Overcoming the Challenges of Returning from School Break

Recalling childhood memories, I fondly remember all the fun I had during school vacations. I would stay up late and sleep in, play video games, and hang out with my friends. I would certainly never be thinking about school or academics during breaks, which made returning to school all that more difficult. The first few days back at school following a vacation were always a roller coaster for me, my peers, and the teacher. Things seemed to take forever and it felt like we had forgotten how to do everything. Students were tired and didn’t seem happy being back at school. There were social problems, as many of us hadn’t seen each other in a while. I also always felt like basic sight words seemed like Greek to me. I would say the word the but always struggle spelling it after returning from a break. It’s like my brain had gotten all shaken about like a snow globe during vacation and the mental snow needed time to settle. After a few days though, we would find our rhythm and life in school would return to normal, until the next break.

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This week, as my school returned from our week-long Spring Break, I was worried that the post-break storm of confusion would be wreaking havoc on our shores. I was nervous that it would take the students, and me, a few days to adjust to waking up early and having to do intense and serious work after a relaxing week away from school. Last Sunday evening, I had great difficulty sleeping because I was so nervous and anxious about what would happen on Monday. Would the students forget the rules? Would I forget how to teach? What if I can’t remember their names? My brain was swirling in a cacophony of mental noise and fear.

Then came Monday, and all was well. I didn’t forget the names of any of my students, and I felt more awake and alive in school than I had for weeks prior to the break. I was refreshed and rejuvenated. I felt like a whole new teacher. I was explaining things like a master of the universe all day long. It felt so good to be back with my students. I had missed them.

My students also did not skip a beat and seemed to be at the top of their game on Monday too. They seemed excited to be back together as a fifth grade family once again. It was an awesome first day back from break. The students worked hard and were super focused throughout the day. Their effort did not seem to wane one bit. It was as if Spring Break had recharged them and made them better, stronger students. The rest of the week was a huge success as well. Lots of great work was accomplished and the students seemed more connected to one another than ever before.

What was going on? Had I stepped into a parallel dimension? Was I in some sort of gotcha’ show? What was happening? My past experiences tell me that returning from a break is a challenging task, and so why did this transition seem to be going so smoothly?

My Hypotheses

• I wonder if the way I organized our academic schedule played a role. Rather than adding in extra time for work to be accomplished, our schedule was structured as if we had not just returned from break. Instead of beginning new units, we were continuing with units that we had begun before break. I also had the students update their ePortfolio, as break marked the time between trimesters. So, I had the students reflect, in writing, on their winter trimester. I did not make this return from break a time for starting new units or learning new concepts; instead I made it a time to review, conclude, and reflect. I wonder if this return to the way things were prior to break made the transition more fluid for the students. In the past, I have started new units and introduced new concepts upon returning from a break. Perhaps this return to normalcy was just what the students needed.
• Perhaps the way I explained how this final trimester of the year is like one long step-up day for the students made the difference I saw this week. I explained how the homework load will be increasing throughout the spring trimester to help prepare them for the rigor of sixth grade. Instead of having two assignments each night, they will now have three to four tasks to complete outside of school so that it is not a huge wake-up call when they move into sixth grade next year and get tons of homework during the first few weeks of school. I also told the students that projects and tasks in class will become more difficult throughout this final grading period to help them understand and see how the level of challenge will increase next year. My goal is to make the transition easier and less bumpy for the students. I want my students to realize that classes will be more difficult next year. I want them to practice managing their time and messing up this year so that they, hopefully, don’t make those same mistakes next year. I really emphasized how different this final trimester of fifth grade will be throughout the day. Perhaps this motivated the students to stay more focused and work even harder, knowing that they are almost sixth graders. Maybe they wanted to prove to me and themselves that they are ready and can handle the workload and challenges that will be thrown their way next year. Maybe this was the cause of this seamless transition back from break.
• I wonder if the seasonal change from winter to spring had anything to do with what happened this week. Our winters in New Hampshire are cold and long. Perhaps they were just done with winter and ready for spring. The sun is rising earlier and setting later. Perhaps these extra minutes of daylight are helped to fuel us all forward. Now that most of the snow has melted and mud season is up us, maybe that is exciting for my students and motivated them to work hard this week. The extended darkness and cold of winter can affect our brains and behavior in many negative ways. Perhaps this seasonal change was just the reset we needed. Maybe that’s why things went so well this week.

