As a third grade teacher one of the things I constantly ask myself is: How do I get kids to love reading? Why are some people “readers,” and some not. I have always been a reader. I love books. One of my favorite escapes is when I go away for a “girls” weekend and can read uninterrupted. Reading is a treat for me and it is difficult for me to see how it couldn’t be for everyone else. Fortunately, I’ve never had a learning disability or any other disadvantage interfere with my opportunities to read. I’m passionate about reading and want to pass that joy on to my students and children.
Since an important part of my job description is to teach reading, it is a topic I research often. Last summer I read The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. Her goal as a reading teacher is to help her students, “...become smarter, happier, more just, and more compassionate people because of the worlds they experience within those hundreds of thousands of black lines of print.” (pg. 12)
I feel the same way about reading. The things I liked from her book were: kids need time to read and they should be reading books they choose. A large selection of books should be available to students. Teachers should give book talks to recommend good books. Teachers need to read and be knowledgeable about many books so they can make recommendations to their students. Kids should be taught strategies to find a book at their reading level. Comprehension happens when kids are reading books at their reading level.
I agree kids should be reading books they choose, but I think they still need to be assigned a few books. There needs to be a balance. I think reading a book on their level with the teacher is also very important. I have been trying to create this balance in my classroom.
While I am an avid reader, it is impossible to read everything out there. Also, I’m a little selfish, I don’t want to only read kid and young adult books. I enjoy them a lot, but every once in a while I need more adult topics. This is where I need some help. I’m interested in knowing what books you read when you were in elementary school and more specifically, third grade. What were the books you loved? Why did you love them? Was there a series that got you “hooked” on reading when you were young?
Comment on this blog post with your answers. I’ll use your ideas to narrow down what I should be reading. Or, I might use your comments to recommend books. Thanks for your help, it’s much appreciated. My goal, like Nancie Atwell is, “for every child to become a skilled, passionate, habitual, critical reader- as novelist Robertson Davies put it, to learn how to make reading “a personal art.” (pg. 12)
*Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic Inc, 2007
Wednesday, March 17, 2010
Sunday, March 14, 2010
Similes, Third Graders Say How They Really Feel
(I wrote this two weeks ago, but went on vacation and never got it published. Better late than never.)
I asked my class to finish some similes. Their choices were:
Vacation is like ...
Reading is like...
_____is as sweet as ______
_____ is as helpful as _____
Writing is like...
_____is as embarrassing as _____
Some of their response were what I expected, some were funny and some were confusing. This was the best one:
My mom is as is as embarrassing as the chicken dance.
I know my teenagers would agree with that one.
Spring Break is next week so I wanted to see how they felt about vacation. Here are some of their responses:
Vacation is like jumping in gumballs.
Vacation is like moving.
Vacation is like summer forever.
Vacation is like moving somewhere new.
Vacation is like your favorite treat.
Vacation is like me land.
Sounds like they’re looking forward to the break as much as me.
There were some differing views about writing. The first one is my favorite:
Writing is like a trip to the underworld.
Writing is like going on vacation.
Writing is like eating pie.
Writing is like dying.
I’m just happy the one about the underworld incorporated our study of Greek Myths into his English practice.
The only simile about reading that didn’t read like a library poster was this one:
Reading is like never getting in trouble.
Hmm, does it keep them out of trouble or do they like to read about trouble instead of getting into it themselves?
Next are some “helpful” comparisons. Any thoughts on the first one? I was thinking if I put the word “witches” in somewhere it would make more sense to me.
Horses are as helpful as brooms.
Friends are as helpful as a parent.
Dad is as helpful as a friend.
Dads are as helpful as servants.
Dad is as helpful as a tractor.
Seems like I have many helpful dads in my class. I think most of those were meant as compliments.
Finally, one more embarrassing moment, who do you think wrote this one, a boy or a girl? I can tell just by looking at the hand writing who wrote it, I don’t even need to find they’re name. If I look closely I’d bet this paper doesn’t have a name on it. Nope, no name and the paper is written on with the big blank heading space at the bottom. (I’m shaking my head.)
Whoopie Cushions are as embarrassing as a real fart.
This student’s progress report comments read something like this:
...is an independent thinker.
...thinks outside the box and is full of ideas.
...is learning when humor is helpful to learning and when it is inappropriate.
...enjoys attention, whether negative or positive.
I have to admit I did laugh out loud when I read it and it’s not like anyone else’s simile.
Just another example of why I love teaching and a taste of my day.
I asked my class to finish some similes. Their choices were:
Vacation is like ...
