Who Will Be in My Classroom?

I believe with all my heart that my classroom, no matter what the grade, will be comprised of students from a variety of cultural, racial, religious, and economic backgrounds.  My classroom will also be filled with all types of learners - - those who learn by hearing, those who learn by seeing, those who learn by doing, those who have learning challenges, and those who are gifted.   More important to me than the demographic and academic groupings of my students, however, is my unwavering belief that every child in my class possesses the potential to learn (academic), to grow (in his/her communication and interaction with others), and to take ownership (of his/her role as a member of  the classroom community).    

I have a simple philosophy that will guide my teaching and that will be ever-present in my classroom through my actions, my words, and my bulletin boards, illustrated as follows:

"IF YOU CAN IMAGINE IT YOU CAN ACHIEVE IT"

In order to help my students imagine success I must get to know them and their learning needs.  Observation (i.e., keeping my eyes open) as students work on various projects is key.  I need to be on the lookout for any patterns.....for example, does a student always read by holding books very close to the face, etc.  Most kids want to be viewed as just like their peers, so I must not only be vigilent in my observations but also discrete in my conversations with students about what may (or may not) be the problem. 

As a general education teacher, once I even remotely suspect a learning challenge, etc. for any of my students I need to reach out to colleagues and my school administrators (following the appropriate protocol) to come up with interventions, resources, etc. for the student.  I am an advocate for each of my students and their needs will be as different as their personalities.  Beyond this, I will need to reach out to parents through parent-teacher meetings, phone calls, etc. (as appropriate) to communicate the facts about what I may be seeing in the classroom and see if they are seeing the same thing at home.  Most children, particularly those with learning challenges, will want to "blend in" with their peer group; consequently, they may not speak up about what they need, etc.  This makes the parent-teacher and parent-school partnership all the more important.

To some, all of this would seem like too much work.  To me, however, it is my privilege to work with each and every child in my classroom.  I want them to dream, and dream big.  I want them to explore the things around them that interest them and intrigue them.  And I want to transform learning challenges into learning opportunities and, yes, learning adventures. 

So who will be in my classroom?  A diverse group of unique individuals, each of whom possess the potential to succeed.  My role is to facilitate their growth and give them the tools to become contributing members of their communities.  Some will be bound for college, some will pursue vocational careers, some will go into business or law or the medical field, and others will do many different jobs.  But what's most important to me is that my students have hopes and dreams about the future.  Because if they can imagine it, they can achieve it.   



"All I Have to do is Follow"

Dr. Rife, the head of the Education department here at Dallas Christian College (DCC), visited our class this morning to give the devotion.  In the midst of retelling a story about how he, at nearly 17 years of age, fully committed himself to go where God would lead him he broke out into song.  The song he sang was a tune he'd learned much earlier as a Christian youth, a song that emphasizes that everything we need for tomorrow we have......all we have to do is follow (God).  

As we, the members of the DCC ACCESS class of 2011, strive to become the teachers God wants us to be, are we fully open to go where God leads us or do we have some predetermined notion of where we will go, what we will teach, and whom we will teach?  A powerful question but one that I can answer with a simple statement,  made from my heart, as follows:

   "I am a pencil in God's hand, to be used by Him to touch the lives of those I am privileged to teach, whoever they are, wherever they may be.  My calling is strong and while I feel a special "pull" toward kindergarten and lower elementary I love ALL children, particularly those who may not love themselves, who may not believe they can succeed and who may not have a support system at home.  I have been on a course, since age 6, that only God could have charted.  He is my Captain, He is my Rock, and I am His pencil." 

