Coming to a City Near You (or On the Road Again)

"To Them of the Last Wagon" by Lynn Fausett

“To Them of the Last Wagon” by Lynn Fausett

Just a quick post this week to let all my blog reading friends in the Rockies and points west know that I’ll be presenting next month at The Literacy Promise: Opening Doors for the Adolescent Learner conference in Salt Lake City. Sponsored by the Center for the Improvement of Teacher Education and Schooling at Brigham Young University, the biennial conference takes place at the Salt Lake City Convention Center March 12—14, 2014, and has a stellar line-up of speakers, including Ellin Keene, Carol Jago, Tanny McGregor and yours truly.

I’ll be giving two sessions on Thursday, March 13, one titled “Setting Students Up to Problem Solve (or How to Help Students Read Closely without Overly Prompting)” and “What’s the Main Idea of the Main Idea: From Scavenger Hunting to Synthesizing in Increasingly Complex Texts.” I’m sure I’ll be sharing some thoughts from these sessions on the blog before or after the conference, but just so you know, it always brings me great joy to meet blog readers in person.

For more on the conference, including how to register, click on the link above or on the image below. And if our paths don’t meet this time, I’m hoping they will in the future.

The Literacy Promise Banner

Looking at the Elephant in the Room: Our Fear of Losing Control

The Elephant in the Room

I recently heard about a study from the masterful math teacher and coach Lucy West, who, along with Antonia Cameron, is the author of the great new book on coaching Agents of Change. The study looked at the use of open-ended questions, of the sort that can deepen, stretch and expand student thinking, in 500 classrooms across five countries (the U.S., England, France, Russia and India). All those countries supposedly place great value on critical thinking and discourse, whether it takes the form of accountable talk, Socratic seminars or your basic turn and talk. Yet, in those 500 classrooms, open-ended questions accounted for only 10% of the questions posed by teachers. And in 15% of classrooms no open-ended questions were asked at all. Additionally the study found that only 11% of the teachers in those classrooms asked follow-up questions to probe student thinking in ways that might develop and extend both the ideas and the discussion. And when students asked questions that were relevant to the day’s topic but weren’t on the lesson plan (which the study called ‘uptake’ questions), only 4% of teachers actually addressed them. They rest just let them hang there.

This seems to suggest that while we may talk the talk about talk, we don’t always walk the walk, and that leads me to the elephant in the room. While there may be many reasons why open-ended questions weren’t used more in those classrooms (including teachers being evaluated on standardize test scores), I suspect that the discrepancy between what we say and do is at least in part due to our fear of losing control of our rooms.

Panic ButtonFear, of course, is a powerful thing, and in this case the fear isn’t totally irrational. Teachers are, after all, just one person in charge of thirty or more children whose minds and bodies and moods can go off in a zillion different directions. And so in the belief that it’s better to acknowledge what scares us than pretend it doesn’t exist, I want to share the fact that I’ve never helped a teacher implement a writing unit without feeling a moment of panic in the middle, when things are at their messiest and I’m not quite sure how I’ll ever get us out of what I’ve gotten us into. Nor have I ever sat down with students to read—whether it’s for a whole class read aloud, a small group or individual conference—and not been aware that, by asking open-ended questions, I’m opening myself up to the possibility of encountering something I hadn’t expected and might not know how to deal with, which is precisely what happened with that class of third graders I wrote about earlier who were ready to jump on the idea that the Maasai were giving 14 cows to America in order to fight Al Qaeda.

Having some teaching moves up my sleeves, like the ones I’ve been sharing, definitely helps, as does giving myself permission to abandon my plans and exit the small group, read aloud or conference as gracefully and quickly as possible in order to give myself time to think about how to address whatever problem I’ve uncovered. And I hold on, as well, to the belief that if we don’t open up our lessons to encounter the unexpected, we limit the opportunities for students to show us what they’re capable of doing without us as well as where their thinking breaks down.

