Guest Blog: See Ya Later, Not Goodbye

The following is a letter my students received from Evan in their last days of school. Evan came alongside us for the journey this year, to learn and write with my kids. However, as you might have learned to expect from my classroom, it became so much more. I cannot thank Evan enough for his heart for my kids, for slowing down his crazy schedule to let fourteen-year-olds know they are worth being invested in, and for reminding me when days got rough, that I have the best job on earth. Thank you Evan.

I’ll just add that if you’re a teacher, you need to read this. Evan has no training in education aside from what little I’ve been able to cram into his brain, but look at his passion, and look at his recognition of your hardwork. Evan may not be a teacher, but we can all learn something from him.


 

Parting is such sweet sorrow.

And so we’ve reached the end of another milestone, not just for the year, but for the hallways and the classrooms that these students have come to recognize for fun as much as for learning. A four-year eternity that holds the pivot point from child to young adult. A microcosm of time that’s forged friendships, and challenged a few— a first handhold and a breakup too. It was the time when tastes were made, from characters in books that we’ll continue to grow with, to questionable fashion trends, we’ll laugh at in years. But for all these moments big and small, parents, teachers, and students learn to scrapbook the good, and just scrap the bad, proceeding towards a future filled with as much frightening uncertainty as soaring possibility.

Parting is sorrow.

For as much as I want to explain to these students that this period of time is nothing more than a blip on the radar, a tiny bite of what great is to come, I can’t help but not take my own advice. I’m overwhelmed with a sadness that’s only possible once you part ways with an experience that has molded you into a person you never knew you were capable of being. I felt like a best friend, someone that shared experiences with equally wide eyes. I felt like a trail guide, a reassuring voice that calmed fears. I felt like a parent too, not a day went by that I didn’t ask Miss Smith how each class went. I got to learn their names, their personalities, and their strengths. Rooting them on from the sidelines, I cheered when they did great, and wanted desperately to help when they tripped. I felt invested in them, because they showed me it was worth it. Lastly, I felt like an educator. In a building that houses brilliant teachers and staff, I’m proud to know I touched a fraction of the greatness they work resiliently to maintain year after year. I’ve realized my normal life is a break compared to the extensive work they put in 365 days a year, and to temporarily walk the halls for a few days makes me feel nothing short of grateful.

Remembering is sweet.

But it will be the great times that I choose the remember, and for all that leaves me, and us, in this coming week, the unbelievable adventure we all shared will always flood my head and heart with happiness whenever I reflect. Basking (and getting burnt) under a May afternoon’s sun, dancing to Taylor Swift from the speakers of a supercar that, for a brief moment, it felt like we owned. Getting to work with you as a class, a group, and individuals, hearing your stories and trying to help; hearing your stories and knowing I couldn’t, because you were just fine. I broke through the barriers of publicly discussing and critiquing my work, because needing help and feeling vulnerable is hard but crucial, and in turn you felt confident to share your work, because through admitting a fear we shared together, our writing (and ourselves) grew. Videos I loved to make, relationships I’ll always have, and a chance to take back the school dance I never had— this single year at Twin Valley makes the other 25 in my life kinda’ bland.

Thank you.

Thank you for embracing my work and I. For opening yourselves up to my challenge, and raising a bar I wasn’t sure could even be touched. You’ve surpassed what I thought an 8th grade class could accomplish. From the bonds and friendships, to the personalities and dedication, my time with you has meant the world. And so if parting is sweet sorrow, then I’ll hardly consider this goodbye. I’m optimistic that your stories will grow big, and I’ll see them again someday. Be it through Miss Smith, a local paper, or at a McLaren dealership— I’ll see you. And when things get rough, I’ll be there in memory or simply a few cities away. So this isn’t goodbye, more like a see ya later. To me, that thought is so much sweeter.

—Evan W.

8th Grade Formal— PhotoBooth

 

An Open Letter To My Students:

Dear Readers, I forgot to share this letter with you. It was meant for my students, and while they have read it, I feel it is important to share with you too, because you have become part of this journey. Thank you for joining along with me this year or for as long as you have been reading. Thank you for your comments and constant hits on the site, even when I lag in posting. Enjoy!

