While last week did feel a bit chaotic and busy at times at my wonderful little school, as we prepared for the big April vacation taking place this week and had to input Progress Report grades, there was also a sense of serenity, gratitude, and excitement in the air. The temperatures outside began to rise, the snow had finally melted from our rolling fields, and spring was beginning to take hold in central New Hampshire last week. Despite the craziness of finishing up a unit, cleaning the school, and preparing for the final two months of the academic year, numerous wonderful things took place in my fifth grade classroom last week. In no particular order, here they are…
Looking back on when I came up with this grand idea of having a Yoga instructor come into my classroom once a month for the entire year to teach my students the power of Yoga, mindfulness, and relaxation, I wasn’t even sure it would be possible. It seemed like a utopian construct that would never work in reality. Would I be able to find an instructor crazy and brave enough to be a part of such an ambitious undertaking? Then, my school’s headmaster gave me the name of a wonderful Yogi who is also the mother of two BHS students. Would she want to help out? Could she help out? Would her schedule allow her to lead such a class? In early August, I received an excited and hopeful email from Lisa Garside, owner of a local Yoga studio. She would love to work with me and my class throughout the year, she responded. The ideal time that I had in mind totally worked with her schedule. The stars were aligning. I couldn’t wait for the academic year to begin. But then, would my students be into it? Would they be engaged in such a different type of mindful instruction? When I informed my students of the first session way back in September of 2018, you would have thought that I had told them they had no homework for the rest of the month. They couldn’t wait for our first class. What seemed impossible became achievable because I persevered and ran with a kooky idea.
Now, as I think about the fact that we have but one final Yoga session left in this school year, I am feeling bittersweet about it all. I am ecstatic that it was so well received by my students. They have loved our monthly Yoga sessions and have really gained much focus, relaxation, and calming strategies over the course of the year. I am so grateful that Mrs. Garside was able and willing to give us the gift of her time, wisdom, and kindness. She has been absolutely amazing with my students. Yoga days are the most relaxed days each month, as we begin them in such a peaceful and calm manner. I am also sad to think about the end being so near. Our last Yoga session will take place in May, and serve as another reminder of just how close the end of the school year truly is. We have been so fortunate this year to have Mrs. Garside work with us month after month.
This past week, Mrs. Garside led my students through our April Yoga session. The focus for this month was on a different style of Yoga that included quick and fast breathing. The students learned more about how to focus their energy on breathing and moving, instead of dwelling on their inner thoughts regarding this more challenging form of Yoga. It was quite amazing to observe my students practicing the concept of mindfulness, as they worked very hard to hold difficult poses for long periods of time. A sense of awe and wonder washed over me as I watched my students engage in this wonderful Yoga session.
I believe that every school and class should incorporate some form of Yoga in their routine, as I have witnessed the amazing benefits first hand. My students are able to be more present in the moment, aware of their breathing, and understand the power of their bodies from partaking in our monthly Yoga classes. Imagine how much more compassionate, kind, and aware ALL students could be if Yoga was incorporated into the curriculum or routine in some way in ALL schools. Perhaps instances of bullying and violence in schools would decrease if ALL students were provided the opportunity to stop, relax, focus, breathe, and stretch at least once a month. Just imagine the possibilities.
Rover Presentations in Science Class
After weeks of great effort, much failure, perseverance, overcoming adversity, trying new things, taking risks, and rebuilding based on feedback, the three student groups presented their space rovers to two judges this past Friday during Science class. Each group began their presentation by explaining the problem that their solution and rover could solve. One group tackled the trash and plastic issue plaguing Earth, while another group chose to mine asteroids for frozen water. The third group had wanted to mine asteroids for their materials. They were very specific in identifying their problem and solution. Each group then showcased how their rover works. They detailed how they built their rover, the problems encountered as they worked and how they overcame that adversity, and how their rover operates. It was quite impressive to hear the students share their ideas, thoughts, and facts regarding what they had learned throughout our Astronomy Unit. Amazing!
The highlights for me were three-fold:
- Talk About Preparation: The students were so rehearsed and ready for Friday’s presentations that you would have thought we were live streaming the event for the world to see. They spoke with poise and clarity, unlike what I normally see and hear during class discussions or chats. They avoided the dreaded ums, ahhs, and likes as if they were evil incantations uttered by the Teletubbies or Barney. The students didn’t skip a beat between speakers either. Each group just knew when to pass the metaphorical baton. It was awesome. I was so proud of them. The judges were in awe of their brilliant performances. In times like these, I have to remind myself that my students are only in the fifth grade because they often act as though they are gifted graduate students studying to take over the world.
- Problem Solving in Action: As one group readied to demonstrate how their rover worked for the judges, nothing seemed to happen. They toggled the on switch back and forth, and still nothing. Instead of giving up and continuing on with their presentation, they stopped for a few moments to solve their problem. After fiddling with a few of the Little Bits pieces, they got their rover rolling. They could have easily given up and not fixed the problem encountered, but they did not and did. They persevered and reached the top of the mountain of awesomeness. It was so cool to watch this play out. Everything we’ve worked on all year was on display in those few brief moments. I could not have been a more proud teacher.
