This week I am at NCTE, my favorite conference every year. It is in Atlanta, and since this is my first time in the southern city, I did a bit of sight seeing before opening session. When I arrived, I met a friend and our first stop was the Center for Human and Civil Rights Museum (https://www.civilandhumanrights.org). Before I walked in the door, I felt great about visiting this museum in the face of all the hatred I've seen spreading across our nation since Trump's election. By going to the museum I was supporting those who have experienced prejudice and struggle, I was proud of myself.
I had no idea just how much that museum would affect me.
Not only is the museum full of incredible information and powerfully created exhibits, it also gave me the chance to experience something I could not experience as a white woman. I sat on a stool and had one minute and forty-five seconds of simulated fear.
The museum has a sit-in counter experience where you are shouted at, the seat is kicked, and with your eyes closed you can feel the fear and hatred and anger that surrounded the brave young men and women who sat at those counters. The experience was an interactive one, but I was never in any actual harm. No one touched me and no food or spittle was thrust upon me. Regardless, I walked away in tears.
I found myself wondering, if I had been alive then and had the opportunity to support those of color or lesser privilege than myself, would I have been able to do it? Would I have been allowed? Would I have had the strength to defy my parents to stand up against injustice? Would I have been willing to be arrested in order to march? Would I have been willing to be beaten in an attempt to stand with them?
I hope I would have, but it scared me. I think of myself as someone who will readily stand up for those I see being treated badly or those who are in danger. I am not afraid to speak out about the way I see students treating each other if they are speaking hate or bullying. I am not afraid to speak my mind when I see others acting out of line. I don't even think I'm afraid to lose my job if it means standing up for someone who has been treated inappropriately, with prejudice, or with hate.
What scared me the most, and it has been running through my mind, is that as intelligent as I am, I truly have no idea what it is like to be targeted, harassed, judged, and hated. No matter what I read, or discuss, or learn about, I will never know what that feels like in real life.
My minute and forty-five seconds at the interactive sit-in counter may be the closest I ever come to understanding that experience.
This morning, I listened to seven authors speak about advocacy. Some authors I have read and love their work, because I see it as important and something every student should read. The others, I had yet to discover. As I listened to their discussion and answers about advocating for change and children, I began to cry again.
Sharon Draper said that there needs to be more people writing diverse books than just the authors on the stage. She implored the teachers in the audience to write. "Write that book" became the mantra of the morning. I found myself wondering what I, as a white, middle-class woman, could possibly add to the world of diversity. I also found myself teasing the idea of writing a book with my students about what it is like to live, diversely, in a mostly conservative area of Texas.
Jason Reynolds, who wrote the amazing and powerful All American Boys (seriously, everyone should read this), said that black children need to stop hearing that the way they speak is wrong. I found myself wondering if I had ever told that to a child in my classroom and hoping that I taught them the difference between formal and informal English as opposed to correct or incorrect.
Ibtisam Barakat, not only told us about her fears for the Muslim people in America, but also about how writing saved her life. She told us that harmed people who don't have the chance to heal will harm others. She is right, without healing and growth none of us can move past old wounds. When she advocated for the pronunciation of her name, I realized that so many of us don't take the time or effort to truly honor the name of a child and I was pleased when everyone in the audience said her name allowed. Our names are the first part of honoring us as people.
As I continue to grow as an educator and (hopefully) leader in my field, I hope that I can become more knowledgable and outspoken about the importance of advocacy, civil rights, and standing up for those whose voices have been weakened. I hope I can make my friends who are in a daily struggle to be seen as equal, human, and worthy proud. I know that I see them as equal, human, and worthy.
My struggle is less about the cause and more about the internal questions I have running through my mind: Am I doing enough? Am I strong enough?
I have come to the conclusion, although it may be temporary, that I am. I may not be involved in marches on Washington, but I am involved in the public discussion through social media, how I treat my students, and my writing. I can be strong enough to work daily to teach students how to agree to disagree, work through differences, and see each other as people. The best way for me to affect change is in my classroom and through each and every heart and mind that I can tough.
I told my students the day after the election that change does not start at the top, it begins with them and their younger sisters and brothers. If they want to see a different world in the future, they have to begin acting on it now. I firmly believe that is true. A change at the top, does not change hearts, although it may enrage minds.
