How to GO VIRAL

Image by Tumisu from Pixabay

I came across this article today about Value Hooks on LinkedIn: https://www.linkedin.com/pulse/understand-8-truths-our-crazy-world-suddenly-make-sense-simmons-1c/.

I had no reason to read it – I barely post to this blog and I am not selling anything except a few items of clothing on eBay. Yet something in it resonated so much with me, like it held secrets to the universe.

I found another article embedded within and read it. I shared it with my seniors about to graduate from high school. This article really does contain secrets to the universe. It focuses on research that proves small changes in your daily habits can change your life and help you to be more successful: https://medium.com/mind-cafe/these-17-pictures-will-teach-you-more-than-reading-100-books-3914c4855ebe.

Along with these ideas, something I’ve been thinking about recently is the five-second rule of motivation – act on something within five seconds of thinking about it or you will lose the motivation to do it.

I am interested in the results of these actions. Do you have any actions you take to improve your life? How do you set up a plan for achieving your goals? When do you take time to do these actions? How have they changed your life?

I would really like to be in a different place in my life and there is so much to think about. I want to take big risks and leap into the great unknown. I want to make a difference. I want to contribute. I want to be remembered. How do you accomplish goals that are difficult even to put into words – abstract thoughts that whisper to you to dare accomplish that which is beyond the limits of understanding?

Wild Female Leadership

Over this summer break, I have been watching a variety of wildlife shows. I have noticed something interesting about a number of animal species: the leadership of the females.

I watched pregnant caribou leave their herd without male escorts and make the long, perilous journey to the calving ground, crossing rivers and fending off predators such as wolves and bears. Though they eventually rejoin the larger herd, the females stay together, look out for each other, make decisions, and manage for weeks unaccompanied by males.

Another example of female leadership I saw was in the African lion population. The animals live in prides led by females who spend their whole lives in one location in order to develop knowledge about the best places to hunt and find water. Females are the ones who hunt and defend the herd.

A third example I saw was with African elephants, who live in herds led by an older, wiser matriarch which leads them to water and food. Sometimes matriarchs will allow the herd to accept orphaned elephants and adopt them as their own, demonstrating a form of compassion and practicality.

So what is it that makes females of these animal species so successful? Jennifer Smith at Mills College in California and her colleagues found that animals with female leaders “fit a certain definition of leadership. Smith’s team found that they have one or more of the following traits: they are physically stronger than males, they are long-lived or spend most of their life in one area, and they form strong social bonds with other females. The work will appear in Leadership Quarterly.”

As someone interested in female leadership, I wondered what lesson I might learn from these animal examples. I’m not physically stronger than most males, and I haven’t lived my whole life in one area, so the default for me is to form bonds with other female leaders.

My new principal told me about a conversation she had with our female deputy. She asked the deputy if the few females on the force became close due their small number. The deputy answered no. She said no one helps you. In fact, you have to work even harder to prove yourself.

When contrasted with animal species led successfully by females, we see that they always work together to help each other out. Perhaps this can be instructive to all female leaders – support your sisters to be successful.

 

Reference: https://www.google.com/amp/s/www.newscientist.com/article/2180434-the-7-non-human-mammals-where-females-rule-the-roost/amp/

Creative Writing Ideas

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Photo by Art by Lønfeldt on Pexels.com

I took time off from teaching to pursue administration at the high school level but it didn’t work out. I am involuntarily returning to the classroom in August.

At first, I cried. I was devastated and my feelings lasted much longer than one would expect. It took months to accept that I must return to teaching and now that the return is inevitable, I have had to grapple with the issues I was having that made me want to leave teaching in the first place.

My main issue was burn-out. I was tired of teaching the same thing. In the same place. To the same grade. I hated having conflicts with students over cell phones and lack of homework and not bringing materials to class. I lacked energy to deal with the overwhelming mountains of grading and lesson planning and keeping track of progress for 175 students. I felt trapped.

But now that I have to return, I have been forced to think about my job. I have to see this as a benefit and consider how I will improve as a teacher. So, during some downtime today, I was able to brainstorm some ideas of activities I could have students do that I have never tried before.

Hopefully you will find some ideas here that you might be able to use in your classroom.