Reading is like...
_____is as sweet as ______
_____ is as helpful as _____
Writing is like...
_____is as embarrassing as _____
Some of their response were what I expected, some were funny and some were confusing. This was the best one:
My mom is as is as embarrassing as the chicken dance.
I know my teenagers would agree with that one.
Spring Break is next week so I wanted to see how they felt about vacation. Here are some of their responses:
Vacation is like jumping in gumballs.
Vacation is like moving.
Vacation is like summer forever.
Vacation is like moving somewhere new.
Vacation is like your favorite treat.
Vacation is like me land.
Sounds like they’re looking forward to the break as much as me.
There were some differing views about writing. The first one is my favorite:
Writing is like a trip to the underworld.
Writing is like going on vacation.
Writing is like eating pie.
Writing is like dying.
I’m just happy the one about the underworld incorporated our study of Greek Myths into his English practice.
The only simile about reading that didn’t read like a library poster was this one:
Reading is like never getting in trouble.
Hmm, does it keep them out of trouble or do they like to read about trouble instead of getting into it themselves?
Next are some “helpful” comparisons. Any thoughts on the first one? I was thinking if I put the word “witches” in somewhere it would make more sense to me.
Horses are as helpful as brooms.
Friends are as helpful as a parent.
Dad is as helpful as a friend.
Dads are as helpful as servants.
Dad is as helpful as a tractor.
Seems like I have many helpful dads in my class. I think most of those were meant as compliments.
Finally, one more embarrassing moment, who do you think wrote this one, a boy or a girl? I can tell just by looking at the hand writing who wrote it, I don’t even need to find they’re name. If I look closely I’d bet this paper doesn’t have a name on it. Nope, no name and the paper is written on with the big blank heading space at the bottom. (I’m shaking my head.)
Whoopie Cushions are as embarrassing as a real fart.
This student’s progress report comments read something like this:
...is an independent thinker.
...thinks outside the box and is full of ideas.
...is learning when humor is helpful to learning and when it is inappropriate.
...enjoys attention, whether negative or positive.
I have to admit I did laugh out loud when I read it and it’s not like anyone else’s simile.
Just another example of why I love teaching and a taste of my day.
Friday, February 12, 2010
Parent/Teacher Pondering
Parent/ Teacher conferences were at the end of last month and like always they’ve caused me to ponder teaching and parenting. I just haven’t had anytime to sit down and write. First, I often describe Parent/Teacher conferences as the moment when all becomes clear. Every idiom, saying, or phrase ever quipped about the parent/child relationship is proved. As a teacher, meeting parents often leads to an “Ah ha!” silently being shouted in my head. Meeting with teachers as a parent I know I reveal a lot about my own children.
When I receive an e-mail at 9 pm, the night of conferences, from a parent asking, “What time am I scheduled for tomorrow?” And my reply is, “You were scheduled for 5 pm tonight.” The phrase “the apple doesn’t fall far from the tree” comes to mind. That’s the parent I needed to discuss time management issues with.
As I’m conferencing with one of my daughter’s teachers I catch myself bouncing my knee, resting elbows on knees and then leaning back. I’m unable to sit still for the ten minute meeting. I’m sure that teacher is thinking, “Like mother, like daughter.”
Sometimes during a conference a parent keeps interrupting me with questions I’m about to address. Occasionally one will be so distracted by the stain on their shirt that they keep asking me the same questions. This is when I know “it runs in the family.”
If we’re conferencing with one of my son’s teachers and my husband accidently corrects the teacher’s grammar, I sometimes catch a smirk or a nod. They’re probably pondering the phrase, “a chip off the old block.”
While on a teacher site I came across this quote:
“The problem with children is that you have to put up with their parents.” ~Charles DeLint
Having been on both sides of the conference table, dealing with problem parents and periodically being a problem parent, I know this is too often true. Luckily this doesn’t lessen the joy I get from my job or from being a proud, protective parent. It just makes me want to say something I’ve probably said a hundred times. I just wish I could make parent’s understand that I care about their kids. If I bring up a problem it’s because I want their child to have the best experience, be the best learner and do their best as much as they do. Issues and problems are roadblocks to a student’s learning and I want to figure out how to get rid of them or go around them. I often hear people say teachers just want kids to sit still and be quiet. I don’t want them to sit like zombies, silent and wiggle free. If a student was acting like that I’d be calling their parents concerned.
Like any profession, teaching has its share of bad apples, but most teachers I know feel the same as I do. We care about our students and what we want the most is for each of our students to succeed as a learner.