This I can promise every student in my classroom: I will learn how to properly pronounce your name and ask you how you wish to be addressed. I will seek out literature that reflects your life. I will stand up for you if you are being mistreated. I will push you to learn how to use your own voices. I will continue to cry for those who I cannot directly help. I will continue to encourage and have faith in the young men and women in my classroom. I will not stay quiet when I see an injustice. I will protect you as muc
h as I am able. I am on your side, I will stand with you. I will love you. I will question you. I will hear you.
I'm not sure what else I can do. I am not in danger. I do not live in fear. I do not question my insurance, ability to marry or raise children. I do not wonder where my next meal will come from. I do not wonder whether or not police will stop me just for wandering through a store.
The only answer I have truly come to is: Teach me.
Friday, November 18, 2016
Wednesday, February 24, 2016
Role-play in the Classroom
I love doing role-play with my students, and they seem to really enjoy it too. When we play role-play games with a text, it gives them the chance to experience something in the text, usually something there is no way they could actually experience in life. I have found that those role-play activities help my shy students come a little further out of their shells, my confused students clear up their thoughts about the text, and my leaders step up and take charge. It is really a rewarding experience for all.
One of my very favorite role-play activities happened in my classroom last year. My students and I were reading To Kill a Mockingbird by Harper Lee, and I had just begun to experiment with using drama pedagogy for an entire text instead of just in bits and spurts. When my students came into class that day, they were each handed a character from the novel and then segregated accordingly. I informed them that we were going to have a town meeting and had to decide on several things, but we had to decide on them together. I also informed them that since we were role-playing and they were all characters from the text, they had to be segregated and also had to think carefully about how that character might actually respond in a town hall meeting at the time.
One class period got into the role-play deeply. There were lewd comments from the Ewell father, the reverend attempted to stand up for the Black community in the town, and the teacher who had just moved to town was not trusted and ended up losing wages. What my students discovered during the role-play, especially my students who had struggled with the text, was that the town would never really be able to make a decision together. The student playing the reverend who had simply tried to stand up for his community ended up being taken to jail for his own safety from Mr. Ewell. In that one class period, my students began to understand the world of the novel much more realistically and deeply than if they had just read the book. For many in that class, it was eye opening to see what the community of Maycomb was actually like.
Role-play does not have to be something that you have planned out weeks or months in advance, it can be something as simply as our town hall meeting; however, you do have to be prepared for whatever the students might say in role. My student playing Bob Ewell knew that the character was a drunk and rude man, and I fully expected the student to play the part appropriately to the character; he didn't disappoint.
When planning a role-play for your students, always start with a goal. If you don't know what you hope to get out of the activity, it will quickly deteriorate from a learning experience to students getting off track and into their own conversations. You also need to tell the students you are going to do a role-play and lay out the rules and expectations of it clearly. If you are engaging in a role-play that may make students uncomfortable, have a specific phrase you will say if things get out of hand. I am a fan of telling them that "stop" or "freeze" are my words. If students hear me say the word, they must immediately respond. Since I explain that the word is meant to keep the role-play focused and people from being uncomfortable or concerned for themselves, the students have always understood and complied.
I encourage you to see what type of role-play you can add into your next novel study. I promise it will help the classroom discussion of the text be much more interesting and engaging.
For more ideas or for a drama pedagogy unit, visit my Teachers Pay Teachers store: https://www.teacherspayteachers.com/Store/Channeling-Ms-Frizzle
One of my very favorite role-play activities happened in my classroom last year. My students and I were reading To Kill a Mockingbird by Harper Lee, and I had just begun to experiment with using drama pedagogy for an entire text instead of just in bits and spurts. When my students came into class that day, they were each handed a character from the novel and then segregated accordingly. I informed them that we were going to have a town meeting and had to decide on several things, but we had to decide on them together. I also informed them that since we were role-playing and they were all characters from the text, they had to be segregated and also had to think carefully about how that character might actually respond in a town hall meeting at the time.
