Passion: A Teacher's Superpower

At the start of the year, our district was fortunate enough to have a visit from the educational pirate himself; Dave Burgess.  If you are not familiar with his book Teach Like a Pirate, you should make yourself familiar.  In what often seems like a profession that thrives on beating you down, demanding more and providing nothing but criticism in what you do, it is a refreshing outlook, that is sure to remind you of why you became a teacher.  Burgess uses the word PIRATE not only as an acronym, but an educational metaphor that teachers can relate to.  The P in Pirate is the most important to me, not only as an educator, but as a mom of three children.
Yet, are educators up against insurmountable expectations? Do we have a greater obligation to be passionate about what we do, more than other professions? What if we aren't passionate about working with kids? Ethically speaking, are we accountable for teaching with passion? And if we aren't, should we find a new line of work?  Most educators don't go into teaching without having a love for working with kids.

There is no secret as to why teachers may start out eager and energetic about entering the teaching profession, and then over time lose interest, lose the spark that they started with. Is initiative overload pushed by administration too overwhelming?  I think the real question is, how do we get that spark back? I personally think that we have to be mindful of our teaching and our attitude towards it.  My theory is that self-reflection is a key component to the longevity of loving what you do.  We always hear that there isn't enough time and how do we fit reflection into a world that is constantly adding more to our plate?  As educators we can reflect in a number of different ways.  Taking the time to analyze our practice is one way, and a truly necessary step in achieving professional growth.  However, taking the time to reflect on a more personal level and looking at our attitude in the classroom and towards our students is key.  Do you love what you do?  If your answer is no, what are you going to do about it?

In Teach Like a Pirate, Dave Burgess does a phenomenal job breaking down passion in the teaching profession into three different categories:  Content passion, Professional passion and Personal passion.  It is a refreshing reminder of what we as educators lose sight of and don't always think about as a priority.   Teaching is more than a job, it brings with it an expectation of greatness and pride on our work.  We need to make sure we don't lose sight of how amazing we can be for ourselves and our students.

I, Too, Am America Book Map by Adriene Lombardi

I, Too, Am America

Written by Langston Hughes

Illustrated by Bryan Collier

Simon & Schuster Books for Young Readers (May 22, 2012)

• ISBN-10: 1442420081
• ISBN-13: 978-1442420083
• 
  

Book Review

Book Review (Grade K-5)

I, Too, Am America is a simple poem with an extremely powerful message.  While the text is not complex, the level of meaning and maturity is much higher and can even be stretched well into middle school.  The command of hope and equality resonate throughout the book.

"Tomorrow,

I'll be at the table

When company comes."

Bryan Collier uses the lens of a Pullman porter to show the day-to-day courage and dignity they projected in their job.  The illustrations are displayed in a patchwork/scrapbook format where Collier uses the American flag on almost every page.  As the book goes on, the flag becomes more and more prominent and visible.  The last two pages illustrate a young African-American boy looking out of his subway car with the stars and stripes draped over him.  Lastly, the boy is peeking through the flag, staring the reader in the face "I, too, am America".  Here Collier creates a metaphor where the boy is peering through the flag to an unknown future, representing the growth of our people in this country.  This book signifies and represents how far African-Americans have come in this country and how bright the future can be.

Content being taught: Poetry & Harlem Renaissance

Teaching Invitations and Ideas

Grades 2-Up

Hopes and Dreams

• After reading I, Too, invite students to reflect on their world.  They can be asked about their hopes and dreams for their future.  What in life are they “not okay with?” and “what are you going to do about it?”  Read Dreams and The Dreamcatcher both by Langston Hughes. This is a look into some of our most profound dreamers in history with analysis opportunity (Duet Model). Have students work on another comparison, focusing on I Dream a World by Langston Hughes and I Have a Dream {speech} by Martin Luther King Jr. Older students can look at the common themes that run through these pieces. All of the texts mentioned are fantastic examples of how an author recognizes flaws in the world and how they peacefully, dream of a better place for the future. 

