Summer Goals Update 5: Planning the First Few Weeks of School

While I didn’t become a teacher to get rich and famous, I do sometimes wish that I was making more money so that I had more resources to pour into my classroom. I would love more flexible seating options for my students or a cool loft area in our reading nook. I’m always dreaming big just in case I do someday find the money tree like they did in that episode of the old cartoon The Wuzzles. In the meantime though, I’ll be happy and content with what I do have and can provide for my students.

I have known ever since I got into the wonderful world of education that, as a teacher, I am expected to purchase, with my own money, any extra materials or supplies I want to have available for my students. It’s just the way it is. I get it. Most schools barely have enough funding to pay their staff, let alone any fun supplies like markers or colored pencils. So, for the past 21 years, I’ve spent at least $500 buying materials and stuff for my classroom. I’m not even talking about fancy stuff either. The supplies I purchase each year are the basics, such as whiteboard markers, crayons, paper, whiteout, duct tape, and pencils. Sure, I do often buy fun little items and treats for my students as rewards, but most of the money I spend is on basic supplies. I operate under the assumption that not all of my students will come to school daily with all of the materials they will need to be successful; therefore, I supply my students with the materials they will need so that no one individual is singled out or excluded because their family can’t afford to buy school supplies or things were too rushed at home that morning and so materials were forgotten. No child should ever be forced to feel left out or different. Now, for most of my 21 years of teaching, it is my perception that families of our students assumed that schools would provide materials and supplies for the students, which is yet another reason why I have had to buy all of the extra stuff.

While the schools I’ve worked at have provided some basic school supplies, they don’t always purchase enough for each class to have their own set. And, they certainly don’t pay for me to have the awesome little store-like reward system I use called the Trading Post. I have to pay for all the extra, extra special stuff I want for my classroom too, which hey, I’m fine with. I get that if I want something for my class, I need to buy it; however, as times have gotten difficult over the past few years with the global pandemic, inflation, and other issues, people are having to cut their spending to pay for basic necessities like food, gas, shelter, and clothing. So, about a year or so ago, I saw this movement pop up on Social Media platforms called #clearthelist, which is all about raising awareness regarding the vast amounts of money teachers spend on their students and classrooms each year. Teachers began creating wishlists via Amazon.com or other websites where random strangers or friends and family could purchase items for teachers to help them reduce the amount they need to pay out-of-pocket to set up their classrooms. At first, I thought this was a cool idea. People helping people while realizing that our country doesn’t always value educators as highly as they should. A year ago, however, resources weren’t quite so limited in my household, and so, I didn’t feel the need to reach out to the greater community for school supplies. I wanted those who truly needed the help to receive it. Then, 2022 hit and monetary resources became an issue for my family. Not only did the cost of basic living expenses dramatically increase, but then, in January of this year, I was diagnosed with a slow progressing form of Leukemia. On top of paying more for groceries and gas, I now have huge monthly hospital bills to pay for the blood draws and numerous visits to my hematologist. Money is tight for my family, as it is for many families across the country right now. Due to this change in my financial situation, I found myself needing to reach out for help. So, I created my own Amazon wishlist for the basic supplies that I would normally pay for out-of-pocket each year in hopes that some kind and generous people, who perhaps have a little extra to spend, will help me out.

While so far only one amazing stranger purchased my class colored pencils and whiteboard markers, I still have 15 items remaining on my wishlist. For the past week, I’ve been trolling Twitter to find people who might be able to retweet my wishlist to others to spread the word. Most people have been super helpful in spreading the word, which is so awesome. Most teachers are great at supporting other teachers. However, as I started looking at other teacher’s wishlists, I realized they many educators are asking for big-ticket items that costs hundreds of dollars. It’s my perception that #clearthelist is about basic supplies that teachers would normally be be buying for their students and classrooms each year, not huge, expensive items like a computer charging station. Big ticket items should be purchased with grant money. Tons of teachers are still looking for a few small items that they might not receive because others are getting a bit too greedy. Although, at first glance, the #clearthelist movement seems like an awesome idea, like most things, however, people are taking advantage of it. My hope, is that those supportive and kind souls out there looking to help teachers who are asking for BASIC supplies like pencils, glue sticks, and the like, will be assisted and helped. And that’s all I’ve got to say about that. Now, onto the main event.

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Loyal blog readers, please put your hands together for this entry’s champion, Lesson & Unit Planning! Weighing in at under one pound when printed on recycled paper, our champion will be guiding me to hopefully, another victorious year of growth and development in my fifth grade classroom. Give it up for Lesson & Unit Planning!

“Thank you all very much for reading this entry. It’s a pleasure to be speaking to you through this magical screen of yours. I’d like to thank the brains behind these amazing plans, my creator and gifted, handsome, talented, wonderful, and phenomenal fifth grade teacher Mr. Mark Holt. He should be the one getting all this applause and celebration, as he put in all the hard work that brought me into existence,” my lesson and unit plans yelled in celebration.

Although I did not make many changes from the lesson plans I utilized to begin the previous school year, I am looking forward to trying some new things in the classroom to kick off this new academic year with an engaging and positive impact!

Here are some of the changes I have made for the upcoming school year:

• I’m bringing the Cape Decorating activity back to Orientation Day this year. For some reason, that I don’t recall, I did not implement the Cape Decorating activity with last year’s fifth grade class. As I refer to my students as Fifth Grade Superheroes, having them decorate capes with their superhero name and symbol just seems appropriate and necessary. Plus, it’s a super fun way to kick off the school year. I have the capes and fabric markers ready to go.
• Our weekly Current Events discussions on Friday afternoons will be much more driven by what the students want to know and discuss. Each Thursday evening for homework, the students will watch the daily CNN10 video or read a copy of the local newspaper that we have delivered to the school each day and then jot down on scrap paper at least 5-10 questions they have about what they watched, read, or learned. Those questions will drive our discussion, as the students will ask their questions and we will work together as a class community to answer them during the weekly discussion times. I feel that this approach to Current Events will make the block much more student-centered and engaging. While I may still throw in a teacher-directed lesson on a big idea if need be, I’m hoping that in addressing their many questions, we will be able to dig into a plethora of topics, including gun control, gender identity, mental health, and race.
• After reading the amazing middle-grade readers book Solving for M by Jennifer Swender, I am going to be having my students complete two Math Journal entries a week in their Dialogue Journals that they will already be completing nightly for homework. On Tuesday and Thursday evenings, the students will respond to a math-themed prompt. My goal is to help the students see that their thinking and the process in solving math problems is far more important than the actual answer or product. I’m excited to try out the Math Journal concept this year. The first Math Journal entry will be: What patterns do you notice in your home?  Describe at least five.  Be sure to name or draw them and then describe and explain what makes them a pattern.  You may use words and/or pictures to explain your thinking.
• Instead of jumping right into the Scientific Method and experimenting in Science class, I’m going to kick off the year with a mini-unit on Questioning. Students will learn the importance and benefits of asking questions when exploring a topic or new information, asking effective questions, and asking various types and levels of questions. I’m excited about this new unit, as I want to involve more structured questioning in my fifth grade classroom this year. Also, this unit will be an appropriate springboard into our next Science unit on the Scientific Method and experimenting.
• As I have found that many students entering fifth grade have gaps in their basic computational math skills, I’m going to utilize the online math program IXl with my students this year. In Math class and as homework, students will review and practice their skills in addition, subtraction, multiplication, and division in addition to current skills being covered in class. My hope is that adding in IXL will help my students build a stronger mathematical foundation, as math skills build upon one another. Students struggling with borrowing when subtracting will also struggle with long division for the same reason.
• I going to be trying to tackle more meaningful projects and activities during our weekly Forest Friday sessions. Instead of simply using field guides to identify various flora samples in the forest, I’m going to have the students create their own field guide using the field guides we have available, flora samples they collect, wax paper, online resources, and an iron. It’s my perception that when I spend one day having students identify flora in the forest, they are unable to retain much of what they learn or discover. By creating their own field guide of flora in the forest, they are able to get down and dirty with the process of learning about the flora in our forest. Experiential learning is not just more engaging, but also creates lasting learning experiences for students. I want to try deeper learning activities with my students during our Forest Friday sessions this year.

I’m feeling more ready and prepared for the start of the upcoming school year by the day. I’m excited about the changes I am going to be implementing this year, as I believe they are going to help provide my students with a more meaningful and engaging experience in the fifth grade. Now that I have the first two weeks of school as well as my first units in Science, Social Studies, and Language Arts planned, all I have left to do is to put the finishing touches on my classroom and choose our first read-aloud book for Readers Workshop. Easy peasy, lemon squeezy. Any suggestions for a read-aloud novel?