  1. Create an infographic showing the cliques in high school
  2. Write a manual or handbook for having a successful marriage
  3. Use your class notes from another class to develop a chart on Piktochart
  4. Create a brochure for a club you are in or would like to join
  5. Write a screenplay for a commercial
  6. Describe your childhood
  7. Create an inventory of items from your grade school years
  8. Draw a sketchnote of your first relationship
  9. Write a monologue for a stand-up comedian
  10. Type a blog entry from a fictional character’s point of view
  11. Draw the life cycle of a cartoon character
  12. Make a rendering of a future dream place (school, etc.)
  13. Write your life philosophy
  14. Create a portrait of who you are and who you want to be
  15. Write a pro/con illustrated list of doing something
  16. Create a checklist for a task
  17. Write out a quiz for something
  18. Create a series of social media posts from the perspective of something weird (a fan or box of cereal, for example)
  19. Draft a will for a pet
  20. Write a speech for a child’s acceptance of an award in elementary school
  21. Develop a pitch for a made-up product
  22. Draw a movie poster for your short story
  23. Create a new perfume based on one of your poems
  24. Write a manifesto for a famous person
  25. Pretend you are transferring schools and draft a goodbye letter 
  26. Write a suicide note for a goldfish
  27. Tell your cell phone you are leaving for another company
  28. Create a comic for something that isn’t funny at all
  29. Write a travel blog for somewhere you’ve never been
  30. Develop a Powerpoint for cartoon villains
  31. Write a song about a famous break-up or divorce
  32. Draft a cease-and-desist letter from the perspective of a child
  33. Issue a press release from the perspective of a dying product or industry (typewriters or flip phones, for example)
  34. Write an argument on a current political topic from the perspective of a pet
  35. Create a flyer for a boring event to make it look exciting

Goodbyes

Below is my very rough and unedited post I sent to my school on the teachers’ last day. (Some school identifying information has been removed.) 

Dear Family,

I would like to thank you for a wonderful eight months as your Assistant Principal of Student Services and Attendance. I have known many of you since our [old days at a former location.] It was a pleasure to return to my [mascot] roots for this brief year. I also enjoyed meeting many new friends here as well and felt welcomed and embraced from my very first day here. My last day here is June 28th, but many of you will be gone by then and I would like to say goodbye now.

Please know that I do not want to leave and would not leave if given the choice. I truly love working here. [This] High School is a special place with a lively vibe and a rich history. You have endured setbacks and challenges but they made you stronger. Not every school has had incidents that made international news nor had to overcome rifts between staff and students, but you did so with grace and honor. You repaired relationships and worked hard to re-establish trust, which can be a difficult thing to do, especially with teenagers and protective families.

You have had long years where you felt weary and overwhelmed but there were [co-workers] and students who brought a bright ray of light into the darkness. Just one smile made it all worth it.

You have had to say goodbye to friends who left – by their own choice and sometimes not – but you remained friends, still sharing the bond that [this school] forged between you in years to come.

You have had to adjust to great changes imposed on you at higher levels  – Common Core, Units of Study; the re-formatting of your math program or other subject curriculum; Data Teams, P.L.C.s, or Impact Teams, etc. and you have adapted beautifully every time by holding onto your vision.

You have had times [here] when you felt paralyzed and unable to speak, but you still carried on with the knowledge that you would be heard eventually.

You have endured seismic shifts in student behavior [here] and throughout the nation – declining motivation among many students and some resistance to doing homework. Some students do not work at all.

You have seen some students revolt against adult authority to the point where it is just easier to allow them to keep their phones rather than deal with the inevitable tantrum that will follow and disrupt your class even further.

You have seen some students far overstep the boundaries that students once had – lack of knowledge of appropriate conversation norms, blatant use of profanity, constant complaining, overt sarcasm, cavalier talk of drug use, even using drugs at school.

You have experienced the exhausting struggle with me over student tardies and truancies, but we never gave up. Even to the last day, we were calling parents, begging students to attend class, bribing them, and threatening them with disciplinary actions. Students will always try to get away with these infractions but we will always try new ways to mitigate anything interfering with student success. We all do this because we love these kids. We care so much that sometimes it hurts us. We hate to see them succumb to those distractions that tear them from the dreams which we know in our hearts that they have the capacity to fulfill. They are all so full of potential.