 

 

An Open Letter To My Students:

On the first day of school, the look on your faces when I told you to read five books by the end of September was priceless. And then when I told you, to write for twenty minutes a day on top of that, the fear in your eyes almost made me back down. But at seven years into teaching, I’ve learned not to trust your eyes, at least not in moments like that.

However, the truth is I wasn’t sure if you could do it. I mean my fancy teacher books, blogs, and workshops had said that you could, but I wasn’t sure. It seemed like an insane amount of reading and writing. Even when I asked my Mom about it, she thought I was crazy (and my mom, well she’s my teacher expert hero). And so what you might not have heard in the mist of your fear was the trepidation in my voice— and maybe that has been our journey. Fear.

Maybe what you don’t know about me is that I love safety. There is nothing more comforting than knowing an outcome before a task has begun. In my past, if I didn’t know the outcome, I simply would have found a different way. The risk of failing, the risk of getting hurt or worse being laughed at, has always been too great.

Yet for some reason this year, the fear felt like less of a “stop right there” and more of an “I dare you to try”.

I was at a crossroad in my career passion and you gave me your hands, your pencils, and your trust. At night, sometimes I would wake up panicked, wondering if I had a lesson that would engage you, wondering if I was giving the right amount of feedback, wondering if I was still the teacher you needed me to be.

Then came you. You guys took what I gave you, and brought it to the next level. You exceeded my expectations academically, forcing me to raise the bar again and again. But that wasn’t all; you got excited and started dreaming too. Soon your dreams and ‘what ifs’ became our new curriculum. I wasn’t alone at all; I had 75 people planning with me, giving feedback, dreaming bigger.

I need to thank you for pushing your fears aside. I need to thank you for giving me the freedom to teach you as individuals. I need to thank you for allowing me to fail and for dreaming with me again.

After 180 days together, these are the messages I hope we both take home: When life hands you a healthy dose of fear and you’re not sure you can go on, know that sometimes when fear whispers it’s less a place to stop and more of a dare to press on. When your plans fail, when something doesn’t work, and everything falls to pieces— keep dreaming, keep chasing after . . .  there is a supercar just around the corner.

In closing, I believe children’s book author A.A. Milne has said it the best, “If ever there is tomorrow when we’re not together . . . there is something you must always remember. You are braver than you believe, stronger than you seem, and smarter than you think.”

Sincerely your teacher, mentor, coach, editor, hairdresser, stain remover, relationship advice giver, DJ,  fearless dreamer,

 

Miss Smith

 

7 days lucky

“How lucky I am to have something that makes saying goodbye so hard.”

—A.A. Milne, Winnie-the-Pooh

 

We have 7 days of school left. It is not enough time. Do you remember this phase from last year? Ah yes, I go insane and worry, worry, worry, run, plan, worry, hug— then they’re gone.

 

I don’t even like Memorial Day; I mean I like what it stands for, but could we switch it? Make it two weeks later? I did not want to have off today, not one bit.

 

I am not going to write long, just enough to let you know, I exist, and that this time of year demands every ounce of me in a much different way than all the other months.

 

And so, I’m off to jot some last minute notes to students writers. I’ll get back with you, hopefully before my face is wet with the tears of another round of goodbyes.

 

If you’re a teacher like me, try to treasure the insanity of these next days. Sit next to the kids you know need to be heard. Chat with them in the hallway and invite them to have lunch with you (or horror of horrors, go have lunch with them). Take these last days, and let them know just how lucky you feel . . .

Photo credit goes to Evan— if you like the style of this photo e-mail me at rachel@notesfromahappyteacher.org and I’ll get you in touch with him. 

#McLarenTV

It all started with test prep. I mean, I dread test prep; I value its importance, but I dread test prep. So with persuasive writing test prep, the easiest and maybe one of the most important things I do with my kids is to have them write to a prompt, because really, I don’t give them writing prompts all year, so this practice is important.

Somewhere between test prep and moments of testing anxiety only a teacher can understand, came McLaren.

I know nothing about cars. But, I can definitely pick out a cool car. So what would be cooler than persuading the McLaren MP4-12C to come see us at school? Well, if it actually worked, nothing would be cooler than that. In fact I think it would make test prep authentic, which is really the reason I hate test prep in the first place, the lack of authenticity in the process.