I Am But a Pencil in the Hands of God

I remember early on, as a child, sensing that I had a purpose but not exactly understanding what it was or even that my purpose was related to a calling.  After all, I was only 6 yrs. old at the time I began articulating my "sense of purpose" to my mother.  As I got a couple years older and had more elementary schooling under my belt (at Leffingwell Christian School to be exact) I began reading the Bible on my own and attending an informal Bible study at my school.  I felt so at home in the Scripture.....not that I understood it all but, rather, I felt a connection and great comfort as I held, read, and studied the Bible.  And I began talking about what I was reading and feeling, both at school and at home.  I was, at this point in my spiritual journey, a little pencil that needed much sharpening.

At the ripe old age of 11 I found myself, literally, in the presence of God.  My family and I were in a horrific car accident......a drunk driver ran a red light and hit us on the passenger side.  My mother and I, she in the passenger side in the front and me in the passenger side in the back, took the brunt of the impact and suffered life-threatening injuries.  Our car rolled and landed upside down.  An off-duty policeman who'd seen the accident rushed to help and pulled my unconscious, lifeless body out of the car.  My lung had collapsed, my ribs had been broken and I wasn't breathing.  He initiated CPR and I was rushed to the hospital.  I was "in a coma" per the doctors for 2 days and the outlook was "guarded."  Well, let me tell you that while my body may have been asleep my soul was more awake than it had ever been.  I saw the brightest light.....and not like any light that I'd ever seen or have ever seen since.  It was an awesome, comforting, majestic light that welcomed me in.  I sensed that I was seeing a glimpse of heaven, and as I tried to take it all in I sensed that I was in God's presence.  And I heard a voice saying, "It's not your time, I have more for you to do."  I struggled with these words over the two days I was in God's presence, wanting so badly just be home with God but knowing that it was not my time.  And all the while I was aware of what was going on in the hospital room where my body lay.  My school principal, praying for me, my half-sister and my brother who were crying, and the many doctors and nurses going through the motions of caring for my little battered body.   And so, it was during this "physical coma" that God was preparing my soul to be more than just a little pencil in His hand.....He was preparing me to become a well-used, well-worn pencil for Him.  God, in his infinite wisdom, gave me the time I needed with Him to become ready to come back to my earthly family as a larger, more substantial pencil.  When I emerged from the physical coma I remember all the commotion in the room and all the "thank you, doctor" comments that I heard.  But I thanked God.

That incident marked the defining moment of my Christianity.  While I didn't know what exactly God had in mind for me (which turned out to be many different acts of service to prepare me for my ultimate calling to teach), I did know that I had purpose, that God was real and that I needed to grow in my faith and keep my heart open to what He had in store.

Suffice it to say that the tapestry of my life, to this point, has been full of celebration, challenge, opportunity, adversity, laughter, tears, and most of all, service.  God has called me throughout my life to serve in different ways:  as a "little missionary" in my home and school beginning at age 11; as an academic mentor to classmates beginning in 4th grade; as a dietary aide in the hot, steamy kitchen of Marlinda Nursing Home in CA as part of my first real (paid) job at the age of 13; as a soldier in the United States Army; as a summer camp counselor and tireless volunteer for MDA over the last 10+ years; as a member of the hand bell choir in my church; as a finance/accounting professional in industry; and most recently as a manager, mentor, and role model to a department of 20 over the last 5 years at First Southwest Company in Dallas, TX.

The common thread throughout all experiences has been my role as a leader and teacher.  Getting to know those you lead, understanding what motivates them collectively and as individuals, developing performance and training standards designed to challenge and grow them, implementing accountability for all (including me), and always striving to do better - - this is what makes me a leader, a teacher, and a well-seasoned pencil in God's hand.

The Assessment Tree

Think back to your days as a student and all the tests & quizzes you took in grades K-12.  How many were there, hundreds?  Whatever became of them?  Most likely, as with much of the rest of the "paper trail"  woven together by teachers and administrators over the years to fashion your scholastic cloak, they ultimately ended up as fertilizer in a landfill.     

Now imagine, instead, taking all of that paper and creating an image, an art form, or some other tangible representation of your journey and growth as a student.  What would you create? And how would your creation tell of your journey to others, without one word of explanation?

