What Our Students Need: Switching from the Behaviorist to Cognitivist model in School (Part 1)

My daughter, age 8, her friend, and I visited the one room school house at our fair yesterday. We love to marvel at the quaintness of the room, the old wooden desks, and toys of yore whose use is lost on the young.

After perusing the Dick and Jane book and citing that it looked, "really old" 😆 (I remember reading that) they noticed a large cone in the front of the room.

"What does this say?" one asked. "Dunce," I said.

"What does that mean?" the other questioned.

"It means you are dumb. If you goofed around or didn't do your job you got stuck in the corner with this cone on your head."

The girls both looked at me with confusion. "Yes, I know it seems unbelievable that they would humiliate kids this way, but that's what they would do, force you to wear a hat that said you were dumb and sit you in a corner." Another patron laughed, and recited what I said to a friend, oblivious to the fact that this was typical back in the day...and sometimes today.

Although I wasn't asked to use the hat, I was asked to put a child in a corner in my classroom, in full view of everyone, when they got in trouble. I refused.

Now here's where it gets tricky. I am (was) a full on behaviorist. Had it not been for statistics, I honestly would have chosen the career of psychologist. So I am well versed in dangling carrots, stickers, intermittent reinforcement, and salivating dogs. I truly believe children can benefit from time to think (Time Out, Think Time) but I drew the line with public shaming in it's most blatant form. A student suffering from ACES (Adverse Childhood Experiences) who has experienced trauma in ways children, small children, should never experience (IE drug use in the home, lack of food, outright abuse by adults) will not be helped by yet another adult sticking them in a corner to humiliate them, chastise them, mock them, point out their foibles and make fun of them (which is really what the dunce cap approach did). This actually breeds apathy: a lack of concern for others. And soon children will model what they are taught and do the same; leading to another generation of folks who watch from the sideline unfazed by what happens in front of them. Ending apathy needs to begin with us.

One can't teach empathy without using compassion.
One can't teach compassion without being kind.
One can't teach kindness without a connection.

Connections first, consequences second.

Next: Switching from the Behaviorist to Cognitivist model: How to Escape the Sticker Chart

What Our Students Need: Switching from the Behaviorist to Cognitivist Model of Teaching. Part 2: Drop The Sticker Chart

If you are like most teachers out there your college coursework included 1 course, maybe 2 at the most, about educational psychology.

If you were like me, you might have felt you learned nothing about classroom behavior until the real world of teaching started (or if you took a spectrum of Special Education courses--life savers!).

Thrown to a hungry pack of wolves your first year you (speaking for a friend) likely tried everything in the book to get students to learn: pleading, cajoling, demanding, suggesting, and outright bribery. You don't have to explain it to me: Desperate times call for desperate measures.

One of the most espoused or showcased ways to "control" or change behavior is a sticker (or star) chart. A slip of paper with a grid of boxes will be taped to a desk, or laminated for a student, and that student earns stickers or stars for reaching goals during the day or week culminating, typically, in a reward.

Personally, I failed a lot, as most do, with sticker charts. Where's the stickers? Under the gigantic pile of papers? Misfiled in a drawer? Stevie needs one right now and I'm at a loss. Or, "hold on there Stevie, let me finish this lesson, followed by the counseling of 2 kids for fighting, followed by the snack, followed by Suzie having a emotional breakdown and I'll get you that sticker." I've even said, "Don't let me forget!"

Sticker charts are tools, and there might be that one instance, that one kiddo, that one time that it helps out (see my blog on Dandelions versus Orchids). But for the most part we are haphazardly attempting to use it and it won't help modify behavior when used inconsistently, or with an unrealistic goal (get 50 stars then you get to take a trip and see a special teacher). It's no wonder it fails.

Here are some typically classroom type charts:

From a student viewpoint: What does, "Listen & Be Good" mean? This is too vague and takes too long to attain. I think I've been listening this whole time but I haven't gotten a sticker. I've already given up. I'll never "be good."

From a student viewpoint: This is pretty, but what is it for? I've already forgotten (visual clues would be best), and with 7 stars needed I might as well give up now. I'll forget what I'm supposed to do before I'm midway through. And 4 goals (large boxes on right)? I would do great to focus on 2 goals, 3 at most, before my brain forgets (Miller's Law).

From a student viewpoint: Why bother. I can't ever reach the goal. Now I'm losing points when I'm bad. I'm going to focus on the bad: it's staring me in the face. I won't care that I get a couple good points. I won't care that some year I might earn a trip to the office for a special visit. It will never happen. Don't you notice it already points out I will be bad?

Eeek! Do you see why so much can go wrong with what we think is a simple sticker chart?

When I do recommend sticker (or star, as in draw a star because I don't want to find a sticker) chart is for personal, short term use with a goal in mind. Here is a good example from Knoxville Moms Blog:

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The target is clear, except for "good bedtime," what does that mean exactly? Taking a bath without a fight (I've been there!) if so, state that specifically. It only requires 3 times to be successful (short duration is key in the beginning). The kiddo can see their progress at attaining goals and then be rewarded: which can be as simple as time with mom playing a game of choice, doesn't have to be a Barbie Dream House. In situations like this, where follow through and discussion is likely (most families don't have 24 children) the chance of this helping encourage and mold expected behaviors  is great. It's focusing on the positive and the child can feel successful in a short amount of time. 

As a veteran kindergarten teacher I do recommend star charts to parents for at home use when there is a specific behavior is in need of modification and the parents are on board with follow through. But modeling the proper use, and explaining the "why" behind it,  is key. We need to remember that most folks haven't take psychology or neural education classes.