When we started writing our persuasive letters to McLaren and our Principal, I was all about the details— that is providing valid persuasive techniques, putting the thesis statement in the right place, a genuine rebuttal that actually helped the paper. Somewhere in the middle of all of this, I realized their reasoning had persuaded me too, learning about this car was one of the most educational things we could do for them and if I could make it happen, I would try.

Before I knew it, the science teacher was involved doing materials science labs and talking about the strength of a carbon fiber body. Then the kids were building their own rubber band powered racecars, and it was happening, it was actually happening.


Our math teacher brought the whole project to a new level, planning out McLaren math and getting the kids to figure out Drag Speed Coefficients and things I do not understand at all. He was even e-mailing the Chief Engineer over at McLaren England; I mean really. And so what had started as a really painful test prep lesson became a community building, learning experience, across three curricular areas— oh and one really amazing day with The McLaren MP4-12C!

 

 

 

 

During this project, I saw my kids do things that really really really impressed me and tugged at my heartstrings.

  1. They struggled and didn’t give up: Each subject area really raised the bar with this one, we all expected things out of them we were not sure they had the ability to do. We all watched them fail; we all watched them try again, more than once.
  2. The helped each other: Without me suggesting it, without thinking that if they helped one team they might not win a prize, they selflessly shared tips with their core group of friends and people they rarely talked to. They really wanted everyone to succeed.
  3. They smiled: I see them smile everyday, but this project had some really excited smiles from kids who sometimes struggle to find a reason to smile (See screams of joy when Chad turned on the car stereo and played Taylor Swift for them and gasps of awe as Matt opened and shut the car door).

Then again during this project, I saw adults do things that really really really impressed me and tugged at my heartstrings.

  1. Jon, Donna, Jen & I worked together as a team: We each changed lesson plans, we each conducted research above and beyond, we were flexible and supported each other in the way coworkers should.
  2. All the people at McLaren Philadelphia and McLaren helping us and making us feel like family, answering our questions along the way, and being excited for us: They didn’t have to, they weren’t making a profit for this, they valued us when we had nothing we could give them in return.
  3. Chad, Alison, and Matt giving up their day to be with us: They stayed way longer than expected; they brought gifts for the kids; they answered countless questions. They got sunburn!
  4. Evan, typically a star in our classroom, came in to help us build cars, take photos, and make sure I stayed sane at the end of the day.
  5. Gerald Catagnus, our principal, who saw the value in our plan and welcomed McLaren into our school.

A Footnote:

This past summer, I attended Columbia University’s Reading and Writing Project Summer Institute. I remember one class I took with Colleen Cruz, author of Reaching Struggling Writers. Maybe what I remember the most, without looking at my notes, is that if you draw on something kids already think is fun, and then apply writing to it, they’ll be more likely to give you their best work.

Generally speaking, I thought I was pretty good at doing just that. However, it was in this class that I realized I may have been missing some pretty valuable teaching tools. Sports. Video Games. Hunting. Cars. Anything, that I might have previously labeled utterly and totally ummm boring boy?

I made my mind up this summer, that I would open my mind. I would try harder with a topic that my kid’s love, even if the very thought of the topic would be utterly vapid for me.

But in the end, this project, this undertaking, was anything but vapid. In fact it sits high on my teacher shelf of things I loved teaching, loved learning about, and I still can barely believe this all happened to us.

 

**There was a press release for this day, hence the kid pic love I’m totally able to post. If you love style of these photos, email me at rachel@notesfromahappyteacher.org , and I can set you up with our amazing photographer Evan.

 

Our Own Masquerade

Bronx Masquerade  is my secret April weapon; it has been since 2002. Since 2005, I have read this book aloud to three separate classes each April (National Poetry Month). That’s over 21 times reading the same novel aloud. It has not gotten old. I love this book. I would like to give Nikki Grimes a hug.

It’s the story of a high school English class, told by the students who are learning about poetry and The Harlem Renaissance. Each student takes a turn writing honestly about his or her life, and then writing a poem that is read to the class. By the end of the book the students view each other differently because they recognize the struggles each has to go through.

It’s a story of removing masks, revealing true identities, and embracing poetry/writing.