I also think it’s useful to acknowledge the worst that could happen if we loosen the reins in order to see that those worst-case scenarios aren’t really as bad as we imagined. Last week, for instance, I showed how we could turn a student’s “I don’t know” into an inquiry the-worst-case-scenario-little-book-for-survivalquestion rather than a dead end. And what’s really the worst that can happen if we don’t know something or have all the answers?

I think we fear that our authority or expertise might be called into question, but I believe that students actually gain much by seeing us not know everything. First and foremost, it demonstrates that learning is life long, and that we are learners, too. And admitting that we’re unsure of something often helps students take more risks in their thinking, as happened in a fourth grade classroom I worked in earlier this year. I bungled my way through the scientific name of a frog we were reading an article about, and the teachers observing me were convinced that my willingness to admit that I had no idea how to pronounce the frog’s name encouraged the students to share thoughts and ideas they weren’t completely certain about either.

And if you hit one of those ‘I don’t know what to do next’ moments, you can always follow the advice that the educational writer and speaker Alfie Kohn gives in his list of twelve core principles that he thinks will create the kind of schools our children deserve. Along with “Learning should be organized around problems, projects and students’ questions,” and “Thinking is messy; deep thinking is really messy. Therefore beware of prescriptive standards and outcomes that are too specific and orderly,” he offers this:

“When we aren’t sure how to solve a problem relating to curriculum, pedagogy or classroom conflict, the best response is often to ask the kids.”

We can also stand up to the elephant by holding on to the pay-offs that come with letting go of control. Getting a clearer look at what’s going on in students’ head is certainly a big one. But I think there’s an even bigger pay-off, which was summed up by a teacher I worked with last year who, as we shared our take-aways at our final session said, “I no longer believe that there’s anything that my students can’t do.”

100th PostAnd last but not least, I want to share this: For quite some time after starting this blog, I couldn’t hit the key to publish a post without momentarily shuddering. What in the world was I thinking of, sending my thoughts out into the world? What if no one read them or didn’t like what I had to say? That fear hasn’t completely gone away, but as I send this, my 100th post, out into the world, it doesn’t have the same hold on me. I think that’s because I learned something that writer Erica Jong speaks about in her contribution to the wonderful anthology of essays The Writer on Her Work:

“I have not ceased being fearful, but I have ceased to let fear control me. I have accepted fear as a part of life, specifically the fear of the unknown, and I have gone ahead despite the pounding in the heart that says: turn back, turn back, you’ll die if you venture too far.”

I think this means making peace with the elephant instead of ignoring or avoiding it and, more importantly, trading fear in for trust—trust in ourselves, trust in our students, trust in the meaning making process and the fact that the very worst that might happen is that we create some more space to learn.

Making Friends with the Elephant

Steering the Ship: More Teaching Moves to Support Critical Thinking & Meaning Making

Steering wheel of the ship

Last post I looked at what can happen when we dig into the huh‘s and hmm‘s students make as they read. I like to think of these as authentic reading responses, which, if we pay attention to them, can open the door to deeper thinking. Like giggles, groans, ah‘s and oh‘s, these are all reactions to something students have read or heard in a text, and as such they’re the outward manifestation of something going on in students’ heads, whether it’s insight, disappointment or confusion.

Probing these responses is one of the teaching moves I always keep in my toolbox, knowing that it serves several purposes. For one, it acknowledges students’ responses as being valuable, which, in turn, conveys other messages to children: that we care about their ????????????????????????????????????thinking, not just their answers, and that it’s okay to be unsure or tentative because that’s where learning starts. It also gives students an opportunity to practice attaching more language to fledgling thoughts in a way that makes visible the messy way we actually develop ideas as well as the chance to orally practice elaborating and explaining, which almost every students needs. And the worst that can happen when we probe these responses is that a student says, “I don’t know,” which provides us with another opportunity for normalizing not knowing as a natural part of the learning process and either opening the response up for discussion or reframing it as an inquiry, such as, “Why did that line, scene or sentence give us pause?”