A Look Into Harlem

• Go back in history and experience what the Harlem Renaissance was like. Sugar Hill: Harlem's Historic Neighborhood by Carole Boston Weatherford is a fantastic place to start and could serve as the core text of a Sunburst Model, setting the tone with rich illustrations and rhythmic lines. Listen to the beautiful music of the era, by Duke Ellington or Billie Holiday, create poetry and artwork that represents the movement of the Harlem Renaissance. Students create a detailed timeline with iconic images that represent the Harlem Renaissance. Represented in the PBS online series under Jim Crow Stories: The Harlem Renaissance (1917-1935) (http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html) Students could write out a skit or scene to be acted out, showing an authentic depiction of this time period after reading My People by Langston Hughes.

The Masters of Music

• Have students explore the musical pathfinders of the Harlem Renaissance. Bring in Sweet Music in Harlem by Frank Morrison and Debbie Taylor as well as Jazz by Walter Dean Myers. Students could not only focus on the importance of music, but could also conduct an artist study, analyzing the illustrations and how they represent the music they portray in the books.  Tie in Duke Ellington, the Piano Prince and His Orchestra by Andrea Pinkney. By incorporating a biographical element to the unit. Ask students to choose a favorite musician that they like and compare and contrast the characteristics of the music between their choice and Duke Ellington. 

Grades 5 and Up

Study and Analysis of Literary Devices

• After reading I, Too, and it being the core text, the Sunburst Model would work perfectly for this study of poetry. Students are exposed to the beautiful use of literary devices, with a specific focus on symbolism, metaphors and imagery. Mother to Son by Langston Hughes has a message that the majority of students can relate to; advice from their mother. The extended metaphor is powerful. Students create illustrations that go with selected lines of the poetry, a comparison, of the literal meaning and representation of the figurative language in the poems. Two other poems by Hughes, The Negro Speaks of Rivers and April Rain Song are beautifully written with lines that show the range of literary devices as well as the importance of using them to create images in the reader's’ mind. Students could triangulate their comparisons and contrasts as well as pull out the imagery and symbolism in these poems.

A Deeper Look Into Harlem 

• Go back in history and experience what the Harlem Renaissance was like. As the Harlem Renaissance as the core content area of the Solar System Model, read Harlem: A Poem and Harlem Summer both by Walter Dean Myers as well as Celeste's Harlem Renaissance by Eleanora E. Tate. Have students create a Harlem Soundtrack, incorporating music from the era, specifically pairing it up with monumental events during the time period. Ask students to explain why the musical selections pair with the events, considering historical context during a time when rich culture and an appreciation for the arts was on the rise.

A Wider View of the 1920's

• Have students take a broader look at this particular time period. Begin with the vibrant and engaging Harlem Stomp! A Cultural History of the Harlem Renaissance written by Laban Carrick Hill. Then expose students to other events that were going in during this time period. The 1920s: From Prohibition to Charles Lindbergh by Stephan Feinstein and Six Days in October: The Stock Market Crash of 1929 by Karen Blumenthal. Have students explore and research more about other writers, the first flight, invention of the TV and other fascinating topics. Explore more resources below to help your students navigate a broader scope during the Harlem Renaissance.

Further Explorations

Online Resources

Harlem Renaissance (article/video)

http://www.history.com/topics/black-history/harlem-renaissance

Famous Harlem Renaissance People 

http://www.biography.com/people/groups/movement-harlem-renaissance

America's Story from America's Library: Jump back in time, Langston Hughes

http://www.americaslibrary.gov/jb/progress/jb_progress_hughes_1.html

Drop me off in Harlem

http://artsedge.kennedy-center.org/interactives/harlem/faces/index.html

Jim Crow Stories: W.E.B DU BOIS

http://www.pbs.org/wnet/jimcrow/stories_people_dubois.html

Interactive Resources

The Roaring Twenties

http://www.mccord-museum.qc.ca/en/keys/games/game_0_1920s

Brain Pop: Harlem Renaissance

https://www.brainpop.com/artsandmusic/musicalgenres/harlemrenaissance/

Interactive Hughes Timeline

http://www.pbs.org/wgbh/masterpiece/americancollection/cora/hughes_timeline.html

Learn About the Harlem Renaissance http://www.sheppardsoftware.com/usa_game/harlem_renaissance/harlem_renaissance_home.htm