- To Judge or Not to Judge: Rather than have me assess the students on their presentations, pose questions, and provide the students with feedback, I brought in two very qualified judges to be a part of the big event in class on Friday. Earl Tuson, a mechanical engineer who once worked for NASA and Aubrey Nelson, one of the science teachers from my school were absolutely wonderful. They asked the students high-level questions and kept them on their toes the whole time. I do believe that having such quality judges helped inspire the students to be so prepared for their presentations. It’s nice to bring in other community members for the students to interact with throughout the year.
Empathy and Compassion Aren’t Simply Trendy Catch Phrases
As I read many educational blogs and articles found in all parts of the inter-web, it seems as though teaching students the concepts of empathy and compassion are and have been hot topics for quite some time. How do we best help students learn the power of empathy? Why does it seem that our students are so entitled in the classroom? How can we help our students learn to be compassionate citizens?
Like all great teachers, I have tried, over the course of this school year, to instill these ideas of caring and kindness within my students. We often talk about how to communicate in compassionate ways with each other in the classroom. Compassion is one of our class norms. However, it sometimes feels like I’m simply doing lip service to some big, grandiose, and utopian idea that is not really achievable in the classroom. Is all of this work for not? What I witnessed this past week in my classroom definitely tells me otherwise.
This past Wednesday, one of my students had his lunch taken, accidentally, as he had left it out of his lunch box during the all-school lunch period. He came back to the classroom seeming very upset and hungry. He shared what had happened with me and the other students in the classroom prior to the start of our next class. Immediately, two students got extra food they had leftover in their lunch boxes to share with this student. Despite the student saying, “No thanks,” they gave him the food anyway. He then gratefully enjoyed this gifted food during our class read-aloud. I shared what had unfolded with the entire class prior to starting to read aloud from our class novel, as I wanted everyone to celebrate the kind deeds in action. The most happy-tears part of the whole situation was that the students who gave their leftover food to the student who had none, didn’t even pause to think about their choice or actions; they simply got their food out and gave it to the student, as though that is just what you do to help members of your community. Wow, was just about all I was thinking in that moment. Perhaps those lessons and all that talk of compassion and empathy did have an impact on my students.
Astronomy Unit Reflection
Going into this Astronomy Unit in Science class way back in mid-March, I felt quite confident that I was providing students with the learning and education on space that they had requested prior to starting the unit. They gave me some great insight as to what specific topics regarding astronomy that they wanted to study and cover over the course of our unit; and so, when I crafted the unit, I made sure to include what they had asked for and not what topics they had already learned about in the past. For this reason, I was very hopeful that the students would really enjoy this unit.
Fast forward a month to the end of the unit and I still feel the same way. The students seemed engaged and curious throughout our unit. They seemed to like every part of it, including the test. So, when I asked for feedback on the unit this past Friday, as we closed the door on this fine masterpiece of learning, I had my fingers crossed that my thoughts would align nicely with the students’ perspective on our Astronomy Unit.
The big takeaways for me were that the students did really enjoy this unit, overall. While there are always going to be outliers in an activity like completing a feedback form, almost every students felt like I had covered what they wanted to learn in a way that worked for them. This felt really positive. Asking for thoughts and ideas before the unit, helped me to generate a very meaningful and engaging unit on an often fun topic for students. Asking the students for help in creating an engaging and fun curriculum totally helps. Student buy-in was great throughout this unit, as they had helped to shape it. I love it!
Here are some direct quotes from the Google Form the students completed regarding their thoughts on our astronomy unit:
- In answering the question, “Is there anything(s) that you wish we had learned about space that we did not cover during this unit?” one student responded: No, I feel like I was informed of everything I wanted to learn.
- In addressing this question, “If you were the teacher, what would you change about the Knowledge Phase, including mini-lessons and test?” one student wrote: Nothing. I thought that you handled them very well.
McAuliffe-Shepard Discovery Center Field Trip
As I’m sure we can all attest to, we may not remember many of the specific topics covered when we were students in school, but we sure do recall, vividly, the experiences we had in school. I will never forget the field trips I took to Fort Number Four in fourth grade, an outdoor science center in sixth grade, and Washington D.C. in ninth grade. Those opportunities brought the learning to life for me. I remember the fun times with classmates, cool science facts, and the amazing exhibits in the museums we visited. As teachers, we realize this fact, and try to imbue our class and curriculum with engaging and enjoyable experiences.
This past Tuesday, as a way to wrap up our Astronomy Unit, I took my class to visit the McAuliffe-Shepard Discovery in Concord, NH. The students enjoyed the hands-on exhibits in the discovery center. They loved trying to land the space shuttle and experiencing the different types of waves. We concluded our visit with a very cool planetarium show on Black Holes. After partaking in the unveiling of the Black Hole images from two weeks ago, my students were so into learning more about Black Holes. It was awesome. Throughout the show, I heard my students say, “Wow,” “That’s so neat,” and “I didn’t know that.” It was awesome. While they may not remember every last fact we learned about space throughout our unit, I’m hopeful that they will never forget our class trip to the McAuliffe-Shepard Discovery Center.
All that stuff happened in just one week? Whoa, that was a very rich and full week. As I wax nostalgic on all the fun I’ve had with my class this year, it’s comforting to know that I still have almost two more months with them before they matriculate into sixth grade. How much more fun can be had? Well, we are sure to find out starting next week.