Day 7-  Engagement Versus Compliance

We eased into our second Tuesday with the comfort that accompanies familiarity. Even those who arrived fresh from the frustrations of rush-hour traffic quickly relaxed into the rhythms and routines of the day.

Our day officially began with Katrina and Sandra sharing their blog post from Monday. This was our first post with two authors. It was really interesting to hear two unique perspectives of the same day. It provided a great reminder that our prior experiences and our individual goals impact how we experience events.

The reminder of the morning was spent with Nancy Steineke discussing Content Area Writing. Nancy started by sharing her belief that in order to teach writing workshop, you need to do writing workshop. Though the morning was short, we did workshop by participating in several activities that we could utilize in our own classroom. 

• Identity Web
• Close Reading of an Image
• 4-Square
• Story Telling from Different Perspectives
• Identity Web for a Significant Person 
• Annotating with a Purpose
• Argument Lineup 

Sharing Identity Webs

Sharing Identity Webs

Many of us were intrigued by the photos and life of Vivian Maier. Some of her work is currently on exhibit at the Chicago History Museum. 

http://chicagohistory.org/planavisit/exhibitions/vivian-maiers-chicago

Rather than rush off to enjoy lunch, many participants continued conversations or initiated new ones when the lunch break was announced. I think this is a strong testament to the relevance and importance of this experience for each of us.

Lunch Time Conversations

Lunch Time Conversations

Our afternoon started with a debriefing of the morning's activities. There was consensus that while some of us found the pace of the workshop activities challenging, there was value in the activities and application opportunities in our classrooms. Steve suggested having students take photos of their neighborhoods and Sandra suggested having students explore photos on their phones that are not public. 

A couple of moments in the debriefing stood out. One was when Steve shared that he was "quietly rebellious." We were surprised and amused to learn that when Steve is told, "This is what I want from you," he thinks to himself, "Well, that's not what you're going to get!" Another was when Tiffany made the important distinction between student engagement and student compliance. Tiffany's statement made me think of Alfie Kohn's Beyond Discipline: From Compliance to Community. During our experiences the past seven days, I think we all recognize how easy engagement can be when we're part of a meaningful, authentic community.

Lauren Shares Her Essay

Lauren and Tiffany each shared their writing examples with us. Lauren shared an essay she authored during a workshop earlier this year. In her essay, which is a letter to her future child or children, Lauren shared empowering advice based on her own challenges during middle school. Tiffany shared that even as a mentor teacher, she needs inspiration too. One place she finds such inspiration is in the poem "The Heart of a Teacher" by Paula J. Fox.

Tiffany Shares a Poem

Our afternoon concluded with a continuation of the previous day's conversation with Steve about leadership. We broke into small groups to discus various ways to lead in our own schools. 

Jan Filling the Coffee Pot for a Third Time to Fuel our Afternoon Work!

Opening Classroom Doors
- trust is critical
- initial meeting, maybe one-to-one relational meeting to create trust
- start with no students around, check out rooms
- feedback should be focused and specific, teachers can request specific feedback 
- "Welcome Wednesdays" on a volunteer basis, low stakes
- provide exit slip to teacher for positive feedback
- hybrid- kids visit other rooms and provide positive feedback

Organizing a Campaign for Some Change in Department- or School-Wide Policy or Practice
- need? expertise? how can you effectively address that need?
- buy-in and follow-up?
- non-threatening, community
- relationships, trust
- interactive, postive, validating
- "What is something that you want to see in kids that graduate from this school? "
- important to build relationships, recognize potential supporters and detractors
- inform principal, you want their support, but you don't it to become a mandate
- should not divide or label people 
- possible PD idea- "Walkers and Talkers" where each staff member shares something that is very effective in their classrooms and share out 

Getting a Grant


- Audience and purpose when grant writing
- Couple of sentences right up front, sharp, brief, energetic
- What's unique and special about what you're doing? 


Additional Resources:
Spectacular Things Happen Along the Way

DTM

Week 2 / Day 1 / Part 2

(There was a little confusion about who was doing what today. I didn't realize until lunch that Katrina and I were supposed to be splitting the day, so we both prepared words for the blog. Because she has already done an excellent job articulating the activities of the day, I am taking the opportunity to reflect in a different way.) 

Last Monday morning, I greeted the day with some disquiet because I didn't know what to expect from this workshop that would take so many hours of my summer from me. And then I was nourished and learned and wrote and had time to think and discuss and write some more and wander around the zoo and collaborate and laugh and share my writing and listen as other people read theirs. This morning, I greeted the day with enthusiasm.