The other move I shared last week was one that helped students move away from what, with thanks to fellow blogger Steve Peterson, I’ve started calling text-to-self conclusions. These are often the first ideas students gravitate to in order to answer a question or explain something they’ve noticed. And while they may cite a detail from the text (as in last week’s example), these conclusions are mostly based on something outside the text, as students draw from their background knowledge or their own experience to make sense of something.

frustrated woman with hands in hair screaming against chalkboardThese text-to-self conclusions are also the ones that we, as teachers, can feel frustrated with because they’ve missed the mark. And they can spark those “Why can’t they (fill in the blank)?” questions and sometimes even hair pulling. But we have some choices here about what teaching moves to make, especially if we’re trying to promote thinking, not fish for a pre-determined answer. Here, for example, is what happened in a seventh grade room I was recently in, where the teachers had set up a gallery walk of images to kick off a unit that would explore how class and economic differences can lead to conflict and change.

As the students made their way around the room in small groups, they were asked to discuss and jot down what they thought were the important details and from that to consider what connected the images in order to make a text-based prediction about the unit’s theme. The students would be reading Katherine Paterson‘s Lyddie as an anchor text, which recounts the story of a young girl whose desperate financial circumstances lead her to work in a mill in Lowell, Massachusetts, in the mid-1800′s, and so there were a few images, like this one, depicting children in factories:

Child Working in Factory

But there were also other images like these, in which no children or factories were in sight:

Labor Conflict Image 2

Bangladesh-fire

Despite this, every student in the room came to the same conclusion. They all recalled having read the book Iqbal by Francesco D’Adamo in sixth grade, which is a fictionalized account of a Pakistani boy who was sold as a child into a life of bonded labor. And making that text-to-self connection, they concluded that factories were the most important detail and the unit was about child labor.

While the teachers were thrilled that the students remembered a book they had read last year, they were disappointed with their conclusions. They’d asked the students, in effect, to notice patterns, which can be a powerful and accessible way to get students to think more deeply. But in this case, rather than stretching their thinking, the students here focused on selective details that fit into what they already knew, which precluded any new discoveries—and any real critical thinking.

why_dont_students_like_school1In a great article called “Critical Thinking: Why Is It So Hard to Teach?”, Daniel T. Willingham, the cognitive scientist and author of books such as Why Don’t Students Like School, looks at a term that’s often bandied about in order to more clearly define it. According to him, critical thinking comprises three types of thinking—reasoning, making judgements, and problem solving—which, to truly be critical, must  involve “three key features: effectiveness, novelty, and self-direction.” And he unpacks each of these feature as follows.

Critical thinking is effective, he says, because,

“it avoids common pitfalls, such as seeing only one side of an issue, discounting new evidence that disconfirms your ideas, reasoning from passion rather than logic . . . and so on.”

It’s novel because, “you don’t simply remember a solution or a situation that is similar enough to guide you.” And it’s self-directed in the sense that,

“the thinker must be calling the shots: We wouldn’t give a student much credit for critical thinking if the teacher were prompting each step he took.”

If we embrace this definition, we have to say that the students weren’t thinking critically. They’d jumped to a conclusion without considering all the evidence by remembering a similar situation (or, in this case, a book). And they wouldn’t be critically thinking either if we prompted them with some text-dependent questions—such as “What’s the setting of the second image?”—that forced them to notice something they hadn’t that we’d deemed important.

We could, though, ask more open-ended questions of the sort I did last week, to invite the students to take in more before coming to a conclusion. And these could take a variety of forms, such as:

  • Do you notice any details that don’t fit the pattern you’ve seen?
  • Are there other ways in which the images might be connected, or other patterns you notice?
  • Do you think there are any differences or similarities in the patterns you’ve noticed—i.e., are there patterns within the patterns?
  • Could you revise your ideas in a way that take these new noticings into account?

These questions steered these seventh graders back to look more closely at the images and to question and bat around each other’s ideas more. That, in turn, led them to steer away from their original conclusion to ideas that had to do with human rights and fairness, especially among groups of people, like children, women and African-Americans, who, they thought, might not have much power. And that made us teachers smile.

