Can I be a writer?

I've thought a lot about writing, writers and the need to write this summer. I often compose things in my head: grocery lists, letters to friends, emails, blog posts, stories, etc. But often it is just in my head. The act of sitting down at the computer, recording my thoughts, or pulling out paper is what stops me from taking the composition further 100% of the time. The road block to becoming a writer.

Without recording these by, they often fly out of my head. Some stick around, possible because I've written them so often. This post is one of those that has been written and rewritten many times, and is finally being written down.

When I wrote a welcome letters to my students this summer, I shared with them one of my goals this year: to work on my writing by writing more. When I had my students share their hopes and dreams for the year, I shared mine: to write more, and learn to help them write more. So I can't put this off any longer, I need to write.

For so much of my life, writing has been for school. I wrote papers, essays, articles, and checked boxes off while completing assignments. I was great at writing papers! I lost touch with it for a bit but once I went back to school for my masters degree I again got great at writing papers, much longer papers. Once that box was checked I stopped writing again. For each of the last five summers I have been attending the Literacy Institute at the University of New Hampshire. For the first two years I was terrified because at the Literacy Institute they make you write. A lot. I'm used to it now (the terror and the writing) but it becomes what I do for a week or two in the summer. I return home and go back to my around the house projects, reading, crafting, exercising and spending time with family and friends.

While all of these things that keep me from writing are (mostly) worthwhile they do not move me towards my goal of writing more. I have the tools, I have the ideas (in my head) and I just need to schedule the time. I'm an overcommitted, overachieving, over-scheduled person, so this will take me time. For now, I start with these baby steps.

Recharging, Reflecting, Revising

The last school year brought many firsts for me -- my first year using the Responsive Classroom approach, first year as co-president of the union, first year with a full time para in the classroom to support a student, the first time I had a brand new to the country non-English speaker, and my first year taking on a student teacher. It was a busy, busy year.

Looking back, I am not surprised that the blog fell by the wayside (as did my time to connect with educators on Twitter) as the first months were overwhelming. Once I stopped writing somewhat regularly, it was no longer a habit. I've taken some time to recharge my batteries this summer and now I need to dust off the blog and get back into the habit.

This week, I am taking a course at the University of New Hampshire's Literacy Institute. It is my fifth summer taking a course at the Institute, and I returned this year to many friendly faces and in just the first day was filled with ideas and excitement for the school year. I started attending the Literacy Institute after I had obtained my Masters degree and rediscovered my love of learning. I came across a brochure by chance and a course piqued my interest. Each summer I returned, motivated to earn credits to earn a bit more in my paycheck. This summer I have no financial incentive--I've reached the max number of credits. I just love learning and working with other educators who feel the same.

One thing I rediscover each year at the Literacy Institute is my absolute fear of writing, sharing my writing, and avoidance of writing. Not coincidentally, writing is also the area of instruction I am constantly searching for tips and tricks. This week I am taking a course on Social and Emotional Learning in the Reader's-Writer's workshop with Mike Anderson (@balancedteacher). After writing today, we shared some thoughts on the Social and Emotional Learning competencies used while writing and sharing our writing. What do we do when we are stuck? How do we come up with an idea? How can I share my story that I don't feel is good when someone else shared a great story?

Mike said something that struck a chord with me: "It would be impossible to coach kids if we didn't know what to do." How am I going to support my students as writers if I am not writing myself?

So this is my restart, my do over. I am dusting off this blog to reflect on my practice in order to learn, and as a habit of writing. I also began a notebook to practice writing in a different way with sketchnotes:

I can take the time to analyze why I haven't been writing, what I have been doing instead, or I can just get back to it. I know the analysis would just be another form of avoidance. So here I go again....Writing used to be a huge part of my life, and I am bringing it back.

The First Six Days of School

I've made it through the first six days of school. Luckily days 1&2 and days 3-6 were separated by the glorious 3 days weekend of Labor Day. The students needed it as much as I did.

Despite 12 previous years of first grade teaching experience, these first six days (as always) have taught me a few things.

1.) The best laid plans are just that. Best laid plans. I HAVE so many plans for the year and I pictured the year starting off much smoother so I could start many new things in the first week or two--Seesaw, class Twitter, morning meetings, reader/writers workshop. And then I met my class--lovely, wonderful and sweet children who want nothing more than to share and learn with their classmates. We are working on taking turns, listening and all those skills I forget happen between September in June because I remember the first graders I sent off to second, not who they were when we began our journey.

