Homecoming: Another Reason to Enjoy Teaching

Those of you who don't live in a small town may not understand this, but homecoming in a rural community is kind of a big deal.  Every school, from our primary (K-2) building to our high school has its own spirit days each with a different theme.  The whole town seems to shut down for a parade.  There are multiple class reunions every year at the game.  Like I said, kind of a big deal.  As a high school student, I loved homecoming week.  Then I became a teacher.  The "spirit days" I enjoyed as a student tend to bring management nightmares and headaches.  I may sound like a buzz-kill, but you try competing for attention with a giant sombrero on hat day, light up toe socks on crazy sock day, or growling bear foot slippers on pajama day and see how you feel. 

After 8 years of being a homecoming week Grinch (I only participated in pajama day because it was an excuse to wear comfortable pants - which I discovered too late to have a hole in the crotch.), my perspective on the pageantry, excitement, and fervor surrounding it has suddenly been reversed.  This reversal is all because of my students.  Yes, those same students who wear outrageous hats, socks, and pajamas all week.

Two weekends ago I called my colleague and partner in crazy teaching ideas, Jackie Cattron (check out her blog here), and told her that I had an idea that was either brilliant or absolutely insane.  The idea was to have our students create a news report about homecoming in a small town as a part of our unit on types of communities.  To be completely honest, I was hoping she would talk me out of it.  Unfortunately, Jackie being the creative and fun-loving teacher she is, I was not discouraged from our conversation.  Instead we immediately came up with a plan and were at school early the next Monday to get approval from our principal and director of technology.  Once our plan was approved, we realized the gigantic task we had just decided to undertake.

After hours of planning, teaching the research process, practice interviews, and composing questions, the big week came.  Softball players and other high school students came and talked to our classes at school, allowing students to ask what can only be described as "interesting" questions.  We owe an enormous amount of gratitude to the activities director, coaches, and students who were gracious with their time. 

Then, on the actual day of homecoming, several students and parents from both of our classes met us first at the parade and then at the game to film, take pictures, and conduct first person interviews about homecoming.  This is the day my perspective on homecoming was changed.  I watched as roughly two dozen 8 and 9 year olds became investigative journalists, photographers, and film-makers.  They politely asked for interviews or pictures.  They searched for artistic shots.  They filmed on-field injuries ("We got the whole injury on our iPad!") and touchdowns.  One student from Miss Cattron's class even used every bit as much skill as a seasoned reporter to make his way in front of all the high school students to film the homecoming coronation at half time, telling the much older students that his teacher told him to get it on video.

While watching (nervously) all of these students walking around and using their iPads to capture the event I realized two things.  First, a small town homecoming is truly special.  The people were more than happy to talk to our kids.  The excitement and pride in the air as our Pleasant Hill Roosters demolished the opponent was electrifying.  A whole town, which incidentally had been rocked by tragedy more than once in the past weeks, came together to celebrate community.  As annoying as spirit days might seem to a teacher, I can't deny the power and importance of homecoming.  Second, I realized that these students were not only learning, but they were excited about it.  In fact, they were learning without realizing they were learning - which is something every teacher strives to achieve.  I'm not sure when it hit me - it was either when I saw a miniature row of photographers on the sidelines capturing the band at halftime or when the students took their press privileges to the next level and took pictures of (and with!) the homecoming queen and her court* - but I suddenly realized that the students weren't the only ones excited.  I was too.

I told my colleague, Miss Cattron, as we left the stadium that we very well may have just created a spark in one of those students.  One of those eager young film-makers might grow up to be an investigative reporter or a photographer or a director.  In the coming days, as we edit the movies, some 3rd grader might decide that he or she wants to grow up to be a sound or video technician.  Last night will be one of the most memorable nights of my career.  Last night, I was fortunate to watch a group of students experience an exciting, authentic learning experience that they will hopefully always remember.  And that, I'm pretty sure, is yet another reason why I teach.

*The students kind of went rogue with the whole homecoming queen business.  We tried to ask permission of one or two of the girls to take their pictures.  All of a sudden, around 15 to 20 third graders were not just taking pictures, but also posing with the queen and all the other homecoming court...and their families.  It was one of several moments during the night that I thought we would get kicked off the field!