I hope I've showed you the good, the bad, and the ugly of sticker charts and encouraged you to save your money, your time, and your sanity by foregoing their use in the classroom.  Remember: Just because everyone one is doing it, doesn't mean it should be done, or that it's done right. Charts must be tied to easily understood goals, with clear expectations, frequent reinforcement, and follow through in order to be successful. Anything less is a waste of time. 

Check One Box off the List!

I just finished the 4th proposal I submitted to the #NCCE conference! 4!

Last year I applied to perform  present two proposals and was not accepted. But I am not one to give up! I come from a long line of tenacious women who don't take no for an answer (is that good or bad?). And lately I must admit some "no's" have been dragging me down. But after reading a chapter in, "Girl, Wash Your Wash" by Rachel Hollis I am back to saying, "Nope, I won't stop. I have places to be, goals to achieve, dreams to accomplish."

So I won't give up! I'll dig in and  I'll try again because dog-gone-it I am good at what I do, I like to share, and I have information to help others.

Wish me luck!

The Last Year in K: A new season of transitions.

I have spent 8 years as a kindergarten teacher, seems like it's been much longer then that actually, kindergarteners do that to you, but alas the door is closing.

Honestly, I never pictured myself teaching K...I originally planned to be a high school English teacher. My sister talked me into primary (thank the Lord). I then thought I would teach 5th, but, again, my sister said I would like littles. I taught my very first year in second and loved it. Then was dropped by the roadside like garbage ( I was teaching a bubble class) when they hired someone else to move up the next year rather than keeping the person who worked so hard all year (I didn't even get an interview!).

Then a spot came open in kindergarten. I thought of my subbing days and the constant whining and help needed with coats in k and thought, for sure, that this wouldn't be for me. But I was proven wrong. I loved those kids and kindergarten!! I loved the rock star status in the lunch room. I loved their hand drawn love notes. I loved the glitter and the toilet paper roll crafts. I didn't love the gray hair it gave me, but I loved it nonetheless. It was amazing to have a student come in, barely able to write their name, and watch them leave in the spring reading. This grade is like no other. It truly is the most important work as we lay the foundation for what their beliefs and emotions concerning school will become.

But as we know, if we stay the same for long periods of time, we become stuck in a rut. That coupled with team struggles, and an unsettling year to come, encouraged my heart to apply for a first grade position that came open this year. I was stoked. I was so excited to bring everything I did up a notch, yet still stay in a grade where students still openly love their teachers. And yet regardless of my technology implementation for math and reading, my use of Makerspace in K, my desire to better myself with numerous trainings, my willingness to pilot science, my fellowship as a Neural Educator, my use of GLAD strategies, my collaboration with educators across the country and world via Hangouts, my willingness to teach others how to use Seesaw portfolios, and my ability to use ASL (American Sign Language) in the classroom, I was not chosen.

My heart hurt...a lot. It hurt the most that I had bared my personal trauma and feelings concerning my ex's upcoming release from prison and my several year feeling that I needed to be inside, rather than a portable, and yet that made no difference. #kindness

Then an opening came for fourth grade and honestly, I didn't even think about taking it at first because it was so far removed from the littles I loved. But I thought about my concern for safety, my love of the Titanic and history (both 4th grade topics) and decided to give it a try.

The ensuing mess of cleaning, sorting, and packing my room has made me wonder if I made the right choice. But the smile of former students eager to have me again has me hopeful. Maybe I can survive fourth grade. Stay tuned to see.

A Room With a View- NCCE18

I am gazing out of my window at the beautiful city of Seattle, my Chromebook resting on the remodeled windowsill of the Sheraton Hotel, which is the perfect spot to park my CB and still enjoy the lights... I am a big fan of neon at night. I am curled on a new chaise lounge...it could be described as hard as a rock, and yet it is still comfy, maybe firm would describe it best. My roommate is quietly snoring away as I type...an end to the exhausting day that started at 4 am.

I have already learned from 3 amazing teachers today: Jeff Utecht, Conn McQuinn, and Sylvia Duckworth during 5 awesome sessions. I have come away with amazing learning already (on just the first day!) and ran into some fantastic members of my PLN. We met for dinner tonight and talked about the ability of Twitter to bring us all together, to form a group of former strangers, now friends, who can collaborate and help one another. We talked about our joys and pains in education, including the inability to reach other teachers on the importance of Twitter.

Those of us here at NCCE, those of us in the trenches know the benefits of Twitter and how important the camaraderie is to our typical silos. But many do not. They see it as one more hoop.

I am excited for tomorrow. I am also excited about the carrot cake at the Cheesecake Factory sitting opposite my window. And the ability to create more memories with fellow learners.

I only wish more had the opportunity to enjoy this...the conference, the connections, the 30 escalator rides a day. If I do bring them in the future I will advise them...bring your computer, as it is a TECH conference, and also your magnifying glass. The program is damn near microscopic!

The Power of Lights

It was late November as I started to hang up my Random Acts of Kindness (RAOK)  bags on clothespins in front of my classroom window. Each year we use these bags to not only count down until Winter break, but to bring attention to ways to be kind, through prompts and activities.  I explain to my students that during the holiday season we are all a little kinder, a little more considerate, and little more loving to one another.

 Afterward, I draped my string of Christmas lights along the wall surrounding our morning meeting area. The lights added to the festive nature, reminding me of good things in the world, like fairs, summer nights, and neon lights. I told my students that our lights reminded us to be kind to others; a symbol of goodness we should remember.

But soon the time was up. As the break approached and I prepared to take down my decorations I had a thought: why is kindness only once a year? Why take down my lights as if "kind time" is over and it's time to head back to the hustle and bustle, the pushing and shoving?