The other event that had me full of thoughts has to do with my toddler. Recently I was filling out forms for preschool next year. One of the questions asked me to describe my child’s strengths. I could do that, like most folks I like enjoy bragging about my kids. It’s the next question that started me thinking, what did I think were areas my child needed improvement in? Hmm. My toddler is the youngest by a LARGE gap. He is around big people all the time. Occasionally he gets too much attention, while at other moments he gets forgotten about. He can be somewhat demanding and a little bossy. Also, I felt the need to apologize ahead of time, because he is around so many adults and teenagers he might hear or know things he shouldn’t. He has great communication skills and so I worry that he’ll be the kid who tells about things or uses words the other kid’s parents don’t want them to know yet. Basically, his weaknesses are that he’s the youngest and sometimes I’m a lazy parent.
As I was rereading my comments I thought of this quote I read the other day:
“A parent who has never apologized to his children is a monster. If he's always apologizing, his children are monsters.”
~Mignon McLaughlin
Oops! My toddler’s not a monster, but I sure apologize for him a lot. I have been since I found out I was pregnant. I apologized to my teenagers when I informed them about their new sibling. I told them sorry, but Hewson will get things and do things you never got. He’s so much younger that he’ll have us to himself and we’ll get old and lazier. I felt it best to warn them.
I apologized to the babysitter. I was sorry was stubborn and demanding. At home he doesn’t have to share his toys often because his siblings are so much older. He watches too much t.v. because his parents are so tired when we get home.
I guess I’m just a preventative apologizer. He’s really a pretty normal kid. I just know my faults. Also, it’s like the babysitter says, “He’s just so darn cute.” Good thing, I think some days. So, my hope is that between his cuteness and my preventative apologizing he won’t turn out to be a monster.
When I receive an e-mail at 9 pm, the night of conferences, from a parent asking, “What time am I scheduled for tomorrow?” And my reply is, “You were scheduled for 5 pm tonight.” The phrase “the apple doesn’t fall far from the tree” comes to mind. That’s the parent I needed to discuss time management issues with.
As I’m conferencing with one of my daughter’s teachers I catch myself bouncing my knee, resting elbows on knees and then leaning back. I’m unable to sit still for the ten minute meeting. I’m sure that teacher is thinking, “Like mother, like daughter.”
Sometimes during a conference a parent keeps interrupting me with questions I’m about to address. Occasionally one will be so distracted by the stain on their shirt that they keep asking me the same questions. This is when I know “it runs in the family.”
If we’re conferencing with one of my son’s teachers and my husband accidently corrects the teacher’s grammar, I sometimes catch a smirk or a nod. They’re probably pondering the phrase, “a chip off the old block.”
While on a teacher site I came across this quote:
“The problem with children is that you have to put up with their parents.” ~Charles DeLint
Having been on both sides of the conference table, dealing with problem parents and periodically being a problem parent, I know this is too often true. Luckily this doesn’t lessen the joy I get from my job or from being a proud, protective parent. It just makes me want to say something I’ve probably said a hundred times. I just wish I could make parent’s understand that I care about their kids. If I bring up a problem it’s because I want their child to have the best experience, be the best learner and do their best as much as they do. Issues and problems are roadblocks to a student’s learning and I want to figure out how to get rid of them or go around them. I often hear people say teachers just want kids to sit still and be quiet. I don’t want them to sit like zombies, silent and wiggle free. If a student was acting like that I’d be calling their parents concerned.
Like any profession, teaching has its share of bad apples, but most teachers I know feel the same as I do. We care about our students and what we want the most is for each of our students to succeed as a learner.
The other event that had me full of thoughts has to do with my toddler. Recently I was filling out forms for preschool next year. One of the questions asked me to describe my child’s strengths. I could do that, like most folks I like enjoy bragging about my kids. It’s the next question that started me thinking, what did I think were areas my child needed improvement in? Hmm. My toddler is the youngest by a LARGE gap. He is around big people all the time. Occasionally he gets too much attention, while at other moments he gets forgotten about. He can be somewhat demanding and a little bossy. Also, I felt the need to apologize ahead of time, because he is around so many adults and teenagers he might hear or know things he shouldn’t. He has great communication skills and so I worry that he’ll be the kid who tells about things or uses words the other kid’s parents don’t want them to know yet. Basically, his weaknesses are that he’s the youngest and sometimes I’m a lazy parent.
As I was rereading my comments I thought of this quote I read the other day:
“A parent who has never apologized to his children is a monster. If he's always apologizing, his children are monsters.”