The Library of Congress has an extensive Harlem Renaissance artifact collection, which can be downloaded here:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/harlem-renaissance/

The Smithsonian website also offers lots of music and primary sources for the Harlem Renaissance and various writers and musicians you noted above.

http://smithsonianeducation.org/db/search/detail.aspx?museumid=-1&supplierid=-1&pamphletcategoryid=-1&statusid=-1&mediaid=-1&KEYWORD=harlem+or+renassaince+&gradeid=-1&categoryid=-1

Book Sources

Blumenthal, K. (2002). Six days in October: The stock market crash of 1929. New York, N.Y.: Atheneum Books for Young Readers.

Burleigh, R., & Wimmer, M. (1991). Flight: The journey of Charles Lindbergh. New York: Philomel Books

Corrigan, J. (2010). The 1920s decade in photos: The Roaring Twenties(Library ed.). Berkeley Heights, NJ: Enslow.

Feinstein, S. (2001). The 1920s: From Prohibition to Charles Lindbergh. Berkeley Heights, NJ: Enslow.

Gourley, C. (2008). Flappers and the new American woman: Perceptions of women from 1918 through the 1920s. Minneapolis, MN: Twenty-First Century Books.

Hill, L. (2003). Harlem stomp!: A cultural history of the Harlem Renaissance. New York: Little, Brown.

Hughes, L. (2006). Poetry for young people: Langston Hughes. New York: Sterling Publishing.

Hughes, L., & Smith, C. (2009). My people. New York: Atheneum Books for Young Readers/ginee seo Books.

Myers, W., & Myers, C. (n.d.). Harlem: A poem.

Myers, W. (2004). Here in Harlem: Poems in many voices. New York: Holiday House.

Myers, W., & Myers, C. (2006). Jazz. New York: Holiday House.

Myers, W. (2007). Harlem summer. New York: Scholastic Press.

Pinkney, A., & Pinkney, J. (n.d.). Duke Ellington: The piano prince and his orchestra.

Tate, E. (2009). Celeste's Harlem Renaissance: A novel. New York, NY: Little, Brown and.

Taylor, D., & Morrison, F. (2004). Sweet music in Harlem. New York: Lee & Low Books.

Watson, R., & Robinson, C. (n.d.). Harlem's little blackbird.

 

Weatherford, C., & Christie, R. (n.d.). Sugar Hill: Harlem's historic neighborhood.

Wintz, C. (2007). Harlem speaks: A living history of the Harlem Renaissance. Napervil, Ill: Sourcebooks.

Chaos or Paving the Way?

If you ask me if I am tech savvy, my answer would be a weak...yes.  It's one of those big fish in a small pond situations.  I do what I physically can to keep up, stay current and have a very long list of "things I want to check out" this year, and will see how many I manage to crack into.  Technology in general can appear extremely overwhelming, especially to those who do not find themselves savvy.  Yet, the world around us craves more.  We have YouTube channels, and Twitter accounts, shared docs and virtual classrooms, we have GoPro sunglasses and blogs, websites and digital reminders.  It all seems completely overwhelming, and it is.  For years in education, I have heard "you are preparing students for jobs that don't even exist." Kind of scary if you ask me.  How are we as educators going to arm our students with the tools and knowledge that they will need to be successful in a future that is evolving at an unprecedented rate?  

I have been thinking about this question for a long time, and this week, during the middle of our in-service days, it kind of hit me.  Mr. Sortevik, a true character if I have ever known one, loves to quote Albert Einstein when retelling stories about his classroom.  "The definition of insanity is doing the same thing over and over again, but expecting different results".  Is that not the truest statement about education you have ever heard? If technology, and the world around us is evolving so rapidly, then why aren't we as teachers, trying new, innovative ways to get our students to think? Well, many of us are.  Or trying our best.  It is paralyzing at times and I know for me, feels chaotic and many times overstimulating, and often that can cause us to revert into static mode. 