One class period got into the role-play deeply. There were lewd comments from the Ewell father, the reverend attempted to stand up for the Black community in the town, and the teacher who had just moved to town was not trusted and ended up losing wages. What my students discovered during the role-play, especially my students who had struggled with the text, was that the town would never really be able to make a decision together. The student playing the reverend who had simply tried to stand up for his community ended up being taken to jail for his own safety from Mr. Ewell. In that one class period, my students began to understand the world of the novel much more realistically and deeply than if they had just read the book. For many in that class, it was eye opening to see what the community of Maycomb was actually like.
Role-play does not have to be something that you have planned out weeks or months in advance, it can be something as simply as our town hall meeting; however, you do have to be prepared for whatever the students might say in role. My student playing Bob Ewell knew that the character was a drunk and rude man, and I fully expected the student to play the part appropriately to the character; he didn't disappoint.
When planning a role-play for your students, always start with a goal. If you don't know what you hope to get out of the activity, it will quickly deteriorate from a learning experience to students getting off track and into their own conversations. You also need to tell the students you are going to do a role-play and lay out the rules and expectations of it clearly. If you are engaging in a role-play that may make students uncomfortable, have a specific phrase you will say if things get out of hand. I am a fan of telling them that "stop" or "freeze" are my words. If students hear me say the word, they must immediately respond. Since I explain that the word is meant to keep the role-play focused and people from being uncomfortable or concerned for themselves, the students have always understood and complied.
I encourage you to see what type of role-play you can add into your next novel study. I promise it will help the classroom discussion of the text be much more interesting and engaging.
For more ideas or for a drama pedagogy unit, visit my Teachers Pay Teachers store: https://www.teacherspayteachers.com/Store/Channeling-Ms-Frizzle
Thursday, February 11, 2016
Writing in Role
I love using writing in role with my students, it is good for all of them and always fun for me to read. There are several ways you can do writing in role, and I feel like I've tried them all. I've asked students to write a letter home telling their parents what it's like in a situation. I've asked students to write short pieces talking about a specific event from the text and how there character feels about it. I've asked students to write as a character who is a part of the story but not actually a part of the plot (i.e. a Nazi in The Book Thief by Markus Zusak).
When students write in role, they are doing more than just writing something on a piece of paper. They are making inferences, they are testing their comprehension of a story, they are exploring characterization, and sometimes they are identifying themes and nuances within the story. Their writing shows you how well they are actually understanding the text.
Below are a few examples from students past and present. Not all of the writers are strong writers, but each was able to achieve the goal of writing in role.
The first two are from reading Lord of the Flies by William Golding with a sophomore class. The students were asked to write as a character from the novel and explain how that character feels about life on the island.
The next example is from a senior class several years ago that had read The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson. This writer had always had a wonderful imagination, but had often struggled with the conventions of writing. In this piece, she speaks as each of the three primary characters in the novel.
You'll see that none of the pieces is perfect, that is not the point of writing in role. The goal of writing in role is to help students explore a text and share their ideas about it. The goal is also to give you the chance to really see how well they are understanding the text.
Writing in role is one of my favorite writing assignments to do with students and can be done with ANY text.
As we near the end of the semester and the testing season (at least in Texas), I recommend you try some writing in role with your students. I can almost guarantee you will have high engagement from them!
For more information or ideas, visit my Teachers Pay Teachers Store! https://www.teacherspayteachers.com/Store/Channeling-Ms-Frizzle
Wednesday, February 10, 2016
The Games We Play - Using Drama Pedagogy in My Classroom
Play has always been an important part of learning for people of all ages. Many of us only truly learn something when we get to "do" it and make mistakes, play is the basis of the "doing". In my classroom, like in many around the world, I have students of all levels. Students I want to reach. Students I want to help enjoy the learning process. Students who may not be reading at a high school level, yet are in high school and nearing graduation.
I find I am able to help those students in many ways when I introduce drama pedagogy activities to them as we read novels in class. My students enjoy the novel, they enjoy getting to "interact" with the characters and the story, and for many of those students who have never before been able to think deeply about a text, they can make inferences and support their ideas. All through the use of playing with drama pedagogy.
My dissertation is on that very subject, using drama pedagogy in the secondary classroom.
Too many of us want to incorporate some fun and play into our classrooms but may not know how to do it. For that reason, I have decided to write a small series on the blog about how I have used different drama pedagogy activities in my classroom in the hopes of inspiring you to incorporate some of them into you classrooms!