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Whatever the reason, this past week was a smashing success, and I will take that win. My students are growing and learning, which is all I could really ask for. They have come together as a tightly knit family, challenging each other to work hard. I’m happy and excited that this week back from break went so well. Hopefully I have not just jinxed myself and made it so that next week will be the challenging transition; however, even if that does happen, this week was amazing, and so I will celebrate that this weekend. Go fifth grade!

The Physics of Reflection: My Thoughts on a Recent Science Unit

Watching my cat stare out the window, I can’t help but wonder what’s going through his mind. Is he contemplating his short life and thinking about future plans? “I have a pretty good life with these strange humans. They feed me and pet me well, but I think I want more. I feel like I want to run free like my ancestors once did.” Or, is he wondering about the wild New England weather we’ve been having recently? “Is it spring or are we still in winter? It snows one day and then gets really warm the next. What is going on?” Or, is he taking in the view and simply enjoying life. “I am the luckiest cat I know. I mean, just look at this view. The pine trees, rotting leaves, and snow are simply breathtaking. I wish I knew how to hold a paintbrush because I would love to paint this work of art.” Or, is he just fighting off sleep. “I want to watch these squirrels run and imagine I am playing with their lifeless bodies, but I am so sleepy. Maybe I’ll just shut my eyes for a brief moment, and then…” Perhaps all or none of these things are true, but it sure is fun to wonder and imagine how other animals think and reflect on their lives.

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When I began this blog many moons ago, my sole goal was to take time to reflect on my teaching so that I could learn and grow. In the hustle and bustle of everyday life, there is barely time to stop and think, let alone time to reflect on my teaching. So, this blog was my way to stop and take stock of my teaching day or week. What went well and why? Some of my earlier entries are long rants and wonderings that taught me a lot. I learned from my mistakes. Recently though, I’ve been so caught up in trying to perpetuate this image that every thing is wonderful in my classroom, that I’ve lost sight of my original purpose for blogging. While things have gone well in my classroom this year, I’ve made lots of mistakes and definitely could have done things better. However, I rarely wrote about those teachable moments because I was afraid that I would start to see myself as a fake, a phony. So, I only focused on the things that went well, which didn’t really allow me the opportunity for growth. Reflection is all about sitting in the past regardless of what it may smell, feel, or look like. I want to try and get back to my roots of blogging. I want to learn from my mistakes again so that I don’t repeat them. So, here goes something.

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This week, I wrapped up my unit on Physics in Science class. My students finished constructing their epic pinball machines and showcasing what they learned throughout this unit on Thursday. Parents and families members were in attendance during our Fifth Grade Pinball Arcade. Students made short presentations all about their pinball machines and the physics involved. It was amazing! The students did such a great job highlighting what they learned and the families had a blast playing the various pinball machines. It felt like an excellent and fitting way to wrap up this always fun unit. Although it felt like everything went well throughout this unit, was that the reality? How was this unit from the perspective of my students? What did they think? Could I improve upon this unit for next year and make it even better?

CLICK HERE to view the Pinball Arcade student presentations.

Pinball Report Student Example

Hi, It is (student name) here to explain how the forces of physics take part in our new Snake Expedition pinball machine. First of all, potential and kinetic energy. As we pull back the launching mechanism, the potential energy gets higher and higher. The higher it is, the higher the kinetic energy will be. Once we release the launching mechanism, the kinetic energy takes place. Kinetic energy is basically movement, and potential energy is basically potential energy. Now, the four types of friction. When the ball bearing is sitting still, it is displaying static friction. Once it is hit, it shows rolling friction when it moves. As it falls through the hole, it is showing fluid friction because it is moving throughout the air. As for the sliding friction, that is what happens when we move the launching mechanism. It slides through the hole. Okay, now we are getting to the exciting parts. Speed takes part in our invention when we launch it, because it is moving. Velocity happens when it moves, and the direction it is going. In order to calculate the speed, you divide the length it went by the time it took. To calculate the velocity, you do the same thing, then you add the direction. All right, now for the acceleration, the ball’s speed will be fluctuating, going faster and slower. This is how it shows acceleration. Finally, Gravity. If our pinball table was flat, the ball would sometimes stay still, causing the game to not be very fun. In order to have the ball roll toward the flippers, we will give a slight incline. We will also have a ramp so if you get it up, it will come back Down. This way, you do not have to constantly reach out and grab the ball bearing. That is how my machine includes the forces!