Lasting Impact

I can't remember if I ever thanked her.  I've been trying to remember for almost a week now.  Oh, I'm sure I gave her a teacher appreciation gift and a thank you card a couple of times - my mom always made me.  That's not what I mean, though.  I mean a true, heartfelt thanks - the kind that makes someone know they are truly appreciated.  I don't think I ever had the chance (or is it that I never took the chance?) to properly thank Ms. North and now I never really will.  So, let this post be my thank you.  I apologize for its tardiness.

Rita North was first my elementary music teacher, then my voice coach, and finally my choir director.  At least, those were her job titles.  She was, of course, so much more to me and to all her students, friends, and family.  I attended her funeral today. It was really more of a celebration, which is what it should've been.  I know that I am not the only one who would not be where I am without her influence.

Teaching is my first love, my passion.  But music is a close second.  Some students will tell you that the two are so entwined that it is often hard to tell the difference. I learned that from Ms. North.  A song makes anything better.  Without music, life would be empty.  Music is one thing that can unite people of all backgrounds.  Rita was my first influence in music.  She is the reason I still love it today.

At first, I thought that was her only influence on me, but I was wrong.  As I have reflected these past few days since she passed away, I have seen her influence in so many places.  Not surprisingly, one of those areas in which I see her stamp on my life is in my teaching.  Ms. North took over the elementary music program when I was in 2nd grade.  One of the first lessons I remember her teaching was one in which she played a song and asked us to simply move in whatever way the music made us feel like moving.  As I slithered across the floor like a snake, I remember thinking, "Man, our old music teacher would never let us do this!  Ms. North is awesome!"  The next year I signed up for voice lessons.  I was the only boy and slightly embarrassed by that, but Rita made me feel proud.  She made me feel cool for wanting to be a musician.  It is that innovative, creative thinking that I try to bring to my teaching today.  I didn't realize it, but she is the reason why.

I also remember how Ms. North made us feel like a real part of her life.  She would bring out her guitar and sing Silent Night every year as the holidays got closer.  Her alto voice beautifully meshed with the simple chords she played and to this day it is the one sound I think of when I think of Christmas.  Ms. North would joke with us, laugh with us, even cry with us when we needed it.  We weren't just in her class; we were in her life.  Once again, I realized last week that she is the reason I strive to make the same connections with my students each year.

I could go on.  I could tell you about how she made me feel I was unique and talented.  I could tell you about the insane work ethic that she instilled in me.  But words fail me.  Suffice it to say, Ms. North's impact is far-reaching and long-lasting.  A light has gone out in the world with Rita North's passing.  However, the places touched by that light still shine - and that is the true measure of a teacher.  I only hope that one day I have a fraction of the impact she had.

Thank you, Ms. North.

Why Do I Teach?

I probably ask myself this question once or twice a year.  Usually it happens when I get particularly frustrated with something like my standardized testing results or after a string of days where nothing seems to go smoothly.  Why do I teach?

Please don't misunderstand:  I would never change the career path I have chosen.  It is never a frustration with the profession, the tasks I undertake each day, or the kids I work with.  The profession is what I love the most, the tasks give me the challenge I need, and the kids are the whole reason for doing what I do.  Rather, the question arises out of a frustration with myself.  Those who know me will tell you no one is more critical of me than, well, me.  It is when I get discouraged with my performance, or my ability to teach, that my fear of failing my students takes over and I ask, again, "Why do I teach?".

This blog post is meant to answer that question; to remind me of the reasons I teach so I can come back and read it on those days when I am so frustrated.  Let's face it, I am actually writing this for me, although I do appreciate you taking the time from your day to read it.  This is why I teach.

I teach because education provides me with a daily challenge.
As I mentioned previously, I need to be challenged.  I am that person who gets bored too easily.  My parents can tell you based on many childhood experiences, I am not a fun person to be around when I am bored.  There is no profession that can challenge me more than teaching while still meeting all the other career necessities I have.  Sure, brain surgery is tough, but that was out of the question when I realized that blood and, even worse, needles were involved.  The challenges of education are more subtle.  Every year at fall and Valentine's Day parties, parents say "I don't know how you do this every day!"  The truth is, what they see as hard - the management piece - is the easy part for me.  The challenges I have are balancing lesson plans with curriculum while integrating technology, keeping my co-teacher in mind, and differentiating instruction to meet the levels of each student.  It is an intricate puzzle that, when solved the correct way gives you an amazing feeling of satisfaction.