Slowly, slowly, the book takes us over, and we feel like our classroom too is going through the change. We are real with each other; we learn that there are some parts of each person’s story they had not dared to share before. Slowly, Slowly, the masks come off and we become inseparable.

Here’s a section of one of the poems from the book . . .

I woke up this morning

exhausted from hiding


the me of me


so I stand here confiding


there’s more to Devon


than jump shot and rim…


I dare you to peep


behind these eyes,


discover the poet


in tough-guy disguise….

don’t call me Jump Shot

my name is Surprise

 

If you are a teacher and thinking about using this book in your classroom, please be advised it does contain mature topics. I would use it for upper middle school or high school. If you are a parent, read it with your kid and talk to them.

Every Moment Counts

Minus the first month or two of school, these last six weeks are the weeks I feel most alive. State testing is over, the kids fully understand my expectations, and there is a constant ticking in the back of my head to make every moment count.

These are the weeks of meaningful revisions, of purposeful read alouds, and never sitting down. If you’re a teacher, and dreading “the end of the school year unfocused disease” that sometimes plagues students, here is my secret: get passionate and take your kids along for the ride.

We almost have too much going on in our classroom right now. I have lists upon lists and even then I’m forgetting things. But, it’s okay because the kids, they’re on top of it; they’re engaged; they’re holding me accountable for good teaching (even in the middle of the 8th grade formal, high school move up day, and a field trip white water rafting). How?

Well here’s a list I’ll share, hopefully in the middle of all of this I’ll find a way to write you a post about each one . . . and if not I’ll do it all on June 6th, through my tears of letting them go.

  1.  Read Aloud a book that gets everyone thinking in a new way: Bronx Masquerade
  2.  Youtube videos to show them people who are real and living literacy rich lives: Sarah Kay
  3.  Real conferencing— asking hard questions, flexible skill groups, and keeping track of everything: Confer iPad ap love
  4. Literature Study where they choose the groups and the books: Free Choice Kid Love (Reading Hunger Games for the third time with your besties, totally okay)
  5. Bringing People in, Having outside events: Gallery at Café 110, McLaren Cars (OMG more on this one later), a real musician/word man, a writer or two, maybe some parents too . . . never a dull moment.

I realize I haven’t posted on here in awhile, but it’s not because I haven’t been ahappyteacher, it’s more because sometimes being ahappyteacher and having a life means that you’re exhausted at the end of the day. So maybe I’m exhausted, but hey I’ll be exhausted for them any day, they’re my kids, & I love them.

welcome the new man in my life :)

Once Upon a Twice

Once upon a twice, in the middle of the nice, in a middle school classroom, the students had fun during the week of the PSSAs.

This is not a fairy tale.

But, it does involve a picture book.

It was a book I had forgotten about until retreated by to my familiar and well loved Columbia University Teacher’s College notebooks— it’s where I go when teaching gets hard, because I know if I have the motivation and the joy, my kids will too.

I saw the title, Once Upon a Twice, scribbled across the top of the page, with the words BUY THIS BOOK written in bold and underlined near it. I hadn’t bought the book, but I did remember this youtube video of a five year old reading it.

I also remembered my frustration the first time I had heard this story read to me, the rhythm and rhyme were beautiful, but hard for me to follow and my comprehension was hindered by made up words and out of context places for words with which I was familiar.

And then I remembered the third read of the book at Columbia, when I sorta’ fell in love with this book and it’s whimsy, “a riskarascal in repose, a mouse who stopped—to smell a rose.” I resolved right then that I would read the book to talk to my kids about a time when I, as an adult, struggled with a children’s book.

There is no better time to admit to your kids that reading is sometimes hard for you than during the PSSA. So I ordered the book from Amazon, and we set off to discover a book that at first had stumped me and then had me under its spell. There were giggles, laughs, gasps, and . . . I have to admit it learning—even during the week of the PSSA.

If you’re looking for a book to read to your kids of any age I’m totally recommending Once Upon a Twice by Denise Doyen.

Here are the strategies things I would teach with it . . .

  1. Vocab in Context
  2. Root words, Prefix, Suffix work
  3. Really anything you can think of vocabulary
  4. Foreshadowing
  5. Theme
  6. What to do when reading doesn’t make sense
  7. And for the little guys, using pictures to help with comprehension

On Testing and Reconciliation

I’m not against standardized testing.