And you have had some students who have come from tragedy – their parents are gone or only in their lives sporadically. Some have been abused. Some have recently come to the United States. Some are so desperate for food you referred them to the food bank. Some are homeless. Some have mental illness and it’s difficult to understand their needs or how they feel. Some are caught up in a gang. Some have learning challenges and constant frustration. Many are scared and confused. They may not see their gifts or value. You have picked many of them up and supported them through some of the worst times of their lives. You have listened to them, been there for them, understood them, and guided them. You have seen them as they can be.

And despite the challenges you have faced in recent years, this is still a wonderful place to work. The staff is supportive and caring. I did not see any “cliques.” The teachers here are open to new perspectives. You share materials and ideas. You find new and innovative ways to solve barriers to student learning. You craft interesting lesson plans and challenge students to do their best work. You are positive and encouraging in your classes, motivating students to engage and care.

Here are some examples of teacher dedication I’ve seen this year:

Some kids can’t afford supplies and some teachers buy supplies for them.

Some kids are hungry and some teachers provide food to them.

Some kids don’t have clothes and some teachers give them clothes.

Some kids need extra help with the rigors of high school work but no one is home so some teachers stay in at lunch or after school to tutor them.

Some kids come from homes where neither parent has a college education and some teachers volunteer to help them with the process, or by helping them with their applications and essays.

Some kids struggle with overcoming trauma in their lives and some teachers work patiently with them to help them feel safe.

Some kids are lost without direction and some teachers mentor them and help them find their calling and path in life.

And sometimes it’s not a teacher.

Sometimes it’s a secretary who connects with the kids or translator clerk who understands a certain situation and relates to the family.

Sometimes it’s a custodian who teaches the kids why it’s important to be respectful to others or a grounds worker who blasts cool music and shows respect and care for students.

Sometimes it’s a counselor who brings energy and life to kids who have given up and sometimes it’s a campus supervisor who reassures and comforts a student after a break-up.

Sometimes it’s the cafeteria worker who treats the students kindly and smiles and sometimes it’s an aide or bilingual language tutor who patiently sits with a student and helps throughout a difficult lesson.

Sometimes it’s the school psychologist who understands, the mental health counselor who allows the student a safe space to cry, the health clerk or nurse who soothes the student after a devastating injury.

Sometimes it’s the librarian who knows just how to help or the resource officer who gently reminds the student the right road to take.

Sometimes it’s the athletic director or assistant principal who attends all the student’s games.

Sometimes it’s the records office or bookkeeper who helps the student process forms at the last minute without judgment or scolding.

Or it might be the outreach worker who links families to free and desperately-needed services, the career center staff who insists on submitting that application, or the speech therapist who helps a student finally feel comfortable communicating. Sometimes it’s someone else. But all of us touch our students’ lives. We are all a family who works together for the benefits of our kids.

And regarding our kids, I have noticed that the students here are kind, friendly, and honest. They turn in phones and cash when they find them. They hold doors open for each other and ask if you need help when you are carrying something. They love you so much…they were frantically searching for you and the other staff members at graduation and had tears in their eyes when they asked them to take pictures.

I will miss you: the staff, the students, and the beautiful campus in its sprawling splendor.

I will miss the blossoming trees in spring like the students’ blossoming futures.

I will miss the bright hot sun shining in summer like the shining smiles on students’ faces.

I will miss the autumn leaves falling dramatically, collecting in corners of concrete and dancing in swirls of wind like the students preparing to leave childhood behind and to grow and change into the adults we know they can be, and the dark cold winter with its gray skies and bare leaves that creeps into our souls when the students start to stumble.

But remember, it will soon be spring again and hope will resumes, just like our resilient kids who can recover and continue chasing their dreams, and all of us who can overcome all darkness with our light. Keep your light shining and someone will see it. You never know who will need it.


Maybe a little overdramatic towards the end, but you get the point. 🙂

Finding My Why

As I prepare to leave my Assistant Principal position, I am reflecting on so much I learned this year. I never understood what administrators actually do until this year. Well, my contract was not renewed and it’s back to the classroom for me. I learned of this decision on February 13th and the Assistant Superintedent of Personnel gave me the rest of the day off. I curled up on the couch and cried. I felt victimized. I felt sorry for myself. I felt so depressed that my body felt like lead and I could not summon enough energy to move out of bed. This didn’t just last a few days. This lasted months.