P.S. If you have a little extra money burning a hole in your bank account, please feel free to check out my Amazon Classroom Wishlist. Don’t feel like you have to purchase something, but if you have something to give, I’d really appreciate it. Thanks again for being a faithful reader of my blog. You inspire me to continue to grow and develop as an educator and a human. Happy Hump Day!

Teaching is full of Surprises

After 44 years of living on this great blue and green rock called Earth, life continues to surprise me. Yesterday afternoon, as my fifth graders transitioned into our read-aloud activity, while many of my students were in the library area, one student continued to play basketball at the hoop in our classroom despite numerous reminders from his classmates to put the ball down and move into the library. As the final seconds of transition time slipped away, one student said, “Hurry up or you’ll be late.” The basketball-bouncing student responded, “I don’t care.” What? I thought to myself. You don’t care about what? About being late or about not following the rules? I was flabbergasted.

At this point in the year, being disrespectful toward others is far more important than not following the rules. The fact that this student was defying his classmate was the bigger issue. So, I responded by telling the student to leave the classroom and talk to our headmaster about his words and actions. I told him that we are not to be disrespectful to our teachers or classmates. I was shocked and surprised that this particular student was the one being defiant. As I started reading aloud to the rest of the class, I kept trying to figure out what was at play with this student. Why did he say and do what he did? This was very unlike him. He is normally a rule follower and hard worker. What caused him to react in this manner? About 10 minutes later, he returned to the classroom and jumped right into our read-aloud activity. I had a student fill him in on what he had missed, as the chapter I was reading was chock full of clues and details about the murder that had been committed on the moon. As the read-aloud continued, this student behaved as he always did, in a positive and participatory manner.

When the students transitioned into working on their creative stories in Language Arts, I then spoke with this student in another room so that I could hopefully figure out what was going on. While I wasn’t sure if I would solve any great mysteries, I was hopeful that I might at least get this student talking. I started my chat with, “So, what’s going on? That was very unlike you. You are one of the hardest workers in the class and a great leader for your classmates. So, what’s going on?” He started to tear up at that point. I then asked, “Is everything okay at home?” He then proceeded to tell me that a very close neighbor of his had passed away from cancer recently. This woman had lived next door to his family since his dad was a child. This student’s family was very close to this woman and her death had hit him very hard. Instead of being able to live in the moment when he should have transitioned into our read-aloud activity, he was wrestling with his thoughts and emotions regarding her death. Therefore, he was unable to think effectively and rationally. So, instead of doing the right thing, he did what seemed to make him feel better in the moment, which was bouncing the plastic basketball. We went onto have a fruitful conversation about his feelings regarding this loss. Things ended on a positive note and he had an amazing rest of the afternoon in school.

Surprises are everywhere. I was surprised by this student’s behavior, and then I was surprised again by the honest and open conversation we had. I was so grateful for this student’s trust and honesty, and felt heartbroken for him. Death is hard for anyone at any age, but especially for a developing young mind and body. I was so thankful that he shared his feelings with me so that I could understand why he had done what he did earlier that afternoon. I know my students very well at this point in the year, and I know when something strange is afoot. I instantly knew that something was bothering this student when he refused to listen to his classmates. I love the surprises and mysteries that teaching delivers on a daily basis. It’s like a new puzzle and present all in one each and every day.

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Speaking of surprises, I was pleasantly surprised this week by how well a new project I piloted this year had gone. For our Astronomy unit in Science class, I decided to try something different to wrap it all up for the students. Instead of having the students complete another research project, I chose to get the students talking, thinking, and solving problems by having them participate in a Space Symposium. This was an idea that I had borrowed from a teacher I met at a recent professional development class I had taken. It seemed very engaging and real-world like. I loved the idea, and so, I decided to give it a try with my students. Having never done this project before, I had no idea how it would go. Would the students like it or hate it?

I began the project by explaining what a symposium is. I then had the students brainstorm and choose a problem involving space that they would like to tackle or try to solve. They agreed on Space Junk. We then brainstormed and created roles for the students to take. They decided on two scientists, two design engineers, one architectural engineer, a counter-researcher, and a NASA expert. They then determined who would have which role. I was surprised that they were able to agree upon the role assignments. It was pretty cool to watch them talk and decide who would do which role. It only took them about 45 seconds to figure this piece out. They then created the graded objectives for the project. They chose five really good ones. I was impressed that they were able to think like teachers and understand what skills could be assessed for a new project. Yet again, my students surprised me. They then agreed upon a due date. This part took a bit longer, as many students had something to say about it. Some students wanted more time to work and research in class, while others felt like they needed less time to do all that work. They finally agreed on a due date.

This project felt really special to me because the students were owning every part of it. They chose the problem to address, roles and assignments, graded objectives, and due date. Usually, I create the projects and tasks and just tell them what to do. For this project, they were determining what to do and how it would be done. That felt really amazing. I had created a student-centered project. Yah for me! However, I was still feeling a bit anxious about the whole thing. Had I given the students too much control? Would any genuine learning take place? Although I was unsure of the outcome, I trusted in my students. For a little over a week, the students worked in and out of class to research the topic of Space Junk. They learned what it is, why it’s an issue for Earth, and then brainstormed and created possible solutions. The engineers designed very cool solutions based on ideas scientists have already created. However, the ideas my students created were a bit different. They were taking risks and trying new things. The students were talking with each other about their research and ideas. They were asking each other questions and trying to poke holes in each other’s ideas so that they could revise them and make them even better. It was so exciting to watch them work together like a family of scientists, thinkers, and problem solvers.

Prior to the big day, the students chose how the room would be set up and how the debate would ensue. They agreed to have the desks and chairs arranged in a diamond type shape with a podium in the middle. They then decided that the two scientists should speak first, followed by the three engineers and the NASA expert. After each student spoke, they agreed that the student could call on three people to respond to their ideas and thoughts. Then came the Space Symposium.

This past Wednesday was host to the first annual Fifth Grade Space Symposium. After the students had neatly arranged their notes, prototypes, and paper to take notes on at their workstations, I kicked things off with a fun introduction. As the students spoke, I was amazed by the high level of their conversation. They were using the vocabulary words they had researched and were asking each other really insightful and thoughtful questions. It was so fantastic. I could not have been more impressed with their decorum and effort. Some of the students even dressed up. Despite a bit of laughter from one student a few times, the students carried themselves very well. They took this task very seriously. I was excited and a bit surprised. They seemed to really like it. CLICK HERE to view the video of Wednesday’s Space Symposium.

Student Feedback

Yesterday morning, we debriefed the project and the students provided me with meaningful feedback. They seemed to really enjoy the project and feel like I should keep it in the curriculum for next year. They liked that it involved a lot of thinking and doing of Science. They enjoyed the preparation and the actual event. Here is some of the feedback they shared with me:

• “It seemed too long. There was too much sitting and listening. It should be broken into two days.”
• “Change the venue. Perhaps the school library would be a better place to have the Symposium because it already has such a big table for us to all sit around.”
• “Allow the design engineers to work together on an idea or two, if they wish to do so.”
• “Change the design engineering roles so that they have less to research and more time to work on designing and building their prototype.”
• “This project felt like it had the right amount of work. We didn’t have too much or too little to do. It was just right.” (I call it the Goldilocks Project.)
• “No table cloth on the podium, as it just kept falling off.”

Overall, the students enjoyed and liked this new project that I piloted in the classroom.

My Feedback

I too felt like this project rocked the house. The students were super engaged throughout the in-class work periods and the actual Space Symposium. They debated each other respectfully and scientifically. They were using vocabulary terms learned and thinking like scientists and engineers. It was awesome! I agree with the feedback the students provided me and know that I have some work to do before implementing this project in class for next year’s fifth graders. I am so happy that I tried something new this year and that I allowed the students to really own it. This was their project through and through.

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Yet again, life surprised me. While I know that my students are amazing and do surprise me on a daily basis, I also know that this project was challenging and difficult. I was worried that the students wouldn’t be able to handle the debate portion of the task, but they did so very well. My students surprised me yet again, and for that I am so grateful. While teaching can be very exhausting, challenging, and difficult, my students help to make it so rewarding and fun.

Transforming the way I Introduce my Poetry Unit to Help Students Keep an Open Mind to what is Possible

This week’s entry will be predominantly written in verse, as I tell the story of how I have transformed the manner in which I kick off my Poetry Unit. If you’re not a fan of poetry, I challenge you to open your mind and give it a try. If you’re a poetic fanatic, I hope you enjoy my ramblings.

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I found, teaching the fine art of

poetry can be formidable,

as if it is a complex

algebraic expression written in

Latin or Roman Numerals because

our students wear their academic pasts

like weighted blankets or capes,

depending on the emotional tags

that litter them.

Some students enter the world

of fifth grade with a fixed mindset

regarding poetry:

They see it as a strange language

or obtuse form of writing

that is so far removed from reality

that they can’t possibly wrap

they minds or hands around it.

