Are You OK?

Sitting at my desk yesterday, I watched the class working. As we approach the halfway point of the school year, and we get to know each other fairly well (Yes, students figure out the teacher every bit, if not more, than the teacher figures out students.), I started thinking about what lies ahead for this class. We all know, whether you are a teacher or a student, certain behaviors determine success. How do you stack up?

Do you accept new challenges and/or change? Especially in today's world, the need to adapt to new circumstances and situations is necessary. Although education moves more slowly than much of the world, a lot of today's classrooms look much different than 20 years ago. Emerging technologies is just one factor that is changing schools and lives in general.

Do you accept criticism? Nobody likes to be told what they are doing wrong. When someone points out a problem, our first response is to become defensive. The ability to overcome this is what determines the level of success. After all, if it wasn't a problem that you need to overcome, why would anyone take the time to point it out?

Do you work hard, even when the task is boring or one you don't necessarily care about? It's a fact of life. School is boring sometimes. Jobs are boring sometimes. In school you have to do things you don't want to do. At work, you have to do things you don't want to do. Pushing ahead with consistent effort is necessary regardless of the task. After all, anyone can work hard if they are doing something they like. Working hard all of the time is the difference maker.

Do you respect everyone? Treating friends with kindness and respect is easy. Treating someone we don't like the same as a friend is the challenge. If a teacher you don't like talks to you, listening and doing what she says may be more of a challenge. But, not respecting her is more of a reflection on you, and affects you, much more than it does her. An unpopular person may be much harder to treat fairly, but the rewards are greater.

Do you complete what you start? Taking responsibility to see projects through is not always fun. The beginning of anything is usually easier than finishing in style. After all, nobody wins the race at the starting line, and the last lap is always the hardest. Success demands having the determination to finish what you start.

Does success matter? Having a plan and setting goals are just part of being successful. You must have the drive to do well. You must think about being successful, and consider what is needed to achieve success. This can't be something brought on by others. You must have the inner drive to succeed.

As I look at this list, I am not sure how I stack up. Whether you are the teacher or a student, living by this list is a challenge. What do you think? Do you have what it takes? Are you OK?

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Photo from http://flickr.com/people/wasabicube/

Unbelievable Readers

In the last three weeks, Heather, a student in Reading Workshop has read 1,448 minutes at home! Plus, she read 30 minutes each day during SSR time in class. She read Falling From Fire, Six Months to Live, the Kidnapped series, and the six Spiderwick Chronicles books.

What started as a conversation about what students would read over break, turned in to an unbelievable accomplishment for one class. Students piled up on books the last day, as they prepared to leave for winter break. BUT, I never would have dreamt that they could read anything close to the amount that they read. In fact, 80% of the students earned an A for their read at home grade.

Even more surprising is the total minutes read by a number of students. As I looked over reading logs, student after student totaled up a significant amount of reading and a great collection of books.

Here is a tally of the top readers:

Taylor 465 minutes

Desire' 690 minutes

Kyndrah 1,000 minutes

Collin 664 minutes

Christian W. 1,115 minutes

Heather 1,448 minutes

Tyler S. 445 minutes

Rachael 361 minutes

Students from some of the other classes racked up the minutes:
Jessica 455 minutes
Emma 450 minutes
Kara 544 minutes
Makayla 520 minutes
Corbit 403 minutes
Ryan 511 minutes
Lily 685 minutes

One thing that I know for sure, these students will have a lot of academic successes ahead. Students that read this much will benefit from an ever increasing vocabulary, increased knowledge, and a broader view of the world. Great job to this bunch of unbelievable readers.

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Why No Rules is the Best Rule

I was reading Let Me Tell You a Story: A Lifetime in the Game, written by Red Auerbach. Red won eight straight National Basketball Association championships with the Boston Celtics. He was named NBA Coach of the Year in 1965, and in 1968, was elected into the NBA Hall of Fame. As General Manager, Red Auerbach teams won seven more championships. He is credited today as being the main factor in building the popularity of the NBA.

