Goal Setting: A Recipe for Growing and Improving

While life for kids today is much more challenging and difficult than when we all grew up, beating a video game in these difficult times is as easy as making Oobleck.  You simply go online to some website such as Youtube and learn from others how to defeat the mega boss in the last level.  Or, you can find cheat codes to enter that will allow you to circumvent numerous levels so that you need only to pass the final stage to win the game.  That’s so easy, like taking full-size candy bars from innocent adults on Halloween.  Plus, on top of all the resources available to kids in the twenty-first century to learn how to easily win a video game, these games are made with oodles of helpful tools and hints such as navigational maps showing your location relative to the location of the evil villains or other bad guys in the game.  How is that at all fair?

I read a study recently that shows how playing old-school video games, such as Super Mario Brothers, that lack directional maps, actually helps to increase grey matter in important parts of the brain.  Kids have it so easy playing video games today.  Back in the day, it took days, weeks, or even months to beat the newest Legend of Zelda or Mario game, as we didn’t have easy access to cheat codes or helpful hints.  We had to rely on our problem solving skills, and the limited time that we had to play video games.  Growing up with only one television to which I could connect the game console, greatly reduced my game playing opportunities.  I couldn’t game in the evenings or when my parents wanted to watch TV.  So, when I did play my video games, I had to be very strategic about it.  I often set goals for myself.  “Today I will work on beating the next level in Marble Madness while tomorrow I will get to the next world in Super Mario Bros 2.”  Setting specific goals for myself helped me to advance through my video games at a much faster pace.  As a mature adult, I use the skill of goal setting in more meaningful and effective ways.  “I am going to spend my birthday money on buying an original Nintendo Gameboy system, and then ask for a Nintendo 64 system for Christmas.”  Now that I don’t have to worry about my television time being rationed, I can focus on bigger and better goals.

As a teacher, I use goal setting with my students and for myself.  I cannot expect to grow and improve as an educator if I don’t have goals toward which I am working.  So, each year, I set a few professional goals for myself to help keep me focused on moving up and to the right.  As I have just finished the first month of the new academic year, I feel as though it is time to set some goals for the 2019-2020 school year.  What am I going to focus on this year?  How will I grow and develop as a teacher during the current school year?  What should I strive for this year?

  • I want to help my students learn to see themselves as Math students.  I want the students to find the fun and excitement in Math.  I want them to get excited for Math class because they welcome the challenge.  Using more games in Math class while also altering the way I began the year in Math, I believe, will help to cultivate this change within my students.  In a recent entry, I went into much more detail on my early success with this new approach to Math.  I also saw signs of awesomeness in class on Friday when I taught my students how to play the phenomenal game Prime Climb created by the brains behind the Math For Love website and program.  They really got into the strategies behind the game.  I also had several students ask insightful questions about the way the board is designed.  “Why do some of the numbers have different colors around them?  Why do some numbers have tiny numbers written beneath them?”  Yes, I thought, they are thinking critically and asking questions.  Success.  They are seeing Math as a quest for knowledge and understanding in the world.  I love it!  One student in my class, who made it very clear to me in the first week of school that she hates Math and is not a Math student, asked me in front of the whole class while we played Prime Climb, “Where did you get this game?  I love it and totally want to get it.”  Wait, what?  A student who did not see herself as a Math student at the start of the school year is now finding enjoyment in playing a Math game?  What’s going on?  Again, another success.  Working toward my first new goal of the year is already beginning to pay huge dividends.  I feel like a kid again, defeating Bowser in the final level of Super Mario Bros to rescue the Princess.  So cool!  I’m hoping I will be able to maintain this progress and continue to foster a love of Math within my students. Prime Climb
  • I want to make the final project in our Social Studies unit on community more engaging, relevant, and fun for my students.  After completing this unit last year, the students provided me with much feedback on how they didn’t really like the final project on the unit, which had each student create an oral presentation on something they enjoyed learning about during the unit.  They found it to be a bit boring.  While they liked making the final presentation at our local Historical Society, they did not like all the boring research work that went into preparing for the presentations.  They would have preferred something more hands on and relevant, they shared with me last year.  So, I decided to incorporate their feedback into our unit on community this year.  Instead of having the students create a final presentation, I am having the class complete a community project.  I want to empower my students to see solutions to problems facing our community.  The students brainstormed a list of ways we, as a class, could give back to our community.  Some of their suggestions included collecting items for the local food pantry, helping serve food at the local senior center, and setting up a free Halloween party for the families in our community.  The students voted to take on the Halloween party.  Starting next week, we are going to dig into what that will look like and how we can make it happen.  This project will get the students designing, collaborating, and seeing first hand the benefits of kindness and compassion.  They were so excited last week when I introduced this project.  I can’t wait to see their engagement level increase as we plan it all out and then make it happen in a few short weeks.  My hope is that the students will remember the big ideas learned in this unit because of this new and more engaging final project.
  • I want to be sure I take the time to address the social-emotional issues that arise in class on a regular basis.  Caring over content, is going to be my big push this year.  I need to take the time to allow my students to learn how to self-regulate themselves while coming to terms with their emotional identity.  I want my students to feel and be safe and cared for.  I want them to become comfortable sharing their feelings with each other.  I don’t want my students leaving the fifth grade, afraid to be their true selves.  If social-emotional issues or problems arise in the classroom, I want to provide the students with time to learn how to address and solve them effectively.  Rather than burying their feelings deep with themselves, I want my students to understand the power of “I Feel” statements, emotional check-ins, mindfulness, square breathing, caring, and sharing.  While subject area content is important, and will not be forgotten throughout the year, the skill of managing their emotions and being kind and empathetic classmates is equally important.  If students are feeling sad, angry, mad, or anxious in anyway, their reptilian brain will take over and hijack the thinking parts of their brain.  I want my students to learn how to prevent themselves from being emotionally hijacked in and out of school, as it will have immense benefits.  Case and point occurred this past Friday in the classroom.  As the students were having fun playing the Math game Prime Climb, I realized that a student was in emotional distress.  When one student used an “I Feel” statement to share how he was feeling about what another student was doing, that student responded in a negative manner.  So, we paused the game and dug into this issue as a class.  I asked the student to share what was causing her to respond in such a negative manner.  She then shared how upset she felt about a negative interaction she had with a different student during recess on Thursday.  The student continued talking about their feelings.  As a class, we then discussed the importance of not keeping one’s feelings bottled up inside.  It was an incredibly beneficial and necessary activity and discussion that needed to happen.  That afternoon, the student who was feeling upset, was able to change her thinking and end the day on a very positive note.  Allowing time for her to share her feelings made the difference in that outcome.  I want to continue to provide my class with time to address the social-emotional issues that will inevitably come up in our fifth grade classroom.

While I have but three goals to focus on this year, I want to be sure that I have ample time and energy to focus on accomplishing them this year.  When I take on too much, I find it difficult to come to terms with being unsuccessful in meeting any of the goals I set for myself yearly.  These three aforementioned goals will give me plenty to work on this year, as I continue to grow and develop as an educator.  The Math goal by itself could keep me busy and focused all year long.  Just like the middle school video gamer me, I am going to spend all the time I have working on accomplishing my goals in the classroom this year.  Who knows, maybe I’ll collect enough coins to earn an extra life or find a portal to another dimension.  The possibilities are infinite when I work towards meeting goals I set for myself.


