NaNoWriMo here we go!

     For the past few years I've struggled with how to authentically encourage students to write their own stories. Storytelling in general is a "big idea" in the year's plan, as we explore personal and Canadian identity and work on developing our own voice. Most often we work with the idea of threading together and/or untangling the threads of our own stories (genealogy, personal histories, interviews, visual creations) and uncovering how our own threads are part of the wider fabric of Canada (hearkening back to the idea of the cultural mosaic, but instead of tiles, we operate with a tapestry idea). Typically, we've focused on spooky stories with the goal of building suspense and applying the elements of fiction after reviewing aspects of character, plot, point of view and conflict. We also have reflective journals and blogs, where students share their writing and visualizations of their learning through meta cognition.
     This year, a colleague suggested and shared resources for the Young Writer's Program's version of National Novel Writing Month (NaNoWriMo). Having participated in NaNoWriMo in the past myself, I was intrigued and had contemplated how to introduce the idea to students. Informal hallway conversations cannot be discounted (serendipity, really), because from a brief (less than four minutes) chat during class change, as well as some timely sharing through Google, the seed was firmly planted in my mind that this was the year to bring NaNoWriMo to fruition.

     Thankfully, we had already worked through the bulk of the elements of fiction and we were able to gauge our daily word count to help us set our writing goals. The two most intriguing parts of introducing NaNoWriMo so far, have been:
(1) the complete and utter engagement of students as they typed to determine their word count (concentration + competition). The simultaneous clicking of chrome book keys on nearly 30 devices at once was an interesting aural experience.
(2) the joy in students' eyes as they were invited to choose their own characters, conflicts and genres, coupled with the cross-pollination of ideas between students. In one class, three friends are collaborating on a single plot, but each writer is focusing on his character's perspective. As the students were sharing their character descriptions and brainstorming plot ideas, another student overheard and ultimately decided to join in on the collaboration.

    Overall, I am hoping to continue to foster the excitement we felt on Friday when the idea was introduced. I anticipate focusing on aspects of growth mindset that will propel us forward. We are building a writing culture, therefore we are all writers, we are all capable, mistakes will be made but the frustrations we feel are our brains making new connections.  Given that we are also trying to foster a reading culture where everyone is invited to read, a la Donalyn Miller, this year is shaping up to be an adventure. Wish us luck on our journey!

Relativity

                                                         "Relativity" by M.C. Escher


     This week has been challenging on a number of fronts, but our middle school team is strong and we will continue to move forward. As I was reflecting back on a stressful week, I considered the fact that I needed to look at both sides of the coin, instead of focusing on the troubling or stressful aspects. I was reminded of a late night tv show, where moments are itemized in a "top" list and thought maybe I should pick my standout moments of the week. I'm only sharing my highlights from work, so I feel fortunate in retrospect. The items aren't presented in a particular order, as I don't think I could actually rank them.

10. There were some student breakthroughs this week, which should always be on a highlight reel in our minds, especially in the face of challenges. I won't comment on specifics, but suffice to say students feeling heard-earned success is never to be taken lightly. I also feel that I had a role to play in the growth of a student teacher who finished a pre-service teacher practicum this week. I watched her comfortably redirect students and meaningfully offer feedback, when at the start of the practicum, she expressed fear and self-doubt.

9. Our Wellness committee is moving forward with an exciting opportunity to create a cross-grade, cross-curricular, community partnership-type of project. I don't want to jinx anything, but there will be some green thumbs involved. 

8. I've had the chance to bounce ideas off of some wise and patient colleagues who help me see things from a different perspective, and it helps me to frame my own thinking about lessons, pedagogy and leadership. I have to talk my thinking out, which can be annoying (mostly to spouses, but I digress), but clarifying my thoughts helps me move forward with renewed purpose.

7. A colleague organized an ice cream party where we each brought toppings to share and we spent some time eating treats while we socialized, however briefly, at lunch. I believe a delicious tradition has been born!

6. One day afterschool, a group of teachers were chatting about the full length Rogue One trailer which had just been released that morning ad we were speculating on the foreshadowing elements and how the film fits into the overall Star Wars cinematic universe (unabashed Star Wars nerds abound in our hallway!). Another teacher overheard our conversation and quickly joined, only to drop an epic theory that caused all of us to collectively gasp. Maybe you had to be there for this one, but I promise you, it was definitely a moment.

5. Students in 7C and 7B organized a baby shower/going away party for my teaching partner whose last day was the 8th, as she heads off on maternity leave. The classes were excited to plan snacks and were inspired to write poems (mostly limericks and free verse) in her honour, with two girls organizing the poems into a book to offer as  a gift. 

4. Another student suggested the possibility of organizing a class poetry reading at a local coffee shop, which likely will come to fruition. It was a piggybacking idea based on our discussion in community circle of the public nature of poetry, especially spoken word, in light of my recent experience. 

3. I team taught with my hallway neighbour and we combined our English classes who performed assigned stanzas of "The Highwayman", complete with props, costumes and sound effects. There were some great moments! 