We have to be risk takers and embrace the chaos! Because out of the chaos, greatness is knocking.  Not only are we pushing ourselves to try new things, we are also teaching our students to take risks, knowing that we might fail, and that is okay. My goal is to have an open dialogue with my students about the new strategies I am trying with them this year.  I want to make sure they know, that I am nervous about it and not sure if some of the lessons and tools I have planned are going to work.  I also plan on instilling the power of reflection in my classroom.  It is a lifelong skill that I value too greatly, to overlook with my 7th graders. 

 At our middle school this year, we are focusing on new ways to collaborate and share ideas professionally.  We have the technology at our fingertips and it is going to require trust, innovation and probably a lot of patience with ourselves and colleagues to turn this chaos into something remarkable for our students.  When we look at the technology and all it has to offer, the chaos starts to cave in. We must change the lens and see the opportunity we have in paving the way for not only our students, but our school and island.  I am excited and charged, feeling ready to take on new challenges to make my students the best learners they can be.

 "Chaos often breeds life, when order breeds habit."
-HENRY ADAMS

My Town

At the end of the school year, I ended a unit on Thornton Wilder's three act play called Our Town.  It was a new adventure for me in my classroom, a huge risk that certainly paid off.  It is a beautiful play that reinforces the simple things in life, how life goes on in the world around us, even when we feel as though time should be standing still. Its message is simple, and can sometimes be underestimated.  The transience of human life and the importance of companionship are not to be taken lightly.  One of the more powerful lines read in Our Town by one of the main characters, Emily is;  “Do any human beings ever realize life while they live it?”  This question requires some deep thinking and conscious reflection, almost constantly.  Something that most people simply don't have time for these days. 

It is a line that I find myself going back to this summer.  My town of Nantucket, Massachusetts may be one of the most dreamy and idyllic places to live.  People visit one time and then can't help but fantasize on how they are going to move out here forever.  Some actually do, and others make it a priority to visit at least once a year.  As the daughter of a chef and restaurateur, I was taught at an early age to have patience for the visitors.  After all, it is because of them that our year rounders are able to thrive.  This summer I vowed to focus my attention on two main things...friends and family, and I feel that I have done that;  immersed myself with people who get me, don't judge me and are good for my soul.  

While our town is known for its special, eclectic community, it is more well known for its natural grandeur.  This island has places that can heal, replenish and feed the heart.  I have tried to discipline myself in following Wilder's advice and to notice life as it passes.  With three kids, it doesn't happen all the time.  Yet, I find myself more often, breathing in the salty, sun-soaked air around me and feeling at peace in a home that I cherish not only for its breathtaking beauty and aromatic, magical breezes, but for the people.  The people who love living, and laughing while they do it.  That's my town, I wouldn't trade it for the world.  

 “We can only be said to be alive in those moments when our hearts are conscious of our treasures.” -Thornton Wilder

On The Brink Of Greatness!

Through recent faculty meetings, extended workdays and team meetings, next year has been on my mind. As a teacher, living on an island in the summer, definitely has its advantages.  I have always looked forward to the end of the year, for just that reason....the END of the year! Knowing September will bring all the excitement and energy back, after a couple of sun-soaked months.  Yes, I have a tug at my heart, letting the students that I have worked with in the trenches all year, go off to 8th grade. However, overall, I have always looked forward to a fresh start.

While approaching the end of my 10th year as an educator here on Nantucket, I have never experienced this renewed sense of energy I have had with school lately. And ironically, it's May!  I have been very much enjoying a new unit with my students, navigating the peaks and valleys of what works and what I need to adjust for next year.  However, I don't think that is it.  For the first time in our district, I feel that we have a group of teachers who are not only dedicated to teaching, but dedicated to creating a new sense of community. An educator's community.  I have often experienced a sense of mystery when working with colleagues on our small little island.  Unsure of what others do in their classes and more often feeling that they don't want me to know.  Often the excuse for professional collaboration is a teacher's anthem; "there's not enough time!" Recently I have noticed a shift.  Although slight, it has been noticeable.  Our principal has really listened to some of us and has been the point person on organizing some amazing opportunities for our staff.  While also keeping the doors wide open for educators from our elementary and high school, as well as the two private schools on the island.