To some students, poetry is

a different language that must end in

rhymes and focus on the topics

of love and flowers,

like an episode of the Care Bears cartoon.

While I love Share Bear and all that

the delightfully cuddly Care Bears represent,

Poetry isn’t like some puzzle

that only fits together one way.

Poetry is like a tectonic plate floating

on the molten rock of creativity

and possibilities: Mystic Mountains

of raw emotion could be formed

if words are placed together

just so, but

valleys and rivers of tranquil peace

and harmony could also transpire

if words are sewn together in

a different, unique manner.

Poetry is a form of art and expression

filled with what ifs and whys,

unlike a math equation that has

but one correct answer.

The possibilities and limits transcend

our conscious understanding

of what is and what could be.

Poetry is anything and everything

wrapped up in enigma of

mental scabs and used cotton swabs.

This year, I decided to swim

against the current of my

previous poetry curriculum

and take a risk–

So, I strapped on a shark fin of curiosity

and scuba suit of wonder and fun

to try and change how my students

see poetry.

I kicked off my unit on poetry

without ever uttering that Scarlet Word.

Instead, my students and I

examined the Power of Words,

as if observing the slide of a

paramecium under a microscope.

We confabulated on how some words

possess power in both positive

and negative ways,

like both ends of a battery.

We debated words and how their

etymologies have evolved

over time like viruses and bacterium.

We dug deep into the history and origins

of the English language.

My students learned to see

words as having possibilities and

opportunities.

Our final activity before

I removed the veil

and began to utter that powerful P word,

had students playing with words

as if they were in a sandbox

creating some magical castle

that had never been imagined or seen

before.

The students had various

words or phrases written on magnets

that they attempted to use

in fresh, new ways,

as if they were language

inventors creating new images

or phrases.

They combined these words

in different ways,

challenging the conventions

of English and rules of grammar.

They pushed the line

of what we think we know

and comprehend to craft

some absolutely brilliant

new images and phrases.

They laughed and sat in awe

of their new creations.

My students enjoyed playing

with words as if that is what

speaking and our language

is all about.

They started to think of

words and language like

malleable pieces of tin foil

or clay that could be manipulated

in a multitude of ways

to construct something new,

something different.

They were word artists,

and their canvases were their

laptops as they typed these

new creations.

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Here are some examples of the word creations they built during our Playing with Words activity:

• “You can keep it. (My two cents, not your cake)”
• “Night devils”
• “Monkeys tear porcelain”
• “They drink poison like chicken between life”
• “Lights fire all over time”
• “The bottom line cut out for no winner”
• “Above time almost no life”
• “Global air tried to kill cat”

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After we reveled in the

beauty and magic of their word

creations, we debriefed this

activity and the meaning that

could be gleaned from it,

as if it was some sort of crystal

ball that held the secrets of

the universe and what comes next.

Students realized that words

should and could be played with

when we change the way

we perceive and see the world

and our place in it.

When we accept that anything can

happen, that everything is permitted,

than risks will be taken and

new creations can be crafted.

In that moment, I then used

that once dreaded word;

because now the minds of my students

were plastic and open,

ready to swallow anything

thrown into them.

“Welcome to our new unit on…

Poetry,” I said as shouts of joy

rang out as if I’d just shared

that they had all won some

lovely lottery where candy and recess

were the prizes.

For once, they seemed excited when

I uttered the word Poetry.

They seemed elated to keep

testing the boundaries of possibility

while playing with words in

different and special ways.

We discussed the nucleus of poetry

without confining it to

a stranglehold of rules and rhymes,

before I handed out their

Poetic Licenses,

which gave them the ability and

permission to break the rules of

English grammar, spelling, and

punctuation in pursuit of the unknown,

the new and innovative.

My students seemed thrilled,

like they were strapped into

some epic roller coaster

that was about to blast off on some

amazing trip. They couldn’t wait

to test out their licenses and

try new things. They were excited to

write lines and stanzas of poetry.

They didn’t feel restricted or

fixed in how they viewed this

art form of writing;

instead, they seemed energized

and empowered to be the next

Shel Silverstein or Emily Dickinson.

I rode this wave of positivity and

possibility into the sunrise as we

then learned about the numerous

ways we can explore language figuratively:

We played with alliteration, hyperbole,

metaphors, similes, idioms, and personification

as they viewed the world through the lens

of what could be and what never was.

They gave clouds legs and frogs fancy

clothing as they explored the realm of

poetry and verse.

I felt like a magnificent wizard

waving my lyrical wand

as the students made words dance upon

the page and screen.

They were so excited to share

their Free Verse poems with me

last week because they

pushed themselves beyond

the limits of what they used

to see as possible and

discovered a whole world of

new words, phrases, and emotions.

I could not, would not

be more proud of my

fifth grade poets than

I was in the moment we

started crafting unique

poems. They no longer see

poetry in the way they may have

been introduced to this form

of writing in years gone by.

They now look at poetry

as a portal to the unknown

that is filled with giggles,

sadness, and beauty.

They see themselves as

crafters of advice, inspiration,

and stories that do more

than simply tell tales.

They became poets on the first

day of our poetry unit

because they weren’t

limited by the chains of their

poetic pasts. They utilized

a new, poetic mindset

to see what is possible

when you play with words

in fun, new, and innovative ways.

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Here are some lines from the Free Verse poems my students crafted in class this past week:

Example 1

“When I look back

what I see hasn’t walked

the sun more than twice.”

Example 2

“The yolk of the egg was

like ashes of heat and scars

that hurt like bullet holes

on their own wind.”

Example 3

“The wind hammered at the window

it ran away with the leaves

it ripped the power lines.”

Example 4

“When the rain starts falling

you can hear the old dog calling.”

Example 5

“The writing that you don’t know

opens up your mind

and lets it go.”

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Because I changed the way that I introduced my Poetry Unit without ever talking about poetry for the first several lessons, I do believe that I was able to help my students keep their minds open to the possibility and wonder of poetry. They seemed excited when writing their first poems, unlike in previous years when it felt as if they were simply going through the motions and writing poems because that was the assignment. This year feels different. This year my students seem to view poetry as some sort of special prize they’ve won. We even crafted a class poem during Thursday’s Morning Meeting activity. They are liking that they can break rules and try new things when writing poems. They seem to view poetry as playing with words.

Although our Poetry Unit has just begun, I am already seeing a difference in the mindset of my students and what they are crafting during our writing periods. They seem happy to write lines and stanzas full of imagery and emotion. One student even crafted a poem about how her family’s pet goat had passed away a few days prior. She poured her emotion and feelings into the piece. It was both heartbreaking and beautiful all at once.

My goal was to allow my students to see poetry as possibility, and I do now feel that they do. They no longer see poetry as some foreign language or restrictive type of writing. They see poetry as fun and magical. I can’t wait to see what amazing poetry my students create next as they flex their poetic and creative muscles.

The Fifth Grade Class Olympics: An Example of How Refusing to Be Bound by Expectations Helped to Create an Awesome Student Activity

Expectations, SMEC-pectations. Expectations are boundaries and limits placed upon humans by society. We are supposed to live within these stringent limitations because it is what is expected of us. These walls of expectations keep us safe, is what the world wants us to believe. The truth of the matter is that expectations keep us trapped inside invisible cages. Expectations prevent the impossible or possible from happening. If we attempt to live within the confines of expectations, then we’ll never truly know of what we are capable. If women remained true to the expectations of the 1950s, then we’d never have females in the workplace, as they’d all be home cooking and cleaning for their families. We’d never have known Karen Lynch, the current CEO of CVS Health or Mae Jemison, the first African American woman to be named to NASA’s Astronaut Program. We need to shatter this system of exceptions that holds us all back. It’s time to forgo expectations and simply live life to the fullest. Goodbye expectations and hello good vibrations.

Despite trying to live in the present moment, unbound by some predisposed expectation, I do find myself afraid of the unexpected from time to time. What if the new lesson I planned isn’t long enough? Should I go back to the lesson I used in previous years because I know that it meets the expectation of time? What if this new recipe I discovered doesn’t come out the way I hope it does? Although I know that I should be more open to trying new things and taking risks, I sometimes find myself walking hand-in-hand with that evil enemy expectation. When I allow fear, doubt, and insecurity to permeate my thinking, all hope is lost. I need to let go and just be. I need to live life knowing that failure and mistakes are all a crucial part of the learning process. I can’t grow and mature without messing up occasionally. I need to push myself outside of my comfort zone to be able to fully grasp and know what is possible. If I allowed expectations to control me, I never would have tried to tackle creating a Class Olympics.