Taking Time for the Important Curriculum in the Classroom

I decided to study teaching in college because I felt like I could connect with students in meaningful ways.  I wanted to change the world for the better, one student at a time.  At the time, that seemed like an awesome task.  I was excited and a bit overwhelmed.  Then, when I actually started studying for my Elementary Education degree, in college I realized that my role as a teacher was more about keeping children safe while filling their brains with information.  I felt like I would need to be the well spring of knowledge from which the students would drink.  I was confused, I thought I would be able to change the world.  Instead, I took what my professors were preaching and viewed my role as educator in a very different way.  I was expected to deliver lessons and knowledge to my students.  I would need to be sure that I covered every standard on the long list of standards for each grade level.  Wow, that definitely seemed overwhelming and unappealing to me.  I didn’t want to be a walking encyclopedia of knowledge for my students.  I wanted to be a guide, someone they could trust to help them feel safe, cared for, and comfortable while engaging in the process of learning.  So, now what, I thought.  My hopes did not match my perception of the reality of being a teacher.  Despite all of the confusion and mixed messages I felt like I was hearing from my college professors, I earned my teaching certificate and began what has transformed into a long, wonderful, challenging, and rewarding career in education.

My first few years in teaching, I followed the model I learned about in college.  I looked at my role as teacher in terms of needing to impart wisdom and knowledge to my students.  I held the elixir of knowledge that needed to be poured into my students.  I focused on content.  Of course, I did ensure that my students were safe and felt cared for, but I spent most of my time preparing lessons that would convey much information and content to my students.  While I was told that this was how great teachers teach, it didn’t feel right to me.  So, after a few years in education, I paused to reflect on my teaching?  How was I doing as a teacher?  Was I changing the world?  Was I helping my students to grow and develop?  I did lots of research at that point in my career and realized that I was not an effective teacher, as I was not empowering my students to learn and want to change the world.  I wasn’t helping my students learn how to manage their emotions or communicate effectively with their peers.  I would hold them accountable when they were rude or disrespectful, but I failed to teach them how they should be communicating and acting.  I was missing the most important curriculum in the field of teaching, the Social-Emotional Learning.

I then went on an epic learning journey of my own, as I started learning what great teachers really do.  I observed examples of effective teaching, researched current pedagogical approaches, and relearned how to be the teacher that I had wanted to when I decided to pursue a life in education.  It was so much fun trying new things in the classroom.  I began giving up control too.  I started asking my students what they wanted to do.  I provided my students with time to share their thoughts and emotions.  I made use of mindfulness in the classroom.  I looked at critical thinking, problem solving, and social-emotional learning as the foundational standards I wanted, no needed, all of my students to master by the time they left my classroom.  I began to see that I needed to help my students learn how to manage their emotions, take responsibility for their actions, solve problems encountered, and see the learning process as fun and engaging.  I now realized that I needed to get my students excited about school.  I began making use of Problem-Based Learning projects and Place-Based Learning units.  I felt like I was growing into the teacher I had wanted to be back when I was 18.  It felt amazing.

While I still have a long way to go, I try to make each school year better than the last, as I continue learning and growing as an educator.  I continually ask myself, my colleagues, and my students, “What can I do to become a more effective teacher for my students?”

Fast forward to this current academic year.  I am fortunate to again be working with a talented and kind group of students.  They are thoughtful and excited about learning.  However, they are only fifth graders and so they have definitely brought their fixed mindsets about learning and school with them.  My goal this year is to help each of my students allow the seeds of learning, kindness, and self-awareness that they all have with them to blossom into something magnificent.  This means that I need to take time to teach my students how to take care of their emotional well being.  We take time during each school day to be mindful and think about how our thoughts, feeling, and actions affect us and others around us.  I also try to create situations that allow my students to practice applying these skills and strategies.  On Thursday, I had my students, work together to attempt to assemble a small puzzle using pieces from two different puzzles.  I purposely left out one piece from each puzzle.  While they managed to mostly accomplish the task, they struggled to communicate effectively with each other.  They were certainly not taking care of each other, like great communities do.  One student was in tears because her classmates were not listening to her.  She had great ideas for how to solve the problem that were being ignored because the students were focusing on the task instead of the process.  So, we took the time then and there to talk about what happened.

What went wrong?  What do we need to work on moving forward?  As we debriefed the activity in class, two students literally and figuratively put their arms around the tearful student.  This helped the student feel cared for and acknowledged.  While assembling a puzzle seems like a task my students should have learned in preschool, the skill of collaborating and communicating effectively are life skills that take much practice to master.  To me, it is more important that my students learn how to work together with their peers in effective ways, solve problems, think critically, become emotionally strong and resilient beings, and be kind and empathetic, than it is for them to learn a bunch of facts.  Yes, I teach my students how to navigate the process of learning, but if they don’t feel safe, cared for, and emotionally strong, then their brains will not allow any knowledge or facts to be stored within that slimy mess resting just beneath their skulls.  Following the puzzle activity, I noticed that my students really were more self-aware and empathetic.  They made sure to help their peers in need and recognize body language that was sending a negative or sad message to the class.  Then, yesterday, things just really came together and reminded me that taking time to help students learn how to navigate their emotions, kindness, and life in general is totally necessary.

So, this story really starts about a week and a half ago.  A student in my class is struggling with a congenital knee issue that has forced her to use crutches to get around since the start of the school year.  While I want her to be and feel like a part of everything we do in the classroom, some tasks or activities are simply too difficult for her to complete while on crutches.  Case and point, Forest Friday.  There is a steep hill to climb up and down in order to access the area of the forest that we use for our outdoor education program in the fifth grade.  She could not navigate this terrain on crutches.  After she missed the first week, I knew that I had to try a different approach to allow her to be included.  So, I told this student how I felt and then asked her for ideas.  A student standing nearby heard us discussing this issue and added, “You could use a sled to pull her up and down the hill.”  The injured student thought this sounded like a wonderful and dangerous idea.  So, like any great teacher, I said, “Let’s do this.”  And, it totally worked.  For the past two Fridays, she has been able to join us outside, and this has helped her feel included and cared for.  Talk about kindness and empathy.  I love it!  This is really only part I of my story.


Now for part II.  So, this injured student is going into the hospital for surgery on her knee this coming Monday.  She will be out of school for quite some time.  When she does return, she will most likely be in a wheelchair to help with the healing process.  So, on Thursday afternoon, during our Closing Circle, I shared that the next day, Friday, would be this student’s last day with us in the class for a while.  Sadness seemed to spread among my students as they all started looking at this student with puppy dog eyes.  Then, several students declared that we need to make her last day memorable and special.  So, I asked them how we might do that.  This lead into a fantastic discussion on being kind and caring.  The following day, Friday, which was yesterday in reality, the students came to school equipped with gifts and cards for this student.  They wanted her to know that they care about her and will miss her while she’s gone.  I had the students sign a group card from the class.  We shared special treats that this student likes and had a wonderful day together.  The students even created a special cheer for the end of our Closing Circle yesterday.  It all felt so magical and surreal.  Thinking back on how kind, thoughtful, and caring ALL of my students were yesterday, tears began to well up in my eyes.  I am so lucky to be working with such a special group of students in the fifth grade this year.