Hello, I am here back with more pinball news. This time, I will talk about how our pinball machine will look. First of all, it will be 90 centimeters long, and 60 centimeters wide. The upper part, right after the ramp, will be 40cm long, and the lower part will be 50. We will be using peg board, and the holes will probably slow the ball down by quite a bit, making it harder to get the thousand points. We will have a variety of holes. Most will have 2 dowels with a rubber band around them making it harder to get the ball into the hole. We will have several holes spread out around the board. In the corners, we will have wedges to stop the ball from getting stuck. Now for my personal favorite part, the snake head. This is where you will have a chance of getting 1,000 points. You will have to get your ball into a clay snake head, and through a hole. There will be rubber bands defending it. We may have a prize if anyone gets into it 3 times in one game. You only get three balls, plus the ones that get returned to you. Our whole pinball machine will be painted with snake scales, because our theme is snakes. At one point, there will be a painted snake head on the board. The eyes and mouth will be holes. The eyes will be worth 500, while the mouth is only two hundred. On all the snake heads, there will be fangs protecting the whole. This will make the game harder and a lot more fun. The clay head will be painted like a snake’s head, making the game more realistic. The launching mechanism will be made with rubber bands, springs, dowels, and wood. Finally, we will get to the returning mechanism. When the ball falls through the holes, it will fall onto a platform that returns the ball. On this platform, there will be a sheet of cardboard at an incline that causes the ball to roll down it. There will be cardboard strips in a diagonal angle. This will make the ball roll to the place that the gamer will pick it up and play again. That is how our pinball machine will look!

I am back to show you how our pinball machine makes use of simple machines! The first simple machine is the wedge. Our machine uses the wedge to stop the ball from getting stuck in the corners. It also uses them to help knock the balls into the holes. This will help reduce the amount of frustration that happens when the ball gets stuck. Springs help my machine by making the launching mechanism more, well, springy. This will help launch the ball farther. The screw is another simple machine. It will help us attach the pieces of our machine together. Finally, the inclined plane. We will make some of our pinball machine inclined. This will make the ball roll back down.That is how simple machines take part in our machine!

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Physics Unit Outline

Day 1

• Have students, working in groups, use various Physics Tools to create a contraption or machine.
• Discuss: What did you notice?  How did these tools work?

Day 2

• Have students, working as one group, create a Rube Goldberg Machine using as many of the Physics Tools as possible.
• Discuss: What went well? What challenges did you face and why?

Day 3

• Question of the Day: What is Physics? (Video)
• Review: What did we discover yesterday when making our Rube Goldberg Machine?
• Watch videos on Forces and Motion and Gravity and take notes.
• Discuss: What forces acted upon your objects in yesterday’s Rube Goldberg Machine?

Day 4

• Question of the Day: What Physics concepts are involved in the game of Curling? (Video)
• Have students, working in small groups, create a marble track that attempts to defy the law of gravity.
• Discuss: Is it possible to defy gravity? if you were successful, what allowed you to defy gravity? What challenges did you face?

Day 5

• Question of the Day: Is it possible to defy gravity? (Video)
• Have students watch, discuss, and take notes on Speed vs Velocity video.
• Discuss: What was the main idea of the video?  What is the difference between speed and velocity?  How do you measure speed and velocity?

Day 6

• Question of the Day: What is the speed of an object traveling 30 meters in 10 seconds?
• Review: What’s the difference between speed and velocity?
• Have students make a car track that includes changes in speed and velocity of the car. Have students calculate the average speed of their car while on their track.
• Have students share their tracks.
• Discuss: What went well? What challenges did you face? Is it difficult to calculate the speed of an object?

Day 7

• Question of the Day: What is acceleration? (Video)
• Think-Pair-Share: How does friction affect the speed of an object?  Can you reduce or increase friction?  What are some examples of friction in everyday life?
• Research Four Types of Friction: Static, Rolling, Sliding, Fluid
• In your notes: List what you searched into Google to find a source, complete a Quick Check form for the source you find, list four types of friction with definitions of each in your own words and examples.
• Discuss: How are the four types of friction different?

Day 8

• Question of the Day: How Does Friction affect moving objects?
• Review: What are the four types of friction?
• Activity: How can you reduce or increase the friction of your marble in your marble track?  Have students create a marble track that reduces or increases friction at various points.
• Have students share and discuss their different solutions.

Day 9

• Question of the Day: How can you increase potential energy of a roller coaster car?
• Review: How can you reduce and increase friction?
• Watch Video and Take notes on Potential vs Kinetic Energy.
• Discuss: What’s the difference between Kinetic and Potential Energy?