I hope you enjoy and I hope you are able to begin to play in your classroom some!
If you would like to purchase some drama pedagogy units, please visit my TeachersPayTeachers store!
https://www.teacherspayteachers.com/Store/Channeling-Ms-Frizzle
I find I am able to help those students in many ways when I introduce drama pedagogy activities to them as we read novels in class. My students enjoy the novel, they enjoy getting to "interact" with the characters and the story, and for many of those students who have never before been able to think deeply about a text, they can make inferences and support their ideas. All through the use of playing with drama pedagogy.
My dissertation is on that very subject, using drama pedagogy in the secondary classroom.
Too many of us want to incorporate some fun and play into our classrooms but may not know how to do it. For that reason, I have decided to write a small series on the blog about how I have used different drama pedagogy activities in my classroom in the hopes of inspiring you to incorporate some of them into you classrooms!
I hope you enjoy and I hope you are able to begin to play in your classroom some!
If you would like to purchase some drama pedagogy units, please visit my TeachersPayTeachers store!
https://www.teacherspayteachers.com/Store/Channeling-Ms-Frizzle
Thursday, December 3, 2015
Overcoming Sadness When It Drags You Down
Unless you ignore the news completely, you are aware of all the shootings and violence happening in our world recently. Yesterday it finally got to me, and it grabbed hold of me tightly. I was finishing up tutorials where one of my boys had come in to work on his writing portfolio. I clicked on my Facebook app and saw the news about the shooting in California. He and I were both shocked, and I left school feeling like I needed to cry.
This morning I felt it even more heavily, especially since the news seems to have a constant stream of updates and new information. I am thankful for the news. I am also disgusted and saddened that this has happened yet again. I know something needs to be done, but I am not at all confident that anything will be done anytime soon.
That sadness has permeated my world today and I needed to do something about it. My students write in their journals every day to a specific prompt word, their journal writing is also supposed to be in a specific style. I decided that I needed my kids to help me see some light in this all too dark world. It has been my experience that when I am down or feeling the horrors of the world close in on my heart that my kids are most often the ones to help me through it and into the light of hope.
So, instead of writing a journal prompt today, here is what I put up on the board:
Like always, they came through. Here are just a few of the beautiful notes my kids wrote and will then spread to random people in the hallway today. I love that so many of them have added the phrase "pass it on" somewhere on their cards. I even had several who wanted to do more than one.
When you feel down, let your kids know. It's important they see you as real people, and they will usually take an extra few minutes to help bring you up.
This morning I felt it even more heavily, especially since the news seems to have a constant stream of updates and new information. I am thankful for the news. I am also disgusted and saddened that this has happened yet again. I know something needs to be done, but I am not at all confident that anything will be done anytime soon.
That sadness has permeated my world today and I needed to do something about it. My students write in their journals every day to a specific prompt word, their journal writing is also supposed to be in a specific style. I decided that I needed my kids to help me see some light in this all too dark world. It has been my experience that when I am down or feeling the horrors of the world close in on my heart that my kids are most often the ones to help me through it and into the light of hope.
So, instead of writing a journal prompt today, here is what I put up on the board:
Like always, they came through. Here are just a few of the beautiful notes my kids wrote and will then spread to random people in the hallway today. I love that so many of them have added the phrase "pass it on" somewhere on their cards. I even had several who wanted to do more than one.
When you feel down, let your kids know. It's important they see you as real people, and they will usually take an extra few minutes to help bring you up.
Thursday, October 15, 2015
Entering the World Wide Web
As a teacher, it is often incredibly hard and time consuming to create and build things to use in the classroom. Most of us have created things that we used once and didn't like how it worked so put it away to either fix later or never look at again. I try to adapt things quickly, and because of that I have things to put out into the world via the Internet.
I've also realized recently that I have to start repaying my student loans soon (ugh). I have almost $100,000 in student loans, BUT it has gotten me almost three degrees (I will be a doctor in 2016), and IT WAS WORTH IT!
When I discovered I'd have an additional bill soon, I freaked out some. I mean, come on, I'm a teacher and we don't make that much money...and I get paid once a month. Until I remembered the awesome site, teacherspayteachers.com. I've had a store on there since 2010 but never made very much money, so I went to one of my coworkers who is a superstar there and got some advice.