I’ll share a few more teaching moves with a printed text another time. But if you’ve got a few moves up your sleeve that help students become critical thinkers and meaning makers, too, please feel free to share them. And in the meantime, tuck these in your sleeve.

Ace under your sleeve

The Power of the Word ‘Huh’

Puzzled Confused Lost Signpost Showing Puzzling Problem

I was inspired this week by another series of blog posts I stumbled on recently, which (if I’ve gotten the chain of inspiration right) Stacey Shubitz and Ruth Ayres of the original Two Writing Teachers adapted several years ago from the wonderful scrapbooking blogger Ali E. The posts were all in response to a challenge called One Little Word, which asks teachers to think about a single word they want to hold on to in the new year to help them stay focused and grounded. And whether it’s Dana Murphy sharing how the word float found her or Tara Smith recounting the journey that led her to embrace the word pause, these posts once again demonstrate the richness and depth of teachers’ thinking. They also reminded me of a word I’d been meaning to write about for a while: huh. It’s a word that’s often accompanied by a scrunched up face or a quizzical look indicating disbelief or confusion. And like the word yet, which I wrote about before, I think it’s an under-rated but powerful word.

14 Cows for America coverIt came up, for instance, in a demonstration lesson I was doing with a class of third graders in Staten Island reading the book 14 Cows for America by Carmen Agra Deedy. The book, which is listed as an exemplar text for grades 2-3 in the Common Core’s Appendix B, is about a Maasai village in Kenya which gives fourteen cows to America as a gift of friendship and compassion after hearing about 9/11. And I’d chosen it specifically to see how much students could get of out of a text deemed complex without the kind of prompting and scaffolding that’s offered in many a teacher’s guide and online lesson plans.

The teacher’s guide the book’s publisher puts out, for example, tells teachers to ask a series of before-reading questions to ascertain how much students already know about 9/11 and Kenya, and then to transition to the book by saying, “Today we’re going to learn about a small village in Africa and how they were affected by the events of 9/11.” Setting a context for reading this way by helping students access their background knowledge then giving them a quick introduction to the book is a common practice. And the teachers observing me were a bit worried about what the class might not know. As it was, Staten Island had borne many losses on September 11, but it happened before these third graders were born. And while the class would be studying Kenya later that year, the teachers all thought the students’ geographic knowledge might be limited at best.

But wanting the students to learn not only about the content of the book, but how readers make meaning, I skipped the pre-reading activities and just held up the book and read the title, at which point I heard a huh. It came from a boy sitting in the front whose face was, Huh? 2indeed, all scrunched up, and seeing him it seemed to me that huh was actually an appropriate response for a book with that title and cover. I said so to the boy and then asked if others felt the same, at which point hands went up in the air. I then I asked them to say more about the huh, and they spoke to the fact the title mentioned America but the cover illustration didn’t look like that to them. Plus there were no cows anywhere to be seen.

Unpacking the huh led the class to form their first two questions, Why is the book called 14 Cows for America? and Where does the book take place? They thought they’d found the answer to the second question when we got to the title page where two giraffes had been added to the cover’s scene, and that made them think the book took place in Africa. And when, having already noticed a reference to New York and September, we came to the following page, several children found themselves wondering whether the story the main character tells his tribesmen had to to do with 9/11.

14CowsforAmerica_1

In each case, the students drew on their background knowledge not because we’d explicitly asked them to but because they’d been trying to sort through their confusion. Put another way, they’d drawn on the strategy strategically in order to understand what had puzzled them. And the huh was the engine that drove them to both notice those details and reach for the strategy, confirming what the writer and thinker Tom Peters said: “If you’re not confused, you’re not paying attention.”

With the connection between Africa and America now established, the students turned their attention to the cows. By the end of the book they felt they finally understood the title, but they continued to wrestle with why the tribesmen gave the cows and especially what purpose the cows were meant to serve. And that confusion drove them deeper into the heart and the message of book.