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In Late January, as the world anxiously awaited the opening of the Winter Olympics in Beijing, China, I wondered how I might recognize and celebrate the Olympics in my fifth grade classroom. Would we watch the Opening Ceremonies during our Current Events period that week? Would I have the students note and keep track of the medals each country earns in order to graph some statistics in Math class? It was then that I realized my thinking was chained to expectations and fear. I was only thinking of activities that had some sort of predicted outcome. What about activities that I have never tried in the past that could be fun and engaging or a horrible disaster? I allowed myself to think freely and openly as I brainstormed ideas about how I could invite the Winter Olympics into my classroom; and that’s when I came up with the idea of the Fifth Grade Olympics.

My original idea was sparse. I didn’t know how it would all work out, but I knew that I wanted to give it a go. All I knew in the moment was that I wanted our Class Olympics to coincide with the actual Winter Olympics. We would begin on the day of Opening Ceremonies and end on the school day prior to Closing Ceremonies in China. That’s all I knew when I came up with my idea. I didn’t have anything else fleshed out, just that bare bones skeleton of start and end dates.

The week the Winter Olympics were slated to begin, I started to freak out a bit. What was I going to do? How would it work? I had already gotten the students excited about our Class Olympics, and so I needed a plan. I decided to start with the students choosing the countries they would represent in our Fifth Grade Olympics. We looked at the 91 nations participating in this year’s Olympics to get an idea of possibilities. I then chose popsicle sticks to determine the choosing order. The students were excited about picking their countries. Our Olympics included seven nations: The United States of America, China, New Zealand, Canada, Italy, France, and Japan.

I then decided that we would have a different event during every school day for the duration of our Class Olympics. While this seemed like a good idea in the moment, it proved to be a daunting task at times. I had our first event slated to coincide with the Opening Ceremonies, but then we had a Snow Day. So, our first event took place on Monday, February 7. It was a quiz on the terms and concepts we had covered in our Math unit on the Stock Market. Students who correctly completed the worksheet earned points for their country. The following day, we had our first rankings posted. Excitement was in the air. I believe Canada or Japan was in the top spot after our first event.

While we had successfully kicked off our Class Olympics, we did not yet have a mascot. So, the second event had the students create a possible mascot. I had students in the other grades judge the submissions created by my fifth graders and they decided on “The Fifth Best Class Beaver” as the winner. At that point, we then had our countries, mascot, and first events in the books. Our Class Olympics was off to a great start and controversy free, unlike the actual Winter Olympics.

During the final week and a half of our Class Olympics, the students participated in a menagerie of daily events. Some highlights included…

• Indoor Curling: I taped paper plates together for the rocks and offered the students actual brooms as sweepers. They launched the “rocks” down our “icy” floor and towards the points area. Unfortunately, paper plates don’t slide too well on linoleum and so we only had one person make it into the points part of our course. Regardless, the students had a blast playing Indoor Curling.
• Broom Ball: Because of the cold temperatures that plagued NH in early February, all of the snow-covered surfaces on our school’s campus became ice rinks. So, I set up goals and provided the students with brooms and a ball. They broke themselves into two teams and played a heck of a competitive game of Broom Ball. It was scoreless going into the final five seconds of the game when one team did finally score. We then had a fun round of penalty shots for both teams to try their hand at scoring one final time. The students loved this outdoor adventure game.
• Sled Challenge: The students designed sleds using materials available in the classroom, constructed their sleds, and then raced them down our sledding hill. This was probably the most favorite event of the entire Class Olympics. They drew blueprints to design their sleds and then had 30 minutes in class to build their sleds. They worked together well to accomplish this task. Each group presented their finished sled to the class by introducing their process and sled name. We had The Glider, The Bobcat, and the Snow Crusher. What epic names! The students then raced down the hill on their sleds in various heats. We had the single races so that each student had a chance to sled down on their creation first. We finished out the competition with the Group and Stunt Races. It was hilarious watching them all race down on their tiny sleds together.
• Winter Olympics Blooket Quiz: The students competed against each other while answering various trivia questions about the Winter Olympics. They love playing Blooket and so this event was also a huge hit.
• Jeopardy: The final event was a class game of everybody’s favorite gameshow. I threw in questions from all of our current units. The students competed in team and liked answering various questions about what we’d been learning in all of our classes.

As we will be on our Long Weekend break during the Closing Ceremonies for the Winter Olympics, we held our Closing Ceremonies on Thursday, our final class day before our break and the actual Closing Ceremonies. It was a special occasion that was completed in place of our Closing Circle. The final Class Olympics standings were revealed and our winners received their medals. We played the Canadian National Anthem when the student who won Gold was crowned the victor of our Class Olympics. However, I did remind all of my fifth grade superheroes that they are all champions in my mind. We ended our Closing Ceremonies with some tasty treats to celebrate the big moment. The four winners, as we had a tie for third place, were so proud of their accomplishments that they wore their medals as they departed school on Thursday. What a special event!

Although the students loved our Class Olympics, they did provide me with some feedback, if I were to tackle this again in the future: “Do less academic events and more fun or sports events like Broom Ball.” That was their only piece of sage advice. I’ll take their lack of future suggestions to mean that they mostly loved and enjoyed our Class Olympics.

While I will not have the chance to hold another Class Olympics during the actual Winter Olympics, for four years, I could do something like this every year. It felt like a great way to brighten up the cold and often dark winter month of February. I may try something like this next year too; however, I would definitely switch-up some of the events that were duds with ones the students might prefer.

Despite some hiccups with some of the events throughout the class Olympics, this risk turned out to be an amazing winner of an activity, and to think I almost went with just a discussion to celebrate the Winter Olympics in my class. I’m glad I threw expectations out the door and tried something new, as it was an awesome experience. So, to all of you out there reading this, don’t allow fear to stop you from living your life to the fullest. If you want to try and train to be an Olympic athlete, then go for it. Or, if you want to go to an all-day music festival on the hottest day of May where they charge $10 for a bottle of water, then you should go and enjoy the music, because City and Colour’s set was totally worth it. Don’t allow expectations to restrict how you live your life.

Can Creativity Be Taught or Fostered or Is it a Fixed, Innate Trait?

“To be or not to be, that is the question.” Although I’m no fan of Billy Shakespeare, perhaps he was onto something when he penned that iconic line. Is creativity an innate trait that people are born with or without or is it something that can be learned and taught? Can all people be creative if taught how to do so or is it only a select few that have the special talent of being creative? Is creativity something that is fixed within us or can it be tended to and nurtured?

This discussion on the nature of creativity has been ongoing for years. There are a few different schools of thought on the topic as well. There are those who believe that creativity is something you are either born with or not. They view creativity and talent as something that must be nurtured and practiced, but it has to be there to begin with. Then, there’s the other side of the creativity coin. Many people believe that creativity and ability is something that can be learned. People can be taught to be creative.

As a teacher, I see creativity as something that can be taught and fostered under the proper circumstances. Students have to feel safe and unafraid to take risks when trying new things. The most creative work comes out of something new and different. Students need to feel supported and cared for in order for creativity to happen. Students need to know that they won’t be made fun of if they try something completely different. One of my main goals each and every year as an educator is to create a safe and caring environment for my students. I want my students to feel cared for, supported, and as though they are part of a special family. Once the foundation of safety and care has been laid in my classroom, then I can work to help my students learn to take creative risks and try new things in their writing, art, science experiments, and much more. It is my perception that creativity is something that can “be” for all people.

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While it took a few months, my fifth grade class finally came together as a family of learners prior to the Holiday Break in December. Once school resumed in January, I knew that I could then begin the process of nurturing the seeds of creativity within my students. As they all felt more comfortable and trusting of one another, I knew that I could push them all outside of their comfort zones a bit more. I drizzled creativity-building activities throughout all of the subjects in January to help my students stretch themselves, take risks, and learn that being creative is fun and exciting.

In Science, I had my students create Marble Coasters, Car Tracks, and Rube Goldberg Machines with very few parameters. My goal was to inspire them to think big and creatively, which they totally did. They constructed some very unique creations to test and demonstrate various Physics concepts being covered. In Math, my students generated a project that would allow them to gather data for which they could calculate the Mean, Median, Mode, and Range. Some of the students really challenged themselves to think outside of the realm of possibility when completing this project. They allowed the juices of creativity to flow within them. In Language Arts class, the students had many opportunities to practice being creative. They brainstormed and tried new and engaging ways to memorize a 45-letter word. Some of the students sang or rapped the word in order to learn it. Talk about being creative. Now that my students aren’t afraid of failure and see it more as a part of the learning process, they are able and willing to try new things, take risks, and allow the seeds of creativity to blossom into magnificent flowers and orchids within themselves.

One of the projects that really allowed my students to push themselves beyond what they thought were their creative limits was wrapped up this week. The final phase of our Etymology Unit in Language Arts class concluded this week, as the students turned in their final products on Thursday. Each student chose five words that they liked or found intriguing that also had very engaging and unique etymologies. No student could choose the same word as another. The students then created a page for our class Etymology Dictionary for each of their words.

