are also times where someone might see whole class direct instruction, read alouds or presentations.

And then there are the "step-out" times, which are some of the most valuable moments for me as a teacher, but, for someone who was only just peeking into my classroom, might not at first glance seem to be times when a teacher is making good use of her time (so please come in and find out what is happening!!) The step-out times are when I can take on the role of observer, stepping in only minimally as needed and usually with questions to the learners. It takes some practice to get young children to the point where they can work independently (especially if you are the only adult in the classroom), but they are certainly capable, and, with the right environment and support, they will gladly take ownership of their learning, allowing the teacher to be the observer, the questioner, the one who is documenting learning.

Click on this link and you will see a short video of our morning time. (Sorry, the video is probably going to run a bit choppy and it only shows a bit of the activity, but it is worth taking a look. It is part of a comic web site I am building.) During the first part of the day, the children were in charge of their learning for most days. For some of the tasks, they made up the rules of who would be in charge. In the video, the children are acting out an online comic. (They became HUGE fans of Sticky Burr, and there are books and an online comic featuring the Sticky Burr characters.) Briefly, there were two children each week who were the "technology leaders." They were in charge of this morning activity. They would choose the actors and control the technology. They decided if the room lights needed to be off (they stopped asking for permission to turn them off), for some reason, the technology leaders always chose to manipulate the laptop instead of the Smartboard even though the option was there (I don't know why - didn't ask because I didn't want them to think I was wanting them to use the Smartboard for this.), the class does not appeal for help from me at all (even when the camera was off). They settle all disputes themselves. Some of the noise you are hearing is from the hall, but when the class gets noisy, they "shush" themselves. In short, they barely notice I am there. And, every morning this activity occurs, I am left with an opportunity for valuable observation time. I gathered some amazing information, including information about reading comprehension, how these children cooperate, and how these children problem solve. I was able to use this information to build lessons and am now using this information to plan for next year. If the children didn't feel capable of being the leaders and if they didn't have activities designed to allow them to work together in interesting ways, these opportunities to step out might not be available to me.

It was last year, at Constructing Modern Knowledge 2009, that I made a commitment to build more observation into my days. As I reintroduced myself to the practices of Reggio Emilia, I was reminded how powerful observation and reflection is. It is not a luxury or a way of disconnecting from what is going on. It is a way of connecting the learning to the learners and of building a solid learning environment that is directly linked to the learners that are present in the environment at the actual moment. And, with the current technologies we now have, we can document the learning and share it with the children, parents, other teachers, administrators, and the community.

It might feel a little unsettling to sit and observe, especially if someone, such as an administrator, comes into your classroom to see what you are doing. Just be prepared to share what you are doing. Post to a web site the progress of a class project and include your observations when appropriate, share your notes with colleagues and discuss, hand out an extra camera to guests and have them join the fun! It definitely gets easier the more you do it.

So, when I returned to Constructing Modern Knowledge for 2010, I came with a sort-of plan in mind. I did have about 25 projects that I wanted to complete. I will say that I did dedicate time to learning and improving my skills with Scratch and Animation-ish, and thanks to the CMK participants, speakers, and faculty, I have a solid structure for a classroom project I have been working on for three years (my main goal for the week). You can see a draft/sample of one part of it here. I was looking forward to listening to some interesting speakers, and they did give me a lot to think about and process and share when I return to my district. And, I definitely wanted to spend more time observing. Last year I was able to observe because I was working on a video that documented what others were doing at CMK. This year, I planned to observe for the sake of observing. I spent much more time watching the process of project development, how adults interact with one another to problem solve, and how learners were reflecting on their learning and making plans to apply the process to their own school environments. For me, this time to observe was just as valuable as the time I spent with conversation and on project work and learning new skills. And, as in the classroom, even more important than observation is processing what you have observed and doing something with what you have learned from the observations. I think many educators know that giving children time to work on projects, collaborate, problem solve, mess up and try again, and share their work with others is essential to learning. But, we also have to give this time to adults so they can become better thinkers themselves. And if it looks like a waste of time, try stepping out and sharpening your observation skills and see what you discover!

Hopes and Dreams...and Dash of Criticism??

2010-07-07T16:24:00.001-04:00

I have been digging through some old papers, photos, etc., as part of my summer cleaning. There are old reports, standardized tests, report cards, class photos - some I haven't seen in many, many years. So I stumbled upon a piece of writing that seems to have been written in third grade. It was tucked away in my report card. It is my plans for the future, and I don't remember writing it at all. It appears to be a draft, and I am hoping a copy never made it to school as I apparently had some big dreams for the future but also had some serious criticisms for my current teacher built into the text. It does make me think...I know young children are dreamers...I know they have ideas about what they want to learn...I know they love to love their teachers. I know that when you ask young children how to make things better, they will tell you, but are we all willing to ask? Or, are our student's ideas going to be tucked away in an attic for 30+ years? (And, no, I'm not scanning in a photo!!)

My Future
(as planned by Me, probably in third grade)

I have a lot of plans for the future. I would like to live on a farm because I like all kinds of animals. I like planting food and then picking it. At my farm I would like to have a big pond. In it there would be ducks, fish, geese, and swans. I would have a giant barn with horses, cows, and in the hay maybe kittens. I would want to be a teacher. I wouldn't be mean like you. I wouldn't be the boss all the time, and I wouldn't give lots of homework. I want to teach kindergarten, first, second, or third grade because I think I will be small, and I don't want to look small. If they are small, I will look bigger than I really am. I kind of want to be a model or a movie star because they get paid a lot. I might just want to be a mother with about three children, but I'll never know until the time comes. I hope you liked the story of, you guessed it, me.