And so they stayed; through winter, spring, summer and fall. And the story of kindness no longer began in December with the hanging of lights, but in September with the reason why the lights are still hanging.

You see, lights are not just lights, they are symbols to which we attach constructs of our behavior. They are the meat, that prompts us to ring the bell, which in this case is the bell of kindness to all.

The next time you see lights in a classroom stop to reflect on their significance and ask the teacher why. Because it's not what it seems...it's not a light string with an expiration date, but a reminder of a year long practice cemented to our schema through visually cues and memories.

Neural Ed Summit: Building a Greenhouse for Orchids

I've always been that "odd" kid. Growing up I was so anxiety ridden I worried when other kids' names were written on the board (true story). So I get it when my kindergartners, or any students, suffer from extreme shyness, anxiety, worry, or difficulty with attention span. To me these kids are not odd, but just like me. We are all unique. Which is why students do not need a factory model of education: where everyone gets the same thing at the same time, in lockstep, until graduation. They need a personalized model: as individuals they deserve to learn at their level, at their pace, with curiosity and creativity in play.

This, of course, means change for many. Change is hard. It makes us uncomfortable, but with it comes growth and all that is good. And to put it in the words of  Adam Welcome & Todd Nesloney, "Kids Deserve it." We didn't become teachers to listen to ourselves talk, rather, we became teachers to inspire learning.

During the Neural Ed Summit (last week) at PLU we learned about Dandelions and Orchids: Kids that are unfazed by stress and those that are highly sensitive. Not knowing research had been done in this area I had been milling along, attempting to find ways to connect with my sensitive students. I even garnered a small trampoline at the end of this last school year, not positive where I would be using it, but knowing it felt right.

But it all fell together during a presentation by Mary Snyder where she discussed ways her school was approaching the Orchids, who are many times seen as the "trouble" kids, by building a greenhouse for them (in school supports). My heart kept yelling "YES!" every time she spoke of a way to help, rather than punish, the child.

What's Happening at Mary's School:
 The school provides a place for kids to go to diffuse and regain calmness; A place that has tools for students to use to reenter their Pre-Frontal Cortex (PFC) and leave the fight/ flight/ freeze response set in motion by the amygdala when they hit stress in the classroom.

Tools like a lava lamp, fish tank, plants to water, jigsaw puzzles, and drawing/coloring can allow overstimulated kids to relax. While kids in fight/flight can play ping pong (with a student or teacher, to build empathy/ relationships, *3Ft size), balls to bounce/catch (to get back in the PFC by focusing on a skill), use a stationary bike, bounce on a yoga ball, shoot hoops, or use a personal size trampoline.  And get this: the students have the right to walk several laps around the school to regain a ready to learn mindset, without being interrupted by teachers asking where they are going and why. Because movement, in itself, is the most effective way to change mindset.

As our leader, trainer, "Yoda," Kieran O'Mahoney pointed out, there is a need for the students, not the teachers, to be in control of their situation. For students to go from a point of resistance to a point of resilience when allowed to make choices based on what they know about their brain. Therefore, students should not be questioned in the hallway by other teachers as that only escalates the current emotional state, rather than negate it. It makes me think about how allowing some of my Orchids to walk to the office and retrieve my mail (I'm in a portable) is fabulous for me AND them. It allows movement, time to refocus on a task, help others, and be in control. However, if teachers think students shouldn't be in the hallway without a teacher, and interrupts the student to ask why, it ruins the purpose of the exercise.

As a parent of an Orchid I was hoping this type of mindset space would come into fruition at my school, however, time and space are both issues. Yet when placed in comparison to the number of hours admin deal with student problems, wouldn't it be worth it? Students would spend more time learning, and teachers would spend more time teaching, instead of managing behaviors.

2 Strong Takeaways:
Train students on how to understand their brain.
Train teachers on what students need.

Manic Monday: 5 Takeaways from the #NeuralEd Summit

On Monday I hiked on over, 2.5 hours, to head to a Neural Education Summit at Pacific Lutheran College. I gotta admit, I was excited, but hesitant...did I really want to drive that long, be away from my daughter, and, let's admit it, leave my comfort zone for the unknown *Introvert Alert*.

But I have always been overly FASCINATED with the brain. It all began when my grandmother gave me a model of the brain in 3rd grade. It was a model that was in her husbands office (he was a doctor, she a nurse). I toted that brain model to school for sharing, so proud of it. So intrigued.

What I have learned has been phenomenal, amazing, life altering and I want to share some of it with you.

5 Amazing Takeaways

1. The brain learns best through use of SENSES. Want to cement something to memory? Associate a scent to it. This would explain why the smell of grape stickers transports me back to second grade (my award for excellence contained a grape scratch and sniff sticker).

2. If you want kids to retain info, you need to make sure the pre-frontal cortex is ENGAGED. Engagement occurs when you care about your learning, are actively involved, and experiencing dopamine through the happiness or elevated mood present.

3. Brain breaks need to involve activity AND fun AND occur frequently: this will result in higher dopamine/higher levels of engagement. Think you are an adult and subsequently don't need a brain break? Think again. Everyone needs brain breaks in order to stay engaged. Think of those long college classes where you would zone out after an hour...

4. Dandelions and Orchids are two types of students we see in the classroom. Think about dandelions: they are hardy, nothing bothers them, they float with the breeze. Now imagine an orchid: it is amazingly beautiful yet fragile, needy, and can barely be kept alive. Consequently, Dandelions in our class will be able to roll with the ups and down, while our Orchids need greenhouses to ensure success. Greenhouses are the stable adults that help them to continue to grow. Johnny doesn't care what happens in class, he adapts to what is presented. Joseph shuts down when faced with a challenge, or change, he is reactive & ends up in his amygdala thinking about flight, fight, or freeze. He needs a place/activity to refocus and get back to his pre-frontal cortex.