Instead of simply retelling the Etymology of each word they chose, I challenged the students to craft the origin of the word as an engaging and creative story, something that would pull readers in and make them want to learn and know more about that particular word. While this was difficult for many of the students, they rose to the occasion and each student created some very unique and amazing Etymology Stories for their chosen words. I was blown away by their creativity. They took risks, chose words that had a risqué etymology, and then found fun and interesting ways to convey what they learned. I learned so much from my students throughout this project. I did not know that the musical genre we think of rap used to mean something completely different in a Scandinavian language. So cool! My students, once again this year, became the teachers as I slipped into the role of student, and I loved every moment of it.

The Etymology Story was not the only opportunity for creativity in this project. The students also needed to create a relevant and appropriate image or picture for each of the pages they created. For some who said, “I am not artistic,” earlier in the school year, this was the most difficult portion of the project. They had to think and take them time to create something that showcased the origin of each word they chose and their effort as creators. Some students needed to look at pictures online for inspiration while others drew from their imagination. It was wonderful for me to watch the different journey that each of my students endured to complete their five images. A few of the students were amazed by what they had created. I don’t think they knew what they were capable of until they had to complete this epic challenge. One student drew a dog so realistically that it blew his classmates away. “That’s amazing!” many of his peers said when they saw his picture.

When I was a student in school, drawing or artistic activities always frightened me because I was afraid to try new things or take risks. I didn’t want to be made fun of, and so I stuck with what I knew when I drew people and pictures. I played it safe because I didn’t want to mess up or fail. I never felt like my teachers taught me to see the power and magnitude of failure and risk-taking. Due to the large classes of which I was a part in my local public school, it was difficult for my teachers to foster a sense of family and trust within the students. I never felt safe enough to really be true to my creative talents as an artist. As a teacher, I want to prevent that feeling of hopelessness from ever happening to my students. I want my students to try, fail, take risks, try new things, and see what is possible.

The drawing part of this Etymology Project was one of my favorites for my students because it allowed so many of them to challenge themselves and try new things that they never thought possible. Some of them were so amazed with their final products because they sowed the seeds of creativity within themselves. During this project, when one student stayed after school to work on his illustrations, he asked, “Did you add the drawing part to make this project more fun?” My response was, “I added the drawing piece to challenge those who needed to be pushed and to allow those who like to showcase what they know in a visual manner, to shine.”

While I have been teaching this unit on Etymology for a few years, this was the first year I decided to mix things up and add in this final project. I’ve just always felt that something was missing from this unit. Although we talk about the history of the English language and dig into the etymology of that big word I love so much, I have never allowed the students to learn the etymology of words they choose. This project came out of my desire to help engage all of my students in the search for a love of words and language. I could not have been happier with how this project turned out. The students loved it and it truly challenged them to tap into the creativity they all have deep inside of them. It was fun to watch them struggle to transform boring etymology into exciting origin stories. I loved watching the students share what they had written or drawn with me or their peers because they were amazed and proud of themselves. I will definitely be using this project for years to come.

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The moral of this very convoluted story is that like many of the words my students researched for this project, the meaning of Willy Shakes’ words has evolved over time. In my eyes, “To be or not to be, that is the question,” is no longer a question with only one possible outcome. To be creative takes time, effort, and support. That iconic line is no longer about negative failure, but instead focuses on when and how one will be creative. All people are born with the seeds of creativity within them; it’s up to them and their environment what happens next. We can all be creative and inventive in our own ways. “To be, is the only way.”

Trying a More Effective Approach to Goal Setting for my Students

Setting goals is how progress is made. The most happily successful people in life got what they wanted because they set goals and worked towards them. I was able to become a teacher because I set a goal for myself when I was in high school. When I accomplished that goal, I set another and then another until, wallah, I was a credentialed educator. Goal setting is a crucial part of life that leads to drive and forward momentum. When we have goals that we are working towards, we have a purpose, motivation to keep us going. Working towards our goals is challenging and difficult, as we only set goals that force us to push ourselves to do hard things; however, the rewards and self-satisfaction that come from accomplishing our goals are truly sweet and wonderful in every way. Once we practice setting goals frequently, the act becomes a habit. I find myself setting daily or hourly goals for myself. During my 40-minute free period yesterday, I set a goal for myself: I want to finishing tabulating the current grades for my students so that I can share them with the students when I conference with them prior to lunch. Having something to strive towards and hold myself accountable for provides me with the energy I need to live a happy life.

As I see the value in goal setting, I want my students to learn to see how beneficial setting goals can be to their overall growth and progress in school and life. Since I’ve been teaching goal setting to my students, I have seen exponential growth over shorter periods of time from my students than when I wasn’t having them create goals. Goal setting works. However, the tricky part for teachers can be how to implement effective goal setting programs in the classroom. Goal setting is not a one-and-done type of activity. Goal setting needs to be a year-long endeavor. As there are also so many different ways to teach students how to create effective goals, teachers have many options from which to choose.

For years, I used the SMART Goals approach to goal setting, which had students create goals that were specific, measurable, attainable, realistic, and timely. It made sense to me in the moment when I first learned about this model of goal setting instruction. Having specific goals that are contained to a fixed time period just seemed to make sense to me. Why have students set broad goals with no end point when they could create more powerful goals focused on one task. So, I ran with this idea and taught my students how to create SMART Goals. When I taught sixth, seventh, and eighth graders, this model of goal setting was easy for them to pick up. They quickly figured out how to transform a goal like, I want to focus more in class, into a more specific and focused goal like, I want to pay attention to the teacher by making eye contact, showing positive body language, and taking notes when she is teaching us a lesson. Developmentally, their brains seemed to be able to process all of these rules and structures regarding the creation of a goal. It worked for them.

When I began teaching fifth grade about three years ago, I utilized the same SMART Goal method for teaching goal setting. While this model was very challenging and difficult for most of the students to learn and apply, I pushed through and kept at it. Even after a full year of practicing this approach, many students struggled to craft effective SMART Goals. While they all seemed to learn and understand the value of goal setting, the way that I was teaching it didn’t seem to work for them. It is my perception that the SMART Goals model of goal setting is too cumbersome and confusing for younger students to master, as there are so many steps and rules. Many of my students had never even been introduced to goal setting in their past schools and so the whole idea of goal setting was new to them. Trying to teach goal setting with so many rules and restrictions was just too much for my fifth graders to handle; however, I didn’t have any other plan or approach in place for the next school year, and so I kept using the SMART Goals approach.

Fortunately, I discovered a new approach to teaching goal setting to younger students this summer. I happened to be perusing my Twitter feed one morning when I came upon a post from an elementary school teacher. She had taken a picture of her board that was set up to teach goal setting that day. She used the WOOP acronym for goal setting, which stands for Wish, Outcome, Obstacles, and Plan. As I gazed at the picture on my laptop screen, my brain started humming with activity. Now this model of goal setting instruction makes sense to me. It’s way more tangible and manageable for fifth graders to wrap their heads around, as there are no rules to setting a goal or wish. You simply create a goal or wish, think about what you want the outcome to be at the end of the time period, contemplate obstacles that might get in your way when working towards your goal, and then you set a plan to meet accomplish your goal while avoiding the obstacles. I immediately fell in love with this approach. I responded to the tweet with gratitude and excitement. Then came the time to implement this new approach to goal setting.

I don’t formally teach goal setting until the students have had several weeks to figure out the class expectations, settle into their new class, and feel safe and cared for. At this point in the school year, the students have had two months to figure things out, which felt like the appropriate time to teach the WOOP model of goal setting. I began setting the stage for goal setting during the one-on-one conferences I had with my students yesterday morning. After I reviewed their current grades with them, I had them think about a particular aspect of a class or subject that they wanted to improve upon. I then wrote their thoughts down on a sticky note. Then, that afternoon, I introduced the students to the WOOP approach to goal setting and had them all create their first goals. I used a handout that I had created, which outlined this model of goal setting, to guide my instruction. Although my students had some questions about the model and what was expected of them, they seemed to understand the heart of this new way of setting goals. I then handed out the sticky notes that I had created for them during our student conferences earlier in the day, just in case they needed a friendly reminder about something they might want to improve upon or work on in the coming weeks. The students then got right to work. They worked efficiently and diligently at creating their first goals utilizing the WOOP model. Aside from some minor revisions students needed to make regarding parts of their plan or obstacles, they had very few problems setting goals for themselves in this more simplistic manner. I was impressed. This new approach to teaching goal setting seemed to be far less confusing for my students. They picked up this new model easily and quickly. I was so excited that my new method for teaching goal setting seemed to work so well.

Here are some goals my students students created yesterday:

W: My wish is to get a higher grade in math.

O: I want my outcome to be at least an A- in math.

O:I will have many obstacles like persevering through the challenge and not giving up, or asking a peer for help and not going to Mr. Holt.