For the past week or so I've been working to make my store more appealing and increase my goods (something I'm still working on doing). I'm actually really pleased with how I've rebuilt things and have increased my followers some - but I'd like more (hint hint hint).
A teacher store like this is something I believe all teachers should have in their tooldbox, there is no reason for us to reinvent the wheel, sometimes we just need to change its color.
Please stop by my store and see if there is anything that would be useful to you, if not I'm happy to take suggestions and of course encourage you to visit other teacher stores!
I've also realized recently that I have to start repaying my student loans soon (ugh). I have almost $100,000 in student loans, BUT it has gotten me almost three degrees (I will be a doctor in 2016), and IT WAS WORTH IT!
When I discovered I'd have an additional bill soon, I freaked out some. I mean, come on, I'm a teacher and we don't make that much money...and I get paid once a month. Until I remembered the awesome site, teacherspayteachers.com. I've had a store on there since 2010 but never made very much money, so I went to one of my coworkers who is a superstar there and got some advice.
For the past week or so I've been working to make my store more appealing and increase my goods (something I'm still working on doing). I'm actually really pleased with how I've rebuilt things and have increased my followers some - but I'd like more (hint hint hint).
A teacher store like this is something I believe all teachers should have in their tooldbox, there is no reason for us to reinvent the wheel, sometimes we just need to change its color.
Please stop by my store and see if there is anything that would be useful to you, if not I'm happy to take suggestions and of course encourage you to visit other teacher stores!
Monday, August 24, 2015
It Begins!
My 12th year in the classroom began today, and my feet are killing me! Like always, I choose a first day of school outfit that I think is adorable, this year it is one my husband picked out for me. The shoes I wore however tried to kill me (and they had never been uncomfortable before)! Tomorrow I will be wearing my trusty flats!
As my students from last year stopped by for hugs and to say hi, I got lots of compliments from them on the changes I've made to my room. They all noticed the additions of color and arm chairs, several were jealous I didn't have them last year. It thrilled me to have them appreciate the hard work I put into making my room more cheery. Many of my new kiddos also complimented my room and I'm sure they are ready to use the arm chairs on Friday when we read independent texts (thank you Donalyn Miller!).
Something that surprised me is how many of my new students feel like the charging station I've added is a total bonus for them. It is really just so I have an additional place to keep their cell phones, which I will take up each day. I discovered last year that if I collect phones during class, we have better discussions and an overall stronger learning experience.
I have also been working on making sure I eat well this year, including doing food preparation on Sundays so I don't just come home and eat popcorn (something my husband thinks is all I eat when he isn't here). So far so good! I bought a bento box style luck box and it has been working on really well. I am even finding that I can't finish my lunch (which gives me a snack for after school!).
As the week continues, I will have to get back on track and continue to work on my comps for my doctoral program. I have set several deadlines for myself this semester, and am hoping that the plans I have put into place will help me stay on top of things and meet all of my deadlines.
To my fellow teachers, have an outstanding year!
As my students from last year stopped by for hugs and to say hi, I got lots of compliments from them on the changes I've made to my room. They all noticed the additions of color and arm chairs, several were jealous I didn't have them last year. It thrilled me to have them appreciate the hard work I put into making my room more cheery. Many of my new kiddos also complimented my room and I'm sure they are ready to use the arm chairs on Friday when we read independent texts (thank you Donalyn Miller!).
Something that surprised me is how many of my new students feel like the charging station I've added is a total bonus for them. It is really just so I have an additional place to keep their cell phones, which I will take up each day. I discovered last year that if I collect phones during class, we have better discussions and an overall stronger learning experience.
I have also been working on making sure I eat well this year, including doing food preparation on Sundays so I don't just come home and eat popcorn (something my husband thinks is all I eat when he isn't here). So far so good! I bought a bento box style luck box and it has been working on really well. I am even finding that I can't finish my lunch (which gives me a snack for after school!).
As the week continues, I will have to get back on track and continue to work on my comps for my doctoral program. I have set several deadlines for myself this semester, and am hoping that the plans I have put into place will help me stay on top of things and meet all of my deadlines.
To my fellow teachers, have an outstanding year!
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