5. Everyone's brain continues to form neurons: new neuroscience shows that as adults we still take in information and grow neurons. That said, the best way to learn is through novelty (something new is added), movement (your pre-frontal cortex/working memory is engaged), scent (orange and peppermint are 2 great choices), and music (we all know why--just play Journey and listen to everyone sing along).

I am so excited I will be continuing to share great epiphanies in the upcoming days. Be sure and check out the website in the meantime: http://neuraleducation.com/

Someone Was Going to, but No One Did: The Life of a Parent Group

I wasn't planning on going. Honestly, I didn't remember there was a meeting until I saw a familiar parental face setting up in the cafeteria as I finally left school at 5. I checked my email and sure enough there was a Lincoln Parent Council (LPC) meeting.

There is a parent group meeting tonight, I told Sierra. I tend to think aloud and really didn't expect a response. We should go, she said. We have to go home and let the dogs out, I said.

And so home we went. Sierra brought it up a couple more times in the car, but I was sure she would forget about it after we got home.

I have many good intentions that do not come to fruition. So many times  "I'd love to do that" becomes "I don't want to get back up off the couch." Teaching is tiring in a way non-teachers cannot even comprehend. I giggle each day as I see my student teacher say things like, "I can't even talk anymore" or "Why was I over here again?" I giggle and tell her she is indeed a real teacher now, not just a student teacher, and that her funny notations let me know I am normal, which is not always apparent to me.

Yet, as I sat, lethargically on the couch, at 5:25, Sierra showed up saying, Please Mommy, can we go? I promise to do my job while you are learning. You know learning is important. Who is this kid? And where did mine go? Okay, but you'll be with the child care group, I lamented.

As we approached the school I "ugh"d, as in UGH I forgot my phone! Not missing a step Sierra replied, That's okay, you won't get distracted while learning. Again, my chin fell to the floor in shock. Pod people? Alien invasion? Sierra maturing? Pod people seemed most likely.

Upon entering I was perplexed: there were 4 board members present and 5 others. The 5 others included me and our vice principal. So really, there were 3 people present. 3 (even with free childcare).  Did you hear me say 3 parents to represent the 500+ students in our school????

Now, I'm not shaming anyone, as previously noted I have a hard time getting off the couch, however, there should be some folks, out of 500-1000 parents (depending on the 1-2 parent household ratio) that ARE available to attend at least once in a while. Ones that are younger, in better shape, and can get off the couch easier than I.

I'm seriously still in shock...and that takes a lot.

It reminds me of

“The Responsibility Poem”

There was a most important job that needed to be done,
And no reason not to do it, there was absolutely none.
But in vital matters such as this, the thing you have to ask
Is who exactly will it be who’ll carry out the task?

Anybody could have told you that Everybody knew
That this was something Somebody would surely have to do.
Nobody was unwilling; Anybody had the ability.
But Nobody believed that it was their responsibility.

It seemed to be a job that Anybody could have done,
If Anybody thought he was supposed to be the one.
But since Everybody recognized that Anybody could,
Everybody took for granted that Somebody would.

But Nobody told Anybody that we are aware of,
That he would be in charge of seeing it was taken care of.
And Nobody took it on himself to follow through,
And do what Everybody thought that Somebody would do.

When what Everybody needed so did not get done at all,
Everybody was complaining that Somebody dropped the ball.
Anybody then could see it was an awful crying shame,
And Everybody looked around for Somebody to blame.

Somebody should have done the job
And Everybody should have,
But in the end Nobody did
What Anybody could have.

Charles Osgood

Who is responsible for our children, our school, and therefore, our parent council? The village: we all have a part. Whether you are able to show up, or just volunteer for an at home job (like coordinating an event) step up. Our village desperately needs you...

Seesaw:Online Digital Portfolios ROCK!

I do not work for Seesaw, nor am I paid for singing their praises. In actuality, I do it because I    love it.

I learned about Seesaw from a training at #NCCE2016 provided by Heather Marrs. I actually attended her session

Needed to volunteer & got the hardest job for an introvert...

by chance.

I didn't pick it. I didn't even know what seesaw was, other than a toy from my school days.

NCCE had a preliminary meet and greet and I attended. I immediately regretted it (sorry NCCE). 

I felt like I had just went through a time portal back to junior high, to a dance in the gym, and I was the wallflower...still. None of the major players were there (were they at the cooler party?)...it was dull. As I admired the bamboo snack trays I started chatting with Heather, which, quite honestly, was out of this introverts comfort range so I am not sure why I did it. However, that said, I believe in things that happen by chance, yet were destined to be:   

  Serendipitous.  

I found what I didn't know I was looking for: Seesaw.

Heather invited us to attend her session and we learned via hands-on engagement. We were hooked. 

Fast forward 2 years and I just finished my 5th peer presentation on #Seesaw...hoping to instill the love I found, in others. 

There is definitely a digital divide in education. It's clearly diagrammed here by

 Joanna Tovar Barnes on her #WATeachLead blog

Growth Mindset in Tech

Seesaw can easily make your experience a 4. 

Makerspace in K: What Does it Look Like? What Does it Do for kids?

Back in the day I added, "Creation Station" to my kindergarten "free choice" options. It was a center stuffed with scrap paper of various shapes, sizes, and colors. It also held confetti, die cuts, stamps, envelopes, you get the idea. My goal was to allow creativity through a writing/craft type of center. Let the kids put writing to real life by making a card for a parent or friend, making a "bracelet" or crafting a picture. The results were OK. Most kids, not surprisingly, would not incorporate writing as they struggled with writing. Most were glad to make things, but they didn't usually go the extra mile. The items were simplistic in design.

