REFLECTION ZONE: Social Justice in Children's Literature



I read Thank You, Mr. Falker by Patricia Polacco.  It is a story about a girl who struggles in school because she has dyslexia and can't read.  She would look at the tops of students' heads while they read to see what was happening to theirs that wasn't happening to hers. She found coping strategies to actually fool her teachers to think she could read, but she could not.  Because of this kids picked on her and called her dumb and other names.  It wasn't until her 5th grade teacher, Mr. Falker,  figured out she couldn't read that she got the extra help she needed.  He stayed after school to work with her, and he eventually taught her to read.
There are parts of this book that give me goose bumps, and one part is the last page, when she explains that the little girl in the book was her.  She writes that 30 years later she ran into her 5th grade teacher and he asked her what she did for a living, and she responded, " Why, Mr. Falker, I make books for children... Thank you, Mr. Falker.  Thank you."

Most of my students enjoyed listening to the story, are are some of the messages they took away from the book.
Don't be mean to people just because they are different.  Anything is possible with determination.  Have faith in yourself.  No one is perfect. You shouldn't tease someone when they are trying to learn something new.  Everyone can be smart if they try hard. Maybe you can't do one thing, but you're really good at another.
These were all great things to take away, and I am glad I took time to read it.

REFLECTION ZONE: Weighing In





I read "Weighing In" by Camille Jackson in the Spring 2012 issue of Teaching Tolerance.

This article stated that as childhood obesity grows, so does size bias.  According to this article, studies show that teachers tend to call on lean children over obese students.  It also stated that obese students are less likely to be accepted to college, despite having equivalent academic achievement.

Experts say that some children interpret the "War on Childhood Obesity" as a war on their bodies and on them.  While some schools care about the health of their students, they might be going about it the wrong way as they are focusing on weight.  Arkansas became the first state to record and send home students' body mass index results with report cards.  Other states then followed. Critics believe that there are other ways for schools to handle the issue such as:

•   helping parents learn how to design healthier meals
•   getting students to participate in afterschool activities
•   focusing on overall health of children, not just body size
•   helping students realize they are not in the healthy zone and they need to make  positive changes
• paying attention to behaviors, not numbers

I worry about the overall health of our students as phy ed time is getting shortened.  I heard that UW-Madison is eliminating the 1 credit phy ed courses!  I recently talked with a teacher who is planning to retire this year, and she said we just need to wait for the pendulum to swing back...it will come.  I hope the damage is not too high. What do your schools do to promote healthy choices?

REFLECTION ZONE: Big Changes for Voting Laws



I read the article "Big Changes for Voting Laws" in the March 2012 edition of WEACinPrint.
Wisconsin's new voter id laws will be in effect for the recall election JUNE 5. 

• You will need photo identification to vote.  This can be a Wisconsin DOT-issued driver's license, identification card, military ID card issued by a U.S. uniformed service, or a U.S. passport. 

• You need to be registered to vote.  You may still register on election day, but you cannot register the Saturday, Sunday, or Monday before an election. You need proof or residence to register such as a driver's license, utility bill, bank statement, or paycheck.

• In person early voting has been reduced from one month before the election to two weeks prior.  It begins 15 days before the election and ends the Friday before the election.

• Absentee ballot requests need a photocopy of an acceptable form of voter ID.  Absentee ballots may not be picked up the Friday-Monday before an election.   I learned this last summer as I wanted to pick up an absentee ballot for my husband. (Shelia Harsdorf vs. Shelly Moore election) At the time, he left for work at 5am, and he was on a Tuesday night golf league in the cities and wouldn't get home before the polls closed at 8pm.  I called the Monday before and was notified that our governor had changed this, and I had missed the window of opportunity to obtain an absentee ballot. 

I don't think these are huge changes, but I don't want anyone to be surprised about a change and not be able to vote, since it is a very important election.



