Death of a Pencil Sharpener

When you have a substitute, teachers usually appreciate a note letting them know how the day went. We might not always like what we read, but at least we have some feedback. This week we had a sub who not only left a note, but an entertaining one at that. 

Death of a Pencil Sharpener

By David Whitehead

    

 My day started like any other except the teacher had a sub today. He seemed like a nice guy, going around checking the classroom for what he needed to start the day. When he got to me, he open me and emptied the shavings from the day before.  He then left the room.

     Before I knew it, the students were entering the classroom to begin the day. They seemed a little noisy today, but everything settled down as the announcements started.

     The sub then reviewed the agenda with them, making sure they understood the assignment. He did have to correct one student who got up their seat to try and use me while he was talking.

     He the had the students begin the assignment and... that's when the chaos began. The room got loud and the students were all against the wall like they were being punished. as I looked closer, I could see they were reading and writing something. I got distracted for awhile because all at once everyone wanted to use me. But hey, that's what I'm here for.

     All seemed to going well until boom! The next thing I knew I was on the floor. No one seemed to notice or care. They just kept kicking and stepping over me until...

     A great shadow was coming at me. What was it? I could not move! Then I felt the sharp pain of my plastic base shatter into pieces. My life as a pencil sharpener was over just because no one would pick me up and place me back on the table.

     The sub noticed me on the floor and picked me up. He looked at the students and stated "I guess that's why the electric sharpeners don't work." He told them he would leave me on the teachers desk so she might have a chance to tell me good bye and ask about my demise.

     As he started this note, a student approached the desk. I think her name was Brandi. She said she was sorry for stepping on me because she did not see me as she was working on her assignment. It was nice to hear her words but alas, it does me no good. My days are over.

Mr. Whitehead has shown that learning to write is not just necessary to pass a test. It's a vital way of communicating information. Even if the news is bad, the writing doesn't have to be!

e at that. 

End of the Year Reflection

This was my first year teaching middle school. There were many firsts and tons of learning and growth for me along the way. This is one of my favorite memories, as well as a first. 

Standing in my classroom explaining something of great non-importance, I heard a knock on my wall.  My entire class and I  looked out into the hall, through the 8’ x 10’ windows that line the back wall, only to see a squatted figure run by my room with a soft plastic pool draped over its head.  Sighing in defeat, and trying not to smile, I knew I had to address this.

Earlier in the day, John had come into my room to ask if I wanted to go swimming after school. I looked up to see him pull a wadded, blow-up plastic pool from his backpack.

“Ummm, no. But thanks for the offer,” I replied with a grin. John came by my room to visit several time a day. Almost like my room was a homebase where he could come and get a quick reprieve from “school-life”. Maybe it was because he knew I thought he was funny. (I have been accused of having the sense of humor of a middle school boy. Several times.) Maybe because I believed in him even though he wouldn’t perform of put much effort into anything by drawing. Or maybe it was because I was at the end of the hall near the water fountains.

Knowing who it was who had performed the “drive-by pooling”, I slowly walked out of my classroom and down the hall. Before I even turned the corner, I heard “Did she react?” With a smirk on my face, I confronted John and his sidekick, Henry.

“Let me have it,” I murmured.

“What?” they asked, not so innocently.

“You know what.”

“I don’t have it!” John replied, continuing to shove something into his backpack and trying to get it zipped. “Henry took it! He has it.”

Looking at Henry, I saw that he didn’t have anything big enough to hide a wadded up plastic pool.

“Dude,” I replied with my brows raised, “I’ll have to drag y’all to the office. Just give it to me.”

With a small shrug of defeat, John unzipped his backpack and pried to pool out. As he handed it to me he said quite proudly, “I bet you’ve never taken up a pool before, Mrs. Smalley!”

I just walked away shaking my head, trying not to let them see me grin. I have a reputation to keep up.

On the Possibility of a Perfect Learning Environment

The way I know I am still growing is this: I learn every day that I have no idea what I am doing.