I teach because it allows me to be surrounded by great people.
Solving that puzzle I just mentioned can't be done alone.  It takes collaboration with your peers and advice from administrators and teacher-leaders.  Education has allowed me to meet some of the greatest people in the world.  I have never written lesson plans alone - I have always bounced ideas off some of the brightest people in my district, if not state.  The give and take is as educational as it is entertaining.  Teachers as a whole are giving, caring, humorous, and genuine individuals.  We all want to be surrounded by people who inspire us every day.  Thankfully, teaching serves that purpose for me.  I am constantly inspired by the things I see in my building from a teacher listening to a student's 20 questions at recess to a team of educators planning a rigorous, multi-subject curriculum unit to creatively engage and instruct students.   Each day I get to work with a great group of friends and co-workers, yet another reason to teach.

I teach because I believe in the power of education.
This summer I went to Memphis with my good friends Ebony and Curtis.  While the trip was mostly built around music and seeing the legendary Bob Dylan live, we also stopped in at the National Civil Rights Museum.  This museum is a must visit for any social studies nerd!  There was a section of the museum about education and on the walls there were several quotes.  The one that has stuck with me since the trip is by Nelson Mandela, "Education is the most powerful weapon which you can use to change the world."  Let's face it, our world is a mess.  Syria, Egypt, the economy, and political divides are just the tip of the iceberg.  I teach because I have to believe that just maybe, some 8 or 9 year old sitting in my classroom will be the person to figure out a fix to one of society's problems.  I know that is "pie-in-the-sky" thinking, but it is what I believe.  My career is one of the few that can change the world and that gives me great purpose each day.

I teach because it is fun.
Let's be honest, here.  I am basically a 3rd grader at heart.  I laugh at bodily functions, I still watch Garfield and Friends (the old one, from when I was a kid), and if I met Bo Jackson I would probably pass out from excitement.  Sometimes, I think I connect with the students in my room because I act just like them.  Over-exaggeration?  Maybe, but still, fun is important to me.  The quote about finding a job you love means you will never work a day is overused, but it is true.  Every day I go to school and genuinely have a blast.  From telling students ridiculous stories to entertain them while making a point (like saying I'm afraid of shoelaces to teach absurdity/nonsense) to hearing great jokes to those moments that you have to laugh at, I am constantly entertained at my job.  How many people can say that?

I teach because it is rewarding in more ways than I can count.
There are so many reasons I teach, but the rest can all be summed up in this one point.  Teaching is one of the most fulfilling callings out there.  Sometimes I get frustrated when I hear teachers complaining about pay.  Yes, I would like to be paid more.  Of course teachers are vastly underpaid.  However, not a single teacher ever got into the profession to drive a Benz and live in a mansion.  (Author's note:  If you happen to have an empty mansion you are willing to donate to a certain 3rd grade teacher, please let me know.)  Education is a calling; a passion.  The day I stop feeling rewarded by working in education is the day I need to retire.  How is it rewarding?  Let me give you the most recent example.  Last week, a 4th grade teacher came up to me at lunch and told me about a student who remembered every detail of a specific lesson I taught on writing last year.  While this isn't necessarily the most uncommon occurrence in a school, the particular student doing the remembering is what filled me with pride.  I could have sworn he wasn't paying attention to a word I said - ever!  Apparently he at least learned one thing and that is all I can ask for.  That wasn't the truly rewarding part, though.  I called the student into my room and told him how excited I was that he remembered a writing lesson and thanked him for telling his new class about it.  The look on his face is what was rewarding.  The look on his face was one of pride in himself; a look of being excited about learning.  That look is why I teach.

Why do you teach?  I would enjoy hearing your stories in the comments section!

How Twitter Makes Me a Better Educator

Twitter has changed my life in the past few months.  Not because I now know what this One Direction is the girls in my class keep talking about (I thought it was a religious group for a few days.) and not because I learned about horrible/awesome/train-wreck television experiences like a man tight-rope walking across the Grand Canyon or the special effects setback that was Sharknado.  The life-change brought about by Twitter is not even directly related to sports, although it has improved how I watch live sporting events.  Even better than all those things, Twitter has changed my life by connecting me to educational gurus from all over the world and making me a better teacher.