Today in our classroom we were treated to one student's creation - - a majestic, mature tree formed from a seemingly endless array of tests & quizzes braided, knotted, and otherwise fastened together.  The trunk, wide and hearty, was comprised of tightly braided and knotted test & quizzes.  As I studied the trunk, I immediately forged an analogy to what I know I felt as a student just beginning my academic career: tangled confusion about how everything I was being taught fit together, stress and apprehension about what I was supposed to know for exams, and concern about whether or not my work would really be seen in a class of so many students.  Would the teacher really see me?

As I continued my study of the tree in our classroom today I couldn't help but notice the tree's many, many branches.  The branches extended in many different directions and were quite long, signifying (to me) the depth and breadth of knowledge acquired by the student in many subject areas over the entire educational period.  And I noticed something else, too.  The branches, as they extended out, were braided / fastened together in a more relaxed manner the further out (away from the trunk) they got.  I interpreted this as a means of expressing that, over time and with much attention and care, the student grew not just in knowledge but also in ability to link that knowledge to something relevant that would sustain the student's growth.

Finally, as I studied the tree I noticed leaves dangling here and there from the branches.  I thought of that as a means of expressing new growth spurred by the student as a result of various academic experiences.  As I looked at the tree in its entirety, I could see what had apparently started as a vulnerable, immature tree had blossomed over many years and many, many lessons into a confident, mature tree that would withstand many a storm.  And, as a future teacher, I smiled to myself because that's exactly what I want for all my students.

  

Read, Write and Talk: A Powerful Way to Engage ALL Students!

I remember as a student the dreaded end-of-chapter questions that my teachers would assign either in class or as homework to assess content comprehension.  Sure, I did them but the content never really "came alive" for me or my classmates.  We NEVER "connected" to what we'd read and so answering the questions became a rote task performed ONLY to get a grade.

As I watched the video today illustrating Read,Write and Talk I was sooooo excited and filled with implementation ideas for my classroom that I wanted to shout.  Too many adults (teachers and parents alike) underestimate what children are capable of with respect to processing information, verbalizing opinions and questions, and producing well-thought out written summaries.  And so, rather than providing children with "developmentally appropriate" informational text that will stimulate, educate, and challenge them, some teachers and parents provide materials that fail to engage them.

Read, Write and Talk consists of (1) setting the stage via engaging the kids, (2) modeling, (3) guided practice, (4) independent practice, and (5) whole group share.  Teachers can set the stage and engage students by presenting text on a topic generally of interest to their grade level.  Additionally, it's important that students be sitting in close proximity to each other and the teacher (preferably in  circle) so they can "turn & talk." 

After the teacher has gotten the students' attention, the teacher begins writing down his/her thoughts on the text thereby modeling what the students will be doing.  It's important that the teacher explain thoughts verbally while writing them down in or around the margins of the text.  Teachers also need to allow students to express their thoughts verbally during the modeling process.

In guided practice, the teacher begins to work with students on helping them write their thoughts on the text that the teacher is modeling from.  For independent practice, it's important to have a choice of texts for the students to choose from - - students are more engaged when they are interested in a topic.

"Turn and talk" is utilized throughout the guided and independent practice so students can share ideas and expand their own thinking.  Teachers should keep students close so that their comments can be heard and, if necessary, used for identifying students who may need re-teach, etc.

Fun Ways to Engage Kindergarten Students in Word Study

As evidenced in the video Word Study, there are many ways we as teachers can make word study fun and engaging for all students.  At the kindergarten level, it's important to structure lessons that incorporate all 3 learning domains (cognitive, affective, and psychomotor) to address the different learning styles of students.  Some children are cognitive learners, others become engaged by being able to share things of interest to them, and still others learn by connecting concepts with an activity. 

Two effective teaching methods for teaching kindergartners about letter sounds and words are (1) reading a big book such as Jolly Olly in which students get to guess new words as letters are dropped from current words and (2) using a student name chart in which students construct their first and last names and then share observations about their name with the group.  Both of these methods can be used during guided and independent practice depending on the needs of the students.