~Mignon McLaughlin
Oops! My toddler’s not a monster, but I sure apologize for him a lot. I have been since I found out I was pregnant. I apologized to my teenagers when I informed them about their new sibling. I told them sorry, but Hewson will get things and do things you never got. He’s so much younger that he’ll have us to himself and we’ll get old and lazier. I felt it best to warn them.
I apologized to the babysitter. I was sorry was stubborn and demanding. At home he doesn’t have to share his toys often because his siblings are so much older. He watches too much t.v. because his parents are so tired when we get home.
I guess I’m just a preventative apologizer. He’s really a pretty normal kid. I just know my faults. Also, it’s like the babysitter says, “He’s just so darn cute.” Good thing, I think some days. So, my hope is that between his cuteness and my preventative apologizing he won’t turn out to be a monster.
Tuesday, January 26, 2010
Morals From the Third Grade
It's that time of year again. Once again I have asked my class to finish fables and share morals. I do this each year as we study Ancient Greece. Some years are more creative and interesting then others. This year the "Car" morals were overall the same, darn it. This is the third year I've published my results. I think the "Bee" fables are the best. Enjoy!
UNFINISHED FABLES
Read our conclusions and morals to these three unfinished fables.
One day, a computer said to a mouse pad, “You are nothing without me! I have all the circuits, all the software. I am the reason that you exist.”
“Ah,” said the mouse pad, “but….
...If you didn’t have me you would be broken.
Moral- Everybody is just as important.
...I’m not attached to you. I can be beautifully without your circuits and software.
Moral- Circuits and software don’t matter.
“...without me the user will not be able to access the software,” said the mousepad.
Moral- They can’t survive without each other.
...without me who could get to the sights? How could they turn you on? How could you read your GMail? See you need me to be great.
Moral- You need help to be great.
...without me you couldn’t move.
Moral- Don’t brag.
...if you did not have me you would not even be much, so we both need each other.
Moral- Nobody is better than any other person.
...without me there would be no point in using you. People wouldn’t be able to move the arrow. Without me you wouldn’t exist.
Moral- Don’t brag to others
Three bees were hovering around a flower one spring day when a woman walked by. The first bee flew away in fear. The second bee, believing that the woman did not notice him, decided to sit still and see what happened. The third bee…
…flew and sat on the top of a bench. The woman sat on the same bench and noticed the third bee. She swatted him and ran away in fright.
Moral- Always stay with people you know.
...was the youngest. He stayed there too. The second bee pushed him out of the way. “Stay back,” she said,”I’ll attack the human barbarian.” She tried, but died.
Moral-Never fight something dangerous.
...decided to hide and watch while the second bee got squished.
Moral-If something is dangerous hide or make a good choice and go on with your business.
…started buzzing around her head, annoying her and having a fun time. Then she pulled out a fly swatter and hit him.
Moral- Don’t annoy someone constantly just for fun.
…started dancing. Then the woman killed the dancing bee.
Moral- Never dance if you are a talking bee.
…was mad with the first and the second bee and stung the woman. He died right after.
Moral- Don’t take your anger out on someone else.
…started to break dance for the girl, but the girl saw him and killed him.
Moral-If you’re a bee, don’t break dance in front of a girl.
...went up to say, “Hi,” and the lady screamed and swatted at him. Luckily, she missed. The bee flew away.
Moral- Never talk to strangers.
...Stung the lady. The lady crushed the bee.
Moral- Do not sting people.
...stung the woman as hard as he could.
Moral-Never hurt
3. One day an auto mechanic was working on a car that had broken down. The mechanic was puzzled because he could not figure out what the problem was. He tried everything he knew, and still the car would not run. Finally, he threw up his arms in frustration, saying to the car, “How do I make you work again?” The car replied…
...give me back to my owner and I will work again.
Moral-Never talk to a car.
...come in and honk the horn five times. So he did and it worked. The car said to to back up. So he did and he ran into a tree.
Moral-Don’t listen to a car.
...If you give me oil then i’ll help you. So he gave it some oil...and the same thing happened again. The whole time the car was trying to trick him. so after the car drank that oil he drove away.
Moral-Don’t talk to a car.
...put the blue wire to the red in my roof. So he did and made it break even more.
Moral-Never listen to a talking car.
...give me some chocolate and then I will run. Well... ok, but you have to promise to run. “I will, I will, don’t worry.” So he gave the car chocolate, but the car was tricky, so he didn’t run and the mechanic was so mad!
Moral- Never give a talking car chocolate
...give me your wallet and your bank account and everything will be ok.
Moral-Never listen to a talking car.