Suddenly, I decided I was going to defeat this setback. I forged ahead and completed 32 job applications, each with a different cover letter composed with personality and feeling designed to make the absolute best impression on the hiring individual. Surely I would get calls to come interview now that I had seven months of experience under my belt. I got one call for an interview and didn’t get the job. Desperation sunk into my body. I could feel it in the pit of my stomach. I didn’t know which way to go – it was like I was lost without a map or compass.

People said, “Everything happens for a reason” and “when one door closes, another one opens” more times than I can count. They meant well but this reason has been elusive and that other door hasn’t shown up yet.

I was assigned to another school I barely know. I put in a transfer and have an interview today for one of the schools I requested. But as I ready myself to go to the interview, I worry and think, “what if I don’t get this?” And I’ve looked a lot at the power of positive thinking and manifesting what you want and the law of attraction. I want to think positively. I want to have motivating self-talk. I want to live my dreams. But there is always that nagging sense of “I’m just not good enough” and “I can’t do this” and “no one likes me.” How do I get rid of that ugly voice that won’t shut up?

A teacher was telling me about another teacher who “lost her WHY.” I liked that phrase and Googled it. It’s in a book about management. I didn’t read it. But even without knowing the details, I already know I lost my why.

I had a mid-life crisis because I lost my why.

I was depressed for a full year because the district eliminated my Instructional Coach position that had given me so much fulfillment and freedom and thus lost my why.

I became an administrator for several months and lost my why.

Now, today, I will have to explain to this principal why being at his school will allow me to recapture my why. I really need to think about this.

Why Kids Hate School

Kids hate school when they are required to do things they don’t like.

We say that they need to do these things, that it will teach them responsibility, or they will need these skills later. But do we know that’s the case?

My math skills are below average. I remember taking four years of math and getting a “D” as my final grade in my senior year. The class was pre-algebra and all of my classmates were freshmen. I worked extremely hard to pass and, in fact, worked extremely hard to fail – or come close to failing – throughout my high school career.

I feel like these classes were a waste of time, not to mention the homework, studying, tests, and tutoring I endured. It was painful. I often cried over math – I remember doing so since third grade when I had to memorize the multiplication facts.

What if I had all that time to myself, to do what I wanted?

(By the way, I’m 42 years old and still waiting for the opportunity to use what I learned in pre-algebra. Other than simple addition, subtraction, multiplication, and division, I have not needed math at all. We have computers, calculators, and people we pay to do math. My taxes, mortgage, paycheck, interest, loans, and insurance are all managed by professionals. If I have a question about something, I don’t need to whip out a T1-83 and calculate a slope or use run over rise. I simply pick up the phone and ask someone who knows.)

I envision a school where students take a few basic classes of everything they need to know: basic writing, math, science, and history. Why are we forcing students to take years of classes in which they have zero interest???

Then the rest of their schedules incorporate the things they like to do: a performing arts center where they can learn an instrument, take dance classes, perform a scene on stage, record an album, experiment with rap beats, or perform a live song on the Internet.

I imagine a science center with an observatory, engineering center with machine shop, wood shop, and engineering and Auto-CAD, architecture, drafting and mechanical drawing, auto shop and auto body facility, garage, and lot for car shows.

I would invest in an athletic complex with basketball court, baseball field, tennis courts, soccer field, pool, running track, weight room, locker rooms, and a football stadium. If we are getting creative, we could also include race tracks for motorsports – car and motorcycle racing or even monster truck rallies.

The school would have a computer lab with classes offered on social media, marketing, coding, gaming, software design, and network management.

There would be meditative gardens with spaces for yoga, tai chi, relaxation, and Zumba! classes. Trees and beautiful flowering bushes would adorn the campus.

The students from the culinary arts class would run the on-campus cafe and students from the floral design class, interior decorating class, and family and consumer science class would decorate the space.

There would be an art complex with rooms for drawing, painting, digital media, ceramics, sculpture, tattoo arts, and photography. Cosmetology and hair design would be offered. Graphic design and fashion design students would work together.