What this two-part story taught me is that the kind of people my students learn to grow into in my classroom is far more important than how much knowledge I can cram into their brains.  Don’t you worry though, I find sneaky ways to convey much information and knowledge to my students on a daily basis.  However, they can always find answers to questions using their smart devices, but they can’t learn how to be kind, empathetic, caring, and strong emotional humans from technology.  They need ample opportunity to practice it in a safe space, like the fifth grade classroom at BHS.

When One Door Closes, Look Ahead for Another to Open

On this cloudy Father’s Day morning, I can’t help but revel in the wonder of two night’s ago: my son graduated from high school on Friday night.  Wwwhhhooo-hhhooo!  If I had some fireworks available to me and wasn’t afraid of shooting them off, I would totally do that right now too.  After many years and months of trying to help him see the light, he got to the end of the tunnel.  He made it, with much help and support from his teachers and aide.  While the ceremony was long, as his class was quite large, the speeches were phenomenal and Mother Nature kept the rain monsters at bay.  After the big event, he was beaming with pride.  He also seemed a bit surprised that he had successfully graduated.  My father turned to him at one point and said, “I’m surprised you did it,” and my son replied, “Yeah, me too.”  It was a very special moment.  In the car ride to his graduation dinner celebration, he said, “Now onto Milford Academy and then college.”  On graduation night, he was already looking ahead to the Post-Graduate school he will be attending before going to college.  He’s already set his sights on his next goal.  I love it!  He’s definitely got my energy for goal-setting.  So, to my son, I say, “Congratulations young man.  You did it!  Now, keep kicking butt as you look ahead to your next challenge.”

Much like my son, I’ve begun to think about my next school year.  As my fifth graders officially became sixth graders on Friday morning, our last day of school at BHS, I’m already thinking about changes I’d like to make in my classroom for next year.  Although I felt as though this past academic year was highly successful, I don’t ever want to stop growing, thinking, and reflecting.  There is always room for change, as I told my students this year, “Nothing or no one is perfect, not even your amazing teacher.”  As the door on the 2018-2019 school year has closed, it’s time to find the next door to open.

Things I want to tweak or change for the 2019-2020 academic year:

  • I want to switch up the posters and decorations in my classroom.  While things looked good this past year, I didn’t super love the way I hung stuff on the walls.  I feel as though I can do better.  I want to strive for making it look more professional.  I want to create a fun sign for the Reading Nook and Maker Space in my classroom.  I want to attach the posters to the wall in a more avant-garde way.  I want conjure up the emotion and rawness of Jackson Pollack while still maintaining the elementary feel of a Harry Allard book.  I’m not sure exactly how I will do this, but I am going to bring some change to the decor of my classroom this summer.
  • I want to change-up some of my Social Studies and Science units.  Will I still do a unit on the Native Americans?  I’m not sure.  With the Community Unit that kicks off the school year, I dig into the native tribes that once resided on the land that we now call Hopkinton.  Is it overkill to then follow up that unit with another one on the same topic?  While the students seemed to enjoy that unit, I feel as though I could also use that time to teach them a unit on civics and what it means to be a citizen of the US.  With a pivotal election on the horizon, helping students understand what it means to be a citizen seems to make a lot of sense to me.  I also plan to make some minor changes to the other units I will update for next year based on the feedback I received from my students this year.
  • While the history teacher uses the online application Classcraft to help motivate students, I’m not sure if I want to make use of it in the fifth grade.  While the sixth, seventh, and eighth graders seemed to enjoy using it this past year, I worry that it tied them to their computers too much.  In this techno-verse in which we live, it’s very easy for people to zone out and stay connected to a screen, and I don’t want that to happen to my students.  While Classcraft does seem really cool and offers some amazing features, I feel as though I need to spend some time this summer really contemplating the decision to utilize it or not for the fifth grade.
  • I want to jazz up my Math class a bit.  As I had much success with the games I used in class, I want to dig even deeper into that concept for the upcoming year.  I want to investigate the cool Math For Love curriculum to see if it would be an appropriate supplemental curriculum for next year.  I want to find even more math games to use in the classroom.  I want to begin each Math class with an activity, problem, or game.  I want to help my students see how much fun Math can be.
  • I want to find more engaging games to incorporate into our Morning Meetings for next year.  The students loved the activities I used towards the end of the year, and I want to find even more games that help foster problem solving and critical thinking while allowing students to develop their social-emotional skills.

I think that’s it for now.  My summer vacation is still young and so this list may grow as September draws closer.  I’m excited to challenge myself this summer and continue to grow and develop as an educator.  Although the end of a school year is filled with bittersweet emotions, it is also a wonderful time to reflect and think ahead.  So, like my son is already doing, I am looking forward to next year’s wonderful class.  Big it on, I say.

The Value in Project Based Learning

For teachers, it’s totally normal to get nostalgic and a little sad during this time of the year, as the end is near.  Our amazing school year that began back in 2018 is two weeks away from being over.  Our remarkable and wonderful students have made so much progress and now it’s time for them to move on.  I still remember the first day of school as if it were yesterday.  It was about 95 degrees in my classroom and I had sweat through my shirt by 9:30 that morning.  My students were nervous and excited.  In fact, they made up a new word to describe just that very emotion.  They call it “nerited.”  My nerited little sponges were full of curiosity and wonder.  Now that the close of another school year is within sight, I am feeling nerited.  Did I prepare them effectively for their next steps?  Are they truly ready to move on?  I think the bigger question is, am I ready to let them move on?  This being my first year at the Beech Hill School, I feel so very lucky to have had such a wonderful and amazing class of fifth graders.  Each and every one of them are remarkable in numerous ways.  I don’t want the fun to come to an end, but as Robert Frost wrote in one of his most famous poems, “Yet knowing how way leads on to way,” time stops for no one and my little fifth graders aren’t so little anymore.  They are ready for their next journey, their next path.  (Wiping away tears as I reflect on my wonderful year.)  But hold on, while the end is indeed near, it’s not here yet, oh no.  We still have two glorious, and what I’m sure will be, crazy weeks to go.  Although it may be easy to look out onto the horizon and see June 14, my energy is focused on the present, the now.