Day 10

• Have students, working together as a class, create Marble Track that starts on one side of the classroom and ends on the other using all Physics Tools, Marble Track tools, and Car Track materials.

Day 11

• Review: What went well with yesterday’s challenge? What struggles did you face? How difficult was it to use all of the materials? What did you need to keep in mind as you built your track?
• Introduce Pinball Physics Project and have students begin brainstorming ideas.

Days 12-20

• Have students work on the Pinball Physics Project in their groups.

Day 21

• Fifth Grade Pinball Arcade in the classroom with family members in attendance.

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Pinball Physics Project

Introduction

Now that you’ve learned some basic physics concepts, it’s time to apply them. You will be working with your Marble Coaster group to create a working pinball machine. You will demonstrate your learning in a report that you will write, on your own before you begin constructing your pinball machine.

Planning

1. On a piece of blank copy paper, create a blueprint of your pinball machine. You must use drawing tools for this. Freehand drawing will not be accepted. Be sure to label the various parts of your creation. Include sizes and dimensions. Your final creation must be at least 30 cm x 20 cm, but no larger than one meter by one meter in size. Your creation must be as automated as possible and have a theme of some sort.  Your final drawing must also demonstrate the theme for your pinball machine.
2. Meet with Mr. Holt to have your blueprint approved.

Writing

1. Every member of your group must craft a separate report on Google Drive that is shared with Mr. Holt. 
2. The report must include the following: Explanation of your design in words, being sure to explain how your creation will involve speed, velocity, acceleration, kinetic and potential energy, the force of gravity, and the four types of friction in a way that shows you understand each concept.
3. You must have your report approved by Mr. Holt before you and/or your partner can begin constructing your creation.

Building

1. Working with your partner and using only the materials available in the classroom, begin building your creation. You may not use any other items, tools, or materials.
2. Revise and modify your creation until it meets the specifications of your blueprint. If you finish early, find ways to add a scoring system or other bells and whistles to your creation so that it is playable and interactive for others to enjoy.
3. Meet with Mr. Holt to have your creation checked and approved.

Fifth Grade Arcade Open for Business

• On Thursday, March 10, your family members, as well as BHS faculty members, will be invited to the Fourth Annual Fifth Grade Arcade to play your Pinball Machines and learn more about the Physics of Pinball games.

Graded Objectives

• Students will be able to work with a partner to accomplish a goal.
• Students will be able to solve problems on their own.
• Students will be able to draw an accurate blueprint of a self-created machine.
• Students will understand how the concepts of speed, velocity, acceleration, kinetic and potential energy, gravity, and friction are applied in real-world contexts.
• Students will be able to build a working machine that demonstrates physics concepts.
• Students will be able to complete work by a given due date.

Extend Your Learning
If you would like to challenge yourself and extend your physics learning, you may choose from the following menu of options below:

• Add another paragraph to your report that explains how your pinball machine makes use of simple machines. If you demonstrate a strong understanding of simple machines in your report, you will be assessed on the following objective, in addition to the ones listed on the other side:
  • Students will understand simple machines and how they are on display in a pinball machine.
• Calculate the speed, velocity, and acceleration for your pinball during one trip through your pinball machine.  Include these calculations in your report.  If you show your work and accurately calculate the speed, velocity, and acceleration for your pinball, you will be assessed on the following objective, in addition to the ones listed on the other side:
  • Students will be able to calculate the speed, velocity, and acceleration for an object in motion.

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Student Feedback

When we debriefed this unit on Thursday, the students seemed to really enjoy it. They found it fun, challenging, and engaging.

• “I liked making our own pinball machine. It was fun.”
• “I wish we had more time to build.”
• “I wish we could have worked alone instead of in a group.”
• “I like that the project was hard because it made me think and solve problems.”
• “I want more time to build, and so maybe you could get rid of the marble track activities to get to the pinball project sooner. Just teach the physics concepts and then jump into the pinball project.”
• “I loved that we could use any type of material to build our pinball machine.”