Numerous other instructional methods exist for teaching phonemic awareness, etc. to kindergartners.  The key is to use a multi-modal approach that stimulates and engages all students.  At this age level, students want to learn and show teachers what they know.  All that they need is a safe, non-threatening environment in which to participate.  

A Thank You Note to Mrs. Duffee, My 7th Grade English Teacher

Mrs. Duffee,

     The words "thank you" hardly seem enough for me to convey how powerfully you, and your prayers for me, impacted my life.  You took me under your wing and made me believe that I could be anything.  As a role model and mentor, your words and actions both inside and outside of class "modeled" for me what it meant to be a woman of faith.

      As we talked and prayed together, I felt myself inspired to do better, to be better, and to set a better example for my peers and my family.  And, we had fun as well going to the drama dinner theatre.

      Thanks for being not just my teacher but also a positive Christian mentor and role model.

New Insight on Challenges of Educating Autistic Students

Before today I was unaware of the digestive and other medical issues that students with autism face as well as how those issues affect our ability as teachers to successfully educate them.  I think that, like many people, I'd thought only about autism as a neurological disease.  Today's lecture by Panda about the medical challenges faced by autistic students followed by her overview of treatments available to combat some of those medical challenges (which often exasberate the effects of the disease) left me feeling empowered as a future educator.  

As teachers, we must be prepared to provide a climate of learning for every student entering our classroom.   Although we will be working with a multidisciplinary team from our school for ensuring the highest quality education in the Least Restrictive Environment for our special education students,  we must still take it upon ourselves to "self-educate" where we can. 

My Calling to Serve Some Real Heroes - Jerry's Kids

As a child, what I remember most about Labor Day weekend is watching the Jerry Lewis Muscular Dystrophy Association (MDA) Telethon.   While I enjoyed watching the entertainment segments, what I was most drawn to were the segments on fundraising (particularly by the firefighters and Harley Davidson riders) and the footage of the kids at their annual summer camp.  Inexplicably (at the time), the more I watched each year the more I felt that one day I would somehow be actively involved in helping those kids.  Little did I know at the time how blessed I would become from working with Jerry's kids.

It was over 10 years ago when I first took action to put what I felt called to do into practice.  I was living in Kansas City, KS at the time and I remember, vividly, my very first phone call to the local MDA office.  To put it mildly, I was so darn excited that I "jumped in with both feet" and did everything from fundraising to volunteering at the MDA summer camp as a camp counselor to working the phones at the local MDA Labor Day Telethon.  I was hooked.

To this day I continue to be an active MDA volunteer.  Last year I was both a camp counselor to a camper and a cabin coordinator (responsible for the mentoring of three first-year counselors and the care they gave to their campers).  Until you care for a child with a neuromuscular disease one-on-one, day-in and day-out, you cannot possibly understand their incredible spirit, courage, and zest for life.  

The most humbling experience, thus far, came for me one night at summer camp last year as I was tucking my camper into bed.  Every night we had a routine of me asking him "what do you want to be?" and he would say something like "a cupcake", etc.  So, I would describe him as a cupcake with all the chocolate layers, frosting, etc. - - the whole time I'd be working the covers up from his feet to his head and making all sorts of crazy noises.  On the night he actually wanted to be a cupcake, when I got done, after he finished laughing, he asked me to lean over close to his face (because he couldn't roll over to look at me).  And then he whispered to me "I wish you'd been my counselor last year....I trust you to take care of me."  

In that moment, I felt so honored that he, a true hero and fighter, would entrust himself to my care.  And I felt so humbled that he'd given back to me the importance of ending each day by spending time with those closest to us, doing simple, even silly little things.  For what greater gift is there than those we care for who can laugh (or cry) with us?