2.) Adjusting to a full day of school takes TIME. The majority of my students attended Kindergarten at my school in a half day program. The leap from 2 1/2 hours of learning to being at school for 6 1/2 hours is a big one. I spent most of my afternoons this past week assuring them that yes, I wouldn't forget to pack up and no, it was not time to go home yet.

3.) I need to stop talking. Making a list of rules for school, one of my students came up with "Listen to the teacher talk all day long." Oops. It could be that she is an English language learner and her parents had a different school experience they have prepared her for, or it could be that I was talking too much. I'm trying very hard not to talk so much. But first I need to model sharing our thinking...only 2 or 3 of them have the hang of that. Refer back to #2.

4.) Model, model, model. Model some more. I know this, I learned this at Responsive Classroom. It is so hard to keep modeling and have the kids keep modeling because I want to teach. Oh wait, modeling is teaching? Already this year i have modeled more than ever before. I am hoping it pays off down the road.

5.) Be read for anything. On the 5th day of school I got a new student from Turkey, who does not speak a word of English. I knew this would be happening, but not when it would happen. He arrived in my room one morning with his mother (who thankfully speaks some English) and we were off. I didn't even have his name! Having him as a part of the community is helping me to talk a little bit less (I'm fairly wordy), because I don't want to overwhelm him. I talk a lot, refer back to #3.

6.) I am the captain of the ship. This is actually advice my wonderful art teacher (yes, my art teacher K-8 and wonderful coworker) gave me on the way out Friday. I was exhausted and still had work to do (need to work on organization throughout the day, not staying late on Friday!).  She told me that even Barbara (my 1st grade amazing teacher) had days like this. She reminded me I am the captain, I am in charge.

I'm taking the weekend to rest, regroup and plan for the next 5 days. Each day is better than the next and I know that all of the planning, ideas and organization will pay off.

“A ship is always safe at shore, but that is not what it’s built for.” 

–Albert Einstein

I saw this last week and it has been sticking with me. I may be adding it to the front of my plan book as it is a reminder that this year is a year of change, a year of risks, and a year to venture out into the unknown for the best of the students.

For the last week I have been getting my classroom ready,

prepping morning messages and planning morning meetings for the first week,








and just trying to plan the many mini-lessons it will take to model and practice the many routines of learning. Oh yeah, and did I mention the district trainings and meetings and copying and meeting my wonderful students and families?!?

So as I sit here on the night before school begins with my students I have some jitters, some unfinished odds and ends, and so many ideas to implement. Rather than staying safe on the shore, I'm ready to sail out into the unknown to do what is right for my students.

The First Six Weeks of School

When I started on this reflective blog journey a little over a month ago, I envisioned having much more figured out by now. I will be face to face with students in my classroom two weeks from today and I still have many ideas floating and jumbled.

Last week, having just finished my Responsive Classroom course, I was at the beach with my family. Trying to embrace the chance to relax and unwind, I didn't take (much) professional reading with me. I read for pleasure, I slept in, I went on excursions and all the while the ideas were percolating. My intent was for the ideas to fall into place and organize themselves, but no such luck. They multiplied. Like bunnies.

So now here I sit on the couch, intent on organizing my ideas. As I learned in my RC course I need to focus on the first six weeks of school, and I left that week with a bit of a plan for how that works (And I need to make this need clear to admin who typically expect us to jump into programs on day 2 or 3) Thinking through all that I must model, the teacher language I must use and what I want to accomplish I have to think through what I want to do this year, and what I want to introduce.

Procedures - This is a given in 1st grade, but it is going to be even more important this year. I need to model EVERYTHING, and model some more. If things get off track, I've got to stop and remodel.

Morning Meeting/Closing Circle - This is everything! Though it is a chunk of my schedule the safe community it will build will have greater impact down the road and as the routine is established I can begin to weave in academics.

Reader's/Writer's Workshop - I have not had a true workshop for reading or writing in the past. Actually I haven't even been a great model for writing in the past few years. I read a great article connecting the first six weeks of school and writers workshop which I will read and reread over the next couple weeks. I've also got some amazing ideas from Kathy Collins and thanks to her book, Growing Readers I know this is the year I can do it and do it right.

Seesaw - I am very excited to begin using this app to support my students in creating digital portfolios of their progress. I want to start that first week, even with something as simple as a picture, modeling and supporting students in their first steps towards digital literacy.