And that's okay. The cycle of my learning life goes a little something like this:

I wonder how this works > I am so awesome at this! > I have absolutely no idea how this works > I wonder how to make this better > I am so awesome at this! > How did I ever think I understood this? > Okay, so how does this really work?

Ad infinitum.

Take for instance, my stance on learning environments. More specifically, departmentalized instruction versus self-contained classrooms. For years I attempted to convince my first principal to let me try departmentalized instruction. After four years of teaching 4th grade, I was convinced I knew a better way. And that, my friends, was to allow teachers to specialize in one content area so that students learned the material from teachers that knew and loved the content. My principal always refused the request, however, warning me that departmentalized classrooms suffer from a lack of teacher-student relationships. I assured her this wasn't the case -- I had research to prove my belief! Smart people with multiple degrees and eons more experience than me agreed that this was the way to go. She was not convinced, but I clung to my belief that departmentalizing instruction was best for students and teachers.

This belief eventually played a small part in my departure from that school and entry into a new campus where I taught reading, writing, and social studies to two classes of students. They would receive math and science instruction from my co-teacher across the hall. I went into this experience filled with optimism and eager to spend a year immersed in the subject I was most knowledgable and passionate about. And I was right, to a certain extent. Focusing on reading and writing helped me to spend more time honing my craft as a teacher in that area. My relationship with my students was solid -- stronger, perhaps, than it had been before. In part this was because of the need of the particular learners I worked with; struggling students in a low income area that craved learning and worked hard to grow. What I did not expect, but probably should have, was the immense time crunch that happens when you jump from having an entire day with students to only spending two hours a day with them. There is no time to shift subjects around, squeeze in extra learning, or spend an extra hour on something your learners are struggling with -- you have 600 minutes a week with students, the end. Every minute becomes crucial.

Just a couple years after that initial exposure to the departmentalized classroom, I've landed at a charter school with a focus on classical instruction. At this school, I still teach 4th grade, but instead of two sections of students, there are four. That's a little under 90 students I work with each day, teaching writing and social studies. I have sixty minutes with each class. We work on our writing craft, learn to be more efficient revisers and editors of our own work, and of course, tackle the history curriculum of the 4th grade Texas student. I love this new school, my students, and the teaching family I work with each day. I feel like I've found my new teaching home.

And in the first semester of my experience here, I've learned so much about why I was wrong all those times I tried to convince my old principal that departmentalized instruction was better for students.

I still believe my relationship with my students is solid. I know them as people. I can tell you all about their interests and their personalities. I know how to talk to each one to help them grow. And they know me; I share my life with them, both the successes and the struggles. It's not the relationship with them as people that suffers.

It's the relationship with the student as a complete learner that flounders. If I were only teaching math, I might not understand where the student is as a reader. Missing this detail could mean not seeing why a student is struggling in math. Sure, the reading teacher can share this information with me. I might have the background knowledge, but until I sit and read with this child, and walk side by side with him or her through the particular struggles, I won't truly experience the problem and work on the solution. I won't be a part of the process. And with only an hour to focus on my content area, the chances of ever having time to make this type of connection is slim, to say the least. Not for lack of want. There is only so much one human can do in 60 minutes in a room filled with different needs and learning styles.

So what now? Now that I accept that my original ideas were only half-formed, now that I know there is so much more to the story than focusing on the ability for a teacher to specialize? Well, I keep doing what I'm doing. Keep learning, keep trying to find a better way to reach all my learners. Some days the overwhelming amount of information I'm expected to share with students seems impossible. Other days it seems we're figuring it out, stumbling gracefully forward. I still believe relationship is everything, and will never stop focusing on building trust and community with each of my students. It all starts there.