P: my plan:

1. Pay attention to the sticky notes directions.
2. During the work periods I will persevere through the challenge and not have a fixed mindset.
3. If needed, I will ask a peer for help.
4. If needed, I will use a fidget if it helps calm me down and focus more.
5. If I do not finish the work required, I will finish the rest as homework so I understand the math concept I am studying.

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W: I wish to get my math grade from B+ to either A or A- by the end of the trimester.

O: My desired outcome is that I complete this goal within a week before Thanksgiving. I would like to get it earlier, but that would be very tough. I would prefer to have an A instead of an A-.

O: Obstacles that I need to overcome are that sometimes I like to fidget, and sometimes I cannot focus well. I do not have a fixed mindset, so that would not be a problem. I am not very good at Properties So that might be a problem, but I will try hard to get better at them.

P: My plan:

1. Ask my partner for help more.
2. I might do extra homework with my math book if I do not complete much in class.
3. Pay more attention in class.
4. Try harder on assessments.
5. Use the problem solving strategies more.

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W: My wish is to improve my science grade and get A- for the trimester.

O: MY desired outcome is that I achieve this by the end of the trimester.

O: Obstacles that might get in my way are getting distracted in class a lot and I have trouble only focusing on Mr. Holt.

P: My plan is to…

1. Pay more attention to Mr. Holt when he is talking.
2. Get work done before the due date so he can check it and give me feedback.
3. I will try not to fidget or fidget appropriately.

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Not only did my students craft really effective goals for themselves, but they also brainstormed plans that they can use to work towards their goals. So cool! I love this new model. On Monday morning, I’m going to have my students review their goals so that they will be on their mind as they tackle the new week. This first practice session of goal setting was also perfectly timed, as the students will begin a more in-depth reflection and goal setting process when they begin creating their ePortfolios next week in preparation for their Student-Led Conferences at the end of this month. Now that they all know how to create a goals using the WOOP method, they will be creating goals for each of their major subjects within their ePortfolio using the WOOP style. There is indeed a method to my chaos and instruction. I’m setting up dominos for them to knock down, as they continue to grow and develop as students and humans. Although the SMART Goals approach to teaching goal setting works for older students, it did not work for my fifth graders. So far, I am liking the WOOP model of setting goals, as it is an easier method for my students to figure out and provides them with the opportunity to really think through their goals and how they might go about meeting them. Can I get a whoop whoop for the WOOP model of goal setting? Whoop whoop! Now that feels right!

The Benefits of Having Animals in the Classroom

Dropping my son off at college for the spring semester yesterday, I found myself feeling very nostalgic. During the long drive, I couldn’t help but think of when our 6’2″ son only came up to my belly. I started thinking of the first time I gave him a haircut. Oh that was an experience. What do white people know about cutting black hair? It turns out, we know nothing, but are very fast learners. Then there was that time we set up a tent in the living room to watch movies on a Friday night. We filled the tent with pillows, blankets, sleeping bags, and popcorn. It was so much fun. I also reflected on the time we got our second dog, Beckett. He was a wild one, but our son loved cuddling with him. Whenever he was feeling stressed or anxious, he would pet or play with Beckett and seemed to calm down almost instantly. Animals do have that special effect on people. While my wife and I will dearly miss our son when he is away at college studying hard and getting ready for a spring football season, we are also so proud of the amazing man he has become. That little guy of ours is now a very tall man. Driving home, literally, into the sunset, a warm, happy sadness washed over me. He’s going to be alright, and we’ll be fine too. Does anyone have a spare tissue lying around?

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Like Beckett was for our son, emotional support or therapy dogs can be very soothing and calming for people of all ages. There is much research out there on the inter-web showing how dogs and other animals can be helpful in reducing anxiety for students in schools. Students struggling to read, can practice reading to a dog with no fear of being judged. Dogs and other animals love humans unconditionally.

Having owned dogs, I’ve seen the great benefits they bring to those humans around them. As a teacher, I’m always looking for ways to help my students feel safe and calm as they self-regulate when big emotions rock their day. I’ve brought yoga into the classroom, incorporate daily, mindful meditations, and teach students a variety of self-regulation strategies. I teach my fifth graders how their brain works and how stress and anxiety affects their brains, in hopes that they understand why learning to self-soothe or self-regulate is vital to their overall health and well-being. A fear years ago, we even got a class pet. The students loved Beans the hamster, and several kids even used him as part of their self-regulation routine when frustrated or upset. They would play with or hold Beans to calm down. I saw the benefits of having animals in the classroom first hand. It totally works. Having an animal in the classroom is another way to help students feel more safe and calm.

Sadly, a little over a month ago, our class hamster passed away. He lived a wonderfully helpful and peaceful life, except for that one time he got stuck inside of the bookcase in our classroom. Fear not though, we managed to bribe him out with treats and then quickly sealed up that hole. Luckily, though, I had been having backchannel conversations with the founder of my amazing and wonderful micro-school. She was in the process of getting her dog certified as a therapy dog and needed a classroom in which he could practice following commands and gain experience with kids that weren’t hers. Of course, without a seconds hesitation, I volunteered my fantastic fifth grade class. “We’d love to be the guinea pig for your dog,” I told her. So, fast-forward a month or so, and wallah, we have a dog in the classroom.

During the first two weeks of January, as my school was in remote instruction, I would have Bernie the dog come into the classroom in order to get used to the space, smells, and commands he would need to follow. I told the students all about it during our numerous daily Google Meet sessions. They were so excited about the prospect of having him in the classroom with us. Their faces lit up with smiles every time I even mentioned Bernie. This past week, following Dr. Martin Luther King Jr. Day, we returned to in-person learning. Oh how I missed truly seeing and being with my students. I understand the necessity of virtual instruction at times, but I do love being live and in-person with my students once again. On Thursday, we did a trial run with Bernie in the classroom for a few hours in the afternoon, and it was a huge success!

Earlier in the week, as a class, we generated a list of Bernie Rules for how to interact and behave around him. We then posted this list of rules in the classroom. Prior to Bernie’s arrival on Thursday, we reviewed the rules and commands as a class. We also decided to assign one student to be the Bernie person for that day. The student chosen would be in charge of walking him during our outside breaks and could also partake in snuggle or cuddle time with Bernie in his pod in the classroom. I felt great about the set-up work we had done and was feeling prepared for Bernie’s arrival in the classroom later that day.

Then, following Mindfulness, Bernie graced us with his presence. He arrived before our read-aloud in Language Arts. Perfect timing! I walked him around the classroom, on his leash, so that he could sniff and meet all of the students. I then unleashed him and practiced using one of his commands. “Bernie, bed,” I said sternly. He then proceeded to go to his bed and lie down. Yes, mission one, accomplished, I thought to myself. During the read-aloud, Bernie mingled amongst the students and furniture in the classroom. He did some sniffing and then proceeded to take up residence on the floor near one student. I think Bernie likes the fact that we have radiant heating in the school, which means that the floor is always warm and toasty during the winter months. During the remainder of our day, Bernie hung out in his bed, chilling like an ice cube. He was so calm. He enjoyed his walk outside during our recess break, which happened to be at the exact time we had a fire drill. It’s like I knew it was coming or something. Bernie did great with me on his leash as the entire school lined up by grade in the parking lot. He never once barked. During our end-of-the-day routine, Bernie remained mostly sedentary on his bed, but would occasionally walk around for a sniff or a pet. The students loved petting him. Our Bernie person of the day definitely liked being able to snuggle with him during our read-aloud and Closing Circle, and I think Bernie liked the attention too.

During our Closing Circle, we talked about how the students felt that it went having Bernie in the classroom with us. It was unanimous. They all loved having Bernie in the classroom. One student said, “I think Bernie makes us more mindful, like we were quieter and didn’t move as fast with Bernie here. He calmed us all down.” Other students commented on how they felt more calm and happy with him around. Then I asked, “Raise your hand if you would like to see Bernie return to our classroom in the near future.” You would have thought I was handing out free books or candy, as every hand shot up towards the sky like Space X rockets being launched. Mission two, accomplished. The students love Bernie and he seems pretty fond of them too.

It was a success! The students felt and were more calm and relaxed with him in the classroom. They were not nearly as loud during clean-up time with him present. In chatting with Bernie’s owner, we are marching onward with our mission to see if he will be able to become a certified therapy or emotional support dog. Calm excitement is in the air. Animals do make a difference in the classroom. They help students feel calm and be more able to self-regulate when big emotions come knocking. While we are only the test subjects for Bernie at this moment in time, I have not ruled out getting another permanent class pet. We’ll talk about that as a class next week. In the meantime, Bernie will return to our classroom tomorrow afternoon to help us all feel more serene and at peace with the world around us. I’m not sure who’s more excited, me or the students.