FEFLECTION ZONE: Changing Education Paradigms



I thought this video clip was interesting.  I agreed that students or people should not be classified into academic (smart people) and non-academic people based on one's attending college.  The longer I live and the more people I meet, I find highly intelligent, incredibly gifted, and successful people who never attended college.  It is sad to think these people wouldn't view themselves as anything less than brilliant. 
The piece that surprised me the most was that 98% of students in kindergarten scored at the genius level for divergent thinking.  The same students were re-tested years later and the percentages decreased. (I actually didn't see or hear the exact percentages, but I could tell they decreased from the rest of the conversation.  Maybe it was my computer, so if you heard them, let me know.)  One would think that these percentages would get better as students learned more and got older.  It is sad that small children are good at something so valuable, but they lose it because somewhere along the way they learn that there should only be one right answer.
My question is similar to Rick's.  How can we show value or even cultivate important things such as divergent thinking, creativity, real-world problem solving, and other "gifts" that aren't measured on a standardized test (that only has one right answer per question) when so much pressure and focus is on test scores?

REFLECTION ZONE: Greatest Diverstiy Issue - Acceptance of Differences

I think one of the greatest diversity issues at our school is students being able to accept other people's differences.  The middle school years are a difficult time for all students, as many are insecure about themselves.  I think this factor contributes to the reason why some really struggle with accepting kids who are different - weigh more, dress differently, don't wear their hair the same... Sometimes an insecure student finds it easier to pick on someone else who is different, so his/her differences don't stand out.

I do not know how to stop the hurtful comments that students make, but I believe it is our job as educators to "sweat the small stuff."  We must not act like we didn't hear a rude remark, but instead take the time to talk to the students making them.   

I think taking time to build a classroom community is a good place to start.  Community can be built by implementing daily greetings, taking time for short activities/energizers, or giving students an opportunity to share.  If students get to know others who are different, and develop relationships with people who are different than they are, they might learn that they aren't so different, and there is a better chance the hurtful comments will stop. I don't have the answer, but I believe the more community we take time to build, the fewer problems we will have.

After watching the news about a recent school shooting I see an even more urgent need to take the time to build community and meet students' need to belong, be acknowledged, and be accepted.  I believe that making time to meet these needs contributes to students accepting each other and students enjoying school. If students enjoy school they will want to come to school, therefore improving student attendance and therefore improve student learning. 



REFLECTION ZONE: 21 Seconds to Teach Humanity



I read the article "21 Seconds to Teach Humanity" by Lisa Weinbaum from the Spring 2009 edition of Teaching Tolerance.

The article begins with the author, a 7th grade English teacher, overhearing her colleagues negatively discussing teachers who don't follow the state mandates, and she later realized they were talking about her.

While she was concerned she didn't jump ship and stop the way she was teaching. She wrote that students at her school played 21 in the restrooms.  This was where two children would square off and beat each other to a pulp while other peers watched and cheered.  This was suppose to happen for 21 seconds, but no one timed it because this would shorten the show.  Students were severely hurt, there were consequences paid, and the students involved were suspended.  However, this behavior continued as the winner received respect from classmates.

The teacher questioned her class as to how many have participated in 21, and when they saw their teacher's reaction they stated, " But we're still friends!  It doesn't mean anything! How can you judge us when you don't know what we are going through?"  The teacher didn't feel she was judging, yet trying to keep students safe.

The teacher had her students read "The Lottery" which is a story about a small town ritual to stone a member of their community to death.  She had them watch the tv movie, and she froze the scene just as the daughter was throwing a stone at her mother with a face clear with hate.  She got her students to react that the people were twisted. Her students were sickened and questioned how could these people do that to their friends and loved ones.  Her students asked if that town still does that today, and she responded, "Yes, this practice continues to this day. In fact, it occurs right here in New Mexico, right here within our school."   She let them know that when they played 21, or they cheered on violence that they were no different from the people in "The Lottery," - they were one of them.  She really got through to them.  She made them see what they were doing was so cruel, when they couldn't see it on their own. She knows she made a difference because of the written self-reflections they shared and the bathroom behavior of 21 stopped. 

Her closing sentence held a great deal of power.  "Educators can teach to mandated standards and benchmarks and still teach the ultimate standard, one of human dignity."   Think of the shape some of her students may be in if she had only taught the required standards.  It is too bad this teacher felt like she only had 21 seconds to teach something so valuable, but I am glad she made the time. 