All You Need Is a Story (and Some Skill)

2010-06-28T18:06:00.000-04:00

"I hate social studies!" a certain anonymous person recently said. I answered, "It is impossible to hate all of social studies! Do you even know what social studies is - history, economics, geography, culture, psychology, sociology, religion. Do you really hate all of that?"

I really do believe that it is impossible to hate everything that fits under the category of "social studies." But, it is not impossible to be unable to make connections to current events, to have a difficult time with a reading assignment, or to be bored out your mind by an assignment or lecture. If I took the "big books" that are part of our social studies program at used them to teach social studies to my second graders, I don't doubt they would think they hated social studies too. But I wouldn't do that!

I set off this year to find social studies in the world - the interesting kind - wherever I could, just to prove that it is interesting. For example, one day, anonymous and I were stuck in a long line of traffic. The train barriers were down and obviously broken, so what do you do when the barriers are down and you know for sure there is no train? Ahh...human behavior. Some cars that could, turned around and left, but not us social scientists! We watched and observed...What would happen? How long would people wait? Then, the first person decided to go through the barriers...what makes a person decide to do that? Then, the next car and the next went through...we waited...who would be the person to stop and let the other side of traffic have a turn, etc. Was this interesting to watch. "Umm...I don't know (that means yes by the way)." Imagine that this is your career - to observe people and how they behave and find out why people do what they do. Did you know that's a career?

Another "test" came in what might be considered an unusual place to find an interesting history lesson. As anonymous and I scurried to church, running late as always, it was obvious that anonymous was again thoroughly put out by having to spend an hour at a Sunday Mass. But, as we sat in our pews and the priest began his homily, I was feeling thankful that we have good speakers at our church. This week the priest became storyteller. Without notes or fumbling, he told the story, as if he was there, about Sir Thomas More (a powerful story if you have never heard or read it). I could tell by looking at anonymous that she was trying not to be interested but couldn't help herself. Later, I asked her if she had ever heard of Thomas More before. She hadn't. I asked if she thought the story was interesting. "A little (that means yes)," she replied. That is part of history, you know!

A good story, an interesting situation, some meaningful connections...these are the things that make learning "unhated." We in the classroom spend a lot of time talking, but we could use our time more wisely if we converted our talking to storytelling. How can we fit our message into something people want to hear - or, how can others be the storytellers guided by us? We need the knowledge, of course, a bit of skill in telling our story (plain old speaking works, but we have so many other resources for storytelling now, such as the written word, images, video, etc.)

One final observation - even reading a story (a book) can be converted to an adventure. During the last week of school, my second graders were "listening" to a good story. They seemed somewhat interested but not all the way involved. Until...I changed to a storyteller! In the middle of a book about animals playing music and taking rides on riverboats (the main purpose being to enjoy a story and to read a book with a setting in Louisiana), as I noticed some fading focus, I inserted, "Oh, by the way, this is a true story. I know, I was there." Everyone sat up - what did she say, this is true, this isn't true, you were there? So, for the rest of the book, I told the story of what I saw. Of course, they didn't believe me, but they played along. So, which of those trees were you in? How did you get in the house? What was the name of THAT alligator? Same book, different story. Way different experience, for the children and for me!

"Three Storytellers" used with permission by http://www.flickr.com/photos/delphwynd/3676076461/

Butterflies - From Science to Social Skills, History to Art

2010-06-27T09:53:00.017-04:00

It seemed to be all about the butterflies this year. Second graders usually have a heavy dose of insects because they study the live version of several in the classroom and research and report on insects as part of an end-of-year presentation, "The Goodnoe Garden Association Presents...Insects of North America." Along with their spring project, the children really enjoy watching the life cycle changes of the painted lady butterfly, one of the insects they study. At this time we were able to use the butterfly for some great math lessons, such as to help reinforce the idea of symmetry. This part of their science program has been a great way for them to learn about how insects grow, change, and behave and to work on some great observation skills.

As you might know, butterflies have significance aside from that of an interesting and beautiful insect. To some, butterflies symbolize rebirth, change, and transformation. There are so many ways to incorporate this into the school year. For us this year, we began the year by using the butterfly to discuss the differences among those in our learning community. By reading the book, The Wings of Epoh by Gerda Weissmann Klein (and a related video I'm Here by Peter H. Reynolds/Fablevision), we were able to reference the butterfly and the caterpillar to connect to what children might be feeling, how to appreciate and understand differences (the obvious and unnoticed), how wonderful each of us is in a unique way, and how we can help others feel like they belong. We used the activities in the accompanying Wings of Epoh/I'm Here teaching guide to help the children talk to one another, get to know one another, and to have a chance to explore what it means to feel different.

Then, somewhere in my online exploring, I happened to find another butterfly reference that added not only to our idea of the butterfly but also to two other themes that ran through our classroom this year. The first theme was that of recycling and using up "trash" for other projects. The second was to learn about those who have made a difference in the world and to think about how we can make a difference in our school, community, families, and in the world. The butterfly this time came in the form of another book, entitled, I Never Saw Another Butterfly, a collection of poetry and artwork of children from the Terezin Concentration Camp in Czechoslovakia. One artist/teacher in particular, Friedl Dicker-Brandeis, helped the children learn to draw and express their feelings, and many of their work was saved after the war. Years later, the work was discovered and exhibited. It creates a story of young children who were taken away from their homes, their families, and everything they loved during the time of WWII and the Holocaust. Because of the background the children had in learning about those who had made a difference, we could reference some qualities of those who helped others, those who were cruel to others, and how it feels to be treated unjustly as well as with kindness. The children spent many months this year learning about such people as George Washington, Jackie Robinson, and Milton Hershey. They even read a book, as part of an author study, about Queen Esther, and I remember how shocked they were to discovered that in our history (a while after learning about the time in history of Jackie Robinson) there was yet another entire group of people who were treated unjustly. This was a great time to return to some of the lessons that took place with Wings of Epoh and I'm Here to discuss with the children how those who are different can become the target of teasing, exclusion, or unfairness, even in school. We talked about how they can be the ones who help make a difference, even for one person.