Red had one rule when it came to team rules: he didn't have any rules.

If you make rules, set curfews, things like that, then you put yourself in a position where one guy screwing up can hurt the whole team. I never had an ironclad rule on anything because I wanted flexibility. If I had ironclad rules, then I had to enforce them equally. That's not always the best thing for the team.

I started thinking about how this relates to the classroom. A strict, law and order based classroom might work for some teachers and students, but for the majority it fits like a shirt collar that is too tight. It starts out causing a little irritation. As the day goes on, it begins to chafe more and more. By the end of the day, little else matters but to get free of the irritation and get on something more comfortable. Or, in the case of the classroom, get to some place more comfortable.

Bill Russell, the Hall of Fame Center for the Celtics, said about Red:

He never made any pretensions about treating players the same. In fact, he treated everybody very differently. Basically, Red treats people as they perceive themselves. What he did best was to create a forum, but one where individuals wouldn't be confined by the system. And he understood the chemistry of a team. People tend to think teamwork is some mysterious force. It isn't. It can, really, be manufactured, and he knew how to do that, to serve each player's needs.

If you were to ask, I am sure all students would say they want to be treated fairly. But, this brings up the often argued point that being treated fair is not the same as being treated equal. No one could ever argue for treating students unfairly, but there are a lot of reasons for not treating all students the same. This would only work if all students were the same.

In Reading Workshop, there are only two rules:

1. Work your hardest;

2. Treat others with respect.

If students follow these two rules, they will be successful. Every student I know of that followed these rules was successful. I think Red had it right--treat every player student as an individual, and help them find the way to their own success.

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The More You Do, the Better the Grade

Grades in Reading Workshop are earned based on students' work. Most assignments are graded using a rubric scoring work with 1 - 4. This tanslates into 4=A, 3=B, 2=C, and 1=D. As long as students make an effort to complete their work, they do not recieve an F.

However, doing extra work can significantly raise students' grades. This rewards those students that take the time, and make the effort to earn higher grades. There are several ways students can improve both by doing extra reading and extra writing.

As a teacher, I reward the students that make the most effort. Although grades are not entirely tied to how hard a student works, poor grades are reflective of a lack of work ethic.

Students weekly Read at Home assignment rewards extra effort. Students choose a book that they want to read from home, the library, or the book room. The only requirement is that they log the title, time read, and pages.

The grade is based solely on time read.

A = 180 + Minutes
B = 120 - 179 Minutes
C = 60 - 119 Minutes
F = 0-59 Minutes

Students online journal is scored using a rubric, but by writing more, they can drastically improve their score. The more detail in each entry, the more likely journals are to earn an A. Time in the classroom to write in journals is limited to about ten minutes. Students that are willing to spend additional time can obviously have more detailed entries. By having the journals online, students can work on journals anywhere they have Internet access, including during library and study hall classes.

Commenting on the blog earns extra credit. Several students raise their grade by at least one letter every nine weeks, by commenting frequently. This is an excellent trade-off for me, because students read posts, think about them, and then write responses. Consistenly reading the blog also gives students a better understanding of Reading Workshop goals and expectations.

There is no excuse for poor grades in Reading Workshop. If students don't like their grades, all they need to do is read more and write more.

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Failure, and the Right to Succeed

Da dada da da da da da, the Lone Ranger is on his way. He will solve all problems. He will rescue poor grades. He will ride in on a white Accord and save the day. No chance of failure here. Just raise your hand and he will come to your rescue. Wait a minute.

Micheal Jordan said:

I've missed more than 9,000 shots in my career. I've lost almost 300 games. 26 times I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life and that is why I succeed.

So what is reasonable to expect from a student when they walk into Reading Workshop? Should I expect failure? Or better yet, demand it? Shouldn't students have the right to fail? Shouldn't students have the opportunity to fail? If I rush in as soon as a student struggles, it seems like there is no chance of failure. This means a there is a limited chance to succeed.