Any teacher will tell you that we are always looking for that next great lesson or a new idea for our classroom.  Even in the seven short years I have taught this has evolved from taking ideas from co-workers in the teacher's lounge to Googling "3rd grade lessons about area and perimeter" to now having the ability to learn every minute of every day from another teacher, principal, even district administrator from a neighboring district, or another state, or even Germany.  Seriously, when I got a follower who is a teacher from Germany, I almost threw a party.

My journey to becoming a Twitter addict began about 4 years ago.  I attended a session at an MSTA convention led by Eric Langhorst (@ELanghorst) in which I first heard the term "PLN" or Professional Learning Network.  In the session he talked about the power of connecting to teachers all over the world and I thought that sounded pretty cool.  So, I created a Twitter handle (@bmcd25 - hit me up, yo!) and decided to give it a try.  Within months I had...ten followers.  I just couldn't get into it.

A couple of years later, I attended a one-day seminar led by Kevin Honeycutt (@kevinhoneycutt) and he spoke about, among many other great educational technology tools, Twitter.  In fact, he sent out a tweet and within seconds teachers from across the country were saying hi to teachers in an auditorium in Grain Valley, MO.  Once again, I thought that sounded pretty cool.  So, I tried to remember my Twitter user name and password (took at least six tries) and within months had...twenty followers.  I still couldn't get into it.

Don't get me wrong, Mr. Langhorst and Mr. Honeycutt had inspired me to use Twitter and were great speakers about its power.  I just failed miserably at trying to set up a PLN.  Then, this past spring my school district awarded several teachers a classroom set (2:1 student to iPad ratio) of iPads.  I was one of the very fortunate teachers to get the iPads.  This motivated me, so I sat myself down and had a talk.  Don't worry, I don't talk to myself too often, just when I really need it. I told myself, "If you want your students to get the most out of those iPads, you're going to have to have as many resources about them as possible.  Where would be a good place to find people who know a lot about technology and a lot about education?"  The obvious answer was Twitter.

This time, I went about setting up a PLN differently.  I once again (eventually) entered my Twitter user name and password.  Then, instead of sending out a tweet saying "Hey world, I'm a teacher looking to meet other teachers" I searched the site for "educational technology".  In other words, I stopped treating Twitter like some sort of sick teacher-only dating site and started treating it like what it can be - the biggest and best teacher's lounge possible (just without coffee).  Once I found someone who seemed like they knew what they were talking about, I added them and checked out who they followed in the education world.  Within months, I actually made it over 100 followers of my own - and almost threw a party again!

I am still a newbie at the whole Twitter thing.  I just recently participated in my first #MOedchat, and it was great.  I don't tweet a lot yet because I don't want to make a fool out of myself, but I do get a ton of information.  For example, I learned about genius hour and 20% time on Twitter, something that I am currently trying to figure out how to fit into my 3rd grade class.  Twitter has taught me all about standards based grades, something I have become passionate about as well.  Of course, Twitter has allowed me to find a seemingly never-ending amount of resources about technology in education.  Most importantly, I have found access to some of the brightest minds in education today who tweet out their knowledge all the time.

If you are a teacher and you aren't on Twitter, I highly recommend it.  It can be confusing, even intimidating at first, but it is well worth your time to figure it out.  Like I said, I'm still a newbie in the Twitterverse, but I am already benefiting from my PLN and look forward to it continuing to change my life.

Do you use Twitter for professional learning?  I would enjoy hearing your experiences in the comments section.

Give Me One Good Reason

Over the past two or three years, I have focused more and more on the "why" of learning.  This happened for many reasons.  It happened partly because of a guest speaker I heard at my school district driving home the importance of telling students the purpose of any learning activity.  It also came about partly because my school district started asking us to visibly post the “why” of each lesson.  I’m not going to lie, I was extrinsically motivated to focus on stating the purpose of each lesson in order to keep my job!  However, the main reason I have focused so much on telling my students why we are learning whatever it is we may be learning is that I believe in it – I guess you could say I “bought in” immediately when I started researching the power of why.

I can only remember one teacher who ever told us why we learned a subject – and he didn't so much as tell us as have a poster on his wall listing what jobs used math every day.  Almost daily in high school, I would wonder (in my head), “Why do we have to do this?  I will never use this in real life, will I?”  If someone was brave enough to ask these questions out loud, the response was usually some form of “because I said so”, which I don’t have to tell you doesn't really go over well with high school students. 