REFLECTION ZONE: Teaching With Poverty in Mind

End of Chapter 2

Some of the most important skills teachers should foster are social skills and problem-solving skills.  If students are taught social skills to resist peer pressure they stay in school longer, do better academically, and get in less trouble. p39-40

Low SES children are often subject to health and safety issues like malnutrition, environmental hazards, and insufficient health care.  Kids raised in poverty have more cells in their body "under siege" and therefore their ability to concentrate, learn, and behave appropriately are diminished. p41-42

Effects of Health Issues on School Behavior & Performance p43
school absences, tardiness rates, incidents of illness during class, rates of undiagnosed or untreated health problems or disabilities

Action Steps p43-44
provide physician on site, work with local pharmacy for access to meds, have a dentist make school visits, provide tutors to help students who miss classes to catch up, improve staff awareness about health-related issues
Anyone finds it difficult to listen, concentrate, or learn if they don't feel well. 
Does your school do any of the action steps listed or any additional steps to help out with health and safety issues?

Chapter 3

The brain CAN change - it is designed to change.
Positive Changes can occur from quality nutrition, exercise, and learning.  Negative changes can result from long-term neglect, chronic drug abuse, and boredom.
Research shows that IQ may be affected by the following factors:  home environment/living conditions, early childhood experiences, educational interventions, amount and duration of schooling, and quality of nutrition.
To succeed in school, students need to have an academic operating system in place.  The must-haves are: p55

• ability and motivation to defer gratification and make a sustained effort to meet long-term goals

• auditory, visual, and tactile processing skills

• attentional skills that enable the student to engage, focus, and disengage as needed
• short-term and working memory capacity
• sequencing skills
• a champion's mind-set and confidence

These skills help form the foundation for school success and can give students the capacity to override the adverse risk factors of poverty.
The operating system can be improved through many activities such as: physical activity, playing chess, the arts, and music.   Low SES kids' brains have adapted to survive their circumstances, not to get As in school.  Teachers need to upgrade their operating systems in order to make a difference in their academics.
Action Steps

• Change Staff Members' Mind-Sets
• Invest in Staff
• Support Ongoing Collaboration
• Encourage Staff Dialogue
• Gather Quality Data

Do you feel all the teachers in your school fully believe that EVERY kid can succeed?

REFLECTION ZONE: the essential enneagram



After reading the essential enneagram by David Daniels ,M.D., and Virginia Price, PH.D, I have learned a little bit more about myself.  I remember I was a "blue" when I took the True Colors inventory, but this book dove a little deeper into personalities.  According to the authors, "the enneagram is a powerful and dynamic personality system that describes nine distinct and fundamentally different patterns of thinking, feeling, and acting.  Each of the nine patterns is based on an explicit perceptual filter.  This filter determines what you pat attention to and how you direct your energy.  Underneath each of the nine patterns is a basic proposition , or belief, about what you need in life for survival and satisfaction."  I took the essential enneagram test and identified my top three personality types.  As I learned more about these types I found that I had many of the principal characteristics.  I later confirmed and verified my top types by answering a few questions.  My three types are as follows:

1. Perfectionist

2. Mediator

3. Giver

 

I found it interesting that my second and third types were the wings of the perfectionist.  I agree that I am responsible, conscientious, try to do things the correct or right way, and meet my high internal standards. I am one to follow the rules, whether its in a game, or a class, or any aspect of my life.  I do focus my attention on what is right and wrong in my opinion, and I tend to be critical of myself and others.  Two of my strengths are putting forth a lot of effort and being highly responsible.  I agree that I can become stressed by not being able to quiet my internal critic and the associated anxiety and worry and feeling overburdened by a sense of personal responsibility and conscientiousness.  It was stated that there were some ways I can further my personal development.  I need to accept "imperfections" in myself and others.  I need to practice forgiving myself and others.  I also need to allow free time for pleasure and relaxation.  I learned that others can support me by encouraging me to go easy on myself, remind me to take time for myself, provide me with a nonjudgmental viewpoint, and remind me that the goal in life is to be human, not without fault. 



I found it interesting to practice breathing and centering yourself.  I also enjoyed the serenity prayer that expressed the role of the active force, receptive force, and reconciling force. 

 

I took note of the specific practices for the perfectionist.  Participating in these practices may provide me with opportunities to become aware of how my personality functions, to take action to change my habitual behavior, to preview and review my progress in self-development, and to reflect on my overall development. 