What Every Texas Educator Should Know About Identifying & Educating Exceptional Students

As teachers, we come to class each day equipped with the tools we need to reach and teach most (roughly 85%) of our student population.  Two of the most trusted and well-worn tools in our "teacher's bag" would have to be (1) the curriculum we follow and (2) our TEKS-specific lesson plans (constructed using the Madeline Hunter model, of course).  And so it is, armed with these two tools (and much prayer, patience, and modeling) we reach and teach the majority of our students. 

What happens, then, to the rest of our students?  You know, the group of kids often labeled (and taunted) by their peers (and perhaps even their own families) as "slow" or "learning disabled."  For those of us in education, we refer to this diverse group as "exceptional."  What must we, as Texas educators, do to ensure that our exceptional students are both properly identified and educated to their fullest potential? 

Child Find is a system for identifying and tracking our exceptional students.  The referral for assessment can be made by a parent, teacher, pyhsician, family member or another concerned adult.  As teachers, we must begin to assess student capabilities in the content areas on the very first day of school.  Record-keeping is critical in demonstrating to parents and education administrators that a particular student may need additional services.  Consequently, we as teachers should keep all student work, test papers, and anectodal records to support our recommendation for referral / assessment.  Once a recommendation is made, a team of school personnel meet with the student's parents or legal guardian to discuss teacher records of student performance, explain rights and procedures, and obtain parental consent for the assesssment.  If it is determined that the student qualifies for additional services, and Individual Education Plan is developed and implemented in the appropriate content areas.  

Is there a first course-of-action for us, as teachers, prior to the formal referral for assessment described as part of Child Find?  Absolutely, yes!  Response to Intervention (RTI) is about providing a proven (i.e., supported by research) intervention program to students in the appropriate content area(s) before the referreral for assesssmenet (for special education).  An RTI team works with the student, parents or  guardian, and teachers to gather information, identify the learning problem, brainstorm solutions, evaluate interventions, choose intervention strategies, and develop an action plan.  Every effort is made to keep the student in the general education population while providing the intensive tutoring, etc. to achieve a measurable level of progress over a defined period of time.  Ongoing monitoring / assessment of student performance by us, as teachers, is crucial to developing successful RTI strategies.

All of this, some might wonder, for a small group of non-average students in the class?  To this we, as educators, would reply that each student should be given every opportunity to perform at his or her personal best.  For those of us who are Christian educators, we know that ALL of our students are unique, exceptional creations from God.  We could do no less for ANY of them.  And we know that for the few of our students that the world may consider the "least of" them, they have a special place in God our Father's kingdom.  And so we show up each day to our classrooms, humbled for the opportunity to be a part of helping them achieve their personal best. 

What Specific Actions Can Teachers Take to Create a Brain-Compatible Classroom?

Creating a brain-compatible classroom is simpler than you might think and requires more in the way of innovative thinking and less in costly supplies or equipment.  The truth is, students bring with them to class each day the most important learning tool there is - - their brains.  With stimulation that is appropriate to the class content and age range, there is no limit to what students can learn and achieve.  

So what can teachers do, you ask, to create a brain-engaging environment?  First and foremost, make the environment visually stimulating for you and your class.  Little things like using color handouts, posting colorful visual representations of topics to be covered, and having several different sources of good (non-fluorescent) lighting available in work areas will go a long way to producing active participation and learning.  You and your students should feel energized and ready to work at the start of class each day.

Besides their brains, students bring with them to class their attitudes; that is, their opinions of themselves and what they can achieve.  Teachers need to remember that positive messages and words should be used to facilitate learning as well as to redirect efforts or behavior.  A child's brain is not able to reason until the age of 10 or 12; consequently, that child's attitude / self-worth will largely be what adult authority figures have conveyed through language and actions.  So, teachers should post positive messages throughout the classroom that will empower each child to dream.....to believe that he or she is capable of pursuing any career.  What greater gift is there in the classroom?

My Personal Response to Eric Jensen's Book

My initial concern that the book would be a "hard read" was dispelled as soon as I flipped to the Table of Contents and saw the myriad of succinctly described, well laid-out topics.  The chapter on the topic of optimal environments immediately caught my attention and I started my reading there.  As a person who thrives in colorful and interesting learning environments, I wanted to find out what the research had to say about that so I could better understand what works for me and what might work for students of mine who share that learning style.

As I read in detail about optimal learning environments, I was actually surprised to find out how much I didn't know.  For example, our eyes can register 36,000 visual messages per hour.  And, even more surprising to me, was my discovery through his book that between 80%-90% of ALL information absorbed by the brain is visual.  Finally, the chapter presented research on the effects of color, imagery, light and nutrition on learning.  The bottom line is that we need to use an array of techniques to engage our students' brains and keep them interested in learning.

The other chapters that I read were just as interesting, just as easy-to-read, and filled with the same kinds of meaningful information that teachers of all grade levels and all content areas can use to reach each student.  I feel empowered by what I learned and I also feel a responsibility to learn more.  After all, our future leaders, politicians, and (yes) teachers are depending on us, their teachers, to prepare them for what lay ahead.

A Book Summary by Shelley Weiske: Brain-Based Learning by Eric Jensen

The book effectively merges brain research from the disciplines of neuroscience, biology, and psychology with established education processes in an informal, conversational style.  The "hook" occurs fairly early in the read as the author mounts a compelling case for developing innovative, fluid instructional strategies designed around the way the brain learns. 

While the book can (accurately) be described as lengthy, the author does a good job of creating well-organized, well-titled chapters that offer something of interest to everyone in the diverse educator population.

Finally, some of the book's most valuable information is contained at the end of each chapter in the form of real-world tips and suggestions to make our existing classrooms more "brain friendly."  This information is clearly identifiable and easy to flip-to which transforms the book from simply a "read" to a "reference material."  

Jensen, Eric. Brain-Based Learning. San Diego, CA. The Brain Store. 2000 Revised.

A Teacher To Be Praised

My elementary school days were very much routine, filled with the usual reading, writing, arithmetic, and (of course) playground antics that we all remember as kids in school.  Routine, that is, until the first day I sauntered into my 4th Grade Math Class thinking I was "all that" and sensed, at once, the stern gaze of Mr. Hernandez upon me.  Something that I couldn't quite put my finger on made me uncomfortable.  No problem, I thought, I'd had strict teachers before and this one would be no different - - I'd just do well on the work and he'd direct his time and attention elsewhere (just as my other teachers did), to the kids who really needed him.   And so, armed with my "it's no big deal" attitude and determined to remain as unattached as possible from him and the class, I surveyed the back of the room to pick the perfect seat.

What happened next was, at first, almost painful.  As I walked by him he stepped up, put his arm on my shoulder, and welcomed me into his class. In that instant, as I looked up into his stern yet caring face, I felt a rush of emotions:   denial (for the happiness I felt deep, deep inside for having been seen); pride (that came as I sensed, somehow, that being part of this class was a privilege); and anticipation (of how this man that I unexplicably knew I could respect would teach).   I felt my shoulders relax as I simply nodded in response and took my seat, right smack in the center of the front row.  I didn't want to miss a thing.

The rest "is history," as they say.  I didn't just learn Math that year at Leffingwell Christian School. I learned that I was someone special (as a student to him and as a unique creation to God).  And I learned, sometimes the hard way, that I was accountable for my words and actions. It was, without question, how I found (and learned to love) myself and my Lord.

GUIDE STUDENTS TO SUCCESS BY UNDERSTANDING HOW THEY LEARN

EXTRA, EXTRA, READ ALL ABOUT IT! 

EXCITING NEWS ABOUT WAYS CHILDREN LEARN

By Thinking (cognitive)

ask students "how", "why", & "what-if" questions

By Feeling (affective)

By Doing (psychomotor)