To keep my students focused on the now, and to help them hold back any tears that may be welling up inside, this past week, I introduced the final, cumulative assignment to my class.  It’s the project to end all projects.  It’s the Big Kahuna of Kahunas.  This is the project that will make all other projects seem like just another day in the dentist’s chair.  We’re talking major project here.  In fact, this isn’t simply another project.  This is something far different.  You see, this is a cross-curricular, integrated, behemoth, project of epic proportions.  This, ladies and gentlemen, boys and girls, is, wait for it…  The BHS Betterment Project!  That sound you hear is the thunderous applaud and screams of amazement.  While I have utilized Project Based Learning in the past, this is the first large-scale project that I have ever created.  This project has its tentacles reaching into our Language Arts curriculum, our Social Studies curriculum, our Science curriculum, and our Social-Emotional Learning curriculum.  This is the big time now folks.  I feel a bit like that person in the circus that steers the show, tells funny jokes, and explains all of the various acts.  Yeah, I feel a bit like a circus clown.

Before I get too carried away with my silly antics, I should get back on track.  So, the project involves the students creating some way to leave their mark on our wonderful little school.  What could they do that would enrich the lives of our school’s community members?  How could they make our campus and school even better than it currently is?  Once they brainstorm their idea, they begin constructing it.  Click here to learn more about this phenomenal project.

This week past week, I introduced the project to my class.  Excitement was definitely in the air.  They were pumped for this project.  Immediately, almost every pair of students had an idea for their project.  The first step was to flesh it out, bring it to life a bit more.  I had them complete a project proposal via Google Forms to allow them time to really think about their idea.  How will it benefit our tiny little school?  What materials will be needed?  Are we invested in this project enough to work outside of school if the need arises?  I then met with each group to discuss their idea with them.  I posed questions to each partnership to help them truly think through their idea.  The positive energy was amazing.  The students were so excited to jump into this project.  They loved it.  On the first day, I asked the students what allowed them to work so well and stay so focused during the various work periods we had for this project.  Their response, “Because this project is awesome.  It’s real.  We are actually doing something that makes a difference.  We’re changing our school for the better.”  At hearing their responses, I almost jumped out of my skin and ran around the classroom jumping for joy.  I felt like that guy from that movie about baseball.  “If you create the right project, they will work and love it,” I believe one of the characters said at one point in the film.


Throughout the week, the students worked on their different projects, making the school and our community better.  Each group is totally invested in their project and tasks.  It’s amazing, and I get to observe it all.  On Friday, I walked around the school in awe, watching my students work like busy little BHS Beavers working on their projects.  I didn’t have to remind anyone to stay focused on the work at hand.  I was able to bask in the glory of their hard work and awesomeness.  It was amazing!

The Projects

  • One group is making a community garden in an area that at one time did have a garden on it, but has since turned into a grassy meadow.  They spent much of this past week trying to cut down the grass and get to the dirt of the matter.  As we have a landscaping company take care of mowing and trimming the grass, we don’t have many garden tools or lawn care items available to us at the school.  However, this did not stop that group of dedicated young ladies.  Oh no.  On the second day they were outside and the grass became too long for them to simply pull out of the ground by hand, they asked for the mother of all grass cutting tools.  “May we use the scissors to cut the grass,” they asked with authority.  Holding back laughter, I replied, “Of course.  Give them a try.  That is one way to cut grass.”  Later that same period I went outside to check on them.  While I thought for sure that they would be complaining about how the scissors are useless and not really making a dent in cutting down the grass, they were hard at work on their hands and knees snipping the grass with the scissors.  They seemed incredibly content cutting the grass with small little scissors.  Their perseverance was phenomenal.  Knowing that we had two weeks and not two months to complete this project though, I brought in a weed whacker for them to use the very next day.  Although they liked that the weed whacker got the job done much more quickly than the scissors, they almost seemed to miss the quiet nature of cutting the grass with scissors.


  • Another group decided to create and operate a school store.  As our school is but seven young years old, we don’t have any sort of school store for the students to purchase things like snacks, pencils, or school swag.  Two dedicated fifth grade boys want to change that.  Their goal is to grow this store into something that will sell all sorts of fun things like that to the students on a daily basis.  However, they do realize that they need to start small in order to become a giant like Amazon.  They worked diligently to create a spreadsheet that will document their earnings and expenses, make posters advertising the new school store, and research and then select the few items they will start selling first.  This past Friday marked their first day of business.  They were so excited to open that they spent the entire work period prior to the Grand Opening, setting up the store, reorganizing the price tags, and making sure that everything was just right.  It was so fifth grade.  They raked in about $20 on day one, and were planning to buy new items this weekend so they could reopen again on Tuesday of next week.


  • The third group wanted to find an easier and more student-friendly way to organize the books in our class library.  While the students can use the 5-finger rule for finding a new book, these two students wanted to make it even easier for future fifth graders to find books on their reading level.  So, they found a system for labeling the books that they liked and began re-shelving our class library this past week.  They went with the Accelerated Reader system of classifying books.  They used colored stickers on the spines of the books to denote their level.  They created a key for the students to use as well.  But, they didn’t stop there.  No, they took it a level further.  They then organized the books by genre.  So, each genre shelf or section is organized by reading level as well.  If you’re looking for a historical fiction book that is above the fifth grade reading level, they’ve got several for you to choose from.  It’s so cool.  I can’t wait to unveil this system for my new students in September.


  • The final group wanted to do something that would help more than just our school community.  They wanted to help our local town community too.  As we spent a lot of time at the start of the school year learning about the town of Hopkinton and it’s rich history, the students seem to be more aware of things outside their immediate zone of proximity.  This partnership decided to build a free community lending library that would be housed near the road, but on our property, for all to use.  We will stock it with donated books first and see how the community takes to it.  This week, they designed and started constructing the small library house.  As our town has zoning laws that must be adhered to, I sent the students to Town Hall to find out what they might need to do in terms of fees or paperwork.  It turns out that, as long as the structure is on the school’s property, no paperwork or fees are required.  That was good news.  This experience was a valuable one for the students to understand and realize that things don’t simply, magically happen, there is much procedural work that takes place behind the scenes.  Being an adult is hard work.


While class projects are wonderful and fun for the students, the engagement factor usually fizzles out after a day or so.  However, with this real-life project that has genuine outcomes for the school community and beyond, the students remain 100% invested and engaged because it isn’t just a fun thing to do, it’s the real-world.  They are doing something that matters and will make a difference in our community.  They are gardening, earning money, learning about zoning laws, and determining how to better help future students.  They are doing adult things like adults do, and I think that is the piece that is engaging them and keeping them motivated.  Project Based Learning allows for students to learn real-world skills as well as grade-appropriate skills in an engaging and fun manner.  Most of the learning that happens in projects like the one my students are working on now is hidden from the students.  The group running the school store doesn’t realize that they are practicing math skills as well as the economics of supply and demand while developing a store and selling snacks and drinks to their peers.  PBL experiences weave the learning discretely into the project itself so that the students don’t fully comprehend how much learning and school work they are actually doing.  It’s all about subterfuge, baby.

Instead of spending the last few weeks of school finishing chapters in our Math textbook or reviewing what was learned this year, I’m engaging the students in an exciting project that will help them give back to our school and greater community.  I want my students leaving the fifth grade feeling like they made a difference, learned a lot, made life-long friends, and created memories that will stick with them for a lifetime.  Before I start sobbing again, I’ll wrap up this week’s blog entry with a quote from one of my students, “They looked gross at first, but then I tried them and realized they were super soft and chewy.”  Here’s the big question, was he referring to an actual food product or sticks he found outside during Forest Friday?  Ponder that.