...I am a stubborn car and I will only work if you feed me apples. The man didn’t have any apples. So, he got the very expensive ones. Then the car said, “Heh, no.”
Moral-Never give apples to a talking car.
...”I-I-I s-s-swallowed a-a-a h-h-hobo.” “That doesn’t make you work!!!” cried the man. The hobo jumped out, he was chewing on the engine.
Moral-Never trust a hobo
...you make me work by giving me love. The mechanic said, “What is love?” The car answered, “Love is appreciation.” Then the mechanic gave him love.
Moral-Love is important
And those are just a few example of how the mind of a third grader works.
UNFINISHED FABLES
Read our conclusions and morals to these three unfinished fables.
One day, a computer said to a mouse pad, “You are nothing without me! I have all the circuits, all the software. I am the reason that you exist.”
“Ah,” said the mouse pad, “but….
...If you didn’t have me you would be broken.
Moral- Everybody is just as important.
...I’m not attached to you. I can be beautifully without your circuits and software.
Moral- Circuits and software don’t matter.
“...without me the user will not be able to access the software,” said the mousepad.
Moral- They can’t survive without each other.
...without me who could get to the sights? How could they turn you on? How could you read your GMail? See you need me to be great.
Moral- You need help to be great.
...without me you couldn’t move.
Moral- Don’t brag.
...if you did not have me you would not even be much, so we both need each other.
Moral- Nobody is better than any other person.
...without me there would be no point in using you. People wouldn’t be able to move the arrow. Without me you wouldn’t exist.
Moral- Don’t brag to others
Three bees were hovering around a flower one spring day when a woman walked by. The first bee flew away in fear. The second bee, believing that the woman did not notice him, decided to sit still and see what happened. The third bee…
…flew and sat on the top of a bench. The woman sat on the same bench and noticed the third bee. She swatted him and ran away in fright.
Moral- Always stay with people you know.
...was the youngest. He stayed there too. The second bee pushed him out of the way. “Stay back,” she said,”I’ll attack the human barbarian.” She tried, but died.
Moral-Never fight something dangerous.
...decided to hide and watch while the second bee got squished.
Moral-If something is dangerous hide or make a good choice and go on with your business.
…started buzzing around her head, annoying her and having a fun time. Then she pulled out a fly swatter and hit him.
Moral- Don’t annoy someone constantly just for fun.
…started dancing. Then the woman killed the dancing bee.
Moral- Never dance if you are a talking bee.
…was mad with the first and the second bee and stung the woman. He died right after.
Moral- Don’t take your anger out on someone else.
…started to break dance for the girl, but the girl saw him and killed him.
Moral-If you’re a bee, don’t break dance in front of a girl.
...went up to say, “Hi,” and the lady screamed and swatted at him. Luckily, she missed. The bee flew away.
Moral- Never talk to strangers.
...Stung the lady. The lady crushed the bee.
Moral- Do not sting people.
...stung the woman as hard as he could.
Moral-Never hurt
3. One day an auto mechanic was working on a car that had broken down. The mechanic was puzzled because he could not figure out what the problem was. He tried everything he knew, and still the car would not run. Finally, he threw up his arms in frustration, saying to the car, “How do I make you work again?” The car replied…
...give me back to my owner and I will work again.
Moral-Never talk to a car.
...come in and honk the horn five times. So he did and it worked. The car said to to back up. So he did and he ran into a tree.
Moral-Don’t listen to a car.
...If you give me oil then i’ll help you. So he gave it some oil...and the same thing happened again. The whole time the car was trying to trick him. so after the car drank that oil he drove away.
Moral-Don’t talk to a car.
...put the blue wire to the red in my roof. So he did and made it break even more.
Moral-Never listen to a talking car.
...give me some chocolate and then I will run. Well... ok, but you have to promise to run. “I will, I will, don’t worry.” So he gave the car chocolate, but the car was tricky, so he didn’t run and the mechanic was so mad!
Moral- Never give a talking car chocolate
...give me your wallet and your bank account and everything will be ok.
Moral-Never listen to a talking car.
...I am a stubborn car and I will only work if you feed me apples. The man didn’t have any apples. So, he got the very expensive ones. Then the car said, “Heh, no.”
Moral-Never give apples to a talking car.
...”I-I-I s-s-swallowed a-a-a h-h-hobo.” “That doesn’t make you work!!!” cried the man. The hobo jumped out, he was chewing on the engine.
Moral-Never trust a hobo
...you make me work by giving me love. The mechanic said, “What is love?” The car answered, “Love is appreciation.” Then the mechanic gave him love.