I will pay particular attention to the dominance of my inner critic by pausing throughout the day and asking how have I been judging myself and others.  I will try to consciously and deliberately make time for my personal needs, desires, and pleasurable activities.  The statement I wrote down is,

 "Today I will practice accepting my own and others' mistakes and errors as part of the natural flow of life.  I will practice appreciating different points of view, different values, and different ways of doing things.  I can do this by releasing resentments when they arise and practicing forgiveness.  I will try to bring a sense of harmony and balance between work and pleasure into my life today."

The fundamental principle I need to be reminded of is that we are all perfect as we are, that life is good as it is, and it is important to allow time for myself to relax and enjoy life each and everyday. 

                                      

               

REFLECTION ZONE: Danger of a Single Story

I am willing to share an example of the danger of a single story in my personal life.  My husband and I have been attending Expectant Parent classes.  One evening a woman came to our class to provide information and answer questions on receiving an epidural.  She introduced herself and immediately a red flag went up in my head.  She had the same last name as two of my former students, and there was no way I was going to receive medication from them or someone closely related to them.  I prejudged her instantly, and I am embarrassed I did so.  By the end of our time together I learned that she is very good at what she does, very knowledgeable, and she answered every single question I had.  I felt very bad about myself and that I was so quick to judge someone based on a single story - their last name.  I hope this helps remind me to keep an open mind and get all sides to a story before I make a decision. 

      

REFLECTION ZONE: Stepping Back From Zero Tolerance

Stepping Back From Zero Tolerance



I read the article "Stepping Back From Zero Tolerance" by Judith Browne-Dianis from the September 2011 edition of Educational Leadership.

Zero tolerance is a policy where predetermined, non-negotiable punishments are assigned for certain misbehaviors.  Zero tolerance can lead to increased suspensions and expulsions which can cause students to feel less connected to their school, which can lead youth to engaging in risky behaviors like violence and drug use. These policies are harsh and many times exclude students from school for incidents that are trivial.  For example, an 8th grade girl in Virginia asked her teacher for permission to get a drink of water to take a Tylenol pill that her classmate gave her.  Because of the zero tolerance policy, the language did not differentiate between her OtC pain reliever and crack cocaine.  The school suspended her indefinitely and required her to attend a drug and alcohol abuse program.  This punishment seems ridiculous and is a prime example of an instance where principal discretion should be used. 

The point of this article was that students need more tolerance, not less.  Students need the opportunity to learn from their mistakes, and discipline should teach students instead of always punish.  As an alternative to zero tolerance some schools are using restorative justice, community conferences, referrals to counselors, and peer mediation.  Others are using strategies to teach and model appropriate behaviors.  When figuring out consequences some schools are considering a student's prior conduct, the severity of the incident, and the student's willingness to make the issue better. 

I think it is important for students to learn academics, but I also think it is important for students to learn life lessons about how to treat people and how to maintain self control and handle themselves in stressful situations.  Teachers need to be prepared to teach students these important skills as teachable moments or discipline issues arise.

 
 

              OR         

REFLECTION ZONE: Danger of a Single Story

The Danger of a Single Story

As a new school year begins, it is important to remember the danger of a single story.  Sometimes teachers like to share their story and their opinions about a student they had last year or in summer school. Sometimes a teacher who never even had the student will share the version of the story he/she heard from another teacher about a particular student.
I do think it is important to be informed on students' IEPs and 504 plans.  I think it is important to hear what strategies worked well previously and helped students find success.  However, I need to keep in mind when I hear these stories, that they are single versions, and there is a level of danger there. It is not fair to the students if I start the year with preconceptions and judgments before I even meet or get to know them.   I need to let each student start the school year with a clean slate and a fresh start.  I need to let each student write his/her own story in a new classroom with a new teacher, in a new school, during a new year.