Is there one best way to teach a group of students everything they need to learn within a year? Maybe. Maybe not. But what I am learning, what I see so much more clearly every year, is that there are infinite ways to reach our students. We won't always be in the best situation. We will rarely have all the resources we feel we need. But the most important factor in the classroom is not the curriculum or the technology available or even the physical space. The greatest asset a classroom has is the attitude of the teacher. There will be good and bad days, amazing lessons and total flops, days when every moment is like pulling a freight train along with you, and times when the entire room is alive as if filled with some otherworldly magic. The classroom is a living, breathing space. It is what we make it.

And as for me, I intend to keep on building my skill, honing in on my craft, and articulating my love for each of my students every day, regardless of whether we are self-contained or in the fast paced whirl of a departmentalized classroom. While no learning environment may ever be perfect for all learners, my attitude and compassion fill the gap. So I will continue learning and growing right alongside my students, and together we will create the space that is perfect for us. Every day a different classroom, week by week, until I send them off to their future and greet my new learners at the door and begin to build again.

After all, what is learning if not constantly building, tearing down, and rebuilding the things you thought you knew?

SOL: Hike Your Own Hike, an #NCTE14 reflection

Everyone has to hike their own hike.

I first heard this phrase when reading Jennifer Pharr Davis' Becoming Odyssa, a memoir of her first through-hike on the Appalachian Trail. If you've not heard it before, the context is simple: go at your own pace, don't compare yourself to others, and do what works for you so that you can make it to the end.

It's become a bit of a private mantra of mine in the nearly five years since first reading her book.

Hike your own hike.


It's permission to live my life according to my own beliefs and guidelines, without feeling less than or guilty because I am not in the same place as those around me.

Gae and some poor mismatched homeless chick...

Combined with my other heartsong, First Do No Harm, I'm often able to ride out storm-tossed waves while people around me are capsizing in miniature anxiety-boats. Not always. Not even with a whole lot of grace. But I'm learning, and that makes me happy.

My Teacher Twin and Co-Ninja!

It's empowering, knowing you're right where you're supposed to be -- that your place on the mountain is equally as important and meaningful as those both above and beneath you, and every traveler that has walked a thousand footsteps more than you or is only just now stepping foot onto their path has no more and no less worth. We're all just hiking along, doing our best as we go.

Best roommates ever! Had so much fun with these two!

These words swirled around my mind repeatedly in the last five days while walking the labyrinthian corridors of the NCTE Conference. It's packed with so many sessions, events, author signings, and get-togethers that attempting to try to do them all could make a person go a little loopy -- especially when factoring in a bunch of roomies all interested in different things. That's why the hiker's mantra is so powerful; do what you need to best sustain your own experience, and give others the space to do so as well.

Alan Sitomer literally changed the way I think about my writing.

I took it easy at this conference. Slept in a couple mornings. Hung out talking to old friends and made some new ones. Went to sessions by authors and gleaned meaningful and sometimes life-changing insights that I may not have experienced had I simply gone to the sessions everyone else was attending. I spent my evenings sightseeing and writing and relaxing. Perhaps for the first time at one of these huge mega-conferences, I felt like I was really experiencing each moment, not rushing and worrying over inconsequential things.

One of my favorite nights at #NCTE14!

When it comes to teaching (and learning), the same outlook holds true. Teaching is an art. Educators need room to find their own style and deserve the opportunity to spend time on professional development that matters to them. After all, how can we empower students to be their best personal self if we aren't given the opportunity to grow into the most enlightened version of our teaching selves? I think that's one reason I love the NCTE conference so much -- while my colleagues are at a session learning about using Shakespeare in the classroom, I am listening to authors discuss the importance of revision, and still others are sitting in round table discussions about how to change the way grammar is taught.

Light is my One Little Word for 2014. I love how it weaves through all I do...

We're all hiking our own hike, every day, and somehow we're doing it together. And I think that makes us all stronger. I'm so thankful to be a part of this vast network of brilliantly different and passionate educators.

See you on the trail, friends.

Slice of Life Tuesday: Did You Volunteer For This??

Call me crazy, but I sort of love arriving at school an hour before class begins. Not because I can get so much extra work done in those quiet hours before students are trouncing through every nook and cranny in the building. Nope. I love this extra time because I get to spend it with young writers every day.