So now, I carefully thought about the words to use to explain the history linked to our new butterfly project, but, fortunately, I was able to call on one of my students to help share this story. Coincidentally, her dance school had used this story as the theme for their dance production, which was performed just a week or so before I was presenting it to the class. She was eager to explain the story and did so in a way that was perfect for this age group. Other children shared connections they had, such as information they had learned about the Holocaust or of family members who fought in WWII.

After some discussion, the children each received a poem from the book (carefully chosen for this age). They read it silently and then some of the children volunteered to share their poem and their thoughts about it. It was astonishing to hear their readings and to listen to their thoughts on these emotional poems - they seemed so grown up! Although I am sure they were not coming from the same place that an older child or adult with more knowledge of history, they were definitely touched by and connected to the children and their words.

What came next was their chance to connect to a project being created by the Holocaust Museum Houston, which has created The Butterfly Project. The web site says,

"1,500,000 innocent children perished in the Holocaust. In an effort to remember them, Holocaust Museum Houston is collecting 1.5 million handmade butterflies.
The butterflies will eventually comprise a breath-taking exhibition, currently scheduled for Spring 2013, for all to remember. The Museum has already collected an estimated 400,000 butterflies."

I asked the children to create a butterfly that represented the child who wrote the poem and the feelings they could connect to the poem. As it was the very end of the school year, we would use "leftover" materials to create the butterflies. These butterflies would be sent to the museum to become part of their display. One thing that was certain was that the children took great care in planning and creating their butterflies.

As this was our last week of school, I had lots of work to get finished and cleaning up to do. But, I found myself enjoying being an observer in this special moment. I had a group of young children who, for the most part, worked as a team to create these butterflies. And then there were a few who truly enjoyed finding a quiet corner to work alone - and that was great too! They didn't ask me for much help, but they helped each other. I put a huge pile of materials on the floor, and they sat with the materials and shared, gave suggestions, and commented on the good work of their peers. At one point there was a silence that I don't think I will ever hear again with a craft project during the last week of school - just children cutting, gluing, passing things around. Amazing! It wasn't so much about the theme of the holocaust or the power of the poetry as it was about a group of children who had spent a year learning to respect one another, to enjoy learning, to appreciate the value in cooperation, and who really did seem to understand they were part of something outside their classroom. It was a perfect butterfly symbol - a group of children who had transformed into an amazing learning team!

(If you would like to be a part of The Butterfly Project, the deadline is not until June 2012, so you actually can do this for two years. There are guidelines and lesson plans on the web site. You will have to use your judgment as to the appropriateness of the lessons for your age group - to me, they are quite powerful and emotional. I struggled all year as to how I would make this work, but it somehow came together, albeit at the last minute, in a way that was perfect for young children. Another interesting connection is that the author of The Wings of Epoh is herself a Holocaust survivor.)

The Second Grade Dictionary

2010-04-22T19:49:00.005-04:00

Sometimes second graders have their own language, and sometimes the create their own meaning for "grown up" topics. I am thinking of compiling a dictionary so everyone who is not involved with second graders is sure to understand this unique language. If you are involved in kindergarten, first, and perhaps third, you might already be proficient in "second."

Here are two entries I am considering:

Graduate School - "The school you have to go to before you are allowed to get married."

Opposed to - something you are required to do. Example: "Are we opposed to put away our math books when we are finished?"

Author's Showcasing Their Work

2010-04-03T14:54:00.000-04:00

Here is our second grade class's new Web site designed to showcase student writing and illustrations. Some are finished products and some are works in progress. Enjoy and share in the discussions...

It's Alive - Author Page

http://www.flickr.com/photos/24443965@N08/ / CC BY-NC-SA 2.0

C'mon Girls!

2010-02-23T22:28:00.003-05:00

I attended PETE&C 2010 this week in Hershey, PA. I learned, shared, collaborated, and enjoyed many thought-provoking discussions.

But what I am taking back as my biggest WOW moment is this: A colleague and I attended a concurrent session. We lingered after the session, finishing a task and discussing what we had learned, not noticing the next group coming in for the next session. But, as we got up to leave what I did notice is that the large room was now filled with just about guys - barely a girl in the room - not something I was used to seeing in the sessions I attend!! Jokingly, I said to my colleague, "This must be an IT-techy session coming next." Sure enough, as we looked at the display outside the room, it was some "network, safety, security, I-don't-get-it" session.

WOW! I teach second grade and I think gender equity is something that exists in our classrooms. I see a mix of abilities in all areas for both boys and girls, whether it is reading, math, technology. Our elementary school has many strong technology-savvy female teachers too. But, something isn't right when the "techy" room is filled with guys (sure there were some women in the room - maybe more came later - maybe they were still in line at the ladies room).

So what I am taking back is an eye on the girls. What are they talking about? What are they interested in? What are they doing in the computer lab that might look different from what the boys are doing? Are there differences? I don't know. But I am going to find out...

Media Festivals - Join the Discussion

2010-02-20T22:15:00.003-05:00

Many teachers and students have better access to digital media and the tools needed to create their own projects that are enhanced by digital media. A media festival is a way to showcase quality media projects and to celebrate the wonderful work being done in our classrooms.

Join the discussion at Pete&C 2010 - Birds of a Feather, 8:15-9:30, Monday, February 22, Magnolia A. Or join via CoverItLive from wherever you might be.