The library would have classrooms for journalism, marketing, law, psychology, and creative writing. Nature would complement every area of the park-like environment.

There would be a dog park, running track, farm, catwalk, oxygen bar, chapel, and ice cream shop.

Then, wouldn’t you want to go to class? I would.

What would your dream school offer?

Getting Kids to Class

Greetings; this is my first post as an Assistant Principal and my first post of the new year. As an update, my previous position has been closed due to the budget and I have not been posting for a long time. Honestly, losing that job – my dream job – deeply affected me and I have not been the same. I fell into depression and began reevaluating my life. The loss motivated me to obtain my preliminary administrative credential then, eventually, I started serving as an Assistant Principal at the high school level. I can’t say I’m completely recovered, but I’m on the road to getting there.

Why Attendance? So, if I ever have time to post now, it will be to reflect on aspects of my new position. I am the Assistant Principal of Student Services and Attendance at an urban high school of about 1,500 students. It’s about half the size of the previous school where I had worked as a teacher for 12 years. There are some stark differences in socio-economics, demographics, and culture here, but I will save those for another post (maybe). The main revelation I’ve had in this new position during the past three months is that I love the attendance element of my job. The deputy and I go out to do home visits, which I love because I get to talk to kids and explain the importance of going to school. I see them in their home environment and meet their families. I get to understand our students on a whole new level, plus, I often see immediate results when the student agrees to come to school in the police cruiser, or appears at school the following day.

Student Meetings In California, one of the strategies we have to get kids to come to school is the SART (School Attendance Review Team) and SARB (School Attendance Review Board) process, where I personally meet with students who have missed 10% or more of the school year. This has also been a great opportunity to get to know the students. Since I no longer have my own classroom, I no longer get to interact with the same students on a regular basis. I didn’t think I would miss this so much, but it had been an overlooked fact of my life for 19 years – the length of my entire teaching career – and I didn’t realize how much it meant to see those kids every day until I no longer got to see kids on a personal level every day. Many of the students I interact with now are in the office for discipline issues, or they come to us upset because of something a teacher or other student did. The job is thus a lot more high-stress than I imagined it would be, due to the fact that so many students – and others – are coming to us in crisis. So I look forward to talking to students in the format of these structured meetings and seeing if there is any way I can help them get to school.

Getting Out There Some other crisis situations are when teachers report that students are ditching their classes and hanging out or wandering around the campus. Often times they disrupt other classes, leave school and endanger themselves by walking around the neighborhood, or they may hide in the restroom and engage in illegal activities – all situations that do not improve their chances of educational attainment or their lives as human beings. Individuals will often request that I disperse the students and this has been difficult because the students obviously don’t want to go to class. I try to convince them with my negotiating skills (I’m not that great at it) but sometimes they give in and go to class. Sometimes they will ask me to walk them to class. Often the teacher will give us the “eye,” but at least the kid is in class. I just say something like, “Just rounding up students and trying to get them to class today,” or “I found this one of yours outside” or something equally goofy. I know it is disruptive and probably not the best way to go about it, but I think the teachers prefer that the students is late than if he or she never showed up. And no one has actually complained yet.

Cheerleading Another strategy I have for getting students to class is to go out and announce to them that school is important, their education is important, and they should be in class on time. One kid told me that his friends don’t like me doing this and it’s annoying, so that informed me that it’s working. I try to encourage them by happily yelling things like, “It’s only X days away from break…you’re almost there!” or “Study for those finals, they’re coming up soon!” or notice student’s clothing or belongings – “Wow, look at this young lady with the pink hat – it’s fabulous. She’s going to class on time and you should too!” or “Hey, this guy is running – look how fast he is. Getting to class is important to him!” They are teenagers, so they of course look irritated and bothered, but I think they need the reminder and encouragement. If they know someone is there looking after them, even if it bothers them, maybe they will be more willing to go right to class.

More Work to Do But, despite all of these efforts, we still have a truancy and tardy problem. I have been researching the types of approaches other schools and principals have used to address the issues but so many of the problems that keep kids from coming to class or being on time are real problems that are affecting their lives and the lives of their families. There might be health problems, family violence, legal issues, food insecurity, lack of housing, or lack of transportation. These are not things that we can solve alone. I am trying to find out what to do and how to help because I believe that getting these kids to school is the one thing that I can do that has the potential to change the trajectory of their lives.