NaNoWriMo is in full swing, and for me that means a month-long writing club that meets every morning to write, share, and grow our writing community. This is one of the biggest years for our little community so far -- right at 25 fourth and fifth grade students come to school early every day to work on novels they chose to write.

Honestly, it's pretty amazing. There isn't much that can touch this experience in the awesomeness factor for me for the rest of the school year. Even so, I always get many questions about why I do this. And how.

"Did you volunteer for this??"

"Every day?"

"You show up how early??"

"How do you get them to keep coming back?"

"They just ... write?"

"Wait. So they actually sit down and write?!"

"Wow, I bet you can't wait for November to end!"

The truth is actually simple, and maybe a little bit boring. (Though here is an easy-to-use wikispace we've been testing out this year, heaped with writing tips for the beginning novel writer!)

I don't make this happen. They do.

I invite them, give them a place to hang out, and talk to them about their story ideas. I give them space to do something they love. They show up. They do the work.

We all respect each other's writing. We celebrate every word that goes down on paper; whether it's word one or five thousand. They set their own word goal and write until their little hands cramp up to meet those goals. They write in their spare time. They write at lunch. They write over the weekend.

They do the thing that all writers must do: they write.

Beginning every morning surrounded by these energetic young writers that are having fun and cheering each other on? That's easy.

The hard part is getting used to not having their smiling faces and wondrous words filling up my space each morning when November ends. Thank goodness for December's Revision Club!

Challenge

Ok - all these "ice bucket challenges" have gotten me thinking. They seem pretty successful in meeting their goals, right? So I offer a challenge to our governments, state and national, to any official who feels they should vote AGAINST school funding, whether it be a nay to increasing the education budget or a yay to further cutting. I challenge you to come work as a teacher in a classroom for a week. See if you're not wiped out physically &/or emotionally. Or don't find yourself thinking about at least one of your students, if you're not frustrated with all the expectations of others, if you don't stress about at least one parent issue (either because they're "too involved" or couldn't care less). Not to mention thinking or worrying about planning like you need to in order to be successful and as well as the higher ups think you should.  If none of those FEW things listed affect you, then I will listen to your reasoning for voting against our kids. But I'll still want to pour a bucket of icy water on you.

Who Would've Thought

I've undertaken a lot this summer.  The largest being a month long commitment to writing.  I was graciously asked to apply to, and then accepted, into North Star of Texas Writing Project's Summer Institute.  My co-ninja, Kelly, has been a part of NSTWP for years now and she has been after me for at least as long to accept writing as "good and not evil".  I was positive that it was just not part of who I was.  But it happened, she was finally able to brainwash me into feeling the need to go and become a part of this Writing Project.

I went.
Begrudgingly.
Dragging my hypothetical feet like an insolent brat.
I complained most of the first week, or maybe it was two weeks.
So don't tell her that I am actually enjoying it.  I knew I would learn a lot, but I never in my wildest ideas thought I would end up thinking like a writer. I am the READING NINJA for Pete's sake!

But alas, I have been cursed with now having the brain of a writer.  I can't see something odd or unusual and not think "Oh! I should write this down!" or "That comment would make a great blog post." (I am looking forward to writing about my experience this morning while at the hair salon!) Most of those will end up on my personal blog, due to my "adult" sense of humor.  No matter; the fact is, it now seems that I must keep track of everything because I might want to write about it someday. I am constantly writing intros and hooks in my head, seeing how it sounds, for days or weeks before I get it on paper.

I've been listening to David Sedaris's newest book on my iPhone as I drive the hour and a half north to get to these classes.  He writes little personal vignettes about things he's seen or noticed.  Most of them are small, but then he connects them to another event in his childhood or to when he was a young adult. I think he's hilarious, and as I was writing the other day I noticed I was modeling my writing after his. My own mentor text.  Hmmm - who knew I'd someday think like a writer?  Ok - who besides Kelly.