Their path there, however, was not straight and easy. The first student who attempted to answer those questions drew on his background knowledge again to wonder if the tribesman thought that the cows could be used in the war on terror. When I asked if there was anything in the text that made him think that, he cited the line from the page below about the Maasai having once been fierce warriors, and many other students agreed, pointing out that in some of the illustrations the cows were shown with horns, which they thought could be used as weapons.

14CowsforAmerica_2

As this idea took hold of the room, I found myself in the uncomfortable position of scrambling to think of what move I could make that would avoid everyone getting stuck on that idea without me suggesting it was wrong. I wound up asking a variation on one of the questions Jeff Wilhelm offers in his great book Engaging Readers & Writers with Inquiry: “Did anyone notice any other details that might suggest another reason for the Maasai to give the cows to America?” The students turned and talked about this, and when we came back together to share out, one girl said she still wasn’t sure what the reason could be, but she didn’t think they’d send the cows to war, because, as she put it, “They love their cows. Why would they want them to get hurt or killed?” And at this point another powerful word could be heard in the room as the class mulled over this student’s words and added her thoughts to the group’s thinking: hmm.

Like the seventh graders I wrote about earlier who wrestled with what really happened in Virginia Euwer Wolff’s story “Dozens of Roses,” I think these students initially latched on to an explanation that was in their reach, and the huh’s and hmm’s opened the door to a possibility they’d never envisioned before—that the Masaai gave America the cows as a symbollic gift of compassion. Of course, to fully get that, they had to read the text again. But they did that not because of some pre-determined close reading protocol, but once again because they wanted to answer the questions their huh’s and hmm’s raised. And while that second read also wasn’t neat and easy, neat and easy doesn’t always get us where we need to be—or as high school teacher Joshua Block writes in an edutopia post on “Embracing Messy Learning,” “If [we] don’t allow learning to be messy, [we] eliminate authentic experience for students as thinkers and creators.” And why would we ever want to do that?

Hmmm.2

For the New Year: Some Signs of Hope

Crocus in the Snow

It was seven degrees outside when I started writing this, which, with the wind chill, feels like minus six. And while this kind of cold usually sends me into a state of despair, I’m finding myself handling it better than I might because I think I’m feeling heartened by signs that seem to point to a thaw or a shift in the discussion about so-called school reform that has for too long left real educators frozen out in the cold.

The new year, for instance, started out with a bang here in New York City as Bill de Blasio, our new mayor, appointed Carmen Farina as the city’s next School Chancellor. Two of former mayor Bloomberg’s appointees, Joel Klein and Cathy Black, had no experience in public education (beyond that the fact that Klein had attended New York City public schools as a child). But Carmen Farina is one of us. For four decades, she’s worked for the city’s public schools, spending 22 years as a classroom teacher in Brooklyn before Carmen Farinamoving on to become a principal, then a district superintendent, and the deputy chancellor for the DOE’s now defunct division of teaching and learning.

According to Chalkbeat New York, a great site for all city school news, she’s promised “to pursue a ‘progressive agenda’ that would reduce standardized test preparation in classrooms,” and in her own words she’s already talking about the “need to bring joy back” instead of more accountability and data. I know she may have her hands tied a bit by the State’s Education Commissioner John King (whose comments about parents expressing frustration with the State’s Common Core rollout at an Town Hall event rival Arne Duncan’s beyond belief remarks about white suburban soccer moms). But with a vision that she describes as “five Cs and an E“—collaboration, communication, capacity building, curriculum enhancement, celebration and efficiency— it’s my dearest hope that she’ll be able to shift the focus here from assessment and data to instruction and students, which is where it needs to be.

I was also excited to hear the news that Kate DiCamillo will become our next national ambassador for young people’s literature. Of course, the previous ambassadors—Jon Scieszka, Katherine Paterson and Walter Dean Myers—have all been great, but I feel a personal tie to DiCamillo. When my daughter was in fourth grade, the librarian at her school chose to read an unknown book by an unknown author to my daughter’s class based on nothing more than the first page. DiCamillo was the author and the book was Because of Winn Dixie, which my daughter and her friends fell in love with, as so many others after them have. In fact, they loved the book so much, they wrote a letter to DiCamillo and received a long and lovely hand-written reply saying that their letter was the very first piece of fan mail she had ever received.