 

 

Poetry HyperDoc

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Hello All,

It has been a while since my last post, but I’m so excited about my Poetry Unit HyperDoc that I just had to share. Here it is: Poetry Unit

Our district uses a Units of Study curriculum, and since there is no “poetry standard,” per se, we were unable to seamlessly integrate poetry. However, our tenth grade team completed all of our performance tasks by the end of November, and we had time to spend on something else, hence the need for this unified poetry curriculum.

I have not added the Common Core standards yet, but it will feature them in the future. Right now, I am enjoying the HyperDoc format while simultaneously having students write their responses and poems with pen and paper, because that is what they indicated as their preference at our class meeting. Ironic that the teachers want to use technology but the digital natives yearn to return to a simpler time!

Please contact me if you have any questions.

Lesson Planning With Teachers

I have been spending a lot of time over the past few weeks lesson planning with teachers and learning alongside of them. I have enjoyed this work and the results that we have had with the planning sessions, so I am including some photos below to demonstrate how we have been doing this.

The first two examples are of the “Post It Planning” method, where Post-Its of different colors represent different elements of the lesson plan. Different colors might be assigned to activities, performance tasks, readings, essays, standards, or strategies. I adapt the colors for each teacher and content area. See below for Biology and English 11 examples.

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The following two examples are my notes from planning conversations with various teachers, who have given permission for me to share:

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Generally, coaches do not provide suggestions, however the two teachers above asked for specific suggestions and I provided what is called “consulting.”

If you are a district employee and would like to have a planning session with a coach, feel free to contact me and we can meet soon to plan your awesome lesson or unit together!

Looking CLOSELY

I haven’t had time to write, which is wonderful because I have been so busy meeting with teachers and coaching. I do enjoy reflecting, however, so I am going to write a brief post about close reading.

Last year, I didn’t know much about close reading except that one reads a text at least three times. This year, I am learning so much more about it. For instance, a close read consists of reading the same text three times for three different purposes.

  1. Read for key ideas and details: comprehension
  2. Read for craft and structure: organization and author’s choices
  3. Read for integration of knowledge: meaning, theme, connections

Here are the anchor posters I am using in my classroom this year to remind myself and the students of each purpose. (Please forgive the mistakes.)

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Once they have read once for comprehension, either I will read aloud or pair them up to read aloud while they annotate the reading. Last night, I had students pre-annotate for homework prior to our discussion today about The Red Wheelbarrow by William Carlos Williams. They can use the following annotation symbols, or create their own annotation system.

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We had so much fun today dissecting these 16 words:

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It took about 30 minutes before we even talked about the words themselves. I asked students if they thought that this was actually a poem, then had them justify their answers. We discussed them:

a. No, poems need not rhyme.
b. Yes, there is a clear pattern to the rhythm.
c. Yes, there is a clear structure to the number of words on each line.
d. Yes, the words sound like a beat – raindrops, or the rolling of the wheelbarrow tire, perhaps.
e. Yes, the words look like a picture – furrows of crops, tall grass, the pattern of falling rain.

Then, the meaning.

This was the most fun. Do all of these elements mean something? If so, what? Is the wheelbarrow symbolic? Of what? If it was so important, why was it in the rain? Is it about useful things that people don’t appreciate until they can no longer use them? Is it about taking time to really see what’s around you? Is it about living in a moment, appreciating every detail rendered in our senses? Is it about understanding the interconnectedness of everything? The cycles of life? Where our food comes from? The temporary nature of life? Being an outside observer?

I tell my students, it’s whatever they can support with text evidence.

We connected William Carlos William’s dedication to imagism with good writing: the detailed description of things to represent ideas. They will hopefully be infusing their narratives with the items from their sensory detail chart and idea web.

I reminded them of some good advice I heard in a writing training: “Don’t describe all the rocks. Describe one rock.”

Without the close reading of this poem and the opening paragraphs of Fall of the House of Unsher, it would be quite difficult to convey these elements of high quality writing. I hope you can also use some of these strategies in your classroom. Please contact me if you have any questions or need additional support.

 

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