I was fortunate to be able to start our day reading aloud two texts that are important to me for different reasons: the first paragraph of Zora Neale Hurston's novel Their Eyes Were Watching God which explores the difference between the dreams of men and women and part of "How to Tell a True War Story" from Tim O'Brien's The Things They Carried. O'Brien uses metafiction--a realism that abandons traditional literary techniques and alludes to its own literariness. It is an interesting piece of writing because at the same time it examines the complexity of war it is also beautiful. I was moved when Lauren responded to it in an honest way by reflecting on her own experience with it and other texts she encountered in high school. She said about herself as a student: "I was dutiful. I read all of them" but she didn't connect with them in a powerful way, in part because no one showed her how. It is her goal as a teacher to always do the important and difficult work of opening up a text for her students so they can love it. Her students are blessed to have a teacher who is and remains committed to their growth. Steve responded to the content of O'Brien's writing--the narrator discusses how alive a soldier feels in the face of death--by recounting his experience in Florence in 1993 when the Uffizi was bombed by the Mafia, and, in the face of raining glass and devastation, he and his wife felt invincible for having survived. I brought the piece to the group because I believe a reader can recognize profound truths in fiction and Steve's recollection was a validation.   

Jan read through Friday's exit slips and so many of us were in the same place at that point: inspired to head back into our respective classrooms in the fall and implement changes. For me, it's such a comfort to be of like mind. 

Iris is brave and powerful and a better writer than she thinks she is. At one point this morning, she said she feels she doesn't bring enough to her small writing group, Our group. My group with her. I know it is important to hear people and honor their feelings, but it's important for me to respond: I have been able to harness parts of my writing and take them further because of the feedback I have received from Theresa and Iris. I have also taken inspiration from different pieces they have shared with me and my writing is strengthened because of my relationship with them. Clearly I'm not alone in this: Madeline told Iris she must change her definition of what a phenomenal writer is because her blog post proves that she is one. Lauren returned the discussion to a question that was raised last week about how best to ask for and provide feedback that is substantive and validating, and I was glad to be in an environment with rich and honest discussions. 

That discussion transitioned to one about the social dynamics of leadership and the negative impact that being a leader can have and Tiffaney shared that at her school people are criticized for "DTM" or doing too much. 

Steve modeled a One-to-One Relational Meeting with Alex before we broke into pairs to engage in the protocol ourselves. There are so many applications for this practice at my school, where there is not universal relational trust. Madeline was my partner, and I appreciated being able to ask her question about her experiences at school and learn about how she actively engages in self care as a teacher. Balance is one of my mantras because I do not always find myself in the right place with relationship to the fulcrum and I learned from her in our discussion. Among other remarkable things she shared, Madeline organizes a teacher support group--Teach Tank!--which meets monthly on a Sunday afternoon at a coffee house. So healthy. So encouraging. 

We spent the afternoon working independently, dedicating part of the time to our writing and part of the time to our inquiry projects. Jan checked in with most everyone to serve as a sounding board for their ideas and those appeared to be animated and enriching conversations. When I was alone, my ideas felt scattered, but discussing them with her helped me to see them in a more connected way. I'm sure I am not the only person she led to clarity today. 

I'm so glad to have the opportunity to spend this time with all of these people who are willingly, thoughtfully, joyfully DTM.

Be Limitless, Not Llimited

Sandra reading an excerpt from Their eyes were watching God 

Sandra started off our day today by sharing two books that touch her heart.  The first book, Their Eyes were watching God written by Zora Neale Hurston, grabbed the attention of the listeners as the lives of men and women are compared.  The second book, The things they carried written by Tim O'Brien, was chosen by one of Sandra's student cohorts.  The excerpt from the meta fiction story reminds us of how any experience will have more of an impact if there is a personal connection.















Lauren shared another resource for teachers!  826Chi is a nonprofit organization that provides an opportunity for your students to learn about writing and publish their own work.  Take your class in to learn about the writing process, work with a writing coach, and create a book of their own, which they can take home to show mom and dad!

826CHI

Steve Zemelman visited our workshop to discuss what a leader is.  He helped turn our prior knowledge of the characteristics of a leader into specific categories.

Implementation

• Organization
• Planning
• Constructive criticism/feedback

Emotional Qualities

• Fair
• Confidence
• Passionate

Relational

• Motivating
• Respectful
• Modeling

Communication

• Active Listening
• Sharing
• Asking Questions

Cognitive/ Attitudinal 

• Creative
• Unbiased
• Openminded

Carousel Writing

We learned another writing strategy, similar to conversational writing!  After discussing ideas about what leadership is and what it looks like we chose one topic to write about.  We had a few minutes to write our ideas, opinions, and thoughts then we passed them to each partner in our group to get their thoughts on our writing.  We debriefed shortly afterwards to discuss how we could become leaders and improve our leadership skills.