So often in schools today, we will go to absolutely any means to prevent failure. If students even struggle, someone is demanding a parachute to immediately stop the decent. Many educators see our job as rescuers. Failure is seen as a terrible thing that must be avoided at any cost.

Perhaps we should redefine our role. Our job is not preventative maintenance. At the first sign of a break-down, we should not be coming to the rescue. There is no need to charge in at the first sign of a raised hand and save our students from struggling. Better yet, let them work through a problem, and figure out how to succeed.

In the words of Samuel Smiles:

We learn wisdom from failure much more than from success. We often discover what will do, by finding out what will not do; and probably he who never made a mistake never made a discovery.
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Stop the Bus, I Want to Go to School!

I saw the flashing lights ahead, and eased to a stop. The bus stopped but no one was there. Then it took off. As I passed by, I looked over and saw a student chasing after it, waving her hands wildly.

I traveled on down the road towards my school and watched in my rear-view mirror as the bus was chased out of sight by a student who wanted to go to school.

As we return to school, after a five day break for Thanksgiving, I thought, "what a sight." I felt sorry for the student, and I was sure glad to see how badly she wanted to get on the bus and get back to school. Any kid that tried that hard to get on the bus after a break is bound to be a hard worker.
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Why Student Success in Reading Workshop is So Important

Students that have characteristics that help them succeed in Reading Workshop, will most likely achieve throughout their life. The more relaxed and student-driven workshop environment forces students to make choices. This decision making can serve as a learning model that will have life-long affects. Knowing this places a significant responsibility on teachers, if we choose to run our class in the workshop style.

If a student works hard in reading and writing workshop, they will have a work ethic that will most likely lead to success in other places. Conversely, if student needs constant supervision and prodding to work, they will most likely struggle in other classes, and later in life. Similarly, the attitude they approach tasks at hand, can provide the impetus for overall academic success.

Last week after the Awards Assembly, I heard a boy say, "I haven't got an award for the last 3 years. It's been since 2nd grade."

I thought to myself, "what a terrible thing. This boy has been to at least 9 awards assemblies in a row, and hasn't been recognized."

So I asked him:

Me: What did you do in 2nd grade to get an award?

Student: I don't know.

Me: You must have done something.

Student: It was at my old school.

Me: So what did you do at your old school to get an award?

Student: I don't know.

Me: You must have done something right.

Student: Yeah

Me: Do you work hard in class?

Student: Wellllllllll

I wondered:

1. Do his parents ever talk to him about success? Or lack of?

2. Will he think about our conversation and decide how he succeeded before?

3. Will it have any affect on his work ethic?

4. Next year, when he is in my class, will he get an award?

5. When I see him in 8 - 10 years, will he have found the means for success?

Hopefully next year he will learn the work part of reading workshop.

How to Build a Daughter You Can be Proud Of

I only know this mom second hand, but I know her daughter. And I keep learning more about what this mom is doing to make her daughter successful. And the more I know, the more I respect her.

She doesn't have a computer, but she gets on the blog at work, just to see what is going on in her daughter's class. When she reads a post about a struggling child, she relates it to her struggles. She tells her daughter about mistakes she made. And she comments with advise for a struggling child, because she cares. She doesn't try to hide her mistakes. She uses them to help teach her daughter about making good decisions.

She has talks with her daughter about school, and grades. She worries about her daughter, and asks her about assignments. She is not checking up. She is making sure that her daughter will succeed.

And the daughter is nice to other kids. She does her assignments. She works hard. She never complains. She never argues or disrespects other students. She is a daughter you can be proud of.

Oh, So Slow To Grow Up

C'mon boys, you can do it. All you have to do is just grow up a little. The girls are waiting. The teachers are waiting. I am sure your parents, and brothers and sisters are waiting.

We have high hopes for you. We all want you to do well. We believe in your ability to act age appropriate. The rest of the class has done it, so you can too. And your life will be sooooo much better.

The sixth grade class this year has been amazing. Their behavior has been exemplary. They do their work, to the best of their ability. Assignments get done, and students give their best. The teachers have all commented on what a great class we have this year.