Lessons for Learning in my Fifth Grade Classroom

When I was just a wee young lad with luscious red hair, completing homework was a hoop I had to jump through in order to go outside and ride my bike or watch television.  Homework always came first in my house.  Once I got home from school, I sat down and did my homework.  Because I viewed it as a hurdle to having fun, I rarely devoted great effort or care to the completion of my homework.  I did it to get it done.  In school, my teachers graded homework on the check system: A check minus meant that it did not meet the expectation, a check meant that it was done, and a check plus meant that it was done very well.  Therefore, I made sure that I put forth just enough effort to earn checks consistently.  That was good enough for me.  My teachers never took time in class to discuss the importance of effort or what quality work looked like, and so it took me quite some time to learn the value of hard work and great effort.  Not until college did I start to understand that I should care about the work I completed as it is a reflection of who I am as a person.  I wish my elementary and middle school teachers had taken time to help me learn the value of effort and taking pride in my work.  I wish I had cared more about the quality of work I completed when I was younger, as I feel it could have helped me grow into a stronger student sooner rather than later.

As a teacher, I try exceedingly hard on a daily basis to make sure that I provide my students with the best possible educational program so that they can more rapidly transform into the best versions of themselves.  I don’t want my students feeling the way I do in 30 years because I didn’t support them in meaningful ways when they were in the fifth grade.  I want my students to see the value and benefits in completing quality work in a timely manner.  I want my students to constantly be challenging themselves to grow and develop as thinkers, problem solvers, mathematicians, and individuals.  I want my students to leave my fifth grade classroom in June feeling as though they know how to be effective and successful students in sixth grade and beyond.  I want my students to value the vital study skill of time management.  I want my students to understand what quality work looks like.  I want my students to strive for excellence in all areas of their life, because they are worth it.

One of the many ways I can help challenge my students to grow and develop in the classroom is to be mindfully aware of every opportunity for learning.  This past week was filled with teachable moments for my students.  On Tuesday, my students had a large assignment due.  They had been working on it since the middle of the previous week.  They had to hand-draw a tri-layered map of the Silk Road region.  As they had already completed a similar assignment during a prior Social Studies unit, my students knew how this complex assignment was to be completed.  Before the previous weekend, I had informed a few students that they would need to spend some time over the weekend working on the task so that they would not have hours of homework on Monday evening.  I contacted parents to let them know what I had asked of them, as fostering strong school-family relationships is crucial.  On Tuesday morning, only three students turned in their completed maps at the start of class.  At first, I felt frustrated.  Why did many of my students not complete the only homework assignment they had last night?  After I processed my feelings of anger and frustration during our mindful meditation in Tuesday’s Morning Meeting, I had an epiphany.  My students are only fifth graders.  How can I expect fifth graders to be perfect and do everything just so?  The fifth grade is a year filled with growth and opportunities to practice study skills.  As I began to accept the fact that my students need to fail in the fifth grade in order to learn vital study and life skills so that they are more effectively prepared for the sixth grade, a sense of serenity consumed me.  I shouldn’t be frustrated, but instead, I should feel elated that I have another opportunity to help my students learn the value of time management and great effort.

So, instead of beginning Social Studies class that day lecturing my students on the value of hard work and how disappointed I am that many of them did not complete the homework, I started class by explaining how fifth grade is a time of learning and development.  “I expect that many of you will fail in certain ways throughout the year so that you have the opportunity to learn from your mistakes and grow as a student,” I told them.  This seemed to shock a few of the students, as their eyes grew big.  “Why is this crazy man telling us that he wants us to fail,” they were probably thinking.  I then had students share why they were unable to complete the homework assignment.  I listed their many reasons on the board.  I made sure to explain to the students that while this year I am referring to their rationales for being unable to complete the map task as reasons, the sixth grade teachers will view their reasons as excuses next year.  “Use this opportunity as a chance to learn the importance of budgeting your time effectively,” I said to my students.  I then had the students brainstorm possible ways they could prevent these same reasons allowing them to not complete their homework in the future.  The students suggested wonderful ideas such as asking for help, making a plan or time schedule of how and when they would accomplish various parts of a task, and using their free time more effectively.  It was a very insightful discussion, which I feel benefited the students well.  They seemed to all understand the importance of completing their work by pre-set due dates.  Later in the week, I gave the students another chance to practice this skill of time management.

The students began working on the final project for our unit on the Silk Road in class on Wednesday.  Before they began working in class, I had each student create a daily schedule of the work they will complete so that they can be sure they are finished by the deadline of next Thursday.  I had the students briefly write what part of the project they will work on each day in class and for homework outside of class.  On Thursday and Friday, I began and concluded each Social Studies class by having the students review and update their daily work schedule.  Did the students complete what they had intended to do for homework the night before or in class that day?  If not, they revised their schedule to reflect the reality of the situation.  This has seemed to really help many of the students stay on track with this complex and large final project.  No one is falling behind, as they had on the previous mapping task.  I am hopeful that this time management task will help the students be and feel successful next week when their final project is due.  I intend to debrief the entire project and schedule task with the students in class next Thursday so that they are able to see the value in effectively managing their time regarding academic tasks and assignments.

As I assessed the mapping assignment when all of my students had finally completed and turned in their work, I realized that many of the students failed to meet the graded objective.  Why is that?  Were they rushing?  Did they not understand what to do?  As they had all been able to meet this same objective a few months ago with a similar assignment regarding ancient Mesopotamia, I knew that they understood how to complete the assignment.  So, was it that they were not as engaged or didn’t care about this unit?  They seemed to really like learning about the Silk Road when we began this unit, and so I don’t believe that engagement was an issue.  Then what was it that caused many of the students to turn in work that lacked effort and did not display fine quality?

During Thursday’s Morning Meeting, I took time to share my findings with the class.  I explained how the quality of work that many of the students completed was low and lacking effort.  I discussed the value of holding the bar high for themselves and completing only work of which they are proud.  I reminded them that while they have the opportunity to redo work in the fifth grade, they may not have this same opportunity in sixth grade and beyond.  I want my students to value hard work and put forth more effort in reviewing their work against the requirements before turning it in so that they are handing in their best possible work.  They seemed to understand what I was saying, but only time will tell.  Plus, they are only fifth graders and have plenty of time to continue learning the value of completing quality work.

I’m hopeful that these two mini-lesson chats helped my students begin to see the benefits in completing quality work in a timely fashion.  Next Thursday will be telling; however, even if not every student turns in a high-quality final project on time, I am confident that they are still learning and working out the kinks of the challenging skill of time management.  Learning to be an effective student is an on-going journey full of failures and successes.  While my journey to understanding the value in effective time management and challenging myself to complete quality work took longer than I wish it had, I did eventually learn these vital skills, as all of my students will too one day.

You Taught Your Students What?: Highlights from Last Week in my Fifth Grade Classroom

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…

Mindfulness Yoga

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.

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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.