Moral-Love is important
And those are just a few example of how the mind of a third grader works.
Saturday, January 16, 2010
Just Like Marie Curie
Every winter I teach a unit on researching and writing about Pioneers. Not the covered wagon, American west type of pioneers, but people who went before and prepared the way for others to follow. People who came up with something new or took part in the early development of something. Those type of pioneers.
Each year I have mixed emotions about the whole teaching process of this unit. In the beginning when I assign their pioneers, I’m excited. I’m fascinated by each of the people I’ve chosen and feel like I’m giving each student a gift. They don’t always agree with the “gift” part, but usually my excitement is contagious. Next, their assignment is just to read the various articles and books about their pioneer. I still like this part. Each morning someone approaches me with some tidbit they learned the night before. I encourage them to become experts on their pioneer. They’re the only one researching that person and it will be their job to teach the class at the end of the project. The next step isn’t my favorite, but it’s not the worst part either. This is the part where I lead them as a class through how to research. I demonstrate and we practice together using my hero, Jackie Robinson as an example. This always seems to go smoothly.
Then comes the part I dread, the part where they do their own research and write rough drafts. Twenty-four people need me at once. Research requires some independence. Independence and decision making are skills being taught and learned through out this unit. I recognize that. They’re third graders. It is just a very constant, tiring balancing act I perform. Keeping everyone on task, while helping and conferencing with each student, while answering questions. A huge variety of needs have to be met. It takes much patience and endurance.
There are the rushers, the ones who think they’re done in a day. They don’t use dates, they only use the information from time lines or the index. They’re facts are often random or insignificant. They only use the simplest resource they have to find information. When I ask them specifics or encourage them to find more information, they tell me that isn’t in the books or they can’t find it.
There are the distracted. Unfortunately research requires wise time management and some organization. These skills are part of our group practice with Jackie Robinson. I give them a variety of tools to help with organization: outlines, folders, pockets. I give reminders and dates for time management. I conference, edit and question throughout the process. However, talking to your neighbor, wandering around the room, staring into space, asking to go to the bathroom or get a drink and sharping your pencil for the tenth time in half an hour, doesn’t get much done.
There are the perfectionists. These students come in two groups. Those who write down every little detail, afraid to leave out any information. Or those who can’t decide what to write down. They don’t want to be wrong, so they don’t write down anything at all.
Finally, after much blood, sweat, tears and editing, their written report is done. We are all exhausted and relieved. I am also always amazed. My expectations are high on this assignment. They are required to practice and combine various skills for this project. It is truly a process and the end result is usually all that I expected and more. They do develop as writers and produce informative, interesting final products.
Yesterday, however, I had one of those positive moments midst the chaos. I remembered why this assignment is so important. I regained some of that joy I get from teaching and learning about the pioneers I’ve chosen to assign.
While helping a student decide what to include in her Marie Curie report I learned something new. I know many things about each of these people I assign to be researched. I need to know if my students are getting their facts straight. However, there’s always something new to discover.
Marie Curie was a strong woman. She is an example that I think every woman should read about, especially working women and girls discovering what they can become. Marie Curie did things that women of her time were told they couldn’t do. In Marie’s time women were supposed to be the weaker sex. Luckily, she didn’t believe that and she found other’s who didn’t believe that myth either.
In 1897 Marie Curie gave birth to her oldest daughter Irene. While excited, Marie was also overwhelmed. Besides being a new mother, she was expected to take care of her home. On top of those two things she still had school to complete. How could she do all these things at once?
I know many women who have asked themselves this question. The difference is that because of women like Marie Curie we have choices. Thinking about continuing her education was unheard of in her day. Getting an education, many didn’t even choose this path, was often just something to do until a woman got married. If she continued her education after marriage, she most certainly stopped after having a baby. However, Marie was smart and surrounded herself with people who thought her education was important. A creative solution was found to her problem. This solution, which is the new fact I learned today, was quite unique for the time.
Marie Curie’s father-in-law lost his wife a month after his granddaughter was born. Lonely and sad, Dr. Curie offered to move in with the couple and care for his granddaughter. This solution allowed Marie to continue her studies a little less stressfully.