Instead of feeling like it is a rush to the finish line, I am feeling excited about the work I want to do over the summer and truly enthusiastic for the start of next year, to continue this wave of collaboration, sharing and reflection.  I feel that our island is on the brink of greatness when it comes to education, and it is empowering.  Yes, we have a lot of work to do, however, even though it sounds so simple, for the very first time, there is a sense of genuine unity around improving our instruction in the most creative and forward thinking ways.

In Search of Balance

According to Merriam-Webster, Balance is: the state of having your weight spread equally so that you do not fall: the ability to move or to remain in a position without losing control or falling: a state in which different things occur in equal or proper amounts or have an equal or proper amount of importance. 

Sounds euphoric if you ask me. 

In life, balance for me has always been the goal.  It is a goal that comes to the forefront when I begin to feel overwhelmed with emotions, expectations, school or just life in general. This year has been particularly hard for me on more of a personal note, losing my mother unexpectedly in a tragic accident was really the lowest point, but overall, it has been the most challenging year of my life.  I have found myself searching for balance constantly, desperate for it at times.  There is an importance to knowing what you need in life in order to keep things in the "proper amount of importance".  Once this knowledge is gained, finding balance is within reach. It is difficult to know what adds stress to your life, what is most important to you and what makes you happy.  Then prioritize.  Learning to say "no" is probably the dirty little secret in finding balance (for me anyway).  Knowing that I don't need to do everything, and I can't control everything.  It is essential for me to focus on what is important to me and to harness my attention on what I am truly passionate about.  

As educators, I feel that we live two lives.  Our school life with our "school family" and our private life.  To find balance with both is a healthily optimistic point of view.   Often they mimic one another. At school, we find ourselves trying to do it all.  We want to do what's best for our students, yet find ourselves trying to juggle other initiatives competing with those efforts.  One message or mantra that I find myself reflecting on more often than not, is to not worry about things that are out of my control.  It only adds unnecessary stress and does not help the ultimate goal of balance.  In my quest for balance at school, I remain focused on what's best for students, how I can best relate to them and keep class FUN and engaging.  I also need to focus on my passion for teaching and continue to push myself to be the best I can be.   I am a work in progress and planning on staying focused on balance for the remainder of the year. 

#ThankATeacher

#ThankATeacher

As I think back and reflect on the teachers I have had, there are two teachers in particular that stand out in my mind.  The first one...Mr. Harrison my 9th and 11th grade AP English teacher got me to love reading. Throughout my entire education, leading up to 9th grade, I was a big "fake reader". That's what I call it when talking to my 7th grade English students now....fake reading.  I was able to get by and do my work, but I really had no interest in reading.  In Mr. Harrison's class, one of the treasured books that I simply fell in love with was Lonesome Dove.  I am not sure if it was the romantic western story line with Gus McCrae or the mere fact that I finished reading an 850 pg. book that charged my adoration for it.  Regardless, I truly shifted my attitude towards reading and lifelong learning from that point on.  It saddens me that it took until high school for that switch to flip, however, I am thankful the switch did flip.  Better late than never.

The second teacher who I am so grateful for was my lead teacher during my student teaching experience.  Mr. Denoncour, a 5th grade veteran teacher in the Concord, NH school district was a true teaching role model for me.  He had a beautiful way of teaching all the different content areas of 5th grade, but truly worked hard on building relationships with his students.  Something that I hold very near and dear to my teaching practice.  I still use little strategies he taught me to help build my relationships with kids and make them feel important and successful and I truly thank him for all that he did for me. He lives and breathes life-long learning and I feel honored to have had the opportunity to work with him.

I don't think anyone begins teaching looking for a thank you. I know for me know, in the end of my tenth year of teaching, the effort and excitement that students show for my class is a thank you enough.