Reading - It Really Works

About 3 years ago my co-ninja Kelly showed me this great book she was reading; The Book Whisperer by Donalyn Miller. It forever changed how I "do reading" in my class.

If you're not familiar with Miller's work, you should be. This is not a program or a set of lesson plans. It is a way to get students reading, willingly.  Studies abound in the benefits of reading, so why are we still falling behind as a society in this area? I think it's partially due to the fact that we have convinced ourselves that if it seems "too easy", it must not be effective.  Compared to finding a "fun" activity to teach each and every TEKS, teaching students how to choose a book and read it on their own seems too easy.  Granted, I do feel it's easier than painfully cramming TEKS piece by piece down the students' throats, but it is definitely effective.  

I began teaching using Miller's idea of free choice four years ago.  All I had to do was guide students towards my larger than usual classroom library and help them get a book.  Then I kept notes to make sure they were reading.  I took page numbers every morning and before we left for the day to make sure they were making progress, I attempted to talk to students about their book choice and how they were enjoying it.  I still offered occasional mini-lessons, but not in so much detail and without the constant assessing.  That first year, I watched their QRI data move upwards; this has continued to be the trend in my class.  

As soon as testing rolled around I became extremely nervous.  Watching other teachers make huge packets of reading passages followed by questions, I wondered if I had done the right thing.  Just because their QRI levels were going up, were they still going to be able to be successful on the state test? Did I just waste an entire year of "fun" and "enjoyable" reading?! Fortunately for everyone the year was not at all a waste.  Our reading scores on the state test were great and have continued to be top in the district ever since.  

So does just reading actually help students enjoy books as well as learn enough to pass the test?  In our classroom, yes.  Is it "easier" than planning out detailed instructions for teaching point of view and character analysis?  Absolutely. Don't get me wrong, I didn't do it "perfect" from the get-go.  I have changed how I run my reading time every year, adding one-on-one reading for my less fluent readers and changing how I keep track of students' reading progress. These are just a few of the strategies I use in my class to help every student become a better reader, but the gist of it is, reading more makes better readers.  Harder is not always better.   

Why I Teach

"He went to bed and took his book with him! I just about fell out of my chair!"

"He had his nose in that book all weekend! I've never seen him so interested in a book!"

"She came home and said she was going to read the next 2 chapters because it was her favorite chapter book ever. She has NEVER offered to read a book on her own before!"

These are just a few of the comments I've received from parents in the last few weeks.  

I had to admonish one of my kids for reading while we were working on another subject the other day. This happen to be the same child who pretended to read the first 4 weeks of school and had the potential to be "that" student.  The one who makes you want to go work at Wal-mart (not that there's anything wrong with that.) The boy that wouldn't do anything but draw all over his papers and disrupt others. Getting onto him for reading? Best day ever.

So why were these parents in such awe? What made there kids want to read? Magic fairy reading dust. And maybe some other stuff I did in class.  Whatever it was, I hope it never runs out.

5 Reasons To Use Evernote When Conferring With Students - NCTE13

I won't bore you with tons of wordy paragraphs about what Evernote is. If you're here to read this post, chances are you already have the app downloaded on your iPad. If not, go here and get started learning all there is to know. You can read this post while you setup your account. Why should you listen to me?

Well, friends, with Evernote you can....

1. Organize your thoughts with purposeful tags: I don't know about you, but helping students grow their writing skill is not the only thing I have going on in my classroom -- or my life. Don't get me wrong, I love speaking with young writers about their work. But keeping everything straight in my head is not easy. I need to be able to quickly assess who I need to conference with and what piece they were working on last. Evernote has definitely come through to help.

Some of the Reading and Writing tags I used last year.

By creating tags specific to my students and the skills we work on, I can easily decide on mini-lessons for upcoming lesson plans or simply recall all the notes I've taken on a specific student to help prepare me for our next conference.