Why do I find this fact so fascinating? Marie Curie did after all win two Nobel Prizes, one with her husband and one on her own. These facts seem much more important than a childcare issue. For me, it’s the facts about childcare issues, lessons learned from parents and role models, or the struggles that people survive that makes a pioneer. These are the things that often create a person who can lead the way and try new things. I loved discovering that Marie Curie was a pioneer in women’s rights, not just in science. Marie was a woman whose accomplishments were not only great discoveries in science, but also included not allowing poverty to prevent her from getting an education, being a working mother and raising strong daughters. Irene, along with her husband, earned a Nobel Prize of her own in 1935. Discovering that Marie Curie worried about work and motherhood is the most important thing I’ve learned about her. It makes me a little bit like her. It also reminds me of why I teach this long, difficult pioneer research unit. I teach it so that hopefully the student assigned Marie Curie each year learns from her example and dreams of being just like Marie Curie.
Each year I have mixed emotions about the whole teaching process of this unit. In the beginning when I assign their pioneers, I’m excited. I’m fascinated by each of the people I’ve chosen and feel like I’m giving each student a gift. They don’t always agree with the “gift” part, but usually my excitement is contagious. Next, their assignment is just to read the various articles and books about their pioneer. I still like this part. Each morning someone approaches me with some tidbit they learned the night before. I encourage them to become experts on their pioneer. They’re the only one researching that person and it will be their job to teach the class at the end of the project. The next step isn’t my favorite, but it’s not the worst part either. This is the part where I lead them as a class through how to research. I demonstrate and we practice together using my hero, Jackie Robinson as an example. This always seems to go smoothly.
Then comes the part I dread, the part where they do their own research and write rough drafts. Twenty-four people need me at once. Research requires some independence. Independence and decision making are skills being taught and learned through out this unit. I recognize that. They’re third graders. It is just a very constant, tiring balancing act I perform. Keeping everyone on task, while helping and conferencing with each student, while answering questions. A huge variety of needs have to be met. It takes much patience and endurance.
There are the rushers, the ones who think they’re done in a day. They don’t use dates, they only use the information from time lines or the index. They’re facts are often random or insignificant. They only use the simplest resource they have to find information. When I ask them specifics or encourage them to find more information, they tell me that isn’t in the books or they can’t find it.
There are the distracted. Unfortunately research requires wise time management and some organization. These skills are part of our group practice with Jackie Robinson. I give them a variety of tools to help with organization: outlines, folders, pockets. I give reminders and dates for time management. I conference, edit and question throughout the process. However, talking to your neighbor, wandering around the room, staring into space, asking to go to the bathroom or get a drink and sharping your pencil for the tenth time in half an hour, doesn’t get much done.
There are the perfectionists. These students come in two groups. Those who write down every little detail, afraid to leave out any information. Or those who can’t decide what to write down. They don’t want to be wrong, so they don’t write down anything at all.
Finally, after much blood, sweat, tears and editing, their written report is done. We are all exhausted and relieved. I am also always amazed. My expectations are high on this assignment. They are required to practice and combine various skills for this project. It is truly a process and the end result is usually all that I expected and more. They do develop as writers and produce informative, interesting final products.
Yesterday, however, I had one of those positive moments midst the chaos. I remembered why this assignment is so important. I regained some of that joy I get from teaching and learning about the pioneers I’ve chosen to assign.
While helping a student decide what to include in her Marie Curie report I learned something new. I know many things about each of these people I assign to be researched. I need to know if my students are getting their facts straight. However, there’s always something new to discover.
Marie Curie was a strong woman. She is an example that I think every woman should read about, especially working women and girls discovering what they can become. Marie Curie did things that women of her time were told they couldn’t do. In Marie’s time women were supposed to be the weaker sex. Luckily, she didn’t believe that and she found other’s who didn’t believe that myth either.
In 1897 Marie Curie gave birth to her oldest daughter Irene. While excited, Marie was also overwhelmed. Besides being a new mother, she was expected to take care of her home. On top of those two things she still had school to complete. How could she do all these things at once?
I know many women who have asked themselves this question. The difference is that because of women like Marie Curie we have choices. Thinking about continuing her education was unheard of in her day. Getting an education, many didn’t even choose this path, was often just something to do until a woman got married. If she continued her education after marriage, she most certainly stopped after having a baby. However, Marie was smart and surrounded herself with people who thought her education was important. A creative solution was found to her problem. This solution, which is the new fact I learned today, was quite unique for the time.
Marie Curie’s father-in-law lost his wife a month after his granddaughter was born. Lonely and sad, Dr. Curie offered to move in with the couple and care for his granddaughter. This solution allowed Marie to continue her studies a little less stressfully.