The Importance of Change

We always hear 'change is hard' and this year in particular, it could not be more true.  This year our middle school has undergone a number of changes.  Some very necessary, some by choice and some that are out of our control.  When too many changes occur at a given time, and there are cracks in the foundation of trust, things can become unsettling, negative and at times more than one can bear.  In the teaching profession change is always going to come.  Some argue that it comes slower in teaching than in any other profession.  There tends to be push back with change.  I think it has to do with the level of uncertainty and unknown it brings with it. We like routine and perfecting our craft, and just when you start to feel comfortable and confident in what you are doing, new initiatives, new technology and new philosophies creep in.  

The one aspect of change that I have always had an easier time embracing is the change that occurs in my classroom.  With my students.  I am someone who likes to mix it up each year.  While I keep some of the main areas of content in tact (poetry, research, short stories), I have always enjoyed trying a new lesson or activity within that content.  This year I have been teaching poetry through Interactive Student Notebooks (ISN) for the first time and am loving it!  I think the students are really into the tactile and interactive piece especially.  It has been a true learning experience that I have had and been able to share it with my students.  We have been able to build a safe learning environment on trust and risk taking, which has been key.  I think that there is so much value in students seeing a teacher try something for the first time and work their way through it. Essentially making it one of the more powerful ways of showing it is okay to try something new....through modeling. 

I am planning on taking that to the next level and truly changing a significant unit that I have been teaching and evolving with over the past ten years and throwing it out the window and starting something completely new.  I am extremely nervous and scared that it will not work, or I will fail and it is going to be a complete and utter disaster.  Not to mention, I will be entering uncharted waters for me....drama.  I am throwing away my world mythology unit and replacing it with a unit on Thornton Wilder's Our Town...ambitious for 7th graders??  I know!  This is why people are so hesitant to change.  It is scary and it has great potential to not go well.  However, I was raised with the mindset that I am not going to shy away from something just because it is hard.  Change is hard, but the reward can be great.  I am looking forward to spending all of my energy into making this decision be a success, while knowing it will need to evolve and it won't be perfect.  

As one of my teaching inspirations David Burgess says 

"If someone told you teaching would be easy, they lied. It's not supposed to be easy, it's supposed to be worth it."

#TLAP Book Club

How often is it that teachers make time to sit around discussing a book that makes them excited about being a teacher? Well, it is happening out here on our little island off of Massachusetts and I am thrilled. Reflection in education is so important and it is often overlooked or swept under the desk, due to the lack of time.  We don't always make the time for ourselves, which allows us to grow as educators.  This year, I have been trying to 'steal' time to reflect on my teaching.  Recently, my principal, Dr. Cohen started up a book club based on a book and author that I am passionately familiar with and am thrilled to have coming to Nantucket this August!! The book Teach Like a Pirate by David Burgess has really hit home with not only me but many of my colleagues.  It is a book dedicated to helping teachers increase student engagement and enhance teaching through creativity and thinking outside the box.  Which are precisely the areas of teaching that I have a soft spot for.

For our first Book Club meeting we had a healthy mix of educators across all disciplines.  We focused on Part 1: Teach Like A Pirate and went around the room sharing  our "take-aways" or lines that stuck with us.  It was a very organic, laid back way of approaching a book, which was right up my alley.  The highlights of Part 1 for me were the two questions that the author asks you to pose to yourself.  They have always stuck with me and I find myself coming back to them when I am planning or revamping a lesson.  "Question One: If your students didn't have to be there, would you be teaching in an empty room?"  and the second questions goes along with the first..."Question Two: Do you have any lessons you could sell tickets for?"  

Now these two questions can misguide one's train of thought.  They are not to lead you down the path of "do my kids like me?" or "am I everyone's favorite teacher?".  They are posed to make you think about your delivery of your content and your instruction.  The way I look at teaching with these questions in mind is, are my students excited to come to class and learn my English content?  Am I presenting it in a particular fashion that creates energy and excitement about learning? Will they remember what they have learned based on the experience I have created in my classroom?

I look forward to our next Book Club meeting and the opportunity to reflect with colleagues on best practices.  I am in my tenth year of teaching and have never been presented with this unique opportunity to discuss pedagogy and teaching philosophies.  It is motivating and quite frankly, a breath of fresh air.