     The items were simplistic in design.

This year I decided to switch things up and add a cart...a rolling IKEA cart to the classroom and call it a Makerspace Cart. To be honest, I didn't have much knowledge on Makerspace. I really wasn't sure what it meant, but it sounded cool. And to the cart I added a plethora of items to choose from: Popsicle sticks, googly eyes, glue, ribbon, tape, boxes of various sizes (down to the box the tape came in!), tissue paper, construction paper, string, and anything odd that I would have just thrown away. Consider it my new recycle center. 

Kids shop the cart daily...even looking at it during other work time for possible "good finds" such as a plastic bottle, a gold buckle, a discarded hanger. 

There are no rules at the MakerSpace cart other than to clean up your own mess and put things back where you find them.

What have I noticed? Incredibly diverse creations. Creations to help their parents solve problems (dumbwaiter made from paper and string). Items to fill their heart (stuffed animal). Items for others (toilet paper roll basket). The list goes on and on and rather than repeating, new things are constantly appearing. Each kid now comes up with complex, amazing items akin to designers and engineers. We have gone from mediocre to marvelous. 

We have gone from mediocre to marvelous. 

Listen as this kiddo details what she made.

Are you ready to see amazing things? Here's what you need.

1. A table, center, or cart to house materials.
2. An abundance of various supplies like sticks, buttons, tissue, construction paper, straws, etc.
3. TAPE and CARDBOARD (must haves!!)
4. Anything set to be thrown away (lids, bottles, small cups, paper towel and toilet paper rolls, etc.).

Next time you go to throw something in the trash, 
think to yourself...could this be usable in the MakerSpace?

Inventors and Inventions of the Day!

Great inventions are only limited by the time and supplies to create them. The ideas are there. The students just need our castoffs to solve problems. Make your own Makerspace today!

Untangling the Leash...867-5309

One lazy Sunday I decided to get a head start on washing the bedding. I rolled up my jumbo comforter and shoved it in my, really not jumbo, washer. I hit start proud of my accomplishment to get laundry started so soon in the morning.

I headed outside and focused on morning chores: horses, chickens, cleaning and then walked back to the house. I wondered where I put my phone (which was not unusual at all) and then realized it was IN the comforter, IN the washer (very unusual).

The result was what Apple calls, "catastrophic damage." There wasn't enough rice in the world to fix this problem.

My phone, my best friend, my constant companion was MIA. I immediately was at a loss as to what I was doing. My personal assistant tracked that. I had no idea my sister's phone number either. My PA was in charge of that too. Life seemed to be at a standstill.

Thankfully, the repair tech reminded me of iCloud, who, seriously is now my #1 BFF because she saved me, more importantly my 2,000 photos, and my calendar. Although I have what seems like triple backups, this one fails (external hard drive), and that one somehow doesn't work (Google photo), and I'm left feeling like the main character in, "Just My Luck."

Photos safe, and a calendar in front of me, I went through a withdrawal of 8 days. I was surprised how much easier it was than I thought. Previously, accidentally leaving my phone at home was a disaster of epic proportions. Now: a mere blip on the screen. I liken the ease to my 80s childhood when, gasp, I had to stop somewhere if I wanted to use the phone. If I took pictures I had to wait 2 weeks for the prints. And if I wanted to know something I had to go to the library.

I had become ensnared by the very thing I thought was providing me more freedom, more time, and easier living. My leash had become tighter and tighter with each new model, twisting around me until I could no longer move without moving the leash too.

My catastrophic event brought me movement I didn't realize was missing: time to read, time to focus, time to play.

A blessing wrapped in camouflage.

The Domino Affect: Negativity- The Thief that Steals Happiness

It's taken awhile to get happy again.

As a child I was overly jubilant, just ask my mom. She said I was so giggly I nearly drowned every time I swam: there was no way to keep the water out of mouth. Looking at childhood photos shows a happy child with a permagrin...typically wearing a bell on a string (I've always been a trendsetter, although my sister would disagree), ENJOYING life. I was good at it.

The permagrin left for a long time (that's a story in need of a book) but resurfaced when my daughter was a toddler. Her joy and interest in the minutiae helped me to relocate that lost inner child. The one that says, let's stop to smell the flowers now...before we die and can't.

Let's be real...time is fleeting. You can waste it enjoyably or unenjoyably, the choice is yours. Where would you prefer to spend your time? Around people who are laughing and joking through this thing called life or amongst a group of serious, joy killers?

This is not to say bad days don't happen. I am the poster child for it. My motto: if I didn't have bad luck I'd have no luck. But we need to realize the effect we have on others when we choose to have bad days (yes, choose). Everything is a choice. And in life the domino affect is ever present.

I went to a meeting yesterday with someone having a bad day. It wasn't meant to be shared, but unknowingly it was. I immediately felt the negativity creep over me. It continued to creep on during the day, rearing it's ugly head during class time. Exposure to negativity can lead to a case of the grumpies. And boy did I have it.

This person didn't realize what was happening, but by the end of the day I was in a foul mood and they had regained all their love for the world.

Remember to live in the now and come in with a happy heart. Problems can be left at the door. They'll still be waiting for you when you're done.

I'm in LOVE.....with Seesaw

It's only appropriate that I am in love with something as Single Awareness Day approaches. The day when people profess their love so much that single people fall ill in the fog of it.

I have been in LOVE with the Seesaw App ever since we met at the NCCE 2015 conference in Portland.