2. Use notebooks to categorize large groups of notes: I work with more than one group of students, especially now that I am in the library. Instead of having a huge pile of notes all jumbled together, I've found that it helps me to create a tag for each student that matches the notebook I keep all their data in. This way, I can look at the whole group as well. Whether it is a writing club, classroom, tutorial group, or even a teacher writing group -- everything has a place!

Group A and B are classroom notebooks

Inside each notebook "stack" is a notebook for each student with the same tag.

 3. Say it with pictures: Sometimes a picture isn't just worth a thousand words -- it's also made of a thousand words! One of my favorite things about Evernote is the ability to snap and tag photos of student work. I can refer back to these photos during student conferences, data meetings, or anytime a student wants to look back at older pieces. At the end of the year, I have an entire collection of work all stored in one digital location to serve as their writing portfolio. (And I haven't even mentioned the audio recording!)

Student work showing my sticky note feedback.

Photos of response to reading of The One and Only Ivan

4. Be a Follower: There are a multitude of helpful tutorials already out there explaining how to set up your very own Evernote wonderland of organization. You don't have to come up with a system all on your own. It's been done for you. Check out some of these great tutorials--

Russ Goerend's site was the first I used to start my Evernote journey!

The Together Teacher on Evernote as a conferring tool

5. Share the love, because sharing is caring: You can share your notebooks, people. Share. Your. Notebooks. How awesome is this? Beyond sharing with parents, this opens the door to teacher to teacher collaboration -- not just what is happening in your writing conferences.

Jason Frasca on Sharing Notebooks

So. How ya like Evernote now, friends? Ready to give it a whirl in the classroom? 

Conferring with Inquiry in Mind - #NCTE13

I love the way my peers in The North Star of Texas Writing Project challenge me to think deeply about the decisions I make when working with young writers. Here is the thinking I've been sifting through about conferencing with students:

Writing Teachers (Re)Inventing Literacy Instruction by Following the North Star

What? 

I believe student conferences are the heart of writing workshop, but how do I guide conversations to encourage student growth without doing the work for them or squashing the young writer’s voice or desire to write? There is a Don Murray quote in Write Beside Them that embodies my goals when conferencing with a writer: “you should always leave a conference excited to get back to the writing.” I want to create contagious enthusiasm in an environment that encourages writers to take joy in the risk of playing boldly with their craft.

So what? 

Lucy Calkins said, “Helping [students] take themselves seriously is crucial for them as writers and as maturing human beings.” I believe daily modeling through mentor texts helps students identify what works in a piece of writing, which is essential to scaffolding their ability to discover both what works and does not work in their own writing. Mentor texts and conferencing work hand in hand. I also know a student’s decision to share their writing heart with me is dependent on how I treat them -- as a person and as a writer. Don Murray said, “I must create a climate in the writing conference in which students can hear what they have to say so they can learn to listen to their own writing.” I must be purposeful in my planning and my words each time I work with a writer.

Now what?   

I invite writers to share their work with me, and sometimes offer to read back their writing to them. This seems to help them hear their writing as their audience will receive it, and gives them the opportunity to write down what they notice about their own work. I’m learning to wait on writers when they are contemplating what their writing needs. My silence gives them space to think, and my “I notice” and “I wonder” statements help them look for their own answers, building their writing confidence. Research shows that writers grow best from receiving feedback, not evaluation. In fact, in The Essential Don Murray, he states it so eloquently :

"How do you motivate your student to pass through this process, perhaps even pass through it again and again on the same piece of writing?

First, by shutting up. When you are talking, he isn't writing." 

So my job during a writing conference is not to correct or change their work, but to listen and guide through gentle feedback and the silence that allows self reflection. I praise what has worked, and invite them to experiment with these techniques in other ways.

Takeaway: 

As a writing partner, it’s my job to be prepared when we sit down together. In this way, I show respect for the writer and their work. This means knowing where my learners are in their writing journey. I need strong organization and notes on each writer. I have found Evernote to be indispensable tool helping me efficiently organize my conference notes. By creating folders for each student, I can tag their work and include photos, my own conference notes, and audio files on the work we do together. This also allows me to keep a digital writing portfolio on each writer to share with parents, in data meetings, and for the student to reflect on their work throughout the year.