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My Reflection

While the unit as a whole felt successful to me because students learned and mastered the Physics concepts covered, it felt disjointed. I didn’t like how it felt like three separate pieces of a puzzle. We had mini-lessons on the Physics concepts, the track building activities, and then the Pinball Physics Project. It felt clunky and awkward to me, but I’m not sure how to fix it for next year. Do I get rid of the track building activities? I love those short activities that foster teamwork and problem solving, building up to the larger pinball project. I feel like those activities need to stay. Is there a more effective way to teach the mini-lessons through the track building activities while still having the students take notes? Perhaps I could build a marble track on the wall of the classroom and then use it to teach each of the Physics concepts instead of using videos. Then, the students could take notes. But, would the students seeing a model steal their thinking and creativity when they go to build their own tracks? That’s a good point. I’m not a huge fan of showing final products to the students ahead of time, as I don’t want to taint or blur their thinking and creativity. What if the students, working in small groups, built marble tracks at the start of class that I then used to illustrate the Physics concept I wanted to cover that day? That might work. Oh, I like that idea. This way, I won’t need to use videos to front end the information, I will use their models to teach the concepts. That seems way more fluid and cohesive than the way I was doing it. I just need to switch up the order of the class period. Yes! I love this idea.

Although I love the Pinball Physics Project because of the problem solving, creativity, perseverance, and teamwork skills involved, I do think I want to make some changes for next year. What if I open the parameters a bit and allow students to design and construct any sort of arcade game that involves the physics concepts covered. They could make a complex ring toss game, Skee-Ball-like game, catapult contraption, or something else entirely. Will the options be too open that way? I like the choice that is involved, as not every student loved building a pinball machine. This way, they could choose to build an arcade-like game that they will enjoy playing themselves. I like this change. I’m also vacillating around the grouping issue. Do I allow them to choose to work alone or with a partner? If one of the goals for the project is teamwork, then shouldn’t they have to work with a partner? I do allow them to choose their groups, and so choice is already on the table. While some students didn’t love having to work with others, isn’t that part of the whole learning process? Don’t I want them to learn to be comfortable being uncomfortable? I think I need to let this point marinate a bit before I make any changes about how they complete the project.

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As my cat continues staring out the window, I’m feeling energized and excited for when I teach this Physics unit again next year. I’m loving the changes I brainstormed, and who knows, perhaps many more ideas will come to me before next January. Until next year, I’ll keep thinking and reflecting while my cat keeps pondering his purrr-fect life.

How Do We Help Students Learn to See Themselves the Way We See Them?

My Recurring Dream

Growing up, I used to have this recurring dream that I was flying. In my dream, I would simply soar high above the ground, houses, and buildings as though I was a bird. I felt the air riding above and below me as though I was some sort of magical being. I could easily change my altitude by changing the position of my arms. It felt so freeing. It was like nothing could hold me back from doing anything. I felt almost invincible in this dream, and then I would wake up and realize I couldn’t really fly. I tried flapping my arms or jumping from play structures at school and spreading my arms, but I only ended up getting severely bruised or laughed at for acting like a silly bird.

I could have easily given up thinking that flying was possible, which surely would have led to the end of my recurring dream, but I didn’t. I kept hoping and thinking that one day I would be able to fly high above the world that always tried to control me, mock me, and make me feel insignificant. My dream continued, until one day I was able to fly, in a plane that is.

At take off, my heart felt as though it was going to beat its way out of my chest it was thumping so hard. I was lucky enough to have a window seat so that I could take the entire view in. I watched as the trees and cars began to shrink and the world seemed to blur and transform into some impressionist painting. Then, as we rose into the clouds, I realized that dreams really do come true. I felt so alive and free, as though the world was my video game to play, until the flight attendant informed me that they don’t serve Mt. Dew on the flight. I was devastated, but quelled my sadness by looking down on the beauty that Mother Nature somehow created with her magical wand.

Despite feeling as though my dreams could never possibly come true, I never stopped believing or hoping that the impossible was possible. I pushed through the difficult times in my life by holding out hope that one day I would be able to fly high above the harassment and ridicule to get to a better place, a happier place. And sure enough, I did. I kept striving, working, and believing that my dream would someday become a reality. Life is hard for all people, which is why dreams and goals give us hope and something in which to have faith. When we reach for the impossible, everything becomes probable.

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Rise Above the Bar

Above the door in my classroom, hangs a metal rod and sign that states, “This is the bar of excellence. Now, rise above it.” I reference this special mantra with my students almost daily, reminding them of the power that they each possess inside.

One of my goals as a teacher is to help inspire my students to find, see, and apply the potential they all have living deep within them. I want my students to realize that anything is possible with hope and hard work. I hold my students to high standards because I want each of them to one day be able to fly above what is holding them back. I push my students to be the best possible version of themselves so that the world will become a better place because they are in it.