2. Students are moving forward with Genius Hour and are mostly at the point where they are drafting their driving questions (thanks tubric!) and I am in awe of their creativity, thoughtfulness, reflection and empathy. 

1. At one point in the week, I was at the beginning of my prep period and was gazing down the middle school hallway. As I looked both directions, I saw students practicing Drama projects, partners collaborating on a writing assignment and others working in teams to create Rube Goldberg machines. In some spots, students were sprawled on the floor while others were testing pulleys. I remember a time in our school when people poked their heads into my classroom and questioned what I was doing, because it seemed strange. Now, teachers feel more comfortable taking risks and facilitating more student -centred learning opportunities.  

Overall, the collegiality, humour and forward momentum sustain our positive culture and help create a space for our learning community. Maybe last week wasn't as bad as I thought.

Slam!

   

This week, which coincides with National Poetry month, I was able to take advantage of the opportunity to see Shane Koyczan live. If you're unfamiliar, Shane Koyczan is a Canadian spoken word artist, most often associated with his performance at the Opening Ceremonies of the 2010 Olympics in Vancouver and his poem "To This Day". We study "We Are More", "To This Day', "Troll" and "Instructions for a Bad Day" in Humanities and every year the students are inspired by the style of slam poetry. Spoken Word is immensely appealing to the students and I think it suits middle school because of the perceived freedom with language, as opposed to the stricter formats of haiku, limerick, tanka, acrostic and cinquain that we also experiment with. Without fail, students are inspired to organize a class poetry reading after hearing and watching examples of spoken word (more on that later). Adding to the attraction to spoken word,  more than the style of slam poetry itself, are the themes presented by Shane Koyczan. The pursuit of beauty, measuring up, mattering, bullying, and most important, hope, resonate strongly in an audience struggling to develop and assert their identities.

                                     

I choose the poems above because they not only resonate with students, but because of their accessibility and the fact that they mesh so well with our overarching themes of kindness, personal and Canadian identity in grade seven. More often than not, the poems we work through in class, which may look like simply watching the videos and generating dialogue, or delving more deeply with a close reading activity, become gateways to further exploration by a student independently. This year, one student asked for suggestions for more spoken word poems to read on her own during spring break, while others activity explored Koyczan's catalogue. You can't ask much more than that!

One of my favourite moments from the reading, aside from the fact that I shared this powerful evening with our oldest days before his birthday, was the performance of a powerful poem that we don't study in class, but is nonetheless a favourite: "The Crickets Have Arthritis." On Sunday night, there wasn't a dry eye in the small venue (100 seats max!), including the poet himself, who politely asked for a tissue after finishing the final line. We joke in class about using poetry to woo women a la Dead Poets Society, or for writing politically-based limericks (many words rhyme with Trump, don't you know), but we also talk about painting word pictures and evoking emotion. Seeing the intense emotion first hand was an unforgettable experience, and my hope is that the students I teach will not only carry the memory of the beauty of words with them for their lifetimes, but actively seek out or create opportunities to share poetry.

Break

                     

    Many people question the number of professional development days and holidays that are built into our school year. In terms of PD, the purpose is based on the belief that as lifelong learners, teachers need time to collaborate and play with ideas. Attending PD, especially as a lead teacher which demands more of my time, means that we can bring new ideas and strategies back to our classrooms to improve student learning. I'm loathe to leave the classroom because I feel that it disrupts learning and our routines, but the trade off is the opportunity to bring something back that makes learning better for our classroom communities.

     In terms of breaks for students and teachers, such as this week, the benefit is time away to refresh and catch up, which may look different for everyone. Even when there is a non- PD break, know that the majority of teachers continue to engage in education-related activity, whether that is marking, planning or researching. Students benefit from a change in routine and an opportunity to participate in different activities.

     I'm particularly excited for the opportunity to be part of an audience of 100 people who will see the spoken word poet Shane Koyczan perform. Several teachers in our school use his poetry in class to touch on the themes of identity and kindness, with "Troll", "To This Day", "We Are More", and "Instructions for a Bad Day" being the most often referenced and analyzed. I encourage you to watch Koyczan's TED Talk, listen to his spoken word albums and watch his moving animated versions of his poems. I feel fortunate in particular to be sharing this moment with our son, who is also a fan of the poet.

       

     Looking at the remaining school year, we don't have any significant breaks, with three and four day weekends interspersed with regular work weeks. By June, students will feel stressed and will struggle with positive interactions with peers due to the amount of time spent together. It will be import at to continue to integrate mindfulness into our routine as well as practice our social skills. I am eager to see what the remaining days of the school year will bring!

     

The Journey of a Thousand Steps...

     I don't always like to leave our classes with a substitute teacher because I am concerned about the loss of learning time and a bit of selfishness on my part because I love being with my students. Sometimes however, opportunities arise that I can't refuse. Our leadership team as well as the team from MHHS were lucky to participate in three full days of learning around the skill of cognitive coaching. The highlight of the three days was the fact that one of my favourite facilitators, John Clarke, was leading the session.