The Art of Conversation - #NCTE13

Our students need a champion.

They come to us so often with voices screaming in their head, "I can't," after a lifetime of teachers and tests whispering try harder in their ears. And if you think a lifetime sounds like an exaggeration, consider the struggling readers and writers that have been trying harder since they were just four years old. When I first meet my young learners, they have been trying harder for half their lives, or more.

Young writers have a voice. They were born with it. Brilliant, beautiful, true words that sing of who they have been, who they are, and who they want to be. Somehow along the way - struggling through family issues, peer pressure, test trauma - they become detached from what is meant to be natural.

After all, we've been telling stories since time began.

I say to my students, my young readers and writers: "It's your story. Who better than you to tell it? Who better than you to know the perfect words to shout your story from the mountains? Who better than you to share your genius with the world?"

They already have the story. It's our job to light up the path, to put the tools in their hands and cheer them on, to be there when they need reassurance, saying, "Now, go forward. Be brave. You've had it in you all along."

Photo taken during a North Star of Texas Writing Project Teacher Training session

When we step into a classroom, sit alongside our  students, and invite them to share their writing, we have important choices to make. We can become either their greatest champion or an unknowing saboteur of their voice and desire to learn.

When I sit down with struggling writers to discuss a piece of writing, I first ask them to read the piece to me. Often I find that they tell me the idea of the story instead of reading the actual words on the page. When this happens, I ask if they mind if I read it to them, exactly as it is written. I suggest that they listen to hear if the story I read is what they feel like they have written. I ask them to listen like a reader, noticing what they love and what doesn't work for them. They've done this before with mentor texts I've shared in class, so adapting this skill to their own writing isn't difficult.

Almost always, they are magnificent at discovering exactly the things I noticed when I first listened to them read. They are the drivers in these conferences. I am merely there to help navigate the path. We go over their list, and I praise both what they have done well as a writer and as a reader -- their ability to notice is a key to improvement. When I help students hear how their audience will experience their story, their perception of their work changes, and they are open to experimenting with revision. They want their message understood with the same passion and enthusiasm they feel for it, so the work of revision becomes an authentic means to reach their goal.

Conferring with young writer during a Saturday Writing Camp

Although I feel there is no magic formula for the perfect conference -- conferring with students, much like writing, is an art -- my conversations with writers do have some common elements. Here you will see my inspiration comes from the teachings of Donald Murray, Lucy Calkins, Donald Graves, Penny Kittle, Mark Overmeyer, Ruth Ayers, and countless other masters of writing instruction, so I've tried to share some links that point to their work, along with my thoughts on what makes a successful writing conference:

• Community: we write and share as a group every day, playing with words and celebrating one another for having the bravery simply to explore our craft.
• Listen - what is the message you are trying to share with your audience? What is the truest sense of the story you want to tell?
• Notice - elements in the writing that work, and places that make the reader stumble.
• Wonder - guide the process, wherever the writer is at, asking questions like, "I wonder what this piece would be like if..."
• Wait - give writers time to think, don't jump in to solve their problems for them, choose words sparingly - don't be afraid of silence.

But mostly, I follow my heart. I speak with my young writers the same way I would want anyone to speak with me about my writing: gently, with great compassion, and a desire to help. In this way, I am able to help them build trust. Not simply trust in me as a teacher -- that isn't enough to sustain their growth as writers. These conversations build the trust they have in their own abilities. Each word I choose is specific to the writer and focused on what they do well. By modeling these conversations daily through our conferences, they are able to read closely for themselves when working alone or when revising with a peer. Our classroom becomes a space open to respectful conversations focused on growing every writer to their full potential.