Mindsets - I've mentioned before my desire to teach my students what it takes to have a growth mindset and to be flexible and resilient learners. I need to be guiding them through discovering the elements of a growth mindset and spotting it in themselves and others. I think I will be referencing and rereading A Mindset for Learning many times this year!

Inquiry - Even if it is just one topic this year, I want my students to experience and learn through true inquiry. This will be a challenge for me, as my large team often wants to be teaching the same thing, on the same day, with the same final outcome. If I am letting student interest guide the learning it may not lined up with the designated team topic. I know if I can show my team and administration that students can meet objectives and show growth while exploring their own learning, I will be able to incorporate inquiry more in the future.

I am slowly building a map for the year, and a plan for the first six weeks. When I lay the groundwork properly I know my students will be prepared for an amazing year of learning.

Influencing Mindsets

I have been doing a lot of talking, reading, and thinking about mindsets this summer. It has certainly become a buzzword in education and elsewhere, with much talk of growth and fixed mindsets since Carol Dweck's book appeared. Even my trainer talks about mindsets in terms of training and I find myself talking to my running partner about mindsets as I remind her that starting a run with a growth mindset that she may have a faster split than last week could help.

During my 'free time' this summer I have been taking an online math course through my district and the first two sections have focused on math mindsets. I know that families, friends and teachers can influence and play a part in math mindsets ("I was never good at math, so little Johnny will surely struggle.") but I had never thought about the ways media influences math mindsets as well. But as soon as someone points it out to you, you see it everywhere--the girl on the sitcom struggling with math while the Asian boy next door is successful with math, parents on my own Facebook feed making comments about not being 'good at math' which means their children aren't either. All too often it seems that girls are the ones suffering from these math mindsets, with fewer females going on to seek higher education or jobs within a mathematical field.

But what about reading mindsets? Writing mindsets? Science and social studies mindsets? I myself suffer from a fixed writing mindset, which is why I am forcing myself to keep up with the blog. The only way I can get better at writing is to force myself to write with regularity. I have found that my own thinking that "I'm not a good writer" gets passed on to my students because by not being a good writer, I KNOW I'm not a good writing teacher. That needs to change, it needs to change now, and I need to be the one to make the change.

I've also been reading A Mindset for Learning by Kristine Mraz and Christine Hertz this summer. Thinking about teaching students the traits needed to have a growth mindset, a learning mindset has influenced my thinking a lot. I've always taught my students about flexibility and I've tried to teach them persistence and empathy, but never thought through how these with relate to their learning. Looking at the upcoming year, thinking about explicitly teaching and modeling the traits of a learning mindset is powerful.

Today I was reading about Storytelling in relation to mindsets. As Mraz and Hertz state an adult can "unwittingly at times, support or erode a child's self-image based on the details and meaning he helps the child draw from every day events." (p80)  Rather than parents telling the story "I was no good at ___, so it's okay if it is hard for you too," stories need to be shared about resiliency, persistence and how they learned from failure. We cannot change the message students are getting at home but we can certainly use storytelling to model a learning mindset at school. We can look for opportunities to lift a student up, telling the story of how they didn't give up when solving a tricky math problem. Storytelling has many possibilities, and I've only just begun to think about it.

I am excited to work with my students and to help them begin their school career not just learning the foundational skills of reading, writing and math, but learning the skills they need to continue learning throughout school, throughout life. Tomorrow I head to Responsive Classroom, and I feel that as we build a community of learners this year we can build each other up to have a learning mindset in first grade.

It really works!

Two weeks ago I had just dipped my toes into the world of Twitter. Last night I was finally, totally and completely sold. Twitter works.

In the morning I put a question out to the Twitter world. Not much happened and I tried to actually relax for a bit on summer vacation. Before dinner I happened to check (since I felt I had neglected doing the work I said I would do this summer, with Twitter being a tiny piece) and I had SO MANY responses to my questions!!! And as I started thanking people for their great ideas, conversations started and kept going. I began to build my PLN, build my tribe and feel the power of Twitter.

Later I dove into my second Twitter chat. I at least knew what to expect this time! Chatting with other teachers about A Mindset for Learning (ah-mazing!) gave me new ideas and helped to clarify my vision as to how I can bring joy back into the classroom while helping my students build necessary traits for lifelong learning.

So thank you Twitter. You're changing my PD practices and changing how I can connect with others, in the best interest of my students.