&amp;lt;a href="http://www.coveritlive.com/mobile.php/option=com_mobile/task=viewaltcast/altcast_code=e1198fe22d" &amp;gt;Showcasing Media Projects in Your District (PETE&amp;amp;C 2010 BoF)&amp;lt;/a&amp;gt;

Parties and Plans: Then and Now

2009-10-30T16:19:00.006-04:00

Here I am, at home, with my sick child. I had to leave school at noon to take care of my daughter after receiving a call from the nurse at her school telling me my daughter was sick.

When I was in 2nd grade, here are the directions that probably would have been left for my teacher's substitute had she left early that day:

Make sure everyone stays in his or her own desk.
Ask two students to give out the treats (If suggestions were given of "good students," I would have been listed of course!!)
Give out the Halloween worksheet. Students should complete it by themselves.
Sing Halloween song.
Have two students clean up the trash.
Have two students sweep the floor.
Have two students clap the erasers.
Have students pack up.

And here are some of the directions I left:

Here is how you log into the Mac. It is the same way as you log into a pc.....
Here is where you access the on/off to the projector (it's in a box).
Do you know how to orient the Smartboard (yes, good). If you have trouble, see the teacher next door.
Here is the link to the web site, etc. (provided directions to get to a Halloween spelling game to play on the Smartboard).
Here is a pile of books my student helpers and I collected in case you need them to read.
On the children's desks are science papers. They need to observe the toothpaste and water to see what it looks like after sitting overnight.
The children can have some independent reading time if there's time. They love that. Or, they can write in their journals. They were learning about "sound words" and alliteration by watching two short videos and creating a podcast yesterday so they might want to use those styles in their writing today.
Parents are coming at 1:30 to help the children dress. Some parents will stay in the classroom to help set up for the party (food and craft) and others will come on the parade around town.
I have partnered the children for the parade so they keep an eye on each other. I used the digital photo magnets of the children posted on the chalkboard to show you who the partners are.
Here is my cell phone number in case you have any questions.
Make sure to lock up the Mac and cord in the closet when you are finished.

Whew! No wonder we are tired at the end of the day - even if we aren't there!!!

Classroom Culture

2009-10-25T09:39:00.003-04:00

As all teachers know, every year you have a different group of children and a different feel to the classroom. There are different people, of course, in your environment, and that makes all the difference. You are teaching similar content, the classroom itself is somewhat the same, you probably have many of the same books, desks, learning materials, standards to achieve, and a similar schedule to adhere to. But, luckily, we get to do our job differently every year. That is one of the exciting things about teaching - even if you teach the same grade year after year.

As the "leader" of the group, a teacher does have some say (at least we try) in the development of the culture of the classroom. This year I have been observing some of the very interesting developments in the culture of my second grade classroom that I find fascinating because the children are creating some of this culture themselves by making the most of the structures that have been set up in this particular learning environment. Here are two examples:

A few weeks ago a child brought in a rock from home. During the busy morning as the children were arriving, the child showed me the rock. I commented on the rock as I was getting the day organized. He asked me if he should put it on the display table. I quickly said yes as I attended to the other children. After a few minutes (processing, processing), I stopped and thought, "Do we have a display table?" I then realized that on the first day of school a child brought in some things from her summer vacation. We put them on a metal stand that I use to store science materials. Without my paying much attention to it, the stand gradually became a display table for all kinds of interesting items the children wanted to share with the class: books, toys, rocks, shells, awards, Halloween decorations. Sometimes I don't know who put the items there - they just "appear" there. And that seems to satisfy the need of the children to share their things without having them become a distraction. And, the other children respect the items and leave them alone.

This is the first year our four Macbooks available at the very beginning of the year for the students to use in the classroom. The children are already becoming comfortable using the computers and will even ask for "my mac" when they have some work to do. But it still surprised me when I was talking with another teacher as the children came into the classroom after lunch and I heard the "ding" of the macs as they were being turned on. I found it surprising, and amusing, that the children were so comfortable with themselves as learners and tech. users that they would get right to work after lunch without waiting for me to give them any directions (I did actually have a math lesson planned by the way...). You have to remember, these are only second graders! They aren't fooling around - they want to get their work done. And this is THEIR work - not my assignment for them to complete.

With guidance and trust, modeling and support, even the youngest children will embrace learning and leading in their classroom. Keep an eye on them...they're fascinating. And they won't wait for you either!!

I Triple Dog Dare You - And Other Exciting Playground Rules

2009-08-21T17:22:00.001-04:00

Everyone knows that if you are "triple-dog dared" you just have to do it, right? We all know you can spray yourself or draw a force field to keep the "cooties" off too. When I was in elementary school, we had the "Naked Machine." If you stood on a certain vent and someone pushed a button, then you were naked, no questions asked, and it didn't matter that you still had all your clothes on either - you were naked. About 15 years later I was visiting my parents and walked through the school playground during recess, and, sure enough, someone was on that vent and the "Naked Machine" was still in operation!! I couldn't believe it. Are these really logical and sound rules and procedures for your playground? Of course not!

We do have lots of rules, though, to make play-time fun, safe, and fair for everyone. We help the children understand the rules and what to do if they are having trouble. We help the children when the problems are beyond what they can handle themselves. We work with the whole class and with individuals. We use stories and role playing to help the children understand empathy, fairness, cooperation, etc. So why is it, then, that year after year, we continue to address the same problems, sometimes problems that continue to pop back up throughout a school year? And sometimes the problems continue year after year throughout the grade levels.

