Monthly Archives: October 2017

That One Time I Held My Tongue

I am a teacher. I began teaching when I was 23 years old, but my mom would tell you it started much earlier than that, teaching my stuffed animals about classroom procedures, math and how to properly read a book. (I was a bit uptight and strict seven year old.) I also consider myself an advocate for students in education, researching, reading, learning and encouraging others to implement good first instruction, quality curriculum, but mostly literacy with authentic applications. Over the last few years, I have been given opportunities to present and teach educators at conferences with CUE, the Writing Project and other local organizations, passing along my passion for doing what is right for children.

But I’m also a parent. I have a 14 and 12 year old in the public school system. My 14 year old does school well. She knows how to play the game, even when she thinks the rules are ridiculous. She can learn from anyone, even a teacher who left a packet of worksheets on her desk with a bold face due date and no instructions. She can figure it out. I’ve always believed she could learn in a room full of just books. She loves learning. I’ve never worried about her.

My 12 year old learns constantly on his own, as well, but he would forget the packet of worksheets the moment he got home. He would be too busy experimenting with dry ice or making masking tape sculptures from videos he saw on Youtube. School isn’t hard for him, but organization and the “rules” of school often elude him. With him, I have to pay close attention: check the planner, check the online grade book.

My conundrum: what do I do when I see the assignments my son brings home as nothing but busy work? What do I do when a grade for participation is labeled “assessment” in the gradebook? What do I do when my son scores 100% on every quiz, then fails the test? What do I do when his teachers’ policy is no retakes of tests, nor can he review tests to check what he did wrong? What do I do when I see my own kids’ teachers practicing instruction and assessment that seem ineffective and lacks rigor or engagement?

I do nothing. Nothing. Because I know my son needs to learn the game to be successful.  I know my son respects and adores his teachers. I know that his relationship with his teachers is far more important than his grade. I know I have done some crazy things teaching, too. I know that he still loves school, so I can’t mess that up for him.

Sometimes you need to forget you’re a teacher and be a parent, sitting on your hands and holding your tongue.

Falling Flat on My Growth Mindset

As in any profession, education is full of trends. When I started teaching, it was all about multiple intelligences and Bloom’s Taxonomy of learning. Risking showing my age, I still find a lot of validity in both. In the same way, the last few years have been all about growth mindset. As Carol Dweck states, “In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence….they believe everyone can get smarter if they work at it.” Part of this is trying new things, failing and being open to learning from those shortcomings. I preach this almost daily in my classes. “You’re not there YET, but you’ll get there if you keep working.” I mean I am ALL in. Well, at least I thought I was. When it comes to having a growth mindset with my own failures, I suck.

Last week, CapCUE hosted our annual Techfest. I say “our” because I am an active member and a director on the board. Besides helping to plan, arriving at 6am to set up, as well as working throughout the day, I thought it would be a great place to try out a new session I’ve been working on: “Creating Book Clubs that are Figuratively Lit and Literally Awesome.” I am very passionate about implementing choice reading groups in my class, and this summer I decided to put together a presentation to share that passion. Apparently passion doesn’t always make a good session.

Some things were out of my control: the projector went out just before I begun, so the great staff at Rocklin High School found me a different room. However, most issues were my own doing. Being flustered, I left my wireless clicker behind, along with a box full of books I planned to use for my opening activity: Book Speed Dating. Consequently, I ran out of the room and returned panting, holding a heavy box of books. Instead of just moving on, I decided to go down with my self inflicted sinking ship and still try the activity. Of course, with so much time lost, I had to rush through the activity and subsequent slides. Continuing, information spewed out of my mouth choppy and disorganized like a teenage boy on a first date.

They say the smartest person in the room IS the room and that was certainly the case for me. If it weren’t for my attendees asking questions and sharing their experiences, I’m afraid the whole session would have been a complete disaster.

Now for MY growth mindset. In the room was one of my friends, someone I consider a mentor and have learned so much from, both as a leader and a person, Josh Harris. When I saw him later at lunch, I was embarrassed, but knew he’d give it to me straight. I had to ask. I knew I couldn’t just ignore what had happened. Growth Mindset, I whispered to myself. Learn something from this. Don’t pretend it wasn’t a crime scene.

“Josh, tell me how I can improve…”