KateDicamilloAs ambassador, DiCamillo has said that her mission will be “to get as many kids and as many adults together reading as [she] can” because she believes that “stories connect us.” I have to believe than anyone reading this passionately believes that, too, and several new studies have come out recently that demonstrate the quantifiable benefits in reading stories.  A New York Times article, for instance, called “For Better Social Skills, Scientists Recommend a Little Chekhov” reports on a neurological study that found that people who read literary fiction “performed better on tests measuring empathy, social perception and emotional intelligence,” than those who did not. And teacher Collette Bennett’s blog post on the National Assessment of Education Progress Report for 2012 shows that, across demographics, students who read for pleasure outperform those who don’t on standardized tests. Unfortunately, these studies haven’t managed to change certain Common Core-inspired practices, which include all but abandoning fiction for nonfiction, eliminating or cutting back on in-class independent reading, and giving students a steady diet of excerpts and short texts because that’s what’s on the test. My hope here is that, in her new position, Kate DiCamillo will become the perfect spokesperson for the lasting power of stories and real reading.

idea-and-creative-conceptFinally, I spent much too much time over the break reading blog posts by fellow educators, many by the nominators and nominees of this years Sunshine Awards, which celebrate educational bloggers. That meant I didn’t get any drawing done, but I did find another reason to hope that this year might bring some real change. The richness, diversity and depth of thought I encountered on those blogs is mind-boggling. And I believe that the fact that these educators are connecting with each other through blogs, twitter and websites not only qualifies them to teach 21st century literacy, but it makes them a force to be reckoned with. Additionally, virtually every post I read reflected the very same habits of mind, such as curiosity, openness, creativity and persistence, that the National Council of Teachers of English, the Council of Writing Program Administrators and the National Writing Project have identified as being needed for college. 

Like instruction and stories, these habits of mind have a taken a backseat in much of the current conversation about both readiness and schools—probably because no one has figured out yet how to quantify and test them. But these seem as important to me as the ability to analyze a text or write an argument. And given that we, as teachers, need to be who we want our students to be, these blogs also made me incredibly hopeful—despite the freezing cold!

Flower Field

Sharing Some Blogging Love: The Sunshine Awards

Children's drawing - the sun in the blue skyI’d been looking forward to the days between Christmas and New Years to catch up on blog posts I’ve missed. And in addition to reading several great posts, I was surprised to discover that I’d been nominated for the Sunshine Awards by four fantastic bloggers: Dana Murphy at Murphy’s Law: Musings from a Literacy Coach; Tammy Mulligan who, along with Clare Landrigan, writes Assessment in Perspective; Pat Johnston who, with Katie Keier, is behind Catching Readers Before They Fall; and Heather Rader at Coach to Coach.

To be honest, I knew nothing about the Sunshine Awards until now—and despite a fair amount of surfing, I’m still not sure how they got started. But I’ve learned that they were created to give bloggers a chance to recognize other bloggers, as well as to share a bit more about themselves.  I’m incredibly honored to be acknowledged by such admired and respected colleagues, and I so like the idea of nominating other bloggers that I’ve decided to break my blogging break and follow the award rules, which are as follows:

Acknowledge the nominating blogger.
 Share 11 random facts about yourself.
 Answer the 11 questions the nominating blogger has created for you.
 List 11 bloggers.  They should be bloggers you believe deserve some recognition and a little blogging love!
 Post 11 questions for the bloggers you nominate to answer and let all the bloggers know they have been nominated. (You cannot nominate the blogger who nominated you.)