But there is a group of boys that stick out from the rest. They laugh at all of the wrong times. They act so goofy that the girls just look at them and shake their heads. The other boys just ignore them. No one seems to know what to do with them. Usually when sixth grade boys come back to school in the fall, the fifth grade behavior is long gone. They grow up over the summer. But this small group of students just doesn't get it.

In the race to maturity, they are hopping along on one leg. Their car seems to have a flat tire. Will they come out of it? Will they grow up, and become students that care about their grades? And their reputation? Only time will tell, but I hope they grow up this year, just for their own sake.

C'mon boys, you can do it. You may not win this race, but at least join in with the rest of the sixth grade.

Zero Tolerance for Errors

This is a new type of zero tolerance set up specifically for Reading Workshop. Students are expected to write without mistakes. Each student has tools available, including a computer with word processing and spell check, a dictionary, online sites like Answers.com and Dictionary.com, peer assistance, and spelling buddies. There really is no reason for writing with mistakes, other than a lack of effort.

Students are expected to use correct punctuation, capitalization, spelling, and grammar. When an assignment is turned in with errors, students will redo it until it is correct. Amazingly, in only three days, the writing has improved dramatically. Students have begun to edit with attention to detail. What seemed to be a totally unfair demand, has shown astounding results.
Surely students would not have been trying to slide by with a minimal amount of effort! Once again, students show how they can rise to the level of expectation. With the drastic improvement already, I cannot imagine the quality of writing I can expect in a few weeks. I anxiously await some of the phenomenal pieces of work that will be produced this year in Reading Workshop.

Courage, Do You Have It?

When you are facing something impossible and unknown, do you have the courage to stare it down and succeed? Can you overcome the challenges to be a winner?

The biggest problem facing students that regularly get bad grades is the fear of failure. Bad grades are a habit that is usual and comfortable. No one really expects them to do well. When they do, they get a pat on the back from teachers, who hope it will last, but they don't truly expect it to. Let's face it, a reputation for bad grades is usually earned from lots of assignments either not done at all, or so poorly done that they might as well have not been done.

I think it is interesting how these students that often fail in the classroom, are some of the bravest in the school. They face down bullies with no problem. Teachers and principals constantly punish them, yet they come back every day. Sometimes they go home to situations that would scare any adult. But "doing school" is just too much.

In order to get ahead, students need to know what is holding them back, and leave it behind. What does it take? How do they make this happen? What will give students the courage, judgment and the power to face down their fears until success is a habit.

Are You on the Road to Smarter?

I had an interesting conversation with a student yesterday. We were talking about being smart or being dumb. Is it a choice? It seems to me if you make smart choices in school, you will learn and become smarter. If you make dumb choices like not doing your work, not studying, and don't learn, you won't get any smarter.

What do you think? Will making smart choices as a student make a smarter adult? Can you control how smart you are? How much does hard work and responsibility have to do with getting to Smarter. Or, do you just get so much brain power and that is it?

Can you choose the road to Smarter? If you don't choose, do you crash into Dumberville?

What about when you choose the right road, you are getting smarter, and then this happens?



Have you mapped out your road to success? Where are you headed? Do you have a goal of someday living in Smarter? It may just be a rumor, but I heard that the people in Smarter have better jobs, make more money, have nicer houses, and drive newer cars. Anyone know if this is true?

Success in Jr. High

I saw Trevor S. last night at Texas Roadhouse and it made me realize two things: 1. I miss seeing his big grin, and hearing his stories; 2. There is nothing better for a teacher than hearing about your former students going on and finding success.

I had just finished eating, looked up, and here he came, around the corner. As I talked to him, I found out he is really enjoying the transition to McDowell Jr. High. He likes his classes and most of his new teachers.

I also saw Dillon Y. twice last week, and he said about the same thing. He is feeling great about the new school year and really has plans to do well. I also talked to two other students, and two parents, who all have positive reports about the beginning of Jr. High.