     Aside from the humorous storytelling John shares, his ability to recall people's names after only a short period is an impressive and enviable feat. To summarize our time with John Clarke, once again the power of relationships was reinforced as well as the necessity of attentive listening and mutual respect. Cognitive Coaching relies upon one's ability to attentively listen and then paraphrase a person's statements, as well as offering questions. Neither paraphrasing nor questioning are successful without strong listening skills. In grade seven, we practice attentive listening and differentiate listening from hearing. Looking at ELA's outcome 5 and the Dimensions of Thinking from Social Studies, the so-called 'soft skills' of listening are critical to a student's success not only in schooling, but beyond the classroom.

    Hearing is often accidental, involuntary and requires little, if any, effort. On the other hand, effective listening is purposeful, intentional and requires focused, sustained attention. In grade seven, we utilize numerous Tribes strategies and Kagan structures to facilitate the growth of this necessary skill. I usually start the year with very intentional activities, including creating a look, sounds, feels like chart for listening, along with the remaining agreements. During the year, we revisit the skill, and will be doing so again in the coming weeks. We will also revisit our nonverbal communication, as we in fact transmit far more with our body language than we do with our words and actions.

    Finally, the power of reflection was also reinforced during the Cognitive Coaching session. Aside from blogging, students and teachers alike greatly benefit from thinking about our own thinking (meta cognition) as well as thinking back to how we can improve on our learning experiences. When I initially embarked upon my Tribes journey, the story of how Jeanne Gibbs integrated the image of a pelican (named 'reflection") into the Tribes process always sticks in my mind. One piece of writing from Jeanne Gibbs serves as a reminder of the importance of reflection for teachers:

          Invite the pelican that soars over the Tribes Trail to be your constant companion.  Her name is                     Reflection.  She will tell you, rather immodestly, that she makes the Tribes process work well     
         anywhere.... Reflection knows that if you watch from the bird's eye view, classroom management 
        goes more smoothly.  Reflection is a wise bird who can describe just what she saw or heard while 
       people worked together.... reflection clears up confusion and helps everyone soar to greater heights. 

     We reflect on our learning in class daily, with something as simple as a sticky note listing one idea that sticks with us, or by writing that is more detailed in our journals or blogs for example. We also encourage reflection by providing think time for students to quietly "percolate" on a specific question or idea. I hope that each of my students is fortunate enough to have someone outside of school who also asks them questions about the school day and what stayed with them by evening.

Re-ignition

     It's been ages since I've posted, owing to the reliance on Google Classroom for communication. However, after finding inspiration in some of the sessions I attended during Teacher's Convention and from my colleagues, I've recommitted to sharing my writing. I was reminded of my belief that I shouldn't ask anything of my students that I wouldn't carry out myself and in the spirit of setting an example, here we are, writing again.

    Spring is just around the corner, and we are well into the second semester. Looking forward to spring, we will be embarking upon Genius Hour and continuing with our "Grow Your Own Society" project, among other smaller lessons and learning experiences. There will be a Genius Hour package to introduce this exciting adventure and I will post a separate entry dedicated to GH. 7B and 7C have had the opportunity to collaborate with 7D and 7E as Mrs. Sawicki and I have been team teaching parts of the Society project. Our goal with this project-based learning experience is to share examples from the rich history of Canada's development as a nation and encourage critical and creative thinking.

      For the society project, students have been challenged to develop a society from the ground up, having landed in an unknown land and figuring out how to first meet basic needs, which places them in a similar position to the early European explorers and settlers. As the project develops, students are tasked with understanding and applying the cornerstones of a society beyond basic needs: values and beliefs, rules and decision-making and roles. Using a mini-lesson format, students will learn about and revisit important moments, people and stages in the growth of Canada as a country, starting with early contact and moving towards Confederation. Along the way, students will be faced with decisions and challenges as they move their societies forward. The "Grow Your Own Society" project covers 7.1 of the Social Studies 7 curriculum as well as all five general outcomes from English Language Arts. Beyond the specific Leander outcomes in Social Studies, the project also targets the dimensions of thinking.

     I am both a visual and auditory learner, but one of the most compelling ways to summarize the Social Studies curriculum is the visual that accompanies the explanation of the content:

    You will see that the "big ideas" in the centre were the focus of our first semester, as we explored our personal and Canadian identities in the context of modern Canada. Citizenship  and identity continue to be our overarching ideas as these two big ideas permeate Social Studies from kindergarten to grade twelve. As we move outward from the centre, you will see increasing specificity. As students move forward with their Society projects, you will see that time and again, these ideas will be revisited as they explore and wrestle with these ideas. In grade seven, the specific outcomes focus directly on Canada before and after Confederation. We are taking another look at the fur trade and are comparing the French and British exploration and colonization of the New World, as well as the impacts on the indigenous peoples. There will be adaptation, bloodshed, conflict and competition for resources. If your student hasn't already mentioned the Society project, ask them what their tribe has decided to name their society and what their form of decision-making is as well as their survival plan. I hope you are as intrigued and proud of their thinking as we are!