Why do I find this fact so fascinating? Marie Curie did after all win two Nobel Prizes, one with her husband and one on her own. These facts seem much more important than a childcare issue. For me, it’s the facts about childcare issues, lessons learned from parents and role models, or the struggles that people survive that makes a pioneer. These are the things that often create a person who can lead the way and try new things. I loved discovering that Marie Curie was a pioneer in women’s rights, not just in science. Marie was a woman whose accomplishments were not only great discoveries in science, but also included not allowing poverty to prevent her from getting an education, being a working mother and raising strong daughters. Irene, along with her husband, earned a Nobel Prize of her own in 1935. Discovering that Marie Curie worried about work and motherhood is the most important thing I’ve learned about her. It makes me a little bit like her. It also reminds me of why I teach this long, difficult pioneer research unit. I teach it so that hopefully the student assigned Marie Curie each year learns from her example and dreams of being just like Marie Curie.
Wednesday, January 13, 2010
What I Did at Faculty Meeting
I’ve often said teachers make the worst students. Get us in a meeting, seminar or workshop and we do all the things we complain that our students do. Today I was a prime example. Today I was a pretty good example of how my students are at about 2:30pm and 45 minutes to go until the end of the day. Faculty meeting started at 3:30 pm and went to 5:00 pm. My attention was gone before it even started. I was just too damn tired, my brain was done thinking and I was having a difficult time mustering any caring. So, this is what I did during faculty meeting.
What I did during faculty meeting January 13, 2010:
Whether Harold’s favorite crayon, or
a “one eyed, one horned people eater.”
A giant sing dinosaur,
one counting puppet, or
a teen idol’s socks,
I’m an entertaining color.
Wine to get you drunk,
Dimetapp to clear your head,
Juice to stain your lip,
I’m a satisfying color.
Lilacs scent the breeze,
Lavender blankets the field,
Irises sway in the wind,
Pansies paint a garden.
I’m a memorable color.
What I did during faculty meeting January 13, 2010:
Whether Harold’s favorite crayon, or
a “one eyed, one horned people eater.”
A giant sing dinosaur,
one counting puppet, or
a teen idol’s socks,
I’m an entertaining color.
Wine to get you drunk,
Dimetapp to clear your head,
Juice to stain your lip,
I’m a satisfying color.
Lilacs scent the breeze,
Lavender blankets the field,
Irises sway in the wind,
Pansies paint a garden.
I’m a memorable color.
Monday, January 11, 2010
Today's lesson: Color Poems
Once again trying to set an example as a writer as I teach writing. Today's writing lesson was Color Poems. Color is used to express and represent so many things: personalities, emotions, smells, sounds, tastes, holidays... The object was to express a color without coming right out and telling the reader the color. Here are my poems from today:
I smell of squishy, fresh mud and grainy sand storms.
My dust tickles noses and makes eyes itchy.
I am rough, scratchy bark and strong, smooth leather.
I tint many curls and eyelashes.
I am thick, creamy chocolate milk and a greasy hamburger.
I am the crunch of a nut or the tapping of a stick.
I flash suddenly and quickly to your cheeks,
telling people you are embarrassed.
I help celebrate the 4th of July
and many other holidays too.
I smell of rose petals and cherry chapstick.
I can taste like peppermints, spaghetti or watermelon.
I feel like a scratched knee or Santa’s velvety suit.
I sound like a heart beat or a siren.
Last year's attempt.
I can be as cold as snow or as warm as fur.
I enjoy the North Pole and grandpa’s scruffy face.
I’m an oval egg or a round golf ball.
I smell sweet like sugar
and I’m as soft as cotton.
This one is from two years ago.
I stain the knees of soccer and football players.
I color the leaves that shade you in the summer heat.
I command cars,
and many consider me lucky.
I smell of squishy, fresh mud and grainy sand storms.
My dust tickles noses and makes eyes itchy.
I am rough, scratchy bark and strong, smooth leather.
I tint many curls and eyelashes.
I am thick, creamy chocolate milk and a greasy hamburger.
I am the crunch of a nut or the tapping of a stick.
I flash suddenly and quickly to your cheeks,
telling people you are embarrassed.
I help celebrate the 4th of July
and many other holidays too.
I smell of rose petals and cherry chapstick.
I can taste like peppermints, spaghetti or watermelon.
I feel like a scratched knee or Santa’s velvety suit.
I sound like a heart beat or a siren.
Last year's attempt.
I can be as cold as snow or as warm as fur.
I enjoy the North Pole and grandpa’s scruffy face.
I’m an oval egg or a round golf ball.
I smell sweet like sugar
and I’m as soft as cotton.
This one is from two years ago.
I stain the knees of soccer and football players.
I color the leaves that shade you in the summer heat.
I command cars,
and many consider me lucky.
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