Hearing this makes me feel good about the job all of the Laurelville Elementary staff members are doing to prepare students for their future. Hearing about former students' successes always makes my day.

So former students, stop back and tell me your good news. You can be sure even though you have moved on, we are proud of all you are doing at the Jr. High and at Logan Elm High School.

A Pact in Reading Workshop

"Joey Banks is a walking adventure. He’s funny, daring, mischievous—and frequently in trouble. Or he would be if anyone found out about half the stuff he’s done. But Rusty Cooper knows how to keep a secret. And Joey’s the best friend he’s ever had." This is Teachers @ Random House description of the book, Swear to Howdy, written by Wendelin Van Draanen.

Reading Workshop opened this year with the read aloud of the story of two best friends and their first adventure. Every time Joey and Rusty have an exciting or adventurous undertaking, they make a pact to never tell anyone.

Similarly, we are writing a pact as part of writing workshop. Below is my commitment to Reading Workshop. In class today, students wrote their planned course of action and goals for our class this year. I hope to read a lot of plans for hard work, responsibility, and effort to succeed.

Sixth Grade Reading Pact

Pact

1. A formal agreement, such as one between nations; a treaty.

2. A compact; a bargain.

As the teacher, I agree to do my best to make class interesting, challenging, and worthwhile. There will be times of fun, and times of serious contemplation. I will share my opinions, and ask you for yours. I will start each day new, forgetting bad times and mistakes, but build on successes. I will make mistakes, but will keep trying even when I would rather not.

I will share good books, and expect you to join in on discussions, both written and oral. I will make you a better reader and writer, pushing you to learn all you can learn throughout your sixth grade year. And, most of all, I will do all I can to make this year one you will always remember as the best ever.

I Guess They Really are Leaving

They are gone. Tonight, as I sit here on the computer, thinking about a new year, it really hits me. My class is gone. It happens every year, but doesn't get any easier. All of the students that were so successful here last year are moving on to McDowell Jr. High. On the first day of school, when those new faces are in their chairs, I will take a second, and think about the great kids that sat there last year.

All through the summer, I know they are leaving, but it doesn't really hit until now. Don't get me wrong, I am excited about the new year, and can't wait to really get to know this year's sixth grade. BUT, for now, I sure hate to see last year's class move on.

I know it is time. I know they will do a fabulous job. I know they are ready. But for tonight, and the next few days, I will be a little sad, thinking about giving up this great bunch of kids as they move on to the challenges ahead.

Seventh graders, good luck, and stop back and tell me about all of your successes. I am sure they will be many! In case I didn't say it before, THANK YOU FOR ALL YOU DID TO BE SUCCESSFUL IN READING WORKSHOP.

Why Blog?

Why? Why? Why?

A Sure Sign of Success

How do you know when you are reaching your students? How do you know they are motivated? How do you know they are putting forth extreme effort? How do you know they are working hard to succeed? How do you know your students are buying into your message?




Well, they always make sure you know. Thanks to Amanda for sharing some love for The Reading Workshop.

Secret to Success

Success is not brain surgery. The obvious thing to do is usually the right thing to do. And the right thing to do generally isn’t all that hard. I’m not saying you should do anything to be successful. I’m just saying that you have to get your priorities straight. Be clear about what you want to do. Then have the courage to roll up your sleeves and do it.

Dean Rieck, wrote this in his blog, Copyblogger, discussing the secret to success in his post The "Chicken Plucking" Secret of Success.

So the questions are, do you have it in you to be successful on the test? And, what do you have to do personally to perform at your best? What is your plan for success on Monday?

Achievement Test Success Ahead

Hang in there!


I know you have been working hard to prepare for the Achievement Test. One week from today, you will have the opportunity for success. And, SUCCEED YOU WILL!

Hard Working Students

Where is this student? Well, he is not in Reading Workshop. On our sixth day of school this week, I couldn't be prouder of the effort put forth by the sixth graders at Laurelville. Great job to all of the hard working students, giving it all to be successful!