Having ‘Snow’ Much Fun in the Fifth Grade

Snow in October? Before Halloween? Is that even possible? Well, in NH it certainly is. Around this wild state we have a saying, “If you don’t like the weather, wait five minutes and it will change.” Yesterday that played out in normal fashion. On my drive to school, a few snow flurries started to fall, but nothing was sticking to the ground. Then, about a half-hour later, I peer outside of my classroom window and see what looks like a blizzard taking place. The ground is coated in white. The snow continued through to 11 a.m. yesterday morning and brought us about an inch of wet, cold, delicious, and wonderful snow. I was like a kid in a candy store. Before the students even arrived, I constructed a small snow-person near the front of the school. The students were excited as well and multiple snowball battles ensued until Morning Meeting began. The first snowfall of the season is always so magical and ushers in a festive season of wonder and awe, even if it happens before Halloween.

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Much like the magic that comes with the first snow of the season, our fifth grade classroom was lit up this week with hard work, excellent effort, and extreme perseverance that felt quite magical as the students finished working on our first Social Studies project of the school year. After weeks of learning how to take organized notes in their own words as well as how to use the online tool Google Maps, the students finally finished the Expedition USA Group Project on Wednesday of this week. The project had the students plan a cross-country adventure before virtually embarking upon it. They researched multiple states and other parts of our great country that they wanted to visit. They then documented their wild adventures using Google Maps. Each group created a map that showcased their stops along the way with facts, details about their trip, and pictures. They also had to think about their modes of transportation. Would they drive, fly, or boat around the country, and how much would all of that cost? They were using gas calculators, researching airline flights, and figuring out real-world information like adults. On Thursday, each group presented their Google Maps project to the class and talked about their virtual adventures.

It was amazing! Each and every group worked so hard to solve problems encountered, as they communicated effectively, delegated responsibilities, thought like adults, and learned lots of useful academic and life skills. One group learned that there is a National Park in the middle of the ocean off the coast of Florida. Another group learned to be very careful when using Google Maps because their pins and multiple sentences of text vanished on a few occasions. While this was frustrating for them, they persevered through their struggles and accomplished the task at hand. They kept after it and showed Google Maps who’s really in charge. Other groups learned how to collaborate and communicate with a partner, as they had clearly not completed a lot of group projects at their past schools. One group sat in silence for the first two days, until I told them that they needed to discuss their itinerary with each other before I would approve it. By the end of the project, this same group could not stop talking to each other about every aspect of the trip. “What kind of car should we rent? Is this picture okay? Have you revised my markers yet?” I loved watching my students grow as people and thinkers and develop into effective teammates while overcoming challenges and solving problems.

Click on the links below to check out some of the Google Maps my students created to document their journey around our fine country.

• CEP Group Trip
• Chicken Wing Group Trip
• Team Woof! Group Trip

As this was the first time I attempted a project like this in my fifth grade classroom, I was a bit nervous about how it would go. Would the students like it? How would the group aspect of it work in these pandemic times? Would Google Maps be too difficult for my students to utilize effectively? All of these thoughts weighed down upon me as the project started, but soon lifted as I realized how truly capable and talented my students are. They worked together to figure out how to use Google Maps, despite hitting some bumps along the way. The students were so excited to work on this project each day in Social Studies class. I rarely had to redirect students during their work periods, as they were so engaged in the project. Because this was a mostly virtual and digital project, the students could work in a socially distanced manner very effectively. My anxieties were assuaged once I let go of the fear and allowed my students to work their magic.

Here’s some of the feedback I received from my students regarding this project:

• “I loved our Google Maps Project. A thing to make it better would be to actually go on the trip, but I do not think that we would be able to do that.”
• “What made this project really fun is that we got to make stuff on Google Maps.”
• “I think our Social Studies Project was amazing! I think we should do another project like it this year.”

The students seemed to enjoy the project, which is crucial for anything I do in the classroom. I want my students to be engaged and take away something from every experience. Would I do this project again next year? Oh yes. This project was a great way to introduce teamwork, collaboration, note-taking, and problem solving. It was engaging for the students and helped them learn more about our beautiful country. So, my plan to take a risk and try something different this year in Social Studies seemed to work. Was it the magic of the first snowfall? Perhaps it was because I introduced the project in such an amazing manner. Or, maybe it was because my students rock the house. It was probably a concoction involving all of the above that led to the very positive outcome. Much like how the factors need to be just so for snow to fall, everything needs to fall into the right place for a project to be effective.

Letting Go of the Fear Has Made Me a Better Teacher

Imagine this… It’s a sunny day in your classroom and you are modeling how to execute a computer code using Code.org or another coding website for your students. However, things get a little weird when you press the RUN button. Suddenly, all of the students in your classroom start doing exactly what you want them to do at the same time, as if they are robots programmed with your code. When the students finish running their code, you notice that you start doing something that seems completely unlike you, as if you are being controlled by someone or something. Something fishy is definitely afoot. So, you try another code, hoping that this one will yield different results. When you press the RUN key, the students do exactly what you hoped they would do, sit quietly and wait. It’s like you are programming the students. This causes you a bit of trepidation, as you don’t want to have this much control over your students, or any human for that matter. So, you do what you always do when you wonder what is best for your students, you ask them and open a discussion. One of the students wants to test this theory out on you, and so you agree. After the student runs the program, you begin writing “No Homework” on the whiteboard without even trying. The student jumps out of his seat and yells, “It works!”

Interesting, right? Programming computers is very different from working with actual people who have free will, but what if they didn’t. What if computer coding turned them all into robots? I wonder if it’s dystopian scenarios like this one that keep some teachers from trying computer coding with their students. Perhaps they are afraid that it will transform their students into puppet masters or teenage zombie gamers. Fear is a powerful emotion that can cause people to do bizarre things, as if we are being controlled by some greater and stronger force than ourselves. Fear is much like the computer code in my story, as it forces us to do things that we would not normally do. Imagine what would happen if people learn to give up control and refuse to let fear drive them. We would allow free will to do its thing and work its magic on us. We could go with the flow and make choices based in reality that are best for us. What a wonderful world that would be.

I used to live in fear and tried to control every aspect of my life. When I first started teaching, I thought that students should be seen and not heard. I attempted to create a culture of silence in my classroom. I did most of the talking in my classroom during my first few years in education. I was an ineffective teacher that didn’t engage students because I was too afraid of what might happen if I allowed students to talk or make choices. Then, slowly, as I became more confident and started to see that fear wasn’t the only emotion one could experience, I started to change. I began fostering a sense of community and equality within my classes. I learned that giving students a voice and a choice, leads to engagement and genuine learning. When I gave up being afraid, I started to become a better, more effective teacher.

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This past week marked Electives Week at my school. Each teacher hosted a week-long course regarding a passion or interest that they hold. Some of the offerings included Drama, Art, LEGO Robotics, and Outdoor Adventure. It was a welcomed change of pace in these very strange times in which we are living. The students seemed to enjoy themselves and the faculty members loved trying something different for the week.

I hosted the Makerspace Elective this past week and had a blast doing so. In years past, I never would have dreamed of trying something so free-range, so chaotic and out of control. Each student was working on a different project at the same time. Some students were using a jigsaw to cut wood while others were screwing materials together. The new-teacher version of me would have had an anxiety attack throughout the week; however, the wise, more experienced teacher version of me loved allowing students to choose their challenge and persevere through problems encountered while working at their own pace. It was so much fun observing the students work, take risks, try new things, learn from their mistakes, and create something entirely on their own. To view pictures of the students working throughout the week, CLICK HERE.

The agenda for the week:

• The students spent the entire day on Monday learning to speak the language of computers and machines. I chose to begin the week this way so that the students would have to train themselves to think logically instead of creatively. Changing their mindset and being flexible is a vital lifeskill. While both logic and creativity are needed to be a successful maker, most students focus their energy on the creative side of problem solving instead of the logical side. I wanted the students to see that following a protocol in a logical manner can lead to success as well. They began the day by working through a course I assigned them using Code.org. They practiced coding and the keys to successfully programming computers to get them to do what they would like. The afternoon was spent playing with Edison Robots or Makey Makey devices.
  • While most of the students enjoyed learning how to code, it was challenging for some and pushed them out of their comfort zone a bit. The students were focused and seemed to have fun coding games and making cool things happen on the screen.
• The rest of the week was spent working through the Engineering Design Process, as they brainstormed problems in their world and constructed working solutions. They devised cool and interesting solutions to problems they face in their day-to-day lives. They built, tested, revised, retested, and revised throughout Tuesday, Wednesday, and Thursday. Thursday afternoon, they presented their ideas to the rest of the group in the form of a commercial or advertisement, similar to the television show Shark Tank.
  • The students had a blast working with their hands and creating something while using all sorts of powerful tools. To outsiders peering in, it would have seemed like pure chaos had been unleashed with sawdust flying everywhere, loud sounds emitting from power tools, and devious smiles plastered upon the faces of the students. To those experienced in letting go of the fear, the classroom was actually full of students learning to use power tools, solve problems, learn from their mistakes, and make something of their own creation. The room was buzzing with creativity, logic, and excitement. The students were so happy to be DOING. It was awesome!