After researching information on stating the purpose of learning and thinking about my personal school experience, it quickly became my goal to make sure my students always understand the reasons for learning.  I strive to make sure they understand why we do what we do all the time.

I focus on - almost obsess over - giving students the reasons for learning.  At the beginning of each of the past two years, my 3^rd graders and I have listed what we all want to be when we grow up and talk about whether or not these jobs require reading, writing, or math.  (Spoiler alert:  every job requires all three.)  At the beginning of each unit or objective, we decide as a class why what we are learning is important.  The impact I have seen from these changes in my classroom has been tremendous.  It may or may not be measurable by an assessment, but I have seen the impact in the engagement levels of my students.  When they understand why we do what we do, they are automatically more engaged than when I just give them a project and tell them to get to work.

This year, I want to take this a step further.  Or farther.  I never really know which of those is correct…

This year, it is time to make the kids tell me why.  Why are they learning?  Why do they think the way they do?  Why is their answer correct?  Why are they in that trash can?  (Okay, let’s hope the last one doesn't happen…again…)

After watching a video during a recent math boot camp session, I was inspired to create the poster (with help from my friend and colleague Miss Cattron and Office Max) at the top of this post.  We watched a video during this district PD session of a group of 4^th graders working on division – a concept that so many kids struggled with.  Among the many things I took away from this video, the one that stuck in my mind was a simple statement that the teacher probably says every day.  The teacher, Lynn Simpson, said “Now remember, if you think it's true or if you think it's false, you want to have a really good reason.” 

It was, and I hate this phrase but I will use it anyway, an “aha!” moment for me.  Good learners – successful people in general – always have a reason.  I have always made students give reasons for behavior (see the trash can question above), why don’t I do it for everything else?  Don’t get me wrong, I have students explain answers.  I have students tell me more details, but I have never worded it as a “reason”.  If it is powerful for me to tell kids why we are learning, wouldn't it be just as powerful (if not more so) for them to tell me why they think what they think? 

This has become a classroom motto for the upcoming year:  we have to have a reason for everything we say, do, and think.  From our behavior to making inferences to multiplying, we have to have a reason.  I’ll let you know how it goes…

If you are interested, check out the video I referenced in this blog.  Reasoning about Division

A Recurring Question with an Open-Ended Answer

It first happened about 7 years ago now.  I was wandering the aisles of a certain big-box superstore in search of Halloween-themed window clings.  It was the fall of my first year teaching 3^rd grade and I was only 23 years old.  At that point in my life I was your typical 23 year old male, and I don’t think I have to explain what that means - use your imaginations and be creative.  However, as I turned right down an aisle of kid-friendly fall decorations, the question came screaming into my head:  “What have I gotten myself into?”

I am now 30 years old and beginning my eighth year teaching 3^rd grade.  The same question still pops up every now and then – usually when I walk into a fabric or craft store looking for supplies for the next learning activity or crazy idea my teacher friends and I have created; or when something off the wall happens in my classroom (which is often).  If you would have told me 10 years ago that I would be okay with 25 to 30 short people hugging me daily, or that I would wear dresses/wigs/tutus for school talent shows, or that I would even have a clue what the inside of a fabric store looks like - I would have laughed you to scorn.  If you would have told me that I would enjoy, even love, nearly every minute of it and this crazy career called education would become my passion – I would have had you committed!  Here I am, though, 7 years into a life I never expected; a life I am thrilled I found.

This blog is my attempt to share my passion for teaching and learning with you and to try and give what I think is a unique perspective on the elementary school life.  I am proud to be a male (or “boy” as my students call me) teacher in an elementary school.  In my opinion, we need more men in the classroom earlier, but there will be more time for my thoughts on this in future posts.  My goal for this blog is to be about the life of a teacher – encompassing many areas:  technology, classroom management, curriculum, instruction, and of course the stories that make me laugh or that inspire me to keep going.  It may be a bit random, but it is all one big open-ended answer to the question posed in the title of the blog.  What have I gotten myself into?  An amazing, challenging, and rewarding career that I enjoy every day.

This post was (most likely obviously) my first attempt at blogging.  I tried to keep it short and sweet while still introducing this blog.  I greatly appreciate any feedback, tips, or suggestions for post topics.  Check back for my ideas and stories soon – thank you for spending part of your day with me!