This was my first ever tech conference. I scoured the program for interesting titles. I had no background knowledge of Seesaw. My only construct was the name similarity to a Scholastic book club magazine, which I was sure had nothing to do with it.

Heather Marrs was our teacher and led us through activities a class could easily do: interview a partner, take a selfie, add text to a selfie, add a comment to a photo, solve simple math problems by using your finger as a stylus to show how you found your answer. Our "work" seemed more like "fun."

At the end of our workshop I was smitten. Heather mentioned how she was a Seesaw ambassador and I immediately scoured the web to find out how to become one.

What I saw was a digital online portfolio created by students and teachers. One that allowed students to be engaged in authentic audience interaction. Depending on the age of the student, they can provide positive comments on classmates work and see positive comments written by family members. No longer do you need to ask the dreaded, "What did you do at school today?" question. The one that is answered by a shoulder shrug, an, "I don't remember" or "nothing."

Parents, aunts, uncles, long distance grandparents can all check in on their smart phone or computer and see at a glance what and how their loved one is doing. They can see the joy in their heart during science centers, they can see them goofing off in the back, sometimes, but they see it! Like a porthole on a steamer Seesaw brings that authentic learning to life.

This time of the year I teach a few friends to start doing the seesaw documenting for me. It's a little bit of a learning curve...blurry photos with heads cut off don't quite equal quality examples (it is Kindergarten! but everyone is a beginning and soon everyone is an expert.)

Thank you Seesaw for such a great portfolio system!!

Top 10 Reasons to Try Seesaw
1. Its FREE  and parents can access it on their smart phone or computer.
2. The kids are excited to share what they learned.
3. The kids can no longer claim you teach nothing during the day.
4. You've got documentation for parents, TPEP, or any other hoop thrown at you. ❤
5. Students can document learning while you are teaching. They can capture what you miss.
6. Students not only document but they interact with assignments posted via teachers.
7. Students can work towards mastery: they can reevaluate work and edit it as their knowledge base expands.
8. Using it for reading fluency peaks student interest on attaining personal goals. They hear themselves read!
9. It translates posts into 55 languages!! There is no language barrier!
10. It can be used to connect with other classes (the blog feature) or to share information (like class newsletters) via notes!

If you try Seesaw I bet you will love it too. Feel free to text me with any questions.

Happy Seesawing!!

I'm OK with Second Place

Image Source: USNewsHealth

If you are around primary kids at all, you know it's all about being first, primarily to the dot outside the classroom. No amount of discussion can dismiss this idea. So with unyielding energy they bound toward the door, irregardless of the amount of ice on the pavement outside said door.

We all know winning (in all types of forms) feels fantastic. Case in point: the #1 reason for teaching kindergarten is the rock star status you achieve (hence the winning feeling). I feel like Taylor Swift, maybe an older Taylor, but Taylor none the less, as I walk the hallways, cafeteria and playground. Shouts of, "Ms. Foley!! Ms. Foley!!" pepper the air in high pitched shrieks. Running kids with arms outstretched and smiles etched ear to ear hug me with true, altruistic, love.

And I'm not talking just current students, but many of my students from all grades (K-5). Granted they get to 3rd and hugging is no longer cool, but I have a few die hard fans that still visit my room with great enthusiasm...marveling at the midget furniture that was once too big for them, smiles envelope their face as they talk of fun times in the kitchen area, sparkling eyes look at me with true happiness and say, "I miss you, Ms. Foley!"

It's the reason I have an open door policy. "Come back any time," I say then realizing it's typically recess time. But I sincerely mean it. Those kiddos get me through my toughest days as a teacher. They pick up the slack since there is only 1 me. They empty the recycle bin, they clean the tables, they hand out snack, they sharpen the pencils, for the pure joy of it.

So it was no surprise when one of my kiddos, now a fifth grader stopped by, clutching a Christmas card. "You are just the sweetest!" I said as a smile made it's way across my face. A quick hug and she was on her way.

I tucked my prize aside, saving it for later.  As evening approached I opened the handwritten card which started softly..."Dear Mrs. Foley, I hope you have a splendid Christmas" I beamed ear to ear. "Honestly," it continued, "you are the reason kindergarten is my second favorite grade (fifth/this year is my fav)! Merry Christmas."

I chuckled, out loud, several times (If you know me, it's what I do, sometimes at totally inappropriate moments. Luckily, I was alone.). I thought to myself my letter had a certain Dear John-esque feel to it. All those years in first place, only now to be ousted by fifth.

And then it hit me...why had I not been ousted years ago? Of course your kinder teacher holds a special place in your heart, but your heart is big, there is room for more. And my happiness turned a little gloomy as I thought about it. No, not every kid is going to click with every teacher, but my own education was littered with such great memories of connections teachers made with me.

I had Mrs. Chormicle, who I adored, for K and 2nd. I enjoyed Mrs. Skinner in 1st (although I was afraid of her daughter, the class para). I loved Mrs. Locke in 3rd who gave me her copy of, "Island of the Blue Dolphins." In 4th, Ms. Smith was divorced, with red hair, glasses, and an outgoing personality and I loved her. She was followed by Mrs. Dassler in 5th. She was a brand new teacher and I adored her. I even went as far as to solicit funds from classmates to buy cake mix and frosting for an end of the year cake I made for her.

I am guessing that's why it surprises me when students do not have a long list of favorite teachers. Since I had a good experience in elementary I think other students will as well.

I don't blame the teachers, but I do blame a system that says, "do more with less time, and hurry it up." A system that, due to class sizes and other constraints, depletes any time to learn, really learn about the students we teach and to connect to them.