Is Our Focus on Social Emotional Learning in Schools Detracting from Academic Learning?

As I prepared for my big presentation at the New England League of Middle School’s annual conference in Providence, RI, this past week, I asked my students for some help.  “I’m feeling very anxious and nervous about my presentation tomorrow.  Any ideas on what I could do to help alleviate this release of cortisol in my brain?”  I was expecting silly answers like, “Picture everyone in their underwear,” but instead I received some very thoughtful responses that amazed me.

  • “You could do some mindful breathing before you start, like we do in the classroom,” one student said.  I love that they see the value in the mindful activities we utilize in the classroom.  It filled my heart with joy to hear this response.
  • “You could do some gambling before your presentation,” one student said, with a smile on his face.  I was hoping for at least one laughable suggestion; however, it does make me wonder what goes on at home that made him think this was something that people do.  Hmmm…
  • “You could picture all of the teachers in the audience as your fifth graders.  Like, don’t call them our names, but imagine you are teaching us,” one student suggested.  Ahh, be still my heart.  I love my students.  They always know just what to say.

Equipped with this sage advice from my students, I made my way into my workshop session on Thursday hopeful, calm, and a bit richer.  I felt ready to take on the world.

My workshop session was on the power of social emotional learning in the classroom.  My main goal was to help teachers and administrators see the genuine value and importance of focusing on educating the whole child.  I began my session by having the 30 attendees participate in a guided meditation, as a way of taking care of themselves.  I referred to it as my gift to them.  Many of the audience members seemed to get a lot out of this short activity.  I then attempted to engage the participants in a discussion regarding their prior knowledge of SEL, and you would have thought that I was asking for volunteers to recreate that final dance scene from the movie Dirty Dancing.  The large room was silent, with no hands going up.  Ohh teachers, we can be a strange bunch sometimes.  eventually though, the group warmed up to the fact that audience participation will enrich the session.  It could be that about three minutes after I asked them the question that fell on deaf ears, I had them participate in a pair-share activity that got the audience members out of their seats and moving around.  At that point, the overall energy level in the room did increase.

As we debriefed this partner activity, a school counselor added this interesting knowledge nugget to the discussion, “It feels to me that we are focusing too much on the social emotional aspects of teaching and moving away from the academic learning.  I’ve noticed that students at my school are struggling on tests and assessments more so than ever before.  I wonder if it is because we are spending so much time on mindfulness, conflict resolution, and other social apsects of learning.”  After she finished speaking, I heard people muttering under their breath in disbelief.  Did she really just say that?  I then thanked her for her input and posed a wondering of my own to the group “I wonder what will happen to those students who come into our classrooms filled with anxiety, stress, or some other negative emotion if we don’t provide them the space and place to relax, mentally unload, reflect, and release those strong emotions that will cause the release of cortisol in their brains.  Will they be able to really learn anything that we teach them?  Won’t it just go in their ears and back out again?  Don’t we need to prepare our students for academic learning opportunities before we jump right into them?”  Several other participants chimed in after me, echoing my sentiments.  People were trying to help this person understand the power of the social emotional aspects of learning.

But, was she getting at something?  Do we spend too much time on the “touchy-feely” aspects of teaching?  Are we moving too far away from academic learning?  Are our students graduating from high school less prepared for the rigors of the real-world now than ever before?  As our nation has been dealing with far more acts of school violence than most other countries in the world in recent years, schools around the country have been trying to address the reasons behind this violence.  Organizations and school districts have been implementing social emotional learning programs in schools across the nation to help curb the issues they believe are causing this influx of violence in schools.  Are these programs helping?  Are they making a difference?  Has there been a reduction in school violence since schools began putting these programs in place?  Should we just focus on academic learning in schools instead, and hope for the best?

While it is always important to view conversations and big ideas like this one from all perspectives, taking in all view points; however, at the end of the day, we do need to rely on our what our hearts tell us.  Great teachers know that our students won’t be able to learn if they are under stress.  And, if we allow this stress to fester and grow within our students and classrooms, it will lead to far bigger issues.  We cannot ignore the fact that many of our students are carrying around much emotional baggage with them when they enter our classrooms.  We need to provide our students with safe places to share their feelings, process their thoughts, become mindful and aware of the world around them, gain empathy, and feel cared for.  Only once our students are able to release some of the stress plaguing them, will they be able to begin the academic learning process.  Our students are humans, not robots.  We can’t expect them to compartmentalize their feelings and emotions so that we can shove our “important curriculum” into their brains.  The process of learning doesn’t work like that.  Brain science reaffirms this.  Our brains cannot intake new information if they are in a state of stress or under the spell of the “fight or flight” mechanisms in our brains.  As teachers, we need to focus on the social emotional aspects of learning before we can even begin to get into the process of academic learning.  Now more than ever, it is crucial that we spend time addressing the social and emotional issues affecting our students, because, if we don’t, future generations of students will be graduating with far fewer academic skills than those who have recently graduated.  Students need to feel and be safe and cared for before any sort of genuine learning can take place.  Thus, in some schools, we aren’t taking enough time to address the social emotional learning of our students.  As a nation, we need to better prepare our students to be kind, compassionate, resilient, emotionally attuned, and empathetic.

As I finished my workshop session on Thursday morning, feeling pretty good about how it went, something magical happened.  That same school counselor who posed the heavy-weighted question to the group during my presentation, came up to me to as I was packing away my materials to thank me for a wonderful session.  She told me that she now realizes and sees the value in focusing on the social emotional aspects of learning.  It took this session to wake her up a bit to the reality of the world in which our students live.  And this is why more teachers need to present sessions at conferences like NELMS and AMLE.  We need to get the word out about issues including SEL, brain science, and so much more.  So, to this school counselor who took a chance on my session, I say, “Thank you.”

How Empowering Students Leads to Engagement in the Classroom

One of my favorite memories from my experience in elementary school came in the sixth grade.  While my year in the sixth grade was transformational for me in many ways, one project in particular really helped to shape my love of science and plants.  I had Mr. Carr for Science class that year.  He was an older, more experienced teacher who refused to put up with guff from students.  Did I just use the word guff?  How old am I?  Oh well, with age comes insight.  Rather than digressing too far off track, I’ll continue.  So, anyway, Mr. Carr was a cool dude who taught my Science class.  For most of the year, we learned about topics that clearly did not engage me, as I have no recollection of them.  Then came the spring term.  We learned all about plants, ecology, and ecosystems, which, on their own merits weren’t super interesting topics to me; however, it was the culminating project that really did it for me.  As a class, we had to design, build, and plant an outdoor garden in the school yard.  At first, I wasn’t super excited about this project, but the deeper into it I dug, the more engaged and enthusiastic I grew, puns intended.  I spent many of my recess periods outside tending to the garden and setting it all up.  I loved it.  I became so enthralled with gardens and plants, that I spent most of that summer planting a garden near my house.  There was something about getting my hands dirty and helping bring life to things, that really excited me.