Some of the projects the students created:

A play area for our class hamster

A money sorting box to keep things organized

A vast, safe, open area for our class hamster to enjoy.

A portable, outdoor chair for all-school meetings

An inexpensive way to make a modeling kit

An arcade setup for a laptop using a Makey Makey controller

Here is some of the feedback I received from the students via a Course Evaluation they all completed:

• 75% of the students enjoyed completing the coding and programming activities.
• 100% of the students saw the value in learning about the Engineering Design Process.
• The students learned valuable skills including…
  • “The jigsaw has some kickback.”
  • “I learned how to use a jigsaw, sander, and a drill, really all things I’ve always never wanted to use but now realize that all I want to use are those tools.”
  • “I learned how I can use the engineering and design process in almost everything I do.”
• Every student encountered at least one problem throughout the week and found a way to solve it…
  • “I figured out that my chair wasn’t portable, and so I had to fix it by redesigning it.”
  • “When I was building my structure, the door was very hard to make and I got help from Mr. Holt and it helped a lot!”
• 100% of the students were happy with the product they created and proud of what they had accomplished.
• When asked what they would change, the students responded…
  • “I would probably do more coding because I think it is a big part of almost all jobs.”
  • “Nothing, because I enjoyed it!”
  • “Maybe spend a little less time on the test. We devoted AN ENTIRE DAY to the verification of our ability to use tools. Still keep it in there though, it is still very important to the elective.”
  • “Only spend half a day on coding to give us more time on project.”
  • “Maybe let us work without power tools outside during breaks and lunch because I felt like I could have finished quicker if I had more time.”
• Open feedback regarding the Elective provided by the students…
  • “It was the best week of school ever!!!!!”
  • “I loved it!”
  • “I loved every second of it. Thank you for providing this enriching experience!”
  • “It was awesome.”

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I felt as though the week was super fun and successful. The only change I would make, if I were to offer this Elective again, would be to cut down on the coding time. Perhaps a whole day of coding was a bit much. I would provide students with a choice for the morning and then transition into the Tool Training in the afternoon. I would also find an easier to use programmable robot for the students to use, as the Edison Robots were very complicated for the students to figure out on their own. Other than that, I would keep the agenda the same. The students had a blast. In creating a student-centered approach to education, I have allowed myself to grow and mature as a teacher, and I am finding new and innovative ways to engage and inspire students. Letting go of the fear has made all the difference in the world.

My Professional Goals for The 2020-2021 Pandemic Year

Sometimes I feel quiet and pensive, reflecting on my day or pondering how I can be a better father, husband, and teacher; and, sometimes I feel happy and excited about a class lesson or going on a hike with my wife. Internally, I am much like Bob Ross’ painting pallet after having finished a brilliant work of art with happy little trees, an amalgamation of emotions ranging from bright, happy colors to some dull, pensive tones. Externally, I try to fake it a bit, and portray myself as a constantly positive and happy person. If I look and act happy and upbeat, my inner feelings may begin to take on that same, positive mentality, I’d like to think. The great news is that it usually works. Fake it, until you make it. No truer words have been spoken. If I want to feel and be a certain way, then I need to act that way and show the world that I do feel the way I wish to feel.

I do this in many ways. One way is through my dress and appearance. Those who know me might say that I’m a fan of wild and crazy clothes. I purposely wear mismatched socks and clashing clothes on an almost daily basis. This external me appears a bit kooky and extroverted, which is how I have always wanted to be. Because I started dressing like this back in high school, I have taken on that persona internally. I am a bit eccentric. I like rocks and rock music. Although I am still a bit of an introvert, when I wear strange or fun clothes, people comment and want to talk to me, which forces me to be more outgoing than I truly am. This is good for me. It challenges me to take risks and try new things. At 43, I feel that I have transformed into a more outgoing and fun person because I’ve taken on that persona in how I dress and act.

Because I love wearing wild and exotic clothes, I especially love Halloween. The bigger and crazier, the better is my motto for Halloween costumes. I refuse to repeat costumes and try to outdo myself each year. One year I dressed as Dorothy from the Wizard of Oz, Iron Man, Ms. Frizzle from the Magic School Bus, and a pink bunny. I take Halloween quite seriously, and usually have my costume picked out and ready to go before September even begins. This year however, perhaps because my mind was a bit preoccupied with preparing to teach in a pandemic, September started and I had no idea what I was going to dress up as for Halloween. I started to stress out a bit about the whole situation. I had lots of ideas, but I wasn’t in love with any of them. So, last weekend, I devoted several hours to choosing my Halloween costume for this year. I am happy to report that I now have my Halloween costume. My world can now return to its normal, more calm approach to life. What costume did I choose, you are probably asking yourself. Well, that’s for me to know and for you to find out on Halloween. I like to keep my costume a bit of a secret, especially with my students. I like the element of surprise. BOO!

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While this year has been very different for me because I did not know until recently what my Halloween costume would be, it may also feel different because we are living in a pandemic. Everything is different and nothing is routine or normal about this year. This school year has felt very much like my first year of teaching because of that, which is quite exciting and exhilarating, and also very exhausting. When I arrive home at the end of each day, I only have enough energy to prepare my dinner and flop down on the couch next to my lovely and patient wife for some relaxing television entertainment. In these uncertain times, self-care is vital and important. I make sure that I jam out to my favorite tunes on my ride home from school each day. Music is my therapy.

I can’t believe that I have already finished my second week of school in this new pan-academic year. The days seem to be soaring by like how trees seem to fly by your car window when driving on the highway. While life is vastly different from years past this year, I do want to make sure that I don’t allow this year to go by without being reflective and trying to challenge myself to grow as an educator. So, here are my goals for the 2020-2021 school year:

• I want to make use of even more blended learning units based on the model I learned about this summer through my training with the Modern Classrooms Project. I want to allow my students to learn at their pace. I want to challenge my students who need to be pushed and support my students who need extra help and scaffolding to learn the concepts covered. While I have already started the Language Arts unit I created this summer, I want to push myself to create more units like this throughout the year. I have set up my first Math unit in a very similar way. Placing the ownership of learning onto my students, I hope, will afford me the opportunity to more effectively help and challenge my students throughout the year.
• I want to find a more engaging way to teach and discuss current events with my students. Right now, I use the New York Times weekly news quiz as the vehicle in which we discuss and talk about news in our world. While the weekly quizzes do cover the main points, the students seem bored and disengaged in our discussions. A few students participate in the weekly discussions, but the rest of the students seem to not care about what we are talking. So, over the next few weeks, I’m going to try and pilot some new ways to teach and discuss current events with my students on a weekly basis. I’m hopeful that one of these new ways might better engage and excite my students than the current model I’m using.
• I want to help my students understand the importance of self-regulation, self-care, and self-awareness during these uncertain times. Now more than ever, people are becoming stressed out, anxious, and worried about getting sick, the upcoming election, staying safe, and being healthy. Stress levels are high and people are struggling to make effective and wise choices for themselves. I want to help my students learn to understand how to take note of their emotional state so that they can attend to their personal needs. I want to help my students learn coping strategies for when they feel negative emotions or stress. I want my students to become attuned to their bodies and minds during this pandemic. I want them to pay attention to and take care of themselves during these very different times. In class, we have already discussed how our stress and emotions hijack our amygdala and negatively impact our physical well-being. We’ve talked about how continually allowing ourselves to be and feel anxious, angry, mad, upset, or stressed can cause physical problems like a weakened immune system, heart issues, and indigestion. While we have talked about ways to reduce stress and the impact negative emotions have on us, next week, I’m going to get into more specific strategies the students can use to address and cope in these turbulent times.
• I want to take care of my mental well-being and physical health during this pandemic. I need to make sure that I attend to my personal needs as well. I need to take time to meditate, reflect, relax, dance, and address the big emotions I’m feeling on a regular basis. Wearing a mask all day is difficult and uncomfortable, and causes me some stress. I need to make sure that I don’t allow that stress to weaken my immune system or impact my behavior or choices. I need to take extra care to be self-aware of my mental state this year. While going to concerts usually provides me the opportunity to dance my stress away, I don’t have concerts available to me as a stress relief strategy this year. So, I need to find new ways to relax and unwind this year. Perhaps I’ll take up a new hobby or hook up my Nintendo and play some old-school video games.

Four seems like a manageable amount of goals. I can focus my time and energy on doing four things this year. Luckily, I have found a Halloween costume, which already makes life easier and more manageable. So, bring on the next challenge life, I’m ready. Namaste 🙏.