So first the random facts:

  1. I share a birthday (same day, different year) with Charles Manson & Grace Kelly.
  2. I’m a book abandoner (finishing only about a third of what I start).
  3. My daughter, who’s an illustration major at Pratt, and I have been working on a picture book together.
  4. In every personal narrative or memoir I’ve ever written, I’ve made something up.
  5. My grandfather was a stone carver and mason who helped create the lions in front of the New York Public Library.
  6. I love toe socks (i.e., gloves for your feet).
  7. When my daughter was younger, we had a pet pygmy hedgehog who we buried in our garden in a shoebox covered with hieroglyphics (she was studying Ancient Egypt when the poor hedgehog died).
  8. I met David, my partner of the last nine years, on an online dating site.
  9. My desire to do road trips by bike comes from reading a color-coded SRA reading passage on the American Youth Hostels in 6th grade.
  10. I know how to say the equivalent of ‘eenie, meenie, miney, moe’ in Swedish.
  11. And like Heather Rader, I, too, am a mindless hummer.

And now the answer to 12 of the questions the nominators posed (I added an extra just to keep things even):

Answers to Dana Murphy’s questions:

  1. What is your favorite blog post you’ve ever written? My current favorite is “What Messages Are We Sending Our Students about Reading Revisited” because I figured out a way of combining a tribute to one of my favorite authors, Alice Munro, with a critique of one of the packaged programs that are taking the heart and soul out of reading.
  2. What advice would you give future teachers? Hold on tightly to whatever made you want to be a teacher in the first place and try not to teach out of fear.
  3. PC or Mac? With the guy I live with, it’s Mac all the way.

Answers to Pat Johnson’s questions:

  1. Tell me something about the grandparent who meant a lot to you. I adored my grandfather who, at Sunday dinners, would always say “Chicken ain’t nothin’ but a bird” before sharpening the knives and carving up my grandmother’s beloved roast chicken.
  2. Name a teacher from your past who impressed you and why? My 5th grade teacher Mr. Holt comes to mind here because he made me aware of what I was unaware of. One day, for instance, after saying the pledge, he asked us to write out the words, which clearly proved that I had no idea what I was saying each morning. (I wrote something like, I plejalleegents to the flag.) And in what seems unimaginable these days, he arranged for another teacher to burst into the room one day holding a banana like a gun and then asked us to write about what we saw. Many were convinced he did have a gun and many swore that he was masked, which led us all to understand that sometimes our eyes are unreliable.
  3. If you could invent a holiday, what would it be for? I second the suggestion of Lena Dunham, the star of the HBO show Girls:

Lena Dunham Tweet

Answers to Tammy Mulligan’s questions:

  1. What are you reading right now? The Christmas present I gave to myself: Archangel by another of my favorite writers, Andrea Barrett. It’s a gorgeous collection of historical fiction short stories that all involve characters who are scientists.
  2. Why did you decide to settle in the town you are living in now? Having grown up in the suburbs of New York City, I moved to Colorado when I was twenty positive I’d never come back. Ten years later, graduate school and a sick parent brought me back to the city, and falling in love with Brooklyn made me stay.
  3. Why blogging? Because I don’t really know who I am if I’m not writing—and blog posts are much more forgiving than a book.

Answers to Heather Rader’s questions:

  1. What is a great read aloud book? I read The Doll Bones by Holly Black over the summer and think it would make a marvelous read aloud for a fifth or sixth grade class.
  2. What are titles of compelling documentaries or foreign films you’ve enjoyed? A few weeks ago I saw the Italian film “The Great Beauty,” which I thought was magnificent. It was the next best thing to being in Rome (which, in my book, is just about the best thing there is).
  3. What color is on your living room walls? Do you love it or hate it? Having lived with colored walls for some time, I went back to basic white a few years ago—but I did do an accent wall in the living room I love that’s like the Sherman Williams Goldfinch.

