The year was 1980. I was in fifth grade and recall one of my experiences as a happy Girl Scout. It was a Presidential election year, and as Girl Scouts, we were learning about the process of running for office. It was the Jimmy Carter versus Ronald Reagan election. As an assignment, we were each given a candidate to represent and convince others that our candidate was a worthy choice to be our president. I was given the Independent party candidate, John Anderson. I knew nothing about this person and took the challenge on of finding out all I could about him. Even though I knew Anderson probably would never win, I went into the assignment with respect for this person, for the office, and for President Carter and Ronald Reagan. What a different time it was than where we seem to be now.
I know it is almost impossible to sit on the sideline and not instruct your child to run faster, shoot the ball, work harder or get in the right position. You have all of the right intentions; you want them to play well, score a basket and improve their game. You are just cheering for your son or daughter, right?
We live in a time of planning, prepping, and Pokemoning, but there is nothing children need more than unstructured play time. Most of our lives consist of scheduling and structuring our days to some extent. Of course, I contribute to this structured world, within my classroom and at home. Right now, I’m even more structure-oriented in my daily life because I think it will help my baby sleep at night (little do I know)!
Dear Inquisitive Parent,
I am writing this letter to assure you that your child does learn "something" in school each day; they may even learn more than one thing! "Why is she writing this," you ask? Well, as a parent and an educator, I know I, and likely many of you, have made the mistake of asking a child what he did in school on a given day. Yes, I called it a mistake. While teachers often employ the use of open-ended questions in the classroom in order to elicit varied and creative responses, asking a student what they learned in school leads some parents to receive the habitual, vague, substance-lacking response, "Nothing." After all, a routine question likely receives a routine response, just as a thoughtful question likely receives a thoughtful response. You are interested in your child's education and school day, but how are you supposed to have a conversation when you're not even sure she can remember anything they studied? You trick her into telling you, that's how!
On the first day of school, I tell my students that the hardest thing I am going to ask them to do during the year is to THINK. I don’t want them to repeat my words or recite from a textbook, but rather to give me mindful answers that they have thought about. I often start the day with a “Question of the Day.” Some examples are: Why are most barns painted red? Why do dalmatians have spots? What is your favorite day of the week? I am never disappointed with their answers. Actually, my students often think of things I didn’t, and I find great joy in sharing their responses with parents and my colleagues.
In the IT field, an organization’s collection of computers, infrastructure equipment, and software is often referred to as an “environment”. However, in my own thinking process, it sometimes helps me to envision it as a box or collection of boxes, as this approach helps me to select the right equipment and software for our students. Each box in your collection contains tools that can hold, process, and/or communicate some data. That data, for example, could be pictures from the last field trip, grades, or GPS data on the wildlife roaming nearby campus. Each box has its own limits of what you can and can’t do based on the nature of the box, in other words, what tools the box has built inside it and what can they be used to do.
Do you believe that summer reading helps or harms a child’s desire to read?
This is a debate going on at schools across the nation, and both sides make some strong points. Even though my school does assign reading, we discuss its purpose each year as the school year draws to a close.There are many factors to consider, including how to choose a book that the majority of students will enjoy, whether to direct the students to a list of books or assign one for the entire group, whether to include a writing element, and finally, whether to assign reading over the summer at all.
The benefits of being outdoors have been proven, both for children and adults. In September 2010 the National Wildlife Federation published an article by Kevin Coyle entitled Create High Performing Students. The research he cites reveals that outdoor education, greener school grounds and more outdoor play time in natural settings contributes to some of the following benefits:
- Usefully employ all of a child’s native intelligences, ranging from math and science smarts to interpersonal communications
- Quantitatively increase student motivation and enthusiasm to learn
- Help students concentrate for longer periods and help mitigate attention deficit problems
- Help students to learn across disciplines and make them better real-world problem solvers
- Measurably improve classroom performance in math, science, reading and social studies.
In my fifth grade math class, students learned about fractions as they created works of art. When I first introduced the unit on fractions, I noticed my students were struggling with the concept. In an effort to combat the initial nerves of learning something new and complex, I asked students to use a ruler. I discovered that the students first had to learn to properly use the ruler itself, to understand about increments of an inch. Then, they began drawing straight lines on an x/y axis. The final result was a beautiful piece of art made one straight line at a time! Here’s how it worked: