WHAT IF? Inspired by the Innovator’s Mindset #IMMOOC

What if we believed that every elementary school’s responsibility was to teach social and emotional learning skills as explicitly as we teach reading, writing, math and science.

What if we all believed that developing social-emotional skills in children is critical to their academic success.

What if we gave every student  a voice.

What if teachers made their learning space accessible for all learners.

What if we held regular classroom meetings to have meaningful conversations about the way teachers and students work together.

What if we explicitly taught students how their brains work.

What if students used brain science to help them gauge their emotions and then provided them tools to help them regulate themselves so they could get back to work.

What if there was no shame in having a bad day.

What if every classroom had a calm body spot where students could go when they needed a break.

What if  every child knew that mistakes are an important part of learning.

What if every child had a job in your classroom.

What if we lifted expectations for every child.

What if, given this focus on social emotional learning, our children were more successful.

What if, given this focus on social emotional learning, our children  learned empathy is one of life’s most powerful tools.  Because when we connect with others we are compassionate, concerned, citizens of the world.

What if, given this focus on voice in the classroom, our children felt empowered to learn in and out of the classroom.

What if?

~Molly and Alicia

 

 

 

 

 

Finding Your People #IMMOOC week 2

This year I am teaching a first/second multiage classroom. This is a new challenge for me and while incredibly exciting, it is also incredibly time consuming. All this to say, I missed the last weekend IMMOOC and then on Monday morning, Molly came in raving about it and I realized I had majorly missed out. Well not this week, I woke up and tuned in to watch Shawn Clark and Brady Venables discuss how they are creating innovation in their own district in South Carolina. I was so impressed to see two district leaders talking about how they are still pushing and challenging each other to be in classrooms and teaching even though they no longer have classrooms of their own. Their conversation got me thinking about my own teaching experience through the innovator’s mindset lens George Couros talks about. This is my tenth year teaching and my fifth year at my current school. One aspect of my teaching that I am proud of developing is a comfort with risk taking and this has happened because there is someone right next door to me willing to do the exact same thing.

Molly and I connected instantly when I was hired, I think at the time because we both taught math in a similar workshop manner. However, what I quickly found in Molly was someone who was willing to listen, push and take risks right along side me. And this connection has allowed me to feel comfortable with taking risks and the failure that may sometimes occur. Simply put in Molly, I have found my people. And watching Shawn and Brady this morning, I realized the power and the need for all teachers to find their people. When you find a person that pushes you, encourages you and reflects with you, your teaching becomes so much more powerful. Part of having an innovator’s mindset,  in my opinion, is finding your people without a person who is walking down that same path with you, you are way less likely to take risks, to know failure really isn’t failure if you reflect and learn from your experience. I know that there is no way I would have been able to develop a true Innovator’s Mindset without Molly. So my challenge to everyone reading is to find that person or people. If not at your school, in your district or maybe through a twitter PLN. When we find people we truly connect with, we grow so much more in our teaching and our students and our school community benefits.

Real World Learning #IMMOOC

It’s incredible that I have the opportunity to come home from work and dive into professional development while I go on a much needed walk.  I am joining thousands of other educators in George Couros’s Innovator’s Mindset Massive Open Online Course.  And already, week # 1 my head is spinning.  But I have to begin somewhere and I have a confession about something I consider really important in my practice as a 1st grade teacher.  I am teaching 6 and 7 year old children how to use social media.   Whew!  I said it.  Those of you who read this blog know that both Alicia and I are passionate about preparing our youngest learners for the real world.   And as I listened to Couros talk about his own experience with people (I’m assuming some of whom were parents, teachers and administrators) telling him that we need to prepare people for the real world, my  brain immediately started thinking about the conversations I’ve had  when I tell people how much my students are learning from twitter.  Usually it sounds like, “Really?”  And then, “In first grade?” And as I get ready to tell them why it’s so important, they have already moved on  and truly aren’t that interested in my purpose.  But I know, first hand, that it’s only just 4 to 5 years from now that most of my students will be given a phone or other digital device and will be sharing  ideas, thoughts, pictures, video’s and more  on social media.  Jut like my own kids did.  So when and with whom does this learning start?

I have two children, both are teenagers.  My daughter is now a sophomore in college and is studying communications.  She called me up last week and told me that she was was working on a project that was going to showcase how I’m educating students how to use this powerful tool.   Yes, I’m a proud mom and I smiled when she said “It’s so important mom, my generation was just thrown into it, we had no idea what we were doing.”  No idea. Just one of the reasons why I think it’s our duty to begin teaching students how to interact online.   And I do believe that this education starts early, at home and in school.    In my classroom it takes just minutes a day to look at our twitter feed. (Usually during snack time)  And then later we will decide what we want to share.  You can follow  my class at @MsMecksClass but just know that we’re getting started a little late this year because the district blocked twitter from my teacher computer- again.  It’s something I have to spend  a few frustrating days- every year- trying to fix.  I explain to a nameless person downtown why I want to use social media and then eventually they decide I can until the next time they block it for reasons unknown. Apparently they don’t see how this applies to the “real world” of education.   But I do and in a couple of weeks my class twitterers will be composing tweets about our day.  I, of course,  will be checking their work before sending it out to the world.  That’s my job, to scaffold this important learning, and hopefully by the time they get those phones they will know what they can and cannot share online.

~Molly

For Me, The Year Begins With A Dot. #DotDay2016

Our first day of school is Wednesday, September 7th.  This is just 5 school days before International Dot Day on September 15th, 2016.  And for me the timing couldn’t be more perfect.   Dot Day has become an important part of my students first grade year.  It’s the first time, that we think and talk about what is  most important about ourselves and the learning journey that we are about to begin. This day is named for the classic Peter H. Reynolds story called  The Dot. The book shares the story of a girl named Vashti, who begins a journey of self-discovery after a teacher challenges her to “make her mark.”   This will be just the third year that I have joined thousands of other educators around the world who are asking their own students to make their mark.  And this one question is the perfect way to start a new year.

During the 1st week of school we will have read the book several times and have had many conversations about Vashti and her teacher.  But on Dot Day, it truly is a question that I pose for the first time to my brand new 1st graders – “How will YOU make your mark?” Then I will hand them a  single piece of paper, a paint brush and some watercolor paints.  I ask them not only  to make their mark but to write a word or two to go with it.  I explain that these will hang in our classroom for the 170- some days to come.  I’m always delighted with the outcome.

Every student’s dot is original and I’m always amazed by how these simple works of art inspire us as our year goes on.   We refer  to them when we are stuck,  last year, Carl’s dot reminded us to try.  During projects, Ruby’s dot gave us permission to explore.  When we were struggling, Noah’s dot told us to be brave.  And finally, Olivia’s dot lets us know that it’s always okay to follow your heart.  Important life lessons.  Other dots reminded us to work hard, to make new friends and to play.   And each one inspired me, as their teacher,  to take risks and know that my 6 and 7 year old students would rise to the challenge.  IMG_3917

2015-16 was a great year filled with challenges including  a teacher’s strike that delayed the start of our school year and meant that we did Dot Day 10 days late.  And that’s one of the reasons why Dot Day 2016 is scheduled for September 15th ~ish .  Dot Day is not about a  certain day.  It’s about a question that we as teachers need to ask students again and again.   “How will you make your mark and how can I help you make it?”  Here’s the link – It’s not to late to sign up.  http://www.thedotclub.org/dotday/

~Molly

 

 

 

Flexible Seating, A Reflection 5 years In

It seems like flexible seating is everywhere on social media and it makes my heart happy.  Last year Molly wrote about not having chairs in our classrooms and how our classrooms function without chairs. I would refer back to this article if you are curious about how it looks. Why We Don’t Have Chairs

When I came to Queen Anne Elementary and saw Molly didn’t have chairs in her classroom, I immediately said “ I don’t want chairs either” and I haven’t looked back. What’s funny, is five years ago it seems really progressive to me to not have chairs in a classroom and I remember getting plenty of strange looks from my teacher friends at other schools. “But where will they sit?” “How do you know they won’t just wander around all day?” “What if they sit/stand on the tables?” ( gasp! Something I’ve been known to do a time or two). Now I come into my classroom and it just seems normal to not have chairs. I still get asked from time to time “But why don’t you have chairs?” There is a variety of reasons but what always strikes me in our research driven school environment, is where is the data that shows students are more engaged sitting in chairs? Or the data that shows it’s healthy to have students sit in chairs for hours upon hours? There isn’t any  research that I know of that suggests that a more traditional classroom with students sitting in chairs for hours is engaging or healthy for students. What I’m reading is more and more research about the benefits of standing tables and low tables, both for engagement and health purposes.

I believe we made great strides when we took our desks out of rows. But we stopped moving forward when we simply rearranged the furniture putting students into desk/table groups. We need to continue to strive to make the best learning environment possible for our students and that includes flexible seating choice.

One issue I’ve seen floating around social media from teachers interested in flexible seating is how to give up control when you ditch the chairs. My response? Chairs don’t give you control nor do they engage students. So it’s not really giving up any control. It might be challenging to your sense of order as a teacher,  however engaging teaching and strong classroom management does more to create a positive learning environment than chairs ever have. If you are on the fence about flexible seating this year, I urge you to give it a go. I am so thankful that Molly challenged my thinking on seating in the classroom five years ago. Losing chairs inspired me to create more engaging content, sharpen my classroom management skills and gave my students more choice within their classroom.

My Why -Making a Difference in the Lives of My Students

Every summer I look forward to more time for exercise and usually that means a daily walk with something playing in my ear.  Last week, it was Simon Sinek’s Ted Talk on how great leaders inspire action.  This talk is not specifically about education but  as usual, as I was listening , my brain started thinking about school.  In his talk, Sinek  explains what he believes make organizations  and leadership successful.  He says that the great leaders and organizations in the world are motivated, by what he calls, the golden circle or the why, how and what.  And as he explained this theory, I was already applying it to what I have learned about teaching.   In  our job, we all know what we are supposed to do -educate students.   And we are usually given the how – curriculum, supplies, professional development.  But Sinek would argue that for most, it’s the why  that  is unclear.  He says that very few people and organizations in the world know why they do what they do.   What’s  your purpose,  your cause or belief, he asks.  Why do any of us get up in the morning?    Why do we teach?

I know why.  And it’s more than just wanting to make sure my students are academically proficient.   I want my 1st grade students to know how to learn, to ask questions,  to collaborate with each other, to be able to solve problems and to push themselves to learn more.  I want them be  concerned, confident and compassionate citizens of the world.

Alicia and I are lucky enough to  work at an elementary school that was built on the foundation of 5 pillars. These pillars not only guide our students ( K-5) but they provide the framework for our teaching.    These pillars are “my why.”

We are self-directed learners

We encourage each other to think critically and learn more

We are concerned, confident and compassionate citizens of the world

We earn everywhere, we learn together

We are creative

In my classroom, students are learning to read, write, and work with numbers.  They are doing projects and using technology to connect, capture and create new learning.  But I know now that it’s the work we do around these pillars that drive my instruction and their learning.  There is so much pressure around test scores and academics and yet very few administrators seem to care how we are teaching students these 21st century skills.   I have learned that it’s these skills that push my students to think critically and learn more.  It’s our daily classroom meetings that build community and help us work together to solve problems.  It’s a mindset for learning that is explicitly taught.

We start the year by learning step by step what it means to be a self directed learner.  Then we do the same to define what it means to be a critical thinker.  And every day of the year we practice persistence, optimism, empathy, and resilience. This is why my students and my fellow teachers at Queen Anne Elementary are successful.  It’s why I love my job, and why I look forward to getting to school each morning.   I would love to hear your why.   And of course, here’s the link to Simon Sinek’s Ted Talk.

 

~Molly

 

 

 

 

Learning With Our Twitter Buddies

We are very lucky at our school to have a math specialist. Ms. Francisco is known throughout the school as a math lover and this year, she created math challenges that brought her love of math to all students in the school. I am going to link her website complete with all the challenges she created at the bottom of this blog post. I highly recommend checking out her site.

This year, we participated in the primary blogging community and connected with another first grade classroom outside of Toronto. We enjoyed blogging back and forth greatly but what was most impactful in our classroom throughout the year, was our tweets back and forth. One day, we were working on the math challenge as a class and my class tweeted how engaging but hard the challenge was this week. Our buddy classroom instantly tweeted back “What math challenge?” We explained and shared the math challenge site with our buddies for the upcoming week. Usually,we worked on the math challenges on Friday’s however, our buddy classroom began tweeting at us on Monday morning–they were so excited by it and couldn’t wait to share their work! The challenge that week was to design the new gym our school will be building in a few years using 60 cubes/squares on graph paper, taking into account what type space makes a good gym. We quickly got out the cubes, iPads, and graph paper and went to work. What amazed me the most were the thoughtful conversations students were having as they designed. While they quickly realized a long, narrow 3 x 20 gym would not be ideal for many activities, they thought it could be fun do timed sprints in! One other thing we did while we shared our answers with our buddy classroom through twitter, we also projected student work up on the project through AirServer. AirServer is one of the more powerful tools we have access to–showcasing different student thinking/work, drives all of our students to create and produce more. Below are some examples of student work, students collaborating and a picture of the great work displayed up on our AirServer.

 

By using Twitter to share our learning with our buddies and receiving feedback from them, student work was elevated and so was engagement. My students are always excited to work on the math challenge, but when they had another, audience to share their work with, their engaged soared. I am excited to for next year’s math challenges and to share our learning with other authentic audiences through Twitter.

 

Ms. Francisco’s blog complete with math challenges! http://qaeacademic-support.weebly.com/math-challenges.html