During the July 2009 Constructing Modern Knowledge I was fortunate to be able to interact with educator Deborah Meier. She gave us some suggested resources ("Write this down," she would say...so I did.) One of the educators she spoke about was Vivian Gussin Paley, and she suggested we read her book You Can't Say You Can't Play. It took me about two days to read - it's a quick read.

You really have to read the book to appreciate the discussions and debates Paley and her kindergarteners and the children from grades 1-5 had regarding the rule "you can't say you can't play." They wondered--Is this a fair rule and would it work?

So, do you think this is a fair rule, and do you think this would work in your classroom or school? Would you like this rule applied to you, either as an adult or thinking of yourself as an elementary school student? Remember, that would mean that you couldn't tell anyone they couldn't play with you, and no one could tell you that you couldn't play with them (or anyone else).

If you think about it quickly, it sounds great - everybody gets to play. But then you have to consider all the "what ifs" that will certainly occur in a social arena. What if someone is mean to me? What if I only want to play with my best friend? What if the teams are too big? What if the boys only want to play with boys and the girls only with girls?

But also consider: What if one child is always excluded, day after day, year after year? What if there is always one child who decides who plays and who doesn't - one day you're "in" and the next day you're "out"? What if someone wants to play with your best friend and your best friend wants to play with someone else but doesn't want to hurt your feelings.

I'm not sure if this rule is fair or if it would work in my second grade classroom. I do know that for the last nine years of teaching, it is certain that there are problems that occur at recess and free play times because the children exclude some, create cliques (even at this young age), test their social powers, and still need help learning how to join in with a group. As Vivian Gussin Paley suggests, a public school is a public place. If you want to play exclusively with your close friends, you can arrange to connect outside of the school day. But school is not the place for exclusion.

What do you think...I'm still deciding...I wonder what my students think...I'm going to ask them...

http://www.flickr.com/photos/foundphotoslj/ / CC BY 2.0

Constructing Modern Knowledge 2009 - Show and Tell Is Not Just for Kindergarten

2009-07-20T20:27:00.005-04:00

If I told you that as a teacher you would have to plan and execute a one-week circus camp and at the end of the week your students would have to understand the science content and perform in their own one-hour circus you would think..., BUT...

...If I showed you the letters written in the style of “camper to family” explaining the science content and you viewed a video of the amazing circus performance that had been prepared in five days, then you would think??

If I told you to use an annual Alaskan dog sled race (Iditarod) to teach probability instead of the usual math p. 103, you would think..., BUT...

...If I showed you my notes with the dialogue of the children’s discussions about who is most likely to win the race with their detailed theories why and then also showed you the links to social studies (including geography, current events, history, economics), science, art, music, graphing, languages arts, etc., then you would think??

Out of Constructing Modern Knowledge I came away with a number of things to think about. Two of them - good PR and documenting learning, to me, seem to go together.

Have you ever been to the Apple Store? It’s a great place to play. It’s a great place to watch good marketing too. There’s lots of good showin’ and tellin’ (and buyin’) taking place! And the showing part is a very important part of the process.

Sylvia Martinez of GenYES shared a clip of a student teaching others in his school how to use GarageBand to create podcasts. He was actually inspired by his trip to the Apple Store in New York. He wanted to be like those he saw in the store showing others how to use the tools, how to get excited about learning and digital media!

Schools can do that too! Many of the schools already have the equipment: the cameras, video recorders, computers, software, web 2.0 tools, the know-how (and if you don't, ask your students!!) We need two more things. We need to know that it really is OK to show off the great things that are happening in our schools - the great things that the staff is doing and the great things the students are doing. And we need to make that part of our job description and the culture of our communities.

Deborah Meier expressed it well when she said that schools do a terrible job of marketing ourselves as we compete with the toy markets, electronic markets, sports market, food market, for the attention of our children. We need to do a better job of "Show and Tell." And by the way, didn't we invent the game in the first place!!

We need to counter the bad press that drags down morale. Do you want your own children to go to an ordinary or worse school or an award-winning (perhaps), unbelievably exciting and engaging special learning environment? Here is where the craft of documenting comes in. Of course, we don't want to engage in deceptive advertising or seem like we are enticing children or families to "buy" a poor product. We don't want to hand children a script and tell them to say what we want others to hear either. We want to tell the truth - so make it the truth! We want children to do what they are going to do anyway and say what they are going to say, just make sure we, or they, document it. When it REALLY isn't good, that's when we have a problem.

Lella Gandini spoke of the early childhood schools of Reggio Emilia and how their approach to teaching has influenced education across the world, including in the United States. One of the important practices of educators in Reggio Emilia schools is to document learning, for example, with writings and photographs and with the children's own work. She commented that one of the reasons that the Reggio Emilia approach to education has been successful is because the schools have been so dedicated to the process of documenting the learning that takes place in their schools. The documentation tells the stories of the successes and stands as proof of learning. Their documentation is certainly different than a list of test scores, I would say. The documentation is not taken for the purpose of "good PR" but does the job nevertheless. Learning to observe and collect quality documentation is a skill that is crucial to the learning process but that can also serve to "show off" our schools.

So, upon reflection, Constructing Modern Knowledge was about many things. But, I have to say there was a lot of "Show and Tell" taking place throughout the week. Lots of great educators showing us how to do things, lots of participants showing what we learned. Lots of great educators telling us some amazing, engaging, thought-provoking stories and asking some questions that don't necessarily have answers but will require us to continue the " showing and telling" with our colleagues back home.

Pass it on...We're doing Show and Tell next year...all grades, all ages...

Constructing Modern Knowlege 2009 - Project Sharing

2009-07-19T14:21:00.007-04:00

Since I haven't yet finished blog post #1 about Constructing Modern Knowledge (CMK), I have skipped to blog post #2, which I suppose has thus become blog post #1, making the original blog post #1 now blog post #2--as soon as I finish it.