Although this figurative bar of excellence is at different heights for each student based on their abilities and challenges, I don’t allow them to accept or provide excuses for not getting over their own bar. I tell them, “If we lower the bar for ourselves and accept okay work or effort, that is all we are ever going to be able to produce. We need to push ourselves to grow and rise above what even we thought was possible. We need to push, fail, learn, and challenge ourselves by holding the bar of what we accept from ourselves as high as possible. The higher the bar, the greater the journey.”

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The Journey Towards Transformation

The most difficult part of every school year is the first trimester because of the uncomfortable adjustment period. Because fifth grade is the entry point for my amazing micro-school, I have students entering my classroom from Montessori schools, home schooling experiences, and various public schools that all have varying expectations and bar heights. Helping my students learn to see the value in holding themselves to high standards is quite a rough and rocky adventure. While some students begin the year putting forth great effort and holding themselves to high standards of excellence in their work and behavior, others balk at my expectations and push hard against them.

A student of mine broke down into tears on several occasions during the first few months of this school year because he was having to work harder than he ever had to before. He said, “I can’t do it.” I then reminded him to add the always vital YET. Now, this student who could barely type a few sentences for a Free Write activity or multiply double-digit numbers is writing pages of poetry and creative stories and multiplying numbers like a human calculator. Because I challenged him to see himself for what he could become with hard work and perseverance, he pushed himself to make that dream a reality. He has learned to hold himself to high standards so that he can be the best version of himself.

Although some students manage to push themselves to meet my expectations as they grow and become a more mentally and academically stronger version of themselves very quickly, some students like to hold tight to old habits of “this is good enough” because growing and changing is difficult and uncomfortable. I have a student in my class this year that struggled to hold himself to high standards despite my constant reminder of, “I won’t accept this work from you. I know you can do better.” During the first few months, he made minor tweaks to his work habits but was still almost always the first one “done” a task because he simply viewed each assignment as an item on his To-Do list. He never saw the work and tasks as opportunities to grow and change. He would write the paragraph using the minimum amount of sentence and never proofread or check his work. He was going through the motions of school as though he was on autopilot or some sort of average robot. I knew he had lots more potential that he kept locked away inside of himself because I had seen glimpses of this greatness during class discussions, athletic events, and group projects. I knew that he could be a very hard worker.

However, in early February of this year, he was still doing his work just to get it done. He wasn’t invested or engaged in it at any level. During an activity in Language Arts regarding Poetry, he checked in with me to tell me that he was done with the assignment. When I looked at what he had crafted, it was my perception that he had put forth very little effort. I said, “This is unacceptable. I know you are capable of proofreading your work more carefully and holding yourself to higher standards. You need to put forth more effort into what you do so that you can grow into a stronger, better student who is ready for sixth grade in a few months.” I slammed my metaphorical Thor hammer down on him in hopes that he would become frustrated by me repeating the same speech to him after every task he completes. My hope was that he would realize that he is better than the work he was attempting to turn in.

Fast forward to the next day. During Language Arts, he crafted a brilliant Free Verse poem that contained more lines than the minimum expectation. In Science, the following week, he worked harder and with more effort than I had seen from him all year as he helped his group construct their very cool pinball machine. This past week, when he only had to craft five Haikus in Language Arts, he pushed himself to do seven. The student that I knew was living inside of him all along has finally hatched out of the hard shell he kept him hidden within for so long. This student is becoming the better version of himself. He has been proofreading his work before checking in with me and generally has a better attitude about school since that last issue in February. He is rising above what he thought was possible and seems very proud of himself. I love that I can now praise him almost daily for holding himself to high standards. The student is becoming the master. I love it!

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A Recipe for Success

While our journey of growth and rising above expectations is far from over, I am so proud of how far all of my students have come since September. They are now all challenging themselves to be better than what they once thought they could be. They are pushing themselves to grow and change because it’s the right, best thing to do. At the beginning of the school year, my students were doing hard stuff because I was holding them to high standards. Now that they see the benefit of hard work, my students are holding themselves to high standards. They are flying high above the learning challenges, negative self-talk, and unhelpful learned behaviors that they carried within them into our classroom at the start of the year. They are like beautiful birds on a magical journey to some impossible land because they now believe in the THEM that I saw in all of their eyes when they entered my classroom at the start of the school year. Everything is possible with hard work, hope, and faith.