I sometimes do it myself. I have so much to focus on, academic wise, I simply must move kids along, I don't have the time to hear what happened this weekend, or at home, or with their dog. But when I do allow enough time to listen I realize how much the students yearn to connect with their teachers. How needy they are to let me know that mom bought them a toy, that grandma is in town, or that their little brother is really mean. And so this last week I took extra time to let students blather on, uninterrupted, about life's moments and it made me smile, ear to ear.

Academics are important, but not without an emotional connection first.

So to the fifth grade teacher who took over first place I say, "Bravo! Way to make an impact!" I hope to be ousted more often. Second place is a great place to be.

Making My Way in K: Dear President Elect: It's time to clean it up.

Making My Way in K: Dear President Elect: It's time to clean it up.: You don't know me. Call me stranger 10 million. Oddly, a high school friend of mine met you at a friend's birthday party and recentl...

Dear President Elect: It's time to clean it up.

You don't know me. Call me stranger 10 million. Oddly, a high school friend of mine met you at a friend's birthday party and recently posted the pic she had taken. So it's kind like 8 degrees of Donald Trump, but not really.

I've amassed an extensive collection of family history and there's one quote that has always stuck with me over the years. Extended family in Utah remarked, "Don't throw a rock, you might hit a relative." It's partially funny, because it's based on the small town nature of Utah, and the constant intermarriage of many a neighbor. You could, literally, hit a relative. However, it's premise rings true: we should treat others as if they are our brothers, sisters, aunts, cousins. You get the picture.

My friend commented how nice you are in person. That the presumed apocalypse to come is highly unlikely. I hope she's right, I'm not as worried about the apocalypse, I know who is my King, but I am worried for my kids. And that's why I want to say it's time to raise the bar and clean it up.

You see I teach...kindergarten. I am the beginning of their adventure in learning and each year I gain 20 or so kids, not students, because once they cross that threshold we have relationships akin to families. I am their part time mom, in addition to their teacher, and for some I can be the only stability in their lives. So when someone hurts my kids, I don't take it lightly.

I had several kids show up the day after the election worried they would be deported. DEPORTED for God's sake. These are kids from mixed families who ARE citizens and should have absolutely no reason to have this on their mind. They should be enthralled with our unit on spiders. They should be overly excited about what game will be played at recess. They should be naive, carefree, and enjoying a youth that goes much too fast in our society. They should not be coming to me with huge, soulful eyes that speak volumes of their worry. They shouldn't have to worry about what will happen to them because of an election. They shouldn't have to fear their heritage.

I wish you could have been there the day they approached me...full of fear and fright...not comprehending that it was an election, not a death sentence.

I canceled the rest of my lessons on voting. I will not bring up a subject likely to bring emotional turmoil to 5  year olds. FIVE YEAR OLDS. So I say step forward boldly, own your words, repent, and make it right. Let them know that draining the swamp doesn't mean shipping them somewhere. because we were all immigrants at one point. My Irish ancestors faced with starvation left Ireland. My Danish ancestors, converted in their country, came as LDS members. My German great grandfather resided in a Baltimore orphanage before being raised by an uncle. When WWII hit, all 5 of his sons went to battle the country he was from, because it was the right thing to do, HUMANITY was at stake.

Funny thing: I am still worried about humanity.

Today, while working 10 unpaid hours in my classroom, on a legal holiday, because my job entails far more work than 1 can get done in a work day (I invite you to stop by any time if you are up to the challenge, it's not for the faint of heart) I asked my 6 year old daughter what she had heard about the new president.

She said, "I heard he says it's OK to grab girls by the vagina." Oh, HELL no.

Let that marinate a bit with you. Imagine your daughter coming home and saying that to you. Would you be livid? You should be. People say things to be funny or to fit in that later bite them back. And some just say how they feel without caring how it impacts others because those "others" aren't important to them. Irregardless, you cannot be any of those people anymore. You have stepped up to a place where those traits should not be. You need to tell the masses that being hurtful to others, based on skin color, lifestyle, or gender is not OK.   Making "America Great Again" needs to start with KINDNESS. Set the example, tow the line, because no one gets out of the swamp without it.

Sincerely, a flabbergasted mom

Making My Way in K: A Box and a Dream: Thank you Kevin Honeycutt!

Making My Way in K: A Box and a Dream: Thank you Kevin Honeycutt!: This week, for STREAMing into Learning (my summer learning camp), my daughter wanted to learn about TVs. As I pondered how we could make a...

A Box and a Dream: Thank you Kevin Honeycutt!

This week, for STREAMing into Learning (my summer learning camp), my daughter wanted to learn about TVs.

As I pondered how we could make a TV (knowing full well an electronic version was out of the question) I had a vision pop into my head. Maybe we could make one with a box? What would it look like? I knew it wouldn't be a true version of a TV, but something akin, and then the A-Ha moment hit.

In February of this year I had the very good luck of being sponsored by the NCCE (Northwest Council for Computer Education) to attend their annual Pacific Northwest tech conference (it ROCKS by the way). While there I was able to hear keynote speaker Kevin Honeycutt talk. I was connected with Kevin on Twitter (the GREATEST place to find teacher PLNs) but I wasn't prepared for his awe inspiring presentation. Turns out Kevin is a man of many skills: speaking, teaching, creating, mentoring, writing, just to name a few. Seriously, Kevin makes you want to be a better person!

I was eagerly listening to Kevin when a picture popped up on the ginormous screen: it was of a box of some sort, that young, school age Kevin had turned into a TV-esque book report. I remember it had knobs, and rollers of some sort. He turned the roller and the book report rotated through the front of the box. Duplicating a live TV show of the book in question.