REFLECTION ZONE: 8th Grade Speaker

                      TIM SCOTT'S HOLOCAUST PRESENTATION
 

PUT OUT THE FLAME

           

Yesterday the entire 8th grade class took time out of their day - 4 hours, to listen to a guest speaker on the Holocaust.  Since I am teaching two sections of Pre-Algebra this year I attended the speaker for the first time.  I am glad I made sub plans and took the time to attend.  It was during his presentation that I was reminded how powerful words can be.  The speaker, Tim Scott took the listeners on a journey.  While sharing Holocaust history, he told a story and had each student picture him/herself as the main character.  He had each student picture his/her own mom, dad, sibling, and grandparents as he told this story.  He brought many students to tears with the words he shared.  He also made his message hit home, by asking students how the spirit of the Holocaust is still alive today... in the United States, in Wisconsin, in Osceola, and yes, in their school.   He shared letters written by previous Osceola 8th graders that spelled it out.  His point was clear that the Holocaust began because of people thinking they were better than others, and yes that still exists today.  He made students look in their mirror and think about what each is doing to keep the spirit alive and how we can put out that flame of prejudice, racism, and misunderstanding.  I was impressed by his presentation, and I thought the kids connected to his message.  Words have power.

REFLECTION ZONE: The Alchemist

Can you define your Personal Legend?

I don't think that I can define my personal legend the way that I can define a vocab word.  I think if someone follows his/her dreams they are creating their personal legend.  I don't think that personal legend should be singular, because people might have multiple personal legends.  My personal legends consist of the journey I'm on.  Just like Santiago learned that the real treasure was the journey, the people he met, the knowledge he gained along the way, and his experiences, I agree the treasure if found in the journey and what happens along the way of reaching your dreams.  I wouldn't say my entire personal legend is my path to becoming a teacher, but I'd like to think it is one of my personal legends.

At what time in your life were you first able to act on it?

I think some of our personal legends began when we were young children.  I think I first acted on my path to become a teacher at a very young age.  I loved to play school.  I would come home from elementary school and teach my younger sister everything I learned that day.  If she was busy or didn't want to play I would line up my dolls and stuffed animals and teach them.  My dad would even join in sometimes and play the role of a student named "Marty."  I had fun, and I think this played a part in my journey to become a teacher.

What was your "beginners luck?"

My beginners luck would be the positive experiences I had working for the Eau Claire Parks and Recreation Department as a summertime playground leader.  My park was a place for neighborhood kids to come play games and sports, make crafts, and have fun. It was a magical experience where I learned so much about kids and what was important to them.  They let me into their worlds and I learned how to work with a variety of kids. I worked with kids with special needs, kids of different races, and kids of from varying socio-economic status. They taught me more than I taught them.  While the paycheck was nothing to brag about there were times I couldn't believe that I was actually getting paid to do what I was doing! The relationships I made and the memories I created will last a lifetime. This experience had a great impact on my life and could easily be identified as my beginners luck.
I would also say I had some beginners luck when it came to landing my first teaching job.  I'm thankful to my first principal who took a chance on me and hired me.  When I got my job, my Grandma Thompson wrote me a letter saying that she hoped I would be working with good people, and I lucked out because I truly am.

Did anything prevent you from following your vision to conclusion?

While I was lucky that nothing prevented me from following my dream to become a teacher, there were setbacks or obstacles to overcome along the way.   I will not lie and say the road was easy, but with the love and support of my family and friends I achieved this dream in my life. 

Do you know what inner resources you need to continue the journey?

The longer I am a teacher the more I realize that I need to have a strong faith to do this job well.  I need the support of my parents, my sister Molly, my brother Ben, my husband Brian to continue on this journey.  I liked how it was mentioned in the book that people are brought into your life to help you achieve your goals.  I also liked that it was stated that love doesn't stand in the way of personal dreams, love helps us progress and gives us strength to fulfill our dreams.  I am so fortunate to have people who matter so much to me, who are there for me whenever I need them. Without them, I could not be who I am today. It is also nice to have respected coworkers who support me.  I am thankful I have friends to help me take a break and take my mind off my profession when I need to.  My dog, Titus, also helps reduce my stress level.  No matter how stressed out and overwhelmed I feel, he makes me smile and feel good.

"Along the way we learn to trust ourselves, read the signs, and understand that as we look to fulfill a dream, it looks to find us just the same, if we let it."

The boy found the treasure back where he started- the real treasure was the journey. When he questioned why he wasn't told this earlier, he was told, "You wouldn't have gotten to see the Pyramids. Weren't they beautiful?"  This really touched me.

This book made me think of the lyrics from two songs - "The Dance" by Garth Brooks and "The Beauty of the Rain" by Dar Williams.   They both became a little more clearer to me.