Standardized testing makes me want to curse.

I can’t reconcile these things in my brain.

 

Starting this week, my amazingly talented 8th graders will be tested. They’ll answer multiple choice questions; they’ll construct responses to short stories and maybe even a recipe or two (that’s right there were recipes on the last two PSSAs). The information that the tests give me will sort of help their teachers next year to know what they know, and it will sort of help teachers in the state of Pennsylvania to see where our kids strengths and weaknesses lay, and that’s not a bad thing.

But, if you only look at what the tests say about you . . . you being: teachers, public, parents, and most importantly my students—If you only look at whatever that test says about you, you miss it the point.

My kids read. Probably more than you do. I’m just saying . . . they have favorite authors. Some of them have read their favorite 300 page novel upwards of four times, and they’re fourteen people. When they hear a line they love in their book, it’s not uncommon for them to write it on a post-it, whisper is to a friend, or write it on a facebook wall.

Sometimes my kids don’t read a book that is “just right” for them. Sometimes they read a really easy book, because they love the familiar call of friendship in Charlotte’s Web when they read,

“Why did you do all this for me?” he asked. “I don’t deserve it. I’ve never done anything for you.”

“You have been my friend,” replied Charlotte. “That in itself is a tremendous thing.”

And sometimes they reach up to read Pride and Prejudice and they misinterpret and get confused, but somehow they fall for the language and the grown up love story they’re dying to call their own.

And yet, these same kids might mess up the PSSA this year; they might take the PSSA the same week they have to put that Charlotte’s Web quote to work and be a friend in a crazy tough situation. Or better yet, their first love story could end minutes before they take the reading part of this test. My kids . . . aren’t test scores . . . they’re my kids . . . and I’ll fight you for them.

I’ll fight you for every ounce of their self-worth that you steal from them when you send them a result that says “Basic”, because not one student in my room is “Basic”; it’s not possible.

At the end of the day, statistically, I think I usually have about ten kids that will end up basic and the rest will pass with proficient or advanced. I don’t care. I want them to be good test takers; I want them to know all the skills; I want them to kick butt on this test. But if they don’t (and even if they do), I want them to know multiple choice and constructed response questions are a lame way to talk about literature (if you can call a prompt literature), a lame way to talk about life. What really matters to me is that they’re reading and living and taking from these books things that will work for their life, their dreams, their heart.

Dear students,
I like using these tests to learn about you.
I know you better than these tests.
I don’t care or need to reconcile this in my heart.

One Less Thing

I came home more than a few days this week and said to my best friend, “They never stopped asking me questions!” It’s true, they didn’t. I thought I was going to go crazy.

Like most teachers I can handle about three questions in any given moment. The make them stop factor only happens when this number reaches six questions in any given moment and two of the six have to do with the bathroom or why I chose to wear this sweater today over their favorite one (seriously why do the kids have a favorite of my sweaters?).

At some point on Friday one of my guys offers this up, “Last week was easy, we needed you to do your watch thing and make sure we got it; I guess we did cause you really bumped it up. Don’t worry; we’ll get it soon, and by the way we do know it’s called a semicolon, but winky face is way more fun to say.”

Maybe he’s right? Maybe they’ll be normal again on Tuesday– regardless as long as they’re using the winky face correctly, that’s one less thing I’ll be correcting.

Maybe?

When you’re a good teacher, sometimes you have to do nothing. I mean it probably looks like nothing, but sometimes when you’ve given them the tools, you’ve got to let them use them. Alone. No hand holding. No answering questions. And I’m so pretending not to see that one kid that’s struggling right now, cause it’s his fight and the best way for me to help him is to give him space.

It’s a fickle chemistry this knowing when to step in and knowing when to let them struggle. My first instinct is to always have a conference going on, always be moving around the room, but there are times when you just shouldn’t, when you should let them be with their book or their journal and let them journey the way you do.

The best part of my job is showing kids the journey, not the one that happens sitting in a school desk, the one that happens on the floor with your journal, when you shut out the world and figure out that who you are exactly isn’t who you thought you were. Cause I’ve been lost in a journal or a book and somehow in all that lostness, I’ve found myself, and maybe my job is more about helping these kids find themselves than anything else?