If I became excited about learning and doing back then through a garden project, might I be able to inspire some of my students to get pumped about learning if I incorporated a similar project into my curriculum?  Planning my current unit on ecosystems and ecology, I reflected back on my own experience.  Hands-on learning in the form of a project might be just what motivates my students to see the benefit in learning all about how plants grow and develop in their ecosystems.  Plus, a student feedback survey I conducted in mid-December showed that my students like haptic learning experiences.  They like group projects that they can own.  Everything seemed to be falling into place, like seeds in soil.

This is the final project I generated for my unit on ecology, based on my past experiences and the information my students shared with me about how they learn best.


It felt really good to me.  I was excited to unveil it to my students.  About two weeks ago, my class began working on this project.  After I introduced it, smiles and positive chatter filled the classroom.  They were exhilarated before they even began working on it.  Yes, I thought.  Mission accomplished.  However, that excitement was simply the beginning of the awesomeness.  Because I wanted this project to be completely student driven, during each Science class that is devoted to working on this project, I don’t say a word.  I let the students take charge from assigning roles and jobs to each other to designing the ecosystem, choosing plants, and solving problems encountered.  I don’t interject at all.  In fact, only one student in the class is allowed to ask me questions during the work periods.  I want my students to apply the problem solving skills they have been working on since September.  I want them to self-regulate themselves and their classmates.  I want them to practice compassionate communication.  I want them to think critically about the project and content covered in order to solve problems they face.  After the first work period, they had discussed how they wanted to grow all sorts of berries and flowering vegetables in the garden.  I didn’t remind them that we can’t easily grow flowering plants in the classroom, as we can’t have bees flying around the room.  The next day however, one of the students announced the problem with growing flowering plants in our garden.  Amazing!  They solved their own problem through research, critical thinking, and working outside of class.  I just sit back and observe.  The students run the show.  A few students usually take charge during each work period to remind each other of the goal or task at hand.  Then, they break up into smaller groups and work on designing the indoor garden.  One group works on creating the blueprint while the other group generates a list of materials needed.  They ask each other questions and work together to solve problems.  Each and every student is involved in some way because they want to be.  They are excited about this project.  They love that they are able to choose what they grow and how to build the ecosystem in which these plants will grow.  So far, they have decided upon the basic design of the indoor garden, where in the classroom it will be located, and the plants they want to grow.


Empowering students to lead the class while providing them with choices and options in how they learn or accomplish a task, leads to great engagement.  The students are excited for Science class now because of this project.  They love that they are in charge.  They hold each other accountable and make sure that everyone is on task.  It’s amazing.  Talk about student-centered learning.  This is it.  Creating opportunities for hands-on learning and student-led projects helps with student buy-in and engagement.  My students won’t soon forget the requirements plants need to survive or how ecosystems thrive because of this project.  They need to fully understand and comprehend the content covered during the beginning of this unit in order to successfully complete this project.  I’m hopeful that my students, like I did as a student, will take memories of their experience regarding this project with them as they continue to grow and develop as young adults, thinkers, ecologists, and humans.  Effectively empowering students truly does lead to student engagement with the content.

The Key Ingredients Needed to Make Learning Fun in the Classroom

While I tend to be a creature of habit in most aspects of my life, when it comes to cooking, I love to wander off the downtrodden path and improvise.  Recipes, shmeshipes I say.  I cook from the heart, and stomach.  What do I think will taste good in this dish?  That question drives me when I’m in the kitchen.  I love chocolate chips, and so even though most recipes do not call for them, I love to throw them in.  Chocolate makes everything better.  As my son can’t consume high quantities of salt, I usually discard that ingredient from recipes when cooking something that he may enjoy.  I get a little funky and try new things when baking or cooking.  It’s a great release for my creativity.  A dash of this, a pound of that, and lots of chocolate chips.

Over my years in education, I’ve tried to adopt this same improvisational approach to my teaching.  I like to take risks, try new things, and engage my students.  This often means that I need to think on my feet, adapt a lesson or activity in order to meet the needs of my students, and revise my plans frequently.  As the large body of research on learning and the brain tells us, students learn best when they are engaged.  To engage my students, I work to make learning fun.  How does one make learning fun, you are probably asking yourself right now.  Although schools have changed over time, if your experience was anything like mine, there was very little fun to be had during the class part of your school day.  The fun came at recess, lunch, and snack.  Learning was rarely fun for me when I was in school.  Fortunately for our students, schools and the world of education have evolved much over time.  Fewer schools and teachers are using textbooks, and teacher-directed instruction is now only a small part of each lesson or activity.  As teachers, we now have the flexibility to make use of project-based activities and hands-on learning.  We are working to make learning fun for our students.

So, what’s the secret to making learning fun?  Well, that’s just it, there is no tried and true formula for making learning fun, as every student and school is different.  What might be fun for one student may not be enjoyable for another.  Unfortunately, I don’t have a magic wand to give you that will allow you to make learning fun for your students; however, I do have some tips and tricks.  You see, while there is no set recipe for fun in the classroom, if you start with a few key ingredients, you may find that fun happens.

First, as the neuroscience research tells us, it starts with safety.  The students need to feel safe, respected, and cared for in the classroom.  You need to create a welcoming space for the students to enter each and every day.  Setting up your classroom in such a way that the students have options for how they learn is crucial.  Not all students learn best sitting in a chair at a desk.  Some students like to get comfortable in a bean bag or on the floor.  Organizing your classroom with different types of spaces is vital to helping students feel respected and cared for.  The other key component for students to feel safe in your classroom is the social-emotional curriculum.  Do you address the anxiety levels of your students?  Do you provide students with a safe space to share their feelings?  Do you make use of mindfulness strategies?  Do you begin each morning by warmly greeting your students and engaging them in conversation?  If not, you will want to dig into each of those areas so that you are creating a culture of care and compassion in the classroom.  Only when students feel safe can genuine learning happen.

The second key ingredient required to make learning fun is a sense of humor.  Being able to laugh at yourself in front of the students and make really awesome Dad Jokes, as my students like to call them, helps to create an atmosphere of trust and silliness in the classroom.  When the students see that they don’t need to be so serious all the time, they let their guard down, they open up, they share their feelings, they laugh, and they have fun.  Each Morning Meeting in my fifth grade classroom includes a pun.  For example, the pun I used on the last day of school prior to the holiday break was, “How do Christmas Trees keep their breath smelling so fresh?”  Any ideas?  My students guessed things like their pine scent, which were chili pepper ideas, but incorrect.  The answer, “Orna-mints.”  Hilarious, I know.  Beginning the day with silly jokes and riddles helps the students see that learning and school can be fun and enjoyable.

The third key ingredient needed for fun to spontaneously break out in the classroom is, wait for it, novelty.  Trying new things, taking a different approach to an old concept, and making things fresh for the students helps to trigger their brains to pay attention.  Our brains crave new things, and so when we teach a concept in a unique way, our students will pay close attention because their brains are telling them to do so.  For example, instead of using those mundane grammar worksheets we all grew up having to complete, I teach grammar through stories.  I tell my students the story of how this gang of super heroes saved my life one night.  I explain how I was being accosted in the alley by some villains when out of seemingly no where comes this group of superheroes to save the day.  Super Noun Man uses his hands, super strength, and super speed to help, while Super Verb Lady uses her many super actions to intercede on my behalf.  I create this elaborate tale all about how each part of speech gets involved in saving my life.  When I shared this story with my students this year, one student asked, “I notice that each super hero helped you using examples of the part of speech they are.”  Exactly!  Students love new and fun things.  So, trying to find different and cool ways to teach a concept or introduce a new unit is paramount for fun to be had in the classroom.