As we know, sharing a finished product is a great way to celebrate the hard work of learners. At the end of our week in New Hampshire, I was able to see the unbelievable efforts of my new CMK friends. Here is a fun project I worked on with two colleagues during the week. We wanted to show what today's teachers are doing, creating, caring about. With the help of programs and equipment, such as Scratch, Animation-ish, PicoCrickets, and Flipcameras, CMK participants created amazing projects, and we were able capture some of them using iMovie '09 to show what teachers are doing - and to encourage you to join in the fun! (It is draft-ish because of time constraints, but we are proud of our hard work and accomplishments nevertheless!)

What will you be doing in your classroom in the 2009-2010 school year? How will you show off your great efforts and those of your students?

Outside the NECC Walls

2009-07-06T22:39:00.006-04:00

So, after all my reflections on NECC, I have to say that my favorite part was the people-watching. During the keynotes, sessions, the volunteers, outside the conventions center, at the receptions, the vendors--there was so much going on! And surrounding the many aspects of this conference, a city was bustling with workers, vacationers, families, etc.

I think I saw it suggested somewhere - that we have a "conference without walls." And we are definitely at a time when all of our sessions do not have to take place in rooms in the same building. We can be "out and about" the cities where we are having the conference doing some great hands-on learning and discussions.

One of my favorite parts of my NECC-plus-vacation was the Fourth of July parade. Instead of watching the parade, I found myself watching the spectators. With the countless phone, photo, and video gadgets, the people--children, adults, seniors--were involved in the parade in more ways than just as viewers. There were flags being waved, but more often than flags, I saw cameras and cell phones flying high above the crowds trying to get a great photo. Here's where our learners are. Here's where our educators should be. Here's where the collaboration, sharing, and learning by doing are taking place. They've got the tools and we can facilitate the learning - taking it to the next level - outside where things are happening...

BubbleShare: Share photos - Easy Photo Sharing

Live Meme Tagging

2009-03-12T06:55:00.006-04:00

I am the worst at participating in a meme online. I start my thoughts and don't finish. Aside from that, I find the process very interesting - that people post their thoughts about themselves and share and then, that people comment. The comments are mostly supportive, funny, and interesting themselves.

Recently, I decided to give a writing prompt pulled directly from the world of social networking. They wrote their prompts in their journals - a place where they mostly have free choice about what to write. The prompt: The Top Ten Most Important Things You Should Know About Me. A good topic to learn more about your classmates.

These little guys really took this task seriously. They covered their papers for privacy. Most children spent a good 1/2 hour in thought and writing. Even students who struggle with writing were "into" this assignment. And then they lined up to show me what they wrote - where did that come from??

And, when I began reading their entries, I was amazed. I learned so many new things about them, and I learned that they are really funny, interesting, diverse, and thoughtful people. I also learned a lot about them as writers.

Now, I am thinking, just like with a blog or Facebook meme, perhaps we will tag a few classes to complete this task. It doesn't have to take that long, and I would love to see what another class could do with it. I would love to see children tag their parents too :)

One of my favorite top ten entries is from a student for whom writing is not really a preferred activity...

#5 I like to move it, move it! (Think of the song - was in Madagascar)

PETE&C - Scratch Session

2009-02-09T14:39:00.003-05:00

A Ball of Clay and a Bit 'O Google Earth

2009-01-01T22:37:00.003-05:00

Erasertown USA - that is what happens when you have primary-level children sit at their desks for an extended period of time and listen to you teach. They do "creative" things like create little towns in their desks, with the erasers as the people! (Hence the name of this blog!) So, we have groups of children who need to move, collaborate, create, etc. That sounds good, for the most part. Although it can be exhausting to a teacher!

But, recently I have been thinking about the idea of continous partial attention, a phrase coined by Linda Stone. It is not a new idea, but one that I have heard being used more often in recent months. It is meant to explain something similar to multitasking - where people are doing more than one thing at the same time to be efficient. With continuous partial attention, however, one is always on high-alert, bouncing from one activity to the next with a sort-of urgent need be involved in everything that is going on at once. I will be the first to admit that I am guilty of this at times.

Some classrooms have a strong energy--but it can be an unsettled feeling that is not a creative, collaborate, hands-on energy. Some groups work very well together and thrive when they are given hands-on, collaborate projects, but they often crumble when they need to sit, even to listen to a story. Just recently, as I was reflecting on this idea, and I began to think that I don't just need to give children hands-on projects, I also need to give them practice "being calm." They need to know what that feels like. And I do think they need to practice.

Somewhere in my Internet browsing at one point (YouTube perhaps - now can't find it), I came across a college professor who actually did require all students to put away all electronic and other devices, including computers. If I remember correctly, one person took notes and shared with the class. He was trying to re-teach them how to focus on one task - listening to him only.

For me it started with a ball of clay. Each year my students learn about famous American symbols, and as part of unit, they each sculpt one of the symbols (Liberty Bell, Statue of Liberty, Capitol, etc.) out of non-hardening clay. It is a large chunk of clay, and it takes some time to soften and mold. Once, before I had even given out the last balls of clay, some children were jumping out of their desks, "claiming" to be finished. "Impossible!" I exclaimed as I found a great place for some learning. And that is where my lessons began. I showed them how to take their time, that it was OK to relax, to work the clay, to think about their work, to smash it and start over if they weren't happy with it, etc. And I think they slowly got the idea, but they really did need the lesson.