One-to One Meetings: How to improve relationships when in a leadership role.

Questions to ask:

• What got you into teaching?
• Any inspirations or specific experiences that made you want to become a teacher?

• What things are important in/to your job?
• How do you accomplish that?

*Don't forget*

• Connect to the answers and content area
• Ask clarifying questions
• Find a common or comfortable territory 

Wow what a busy morning, now we have all afternoon to work on our inquiry projects and any writing we started last week!

Read about a "Literary Pharmacist" in, The Little Paris Bookshop by Nina George

~Katrina Peterson

Day Fabulous 5: Close to Home, Guided Imagery, Interest/ Grade Level Collaboration, and Written Conversations

T.G.I.F.

At Whitney Moore Young, curious leaders gathered to learn something new

                                        Through inspiring instructors

                                        From a guru’s guidance

On Day 5, Kris shared Day 4 highlights in her blog

                                        With prepositional poetry

                                        Plus effective feedback

Through vivid imagery, talented teachers shared their favorite places

                                        Amid a Chicagoan Winter, a trip to an island

                                        In Polish markets or DeKalb prairies

                                        At an atypical Shakespearean play

Thanks for the Free Stuff

During dynamic discussions, educators pondered pedagogy and possibilities

                                        Regarding co-teaching & literacy

                                        Regarding technology & special education

                                        Regarding ELL and reading/writing workshop

                                        Under fluorescent light, we illuminated one another

                                        Without ego, each served as the Sun

After viewing a parody of Star Wars, we thirsty scholars discovered or rediscovered water:  “to write about what we know”

                                        After tech-Titan Alex saved the day

                                        After our virtual trips to Miami and Disneyworld

In groups of 3-4 graduates, we composed and debriefed

                                        Beside our peers

                                        Between oooohs and aaaahs

                                        Excepting constructive criticism

                                        Within the safety of our triads or quads

Via email, we will receive our NLU information

                                        Per CPDUs

                                        Per graduate credit

                                        Per a teacher’s worst enemy:  paperwork

On post-its, we created a list of leadership traits

                              The gifts of Amy, Jan, Michelle, Iris, Kris and Theresa

                              The adjectives that describe Alex, Lauren, Madeline, Maria(Mariana)

                              The aptitude of Katrina, Erin, Tiffaney, Sandra, or Amanda

Leaders defining leadership

By writing a response to an article and a dialogue with a partner, we collaborated

                                       
Minus oral communication

With focus outside of ourselves

Like pre-technology humans

Through a lost art-a letter

With reflection, we chose our personal climax of the week

                       
Across the room from a mentor?

Aboard the writing process ship as pirates?

Outside cages watching apes?

During an interview with a teacher?

In a private world typing or writing?

After getting something for FREE?

Until we meet up again, T.G.I.F.

A Reminder of Our Power

Day 4: The Writing Process, Preposition Poetry, and Effective Feedback

We started Day 4 by welcoming our newest group member, Michelle. A symbol she shared was a book surrounded by birds to symbolize that education should be liberating and given to all students. (Love it; couldn’t agree more.)

Next, Erin brought in The Liars’ Club by Mary Karr, a “A wickedly funny account of an apocalyptic childhood”. Erin relates to this book because the issues in the memoir hit close to home (even though Erin’s childhood was not as apocalyptic as Karr’s.)  From the excerpt that was chosen, it was clear why Erin says the author has “a way with language”. The Texan lifestyle is captured in subtle ways and really shows us through writing exactly how it is to grow up in the South. Jan connected “The Liar’s Club” to the play “Next to Normal”, a musical about bipolar disorder.

We then began a fairly lengthy de-briefing of our Writing Marathon @LP Zoo. In the interest of saving time, here are abbreviated versions of everybody’s kernels of wisdom:

“Since bilingual students are skeptical and negative about writing, a nice peaceful environment would help change those feelings.”  ---Iris  

 “This was a good lesson in patience, perseverance, being independent and which strategies you use when left to your own devices.“ –Madeline

“There’s not enough class time to declutter all the noise and get to the craft- of writing-- the IMPORTANCE of devoting a whole block of time in the day to find your voice.“ -Sandra

“I was hesitant to share my journaling at first. This would help students become more aware that journaling is helpful to SEL, connecting to themselves and their thoughts. “ -Lauren

After thinking about how lucky I was to be in the presence of such great educators and overall awesome human beings during these 12 days, we embarked on a gallery walk of how each group chose to visually represent the Writing Process. Some similarities we found were that:

-  the process is never linear

-  it takes time

-  it’s all about perseverance and multiple revisions

***Shout out to the pirate group. Best thing ever. If your poster suddenly goes missing, it’s not me. (It was me.)

Amy today led our writing activity today. The sequence was as follows:

1.         Pre-write: What kind of child were you?

2.         Read: There Come a Soldier by Peggy Mercer

3.         Write: I was once a girl/boy who…

4.         Edit: Go back to writing and work on verb choice

5.         Workshop: Discuss writing and provide feedback

Next, we got a little creative with Preposition Poetry. This is where everybody frantically googled “what is a preposition” before starting. The concept is very simple: every line of your poem must begin with a preposition. (Super cool! Will use with students ASAP.)

Here is a clip of “Austin’sButterfly”. Besides being filled with adorable little children, it shows the importance of teaching students HOW to give precise feedback during the drafting process. Critiques should be specific and focus on one quality at a time. As Ron questioned the little cuties about Austin’s butterfly, you could really see the wheels turning in their sweet little minds as they understood the purpose of multiple drafts, and the process we all have to go through to present something we can be proud of.

RESOURCES MENTIONED TODAY

YoungChicago Authors creative YA curriculum & lesson plans

www.ning.com Classroom blog (Pro: user friendly; Con: not free)

Notebook Know-How Aimee Buckner

 There Come a Soldier by Peggy Mercer

Momma, Where Are You From? by Marie Bradby

Day 4: The Writing Process, Preposition Poetry, and Effective Feedback

We started Day 4 by welcoming our newest group member, Michelle. A symbol she shared was a book surrounded by birds to symbolize that education should be liberating and given to all students. (Love it; couldn’t agree more.)

Next, Erin brought in The Liars’ Club by Mary Karr, a “A wickedly funny account of an apocalyptic childhood”. Erin relates to this book because the issues in the memoir hit close to home (even though Erin’s childhood was not as apocalyptic as Karr’s.)  From the excerpt that was chosen, it was clear why Erin says the author has “a way with language”. The Texan lifestyle is captured in subtle ways and really shows us through writing exactly how it is to grow up in the South. Jan connected “The Liar’s Club” to the play “Next to Normal”, a musical about bipolar disorder.

We then began a fairly lengthy de-briefing of our Writing Marathon @LP Zoo. In the interest of saving time, here are abbreviated versions of everybody’s kernels of wisdom:

“Since bilingual students are skeptical and negative about writing, a nice peaceful environment would help change those feelings.”  ---Iris

 “This was a good lesson in patience, perseverance, being independent and which strategies you use when left to your own devices.“ –Madeline

“There’s not enough class time to declutter all the noise and get to the craft- of writing-- the IMPORTANCE of devoting a whole block of time in the day to find your voice.“ -Sandra

“I was hesitant to share my journaling at first. This would help students become more aware that journaling is helpful to SEL, connecting to themselves and their thoughts. “ -Lauren

After thinking about how lucky I was to be in the presence of such great educators and overall awesome human beings during these 12 days, we embarked on a gallery walk of how each group chose to visually represent the Writing Process. Some similarities we found were that:

-  the process is never linear

-  it takes time

-  it’s all about perseverance and multiple revisions

***Shout out to the pirate group. Best thing ever. If your poster suddenly goes missing, it’s not me. (It was me.)

Amy today led our writing activity today. The sequence was as follows:

1.         Pre-write: What kind of child were you?

2.         Read: There Come a Soldier by Peggy Mercer

3.         Write: I was once a girl/boy who…

4.         Edit: Go back to writing and work on verb choice

5.         Workshop: Discuss writing and provide feedback

Next, we got a little creative with Preposition Poetry. This is where everybody frantically googled “what is a preposition” before starting. The concept is very simple: every line of your poem must begin with a preposition. (Super cool! Will use with students ASAP.)

Here is a clip of “Austin’sButterfly”. Besides being filled with adorable little children, it shows the importance of teaching students HOW to give precise feedback during the drafting process. Critiques should be specific and focus on one quality at a time. As Ron questioned the little cuties about Austin’s butterfly, you could really see the wheels turning in their sweet little minds as they understood the purpose of multiple drafts, and the process we all have to go through to present something we can be proud of.

RESOURCES MENTIONED TODAY

YoungChicago Authors creative YA curriculum & lesson plans

www.ning.com Classroom blog (Pro: user friendly; Con: not free)

Notebook Know-How Aimee Buckner

 There Come a Soldier by Peggy Mercer

Momma, Where Are You From? by Marie Bradby