I was mesmerized.

I thought it was the coolest idea, so unique, so simple, yet so creative...

I thought Kevin was about to talk about creativity or thinking outside of the box (or with a box :).

Instead he spoke of how he struggled through school, how he created his book report design only to be told later that it wasn't the "right" way: the way the teacher wanted it.

I was deflated. I couldn't believe what I was hearing. Teachers teaching to the middle in a my-way or the highway fashion, running over creativity in the process. I could see why it happens: a teacher assigns a project, it has a rubric, a project presented doesn't match the rubric. Now what?

At that point...when faced with what to do (Do I follow the "rules" and deem it inappropriate even though it met the same end goal?) I would always default to human, as in, I'm not omnipotent and I don't pretend to be. Rather than channeling Darth Maul, who is unable to get past following a prescribed set of instructions (i.e. the rubric, the rules) and declaring full compliance is mandatory (as in no room for creativity~ the master is all powerful), I choose to channel Obi-Wan, able to take in information (the rules, the rubric), think about it (the TV-esque book report), ponder it (Damn, that's creative!) and respond with a positive mindset (This isn't what I imagined, it's even better).

I tend to give people the benefit of the doubt. I tend to believe that they are like me when it comes to teaching: they have an open mind, they differentiate, they acknowledge strengths and needs of students and provide appropriate instruction. They advocate for their students when needed, just as a parent would. When a student does something unexpectedly incredible they rejoice with full-on joy. When a student makes a mistake, as we all do, they respond with compassion and assistance. When a student does something disappointing (i.e. being unkind, or violent) they pause with sadness and then immediately begin to brainstorm ways to change the behavior to a positive. Most importantly, and in tandem, they reflect upon themselves and search for ways to grow. Knowing that, just like their students, they are never perfect, never finished, always a learner.

What I realized, from Kevin's extraordinary keynote (Did I mention how inspiring it was? EVERY school district should have Kevin present; I was THAT impressed.) is that these are not common traits amongst all teachers and that greatly saddens me. As a profession we need to be tasked to be listeners of our students, their lives, and their needs; this will help keep individuals from becoming invisible.

 I use a new lens now... to look at teachers... one in which I am no longer naive. One in which I acknowledge that, as much as I'd like it to be true, not every teacher is flexible. Not every teacher is looking to grow from what their students can teach them. Not every teacher sees their self as merely another student in a different school (Life) from which to learn. And so as I finish dual summer learning camps, camps based on learning through nature & interest (project based), and reflect upon their incredible success to spark kids and teachers alike I hope to carry the torch forward. My only desire: to inspire flexibility and growth in others so that creativity is never stifled and students, all students, at all levels, feel successful.

Kevin--Thank you for inspiring me to do better, to be better, and to realize I can make a difference to so many. If you are ever this way, and enjoy towns with lots of cows, stop by and see us. And without further adieu, here are our Honeycutt inspired TVs. Rock On, Friend :)

Painting with our favorite colors.

The finished project. This one is called, "Me, Sierra, SiSi."

Sierra took pride in that hers is vertical rather than horizontal.

D's finished project is titled, "9 Little Monkeys."

 It includes tree branches to propel the paper forward for viewing. 

A hole in the back allows for highlight via flashlight. 

Pride is evident. :)

STREAMing into Learning: Perfumy Goodness

We just finished our 4th class at my Summer Learning Camp aptly called, STREAMing into Learning. STREAM is an acronym for Science, Technology, Reading, Engineering, Art, and Math. Educators may recall the term STEM, which is still widely use, for Science, Technology, Engineering, and Math. Then someone said, Why not art? And I started to hear not only STEM but STEAM. Well, not to be left out, reading finally joined the acronym to create STREAM. Now, from what I hear, it's all in. And I like it that way. I do. I think a good teacher meshes all of it anyway.

I started this camp to help scaffold my unwilling learner (my daughter) into learning. I made it in a way I would want to learn: hands on learning, nature centered, student driven. And its been a hit, not only for my daughter, but for the kiddos involved.

The first week (two days) we identified trees, plants, and flowers. Dissected a Shasta Daisy, explored a terrarium filled with millipedes, pill bugs, and earth worms. Painted water color scenes of what we saw. Built a robotic bug and talked A LOT because by sharing we learn :)

At the end of our second day (first week), I asked the kiddos what they were interested in doing the following week. They, amazingly, all at once said Potions! And thus the ideas for Chemistry week started.

Now we have ended with two days of authentic learning, and project based discovery. What I had was high engagement and knowledge retention. They don't forget as they are in charge (mostly! ;)

I don't know about you, but I get BORED with the same thing...I like to think outside the box, explore topics of interest, go PLACES, spend time learning about what interests ME, not what someone tells me I need to know. And do it in a calming atmosphere. Nature does it for me, it might not for you, and that's OK as long as we can both get what we need via DIFFERENTIATION.


For those not familiar with the "D" word, it equates to each person getting what they need, but at their level. We want everyone to soar. Sadly, differentiation is not used to it's full potential. Folks still talk about teaching to the middle. Which equates to leaving out the high kids as they already know it, and leaving the most struggling learners to sink or float. Yet, there are new ways of thinking, new bridges to adventure, if we are willing to take the time to stop and check them out. Kinda like pulling alongside the road and checking out something interesting while knowing nothing about it. There is beauty to be found by trying.

I get change can be hard, but keeping the brain in motion is good. Same ol' Same ol' = Your Brain Not Exercising. As teachers we should model what we want our students to do. If we want our kids to learn, we need to become learners.

And with that I created my first quote using Word Swag :)

Happy Adventures!