Another opportunity arose once time when I began teaching the class how to use Google Earth and how to create placemarks for famous American landmarks.. There was again a feeling that it was a race to the end. Again, I slowed them down, showed them all the wonderful "sightseeing" that was available to them, and praised them for their exploring. They began to enjoy the moment, the task, and working with their partner on what they were doing, not racing to whatever came next. And I was content with the fact that they didn't all get finished the task.

So, lesson for the students - enjoy the process of learning. Lesson for me - remind yourself to remind the students to enjoy the process of learning! Find those moments when you can allow the children to practice being calm, even in our fast-pace, ever exciting learning environments.

Hands on Science Meets a Great Final Presentation

2008-11-14T14:04:00.003-05:00

Not only do second graders learn sorting and classifying, they can now document their learning with an Animoto video!

Create your own video slideshow at animoto.com.

I Never Doubted Them (Much)

2008-11-05T21:42:00.007-05:00

So the EraserTowners are wiggly, chatty, silly, and goofy. They are seven- and eight-year-olds after all. So why would a teacher (me) sign them up to stand in front of a camera to be seen by five other classrooms across Pennsylvania?

Well, there were a few reasons. First, it was to participate in a videoconference with MAGPI entitled Famous Americans - a guessing game activity where each school gave clues about three different people and the other schools had to guess who they were. (see here for photos, etc.). My class has been researching "famous Americans" and learning about being good citizens four a few years now. We do it in the fall, and it is a difficult project for the beginning of second grade. But, I have learned that the benefits are well worth the effort it takes. And, the children truly immerse themselves in their work and take ownership of their learning. It is a guided research project, so I am helping them every step of the way. This is hard work for me, of course, but I am building skills that the children will need through the year and in years to come. So, to give the children a chance to share information they are gathering anyway with other children their age in a fun guessing game activity was the first reason to sign up for the videoconference.

The second reason was because these children love to work collaboratively. They love to move around, plan, and create things. For this videoconference, the children would not only be listening to other people presenting, they, too, would be the presenters. That is quite a job for young children! But since the other classes joining us would be second and third grade classes, I rationalized that we would all be working at the same level so "what could go wrong" in my class?

I also believe strongly in giving young children the chance to see how technology can be used and to be a part of the tech-side of the projects. I model how to set things up, explain the problems, and ask for their help when appropriate. I explain to them the possible snags in our plan and ask them to help me prepare for Plan B and even Plan C if necessary.

After all the preparation and the discussion of proper behavior when participating in this type of event, we did have a moment of "bunny ears" during the set-up. I did get very nervous that we would (they would) fall apart in front of all the other schools. But, as I had originally expected, they worked so well together and pulled it off fantastically. Even though, because of technical difficulties, we could not see the other schools as they presented, my students worked hard, took notes together, pretty much sat still for over an hour, and presented like professionals. We also learned some great videoconferencing tips that we can share with our school.

Oh, and there was some curriculum-type learning that went on as well! Oops, almost forgot about that!

That's Sooo 20th Century!

2008-08-11T13:56:00.005-04:00

Our young students are ready and eager to learn and use the skills that have been recognized as crucial skills for the 21st Century, including problem solving, creativity, collaboration, as well as the development of their technology skills. I have found that if you have high expectations and give young children a chance to take on a challenge, they will step up to the task. Of course, they need adult support, review, repetition, and a learning environment where they feel comfortable taking risks.

While I continue to be amazed at the fantastic projects my second graders can tackle, I have also noticed that there are some basic skills, both academic and life, that cannot be ignored as we zoom through our days. They are skills that have been around for quite a while, and I don't think they will be going away soon. So, while we are teaching our young children the new 21st Century Skills, let's not forget to check on some other areas. Here are three:

1. Shoe-tying 101: Every year in second grade there's maybe two or so children who still need to learn to tie shoes. But some classes can have as many as eight or nine! As a second grade teacher, my policy is, "I don't tie second grade shoes," and I make sure they find a friend to help them. (I do it in a kind way.) I try to give deadlines (by Halloween, for example), encourage the children to support one another, and celebrate as they reach their goal (I have a certificate). It is very exciting to see the children's pride as they show me what they can do, but they really need to have this skill mastered before they come to second grade. Unless there is a child with special needs, they should be able to master this task before second grade, but they are going to need to practice at home, so I think I am going to make shoe tying part of my Back-to-School Night conversation with parents this year. It is a MUST that children become independent in terms of taking care of themselves and their basic needs, and part of that is being able to tie shoes. A funny story is that one time I told a little boy he needed to learn how to tie his shoes so when he was a daddy he could teach his children to tie their shoes. His reply, "No, I don't. I will get them velcro shoes." Smarty-pants!! (Click here for an interesting shoe tying discussion.)

2. Snacking vs. Grazing: We have snack time in our classroom. The children are encouraged to bring in healthy snacks, and we discuss what is healthy and what is not healthy. I am very impressed by many of the snacks I see the children eating, such as fruit, cut-up vegetables, cheese. Of course, not everyone chooses healthy snacks, and some children will bring in MANY snacks (a buffet perhaps). I have noticed over the last two years that the children have taken to bringing in snacks and storing them in their desks. They take them out at snack time (we eat while working) but then snack time seems to continue for the rest of the day. That turns a snack time into "grazing" - simply munching at will. Since I am working with the children all day, I feel that I must catch behaviors before they become bad habits. I have had to set limits with eating and explain why it is not good to eat snacks all day, even if they are available. I try to find ways to include the topic of healthy eating in our math, science, and social studies discussions. My favorite thing to do is to show the children (and adults if they are in the room) during a math lesson what a serving of ice cream is. (It is 1/2 cup if you are wondering.) It is a shocking demonstration!!