Video from Stenhouse Publishers

Fifty Shades of Censorship

Last week on FaceBook my sister posted an article titled, Fifty Shades of the Common Core. The article is about the use of the book Dreaming in Cuban in a high school classroom. Knowing I'd have an opinion, but probably not realizing I'd write my own book in response, she tagged me and asked or me to speak up.

Here's what followed:

My sister (not posting her comments as I haven't asked permission to show her name here) responded that I had some good points, and went on to say "But the porn in the section showed is still a bit much for me to handle being in a school library."

Even though I know her heart and her concerns come from a good place, this comment hurt, and here's why -- if one person wants a book out of the library, and pushes hard enough, it can definitely happen. In fact, in this case, it did. On the same day my sister shared the original article, I found an article from The Huffington Post explaining that Dreaming in Cuba was pulled from Sierra Vista School in Arizona after a parent complained about the "pornographic" nature of the book.

Banned Book Week

While my sister agreed that the book probably doesn't deserve to be banned completely, she wondered if it might still be acceptable to ban it from school libraries, since most parents probably wouldn't want their kids reading it. She argued that since we don't allow things like Hustler in schools, why is it any different when it's "just" in written form? Where is the line?

I think it's dangerous to see one section of text from one page in a book and determine the book's literary value from that tiny glance within those pages. If a work has literary value, cultural significance, or otherwise important contributions to offer the reader, who am I to judge it as unacceptable for a library collection? But her points are valid. Parents are concerned about the material being put in front of their children, so where is the balance?

I still want the other side of the story. Where is the teacher's voice in this discussion? I'm definitely curious to know what s/he has to say. Or any teacher or librarian of young adults. I hope you'll speak up in the comments and add to this conversation.

Let Them Be Boys!

In the past few years I've found myself rewriting, resending, and basically just resharing the following post. Since it's information I'm asked about so often, it suddenly dawned on me (I'm fast, that way) that it was worth blogging about.

I have a heart for helping boys find their voice in a world that tends to prefer they leave the rough and tumble at the door. Yes, by world I mean school - because when you're eight, nine, ten, or even older, school is your world. It's difficult for boys to become strong writers if they never have the opportunity to become strong readers. And many boys struggle to find a place as a reader, because their desire for blood, guts, vampires, and fart jokes is seen as unacceptable for school.

When we tell a child that their reading or writing choice is unacceptable, we may as well point at them and say, "You sir, are unacceptable."

I think that's when we lose many boys that so desperately need to be found.

For me, the important thing about boys is remembering they need to feel like they have a place and a say. Often, we let our own thoughts on what is appropriate dictate their reading and writing style, and it shuts them down.

They want to read Captain Underpants? Cool. Only will read Sports Illustrated for Kids? Good enough for me. Reading Stephen King? Eek, that terrifies me but if it’s working for them, more power to them! Refusing to even glance at anything that's not a comic book or graphic novel? Awesome. What better place to get excited about reading than a book filled with amazing illustrations, built-in scaffolding devices, and nonstop action? 

Let them know they have a choice – even if it seems completely backwards, and things will change. Comic books, blogs, magazines, picture books; if it has words and they’re not cussing or otherwise profane or harmful to anyone – let those boys read.

Some places for help:

Guys Read is an amazing website for books and other resources that boys will love. It has never failed me.

Any of the actual “Guys Read” books – each is a collection of short stories written by male authors with the intent of being interesting for boys. Also, this book by the same authors, all about what it means to be a boy.

Ralph Fletcher is another "can't miss" author for boys, and for teachers. Definitely check out Boy Writers and Spider Boy, for starters.

Any blog post by The Nerdy Book Club gang. This book-savvy blog is a mashup of posts on reading and includes several noteworthy book recommendations, written by teachers, librarians, and authors  -- basically anyone with a passion for reading and getting kids excited about reading. Follow this link to a search of all their posts on graphic novels.

And if you can get your hands on The Book Whisperer by Donalyn Miller, it is so worth your time. It's one of those books that make you rethink your current practices, and we all need that from time to time.

When in doubt, just let them read. How can you go wrong when they happily have their nose in a book?