The fourth ingredient has to do with the activities or lessons themselves.  Are the students doing something?  Are the students working with their peers?  Is there hands-on learning taking place in the classroom?  Students crave social interactions with their peers.  They love talking to the other students.  So, making use of carefully constructed group projects or partner activities allows for this to happen in meaningful ways.  Students also learn best when they are doing something.  Rather than spewing information at them, allow them to experiment with a new concept and investigate how it works.  After briefly explaining how speed differs from velocity, I had the students, working in pairs, create a marble track that maximized speed while also having at least two changes in velocity.  This was a challenging but super fun task for the students.  It allowed them to tinker and find solutions on their own.  As the students worked, I asked each partnership probing questions about the concepts to be sure they understood the difference.  And they did.  They got it, and had a ton of fun doing so.


The fifth and final necessary ingredient needed for fun to be fostered in the classroom, is, yes, you guessed it, love.  It seems hokey, but so very important.  You’ve got to love what you are doing in the classroom.  If you don’t love your lesson, activity, unit, or read-aloud novel, then the students will see through your fake smile and know that what they are doing is not fun.  This is probably one of the most difficult ingredients to get right for learning to become fun.  It’s not easy to make paragraph writing engaging and fun; however, if you think about the other key ingredients for fun and engagement to happen in the classroom, then it’s totally doable.  Finding ways to love everything you do in the classroom ties the other four ingredients together like wonderful wrapping paper.  When you love what you are doing in the classroom, the students will see it and start to love it as well.  Positivity and excitement are contagious.  When you share with the students the marble track you made on the wall of your classroom because you want to jump in on the fun they are sure to have, the students get pumped.  Then, when you have a student stand underneath the end of the marble track you have mounted on your wall and say, “Okay, now I need someone to stand right about there and face the opposite direction,” the students raise their hands as if you are giving away a new computer or phone.

Although there is no secret recipe for bringing about fun in the classroom, there are five key ingredients that will make fun possible: Creating a safe learning environment, having a sense of humor, novelty, hands-on learning and group projects, and having a love of what you are doing in the classroom.  When you mix equal parts of those five ingredients together, fun is bound to happen in your classroom.  Learning doesn’t have to be boring.  In fact, it can easily be engaging and fun, if you take the time to knead each lesson or unit into just the right shape.  When the students are having fun learning new concepts or applying old concepts to new ones, you are creating lifelong learners.  What students learn when they are having fun will not soon be forgotten, unlike those ridiculous grammar worksheets from your eighth grade English class.


Having Fun in the Fifth Grade

My year in the fifth grade was filled with trauma and struggles.  I remember almost nothing positive from my experience in the classroom that year.  I was picked on mercilessly for being different.  I had no friends because of the constant harassment.  I almost always felt alone.  I struggled with great sadness the entire time I was in the fifth grade.  My grandfather passed away that same year.  He and I were very close.  It was a difficult and trying time for me.  While I’m sure some positive things happened that year, because I was racked with such sorrow, I don’t recall anything good happening to me that year in the fifth grade.

To ensure that none of my students ever have such a year in the fifth grade at my school, I’ve created a program filled with hands-on, engaging experiences in tandem with a strong social-emotional learning component.  I want my students to feel like a part of something more than just a class or a grade.  I work hard to foster a sense of community unity within the class.  We work together to solve problems and complete activities.  The Marble Jar positive reinforcement strategy I employ helps the students to see the power in working as one unit.  They hold each other accountable and remind themselves to always be doing the right thing.  It’s pretty cool to see this in action.  It’s like I have eight co-teachers in the classroom with me at all times.  If my students carry baggage to school with them, I want them to be able to unpack it with us in the classroom.  My goal is for all of my students to feel safe and cared for, so that meaningful, fun, and engaging learning can take place.  This approach seems to be working, as my students love coming to school on a daily basis.  Many even beg their parents to bring them to school early so that they can hang out with their peers, create something grand in the Maker Space, or interact with our class hamster.

Some epic highlights from this past week in the fifth grade…

  • On Tuesday, the students posted the second episode of their News Five video to our Google Classroom page for everyone in the class to enjoy.  It is absolutely amazing and rivals most news shows on television these days.  This side project grew from a comment a student made after we viewed a short news-like video in Science class.  One of my students said, “Hey, we should make a fifth grade class news video like this for the whole school to see.”  I loved the idea so much that the following week, I provided the students a whole day to work on making the first episode.  The students did all of the work.  They planned the stories, wrote them, recorded it on one of their iPads, and laid it all out on iMovie.  I just observed the process and made sure they were safe throughout.  It was so much fun watching them work.  They were like little producers.  Two weeks ago they worked on the second episode of the newscast.  Based on the feedback we received on the first episode, I worked with them to plan out the story topics and then write the stories to be sure that we raised the bar of the newsworthiness of the segments included in the video.  The students did everything else.  They had so much fun recording this segment.  They worked together to be sure that each story was as close to perfect as possible.  This episode included interviews with other students, another video, a behind-the-scenes segment, and props.  It was amazing.

News 5 Video

  • On Thursday morning, as part of our SEL curriculum, a local Yoga instructor came in and led our students through a mindful Yoga session.  She comes in to work with us once a month.  This was her second time working with us.  The students love doing Yoga, and it helps them begin the day on a positive, peaceful note.  Serenity filled the classroom Thursday after our Yoga session, like warm, melted chocolate erupting from a chocolate fountain.


  • On Friday morning, we enjoyed a fun but cold Forest Friday session in the woods near our school.  The focus was on weather-proofing their shelters and starting to make a proper fire pit.  The students cooperated well with their partner to accomplish the task at hand.  They stayed focused on their shelters and fire pits for a whole hour.  It was amazing.  I was so impressed with their perseverance and dedication.  They had so much fun being outside and finding unique and innovative ways to make their shelter rain and snow proof.  This weekly activity is something all of the students look forward to.  They enjoy going outside and getting their hands dirty.  Those students who struggle, at times, to focus in the classroom, thrive outside.  It’s great to provide the students with options in terms of showcasing their learning.


And those were just some of the highlights from last week.  I could have gone on and on about the fun and engaging experiences with which the students were provided, but I’ll close this entry here.  The fifth grade program at my school is one of learning, compassion, care, engagement, community, and fun.  All of these facets are a part of everything we do in the fifth grade, from our Morning Meeting to our final closing of the day.  It’s all about helping the students broaden their perspective, feel safe, build positive memories, and have fun learning the skills and content they will need to be successful in sixth grade and beyond.  I want my students to look back on their experience in the fifth grade with fond memories.