3. Clean Up Your Mess: Oh, yes. Whatever century it is, if you make a mess, you clean it up. If you see a mess, you can help clean it up. And taking ownership of your classroom is just as important as math, reading, and technology skills. This lesson does need to be taught to most of my second graders. But, those little ones just LOVE cleaning. Give them a baby wipe and they are good to go!!

If you really think about it, these basics skills are really tied into the important 21st Century Skills that are everywhere these days (It is responsibility, collaboration, problem solving.) We cannot skip over these essential learning moments, even if they are "old news."

If You Can't Beat 'Em, Join 'Em

2008-07-27T09:06:00.004-04:00

EraserTown USA (the eraser cities my second graders built in their desks - see first blog post below) continued to thrive during the 08-09 school year. But I have been known to have my own imagination. My parents will tell you that I lied quite a bit as a child, but it was truly my creative side being expressed. I decided to use my "storytelling" abilities to motivate reluctant a reluctant writer. And, I decided to join the EraserTown game. One late afternoon, I decided to transform into the "Writing Fairy." The Writing Fairy came to a student's EraserTown and took the whole town away - erasers and all. The fairy also left a detailed note saying that she captured the town and would return the town once the a writing piece was complete. The next morning, there was quite a buzz in the classroom. Of course, I didn't know what they were talking about - I had never heard of a Writing Fairy!! But what I do know is that the student got to the writing right away! She actually wrote a very amusing story - not exactly what it was supposed to be, but it was finished. And, instead of my feeling frustrated, I was able to have some fun while sparking some motivation. Much better on the nerves!

Storytelling is creative and a great way to engage children. And it can be great fun for teachers. If you've ever listened to Sir Ken Robinson or read his publications, you have heard him say that as children progress through their school years, their creativity diminishes. So we in the primary grades are somewhat fortunate to have the most creative children with which to work! We can learn from them and appreciate what we have. Creativity, as a 21st century skill, is something that the children, as well as we adults, need to be successful. And, I think it is the "fun-ness factor" that can make our classrooms a great place for the children AND the adults to spend their days.

Give it a try. Tell a story (It really isn't lying, no matter what my parents say!!)

EraserTown USA

2008-07-09T03:00:00.001-04:00

Welcome to EraserTown USA - The New Primary Classroom Blog! Here is a place to discuss and share the many ways to promote creativity in the primary classroom--whether it is by using technology in a developmentally appropriate way, designing long-term projects as a way of integrating the curriculum, integrating the arts into other subject areas, or any other way your imagination allows.

If you teach in a primary-level classroom, you might have experienced the EraserTown phenomenon yourself. Now that it is summer, EraserTown is funny--not so much when you are trying to teach a math lesson. Let me explain...

My second graders have desks. They sometimes sit at their desks. I sometimes try to teach a lesson while they are at their desks. They don't like that. So, they find ways of amusing themselves while I am "doing my thing." Sometimes the children will read a book, sometimes they chat, sometimes they gaze out the window, sometimes they go ahead in their math workbook. I have taken to observing this behavior and following up on what is really happening and not just correcting the children who seem to be not paying attention to the lesson. Often times, they know exactly what is going on with the lesson. Good for them, they are learning to multitask!? And at such a young age!! This year's class was exceptionally creative. There were a handful of children who collected small erasers. During desk lessons, they constructed (yes, constructed) small towns in their desks with whatever they could find, and the erasers were the people of the town. The sides of the desks had signs and pictures (via PostIt notes). They had little plastic containers (from the cafeteria) with everything from pencil shavings to small plastic bears. At the end of the day, while the children waited for their busses, the towns were still bustling with activity. While EraserTown does not match our district standards, you have to admit, it is quite clever! And as many times as I de-constructed the towns, those little builders kept building.

Luckily for me, I had many other ways of amusing my students that were academically sound as well as creative, motivating, and cooperative in nature. Even though I work with young children, I have found that they can do very "grown up" things. We were fortunate this year to have the technology tools available in our classroom to engage these creative learners in projects and lessons that would meet their needs, although not all of our projects required the use of technology. Here are some things they were able to do this year:

Learn how to set up and use a SmartBoard

Use MacBooks and software - right in the classroom - HOORAY

Troubleshoot when there were problems with technology equipment (imagine 25 troubleshooters talking at once - something I had to fix)

Use digital cameras for classroom projects and act as the "press" at school events (photos were used on our school's Web site)

Write, direct, produce videos--one was even featured on our district's cable channel, and we even managed a mini film festival at the end of the year

Write their own science textbooks

Participate in webinar and videoconference events - they love the back channel (chat) feature during webinars

Put together a circus in one week - performed for other students, staff, and family members

The biggest surprise for me this year was when I came back from a technology meeting with what I thought was a funny story for my class. Some of the adults at the meeting thought that second graders would not be able to use a SmartBoard. I chuckled to myself knowing that my students were not only using the SmartBoard, but they were also orienting it (a prized job) and troubleshooting (correctly) when it wasn't working. I told my class what the adults said thinking they would laugh (ha-ha they think we can't use it). Instead, my students responded with words like, "That is insulting." "That was mean." "Why do they think we are dumb?" When given the responsibility, they really do take it seriously and do their job well AND they learn some very valuable skills at a young age.

During the summer months I reflect on the past years of teaching and I make plans for how I want the next year to look. I fear that if I don't respond to the EraserTown phenomenon directly, I will be missing the chance to harness that wonderful creativity for learning and growing. And, now that I have some valuable technology available right in the classroom and know how these young children shine when they are given the chance to use these tools, I know that I will continue to develop projects that include such things as making movies, participating in interactive video conferences, and learning outside the classroom and away from those desks!

Now that I think about it, maybe we could have created EraserTown - The Movie!! Oh well, you never know what next year will bring.