And now for the fun part: I’d like to share some blogging love with some of the wonderful education bloggers I’ve had the privilege to meet through this blog, who in post after post share their thinking, their questions, their minds and their hearts:

Jan Burkins & Kim Yaris at Burkins & Yaris

Tomasen Carey at ConversationEducation

Mary Lee Hahn at A Year of Reading (which she writes with Franki Sibberson)

Steve Peterson at Inside the Dog

Julieanne Harmatz at To Read To Write To Be

Fran McVeigh at Resource-Full

Matt Karlson at the Opal School Blog

Colette Bennett at Used Books in Class

Catherine Flynn at Reading to the Core

Carrie Gelson at There’s a Book for That

Tara Smith at A Teaching Life

And here are 11 questions, which, if you’re tempted to bend the rules, feel free to pick & choose from:

  1. What book would you want with you if you were stranded on a deserted island?
  2. What did you learn from your mother?
  3. Where do you write?
  4. Where do you find joy in your classroom or work?
  5. What do you do to recharge?
  6. What was your favorite book as a child and why did you love it?
  7. If you could have dinner (or coffee or drinks) with anyone living or dead, who would it be and what would you want to ask him or her?
  8. Do you have a quote that you keep (in your mind, a notebook, a pocket, your desk, etc.) that captures something that seems important to you? If so, what is it?
  9. What are you afraid of?
  10. How do you feel about being the age you currently are?
  11. If you could go back to one moment in time, when & where would that be & why?

And now, it’s back to my my blogging break . . .

Holiday Break

Over the River & Through the Woods: Good Tidings (and an Invite) for the Holidays

Currier_and_Ives_Otto_Knirsch_The_Road_Winter

I decided to celebrate the holidays this year by writing a post that was inspired by two seemingly random but serendipitous events. The first was my experience at NCTE where it was so invigorating to hear educators share so many innovative and meaningful ways for students to not only embrace reading and reading but to truly own their learning. And several of the ones I found most compelling all connected literacy to the visual arts.

Should Would Could DidGiven the responses to the two posts I wrote and the links to others that can be found at the #NCTE13 Roundup on Franki Sibberson and Mary Lee Hahn’s blog “A Year of Reading,” I think many people felt the same. And that experience was still vividly in my mind as, shortly after Thanksgiving, I started noticing tweets from a group of great educators loosely connected through the Nerdy Book Club, twitter and the blogosphere. Using the hashtag #nerdlution, each person committed to doing something they’d wanted to do for a while for the next fifty days, out of the belief that making a pledge with others would keep them on track. Many choose to write every day, while others vowed to exercise more. And reading the tweets, I found myself intrigued—and simultaneously terrified—at the idea of adding one more thing to my already busy life.

To be honest, I wasn’t sure that I needed to write any more than I’m currently doing, and while I could always exercise more, I’m pretty good at getting on a bike (outside as long as it’s at least 50 and inside, watching old Project Runways from a stationary bike, when it’s colder). But it occurred to me that there was something I’d been wanting to add to my life for a while but couldn’t ever seem to find the time for: drawing.

Of course, the prospect of trying to find time to draw each day for fifty days seemed to much. But with all the inspiring visual work I saw at NCTE—and all the inspiring #nerdlution tweets from people doing what they thought they couldn’t do—I decided to give myself a You're-Invited-3challenge. I would try to follow the instructions that Linda Rief gave her students for the magnificent heart book project she shared at NCTE: to find a poem that resonated for me and write it out in my own hand, then illustrate it and do a little research to find out what the poet has to say about reading or writing. And I’d like to challenge (or more politely invite) anyone out there who’s been feeling an urge to reconnect with poetry, do something creative, or learn by doing an assignment you’re considering for your own students to share a poem that speaks to your heart, following Linda’s steps. If you have a blog, you can post it there with a link back here. And if you’re blog-less, you can attach the poem, an illustration and any wise words you find from the poet in an email and send it to me at vvinton@nyc.rr.com, and I’ll share it here. And, who knows, maybe we’ll even start a new holiday tradition—and give birth to a hashtag (#heartpoems anyone?)!

In the meantime, though, enjoy the holidays, both the known and the unknown, the clarity and the confusion. And follow these words of Wendell Berry, the poet I did my research on, which seem particularly apt for the season:

“Be joyful because it is humanly possible.”

The Real Work2

Heart Collage 2

© Vicki Vinton 2013 “The Real Work” Heart Collage, http://tomakeaprairie.wordpress.com

See you next year when the journey of the real work carries on!