To My Principal...I Must Confess

Yes, I lied to my students. The dreaded state writing assessment loomed over my head like a dark cloud. You see, an initial writing inventory of at-risk students left the department feeling discouraged.

There was no denying it, this was possibly the worst group of seventh grade writers in the school's history (and I do not use superlatives lightly). As a first year principal you would undoubtedly notice. 

As a first year literacy coach, I did all that I knew to do. I approached writing lessons with the rigor of a sprinter at the start of a race. Who is someone you admire, and why? "Name and describe an invention that has changed your life."

Each prompt was met with grumblings and excuses like "I have a blister on my finger and it hurts to write" or "I can't focus because I have ADD and my mom forgot to have me take my pill today." I felt a permanent twitch forming in my left eye. 

And then an idea came to me.

My cousin, Melissa, became somewhat of a pop icon in her community when she promised to swallow a live worm if 90% of her 5th grade students passed the reading state assessment. You'll never believe what happened. They did it!

2016 photo with my Super T cousin, Melissa!

The local newspaper captured a still-shot of the unlucky worm dangling from my cousin's fingertips before meeting its fate. She was nominated for Teacher of the Year.  A year later at a family reunion, I asked her point-blank why?

I'll never forget her words, It's about relationship. Students need to know that we are willing to put ourselves in their shoes. 

You know, as well as I do, that cutesy doesn't cut it for middle schoolers. Boys, especially, like anything with the word "X-TREME" in front of it. And so we came together as a community and made a sort of blood pact. If my students put all of their effort into getting better at something they hated, I would reciprocate and do something that totally grossed me out. Yes, I would eat a bug.

If you remember, I stopped by your office and presented the idea of eating a bug as collateral damage if our at-risk students passed the state writing assessment. "As long as no PETA laws are broken," you cautioned. "I'll support you." 

My students voted and it was decided that I'd eat a chocolate covered baby cricket IF they all passed the test. The rest is history. 

My neighbor worked at the local Petco and routinely brought home baby crickets to feed to her son's pet iguana. I took one look at the miniature sized crickets jumping around in the air-filled plastic baggy. I gagged. I envisioned myself popping a bug into my mouth, choking, and spewing tiny legs into the air. 

I didn't have the stomach or the will power to do it. My cousin's words haunted me: It's about relationship. Students need to know that we are willing to put ourselves in their shoes.

And so my lie was born.

In the secrecy of my kitchen, my husband, Michael, and I conspired to create a fake chocolate cricket. We microwaved a clump of Nestle chocolate morsels and with the finesse of a master chef, meticulously doubled-dipped Nestle Raisinetes candy into the gooey chocolate. We purposefully added swirls to resemble a toothpick thin leg or a bulging cricket head. 

To cover our deception, I took the air-filled bag filled with live crickets to school to erase any doubt that I was using fake crickets. Next, I opened a Tupperware container showing the "crickets" we had concocted the night before.

On the count of ten, wide-eyed with wonderment, my students watched as I popped one of the "crickets" into my mouth. 

Wrinkled noses and exclamations of "Oh, snap!" and "Awesome!" erupted from my class. "What's it taste like, Mrs. Dollar?" 

To their delight I answered, "It tastes like chocolate...with a crunch!"

I didn't make the newspaper, and I wasn't nominated for teacher of the year, but I was able to learn the art of capturing my student's hearts. 

Maybe next year I'll go for the real thing. (Well, that is, if you approve). 

Sincerely, 

Tamra Dollar

Post Script: To My Principal...I Must Confess is a true story. (As are all of my blogs). This lie ate at me for years. I felt guilty and so I waited until I felt certain all students involved had graduated from high school and my Principal had moved to another campus. Writing this confession was cathartic. While I wouldn't recommend using an incentive like this (there are other ways to engage students) but at the time, it was the best I knew to do. Oh, and my principal forgave me. :)

Conference Burnout: Reviving Educators in a Most "Un"Common Way

Group Selfie at #Txeducamp 2016
sponsors Tom Kilgore and TWU's  Dr. Krutka

It's that time of year when educators are submitting workshop proposals for 2017 or frantically registering for the next biggest, hottest conference.

I confess that I've never been to an educator conference outside of my school district or University. Really. But I have plenty of teacher friends who return from places like Las Vegas or West Palm Beach raving about the bigger-than-life keynote or big-name vendors that gave them free book markers and razzle dazzle trinkets.

I've also talked to educators who are ready for something different. They are tired of the same old, same old conference agenda and they feel like they are no better off than if they had stayed home and washed the dog. Let's be honest. Conferences aren't for everyone.
One size does not fit all.

TOY Whitney Crews, Debbie Turner

What if there was a new model? Not a top-down frame that elevates a few high profile speakers who hold the keys to the kingdom; but rather a bottom-up frame that distributes the power and knowledge equally among the attendees.

There would be no vendors or registration fees. A district administrator or school board member would have the same privileges and opportunities as a first year teacher excited about some new strategy that has worked in the classroom. No special seating. No ego stroking.

TWU Txeducamp session; Using Twitter in the Classroom

The Edcamp model does this. It creates a learning space where people come together to share freely and the agenda is participation driven. In fact, there is no agenda until the attendees show up! What makes this "unconference" even more unique is that is builds upon the "Law of two feet". If, at any time, a person feels like they are neither learning nor contributing, they simply leave the session and go someplace else.

TxeduCamp Organizer, Tom Kilgore
My fav school board member: Tracy Fisher

Furthermore, sessions are led by ordinary educators. There is no one person who holds all of the knowledge or is the "expert" on any given topic. The sessions feel conversational and allow everyone attending to participate and have an equal voice.

Session leaders keep the flow of conversation and ideas in motion (facilitator). No one is to impose their opinions on others (space invader).

Beware: There is a thin line between a "facilitator" and a "space invader."

In a world which sometimes privileges some educators over others, it's easy to fall into a trap believing that unless you have authored a book that's flying off the shelf, or earn the title of "keynote", you have little (or nothing) to offer to others.

That simply isn't true.

Tom Kilgore explains Edcamp Protocol

If you are suffering from conference burnout or information overload, maybe it's time to find a different approach to learning. Maybe an Edcamp is a right fit for you.

Learn more about Edcamps, visit their website:
http://www.edcamp.org/

Confession Reflection:

• What is the difference between a conference and an unconference? 
• How do unconferences give creative space to educators?
• Have you ever been to an Edcamp? What was your experience like?
• Would your district or university consider sponsoring an edcamp?

Thank you Texas Woman's University!

Fostering Global-Mindedness in a (Seemingly) Linear World

A few years ago I volunteered to mentor a student club, America 4 Africa, or A4A for short. I wish that I could say that this was because I was passionate about raising money for mosquito bed nets. I confess that I signed up as a way to clock hours during my graduate school internship.

The following year, I signed up again but this time it was because I was asked by students. And I felt guilty. "Mrs. Dollar, every 30 seconds a child dies from malaria...will you help us raise awareness?"

And so I sponsored the club a second year and a third year and a fourth year.

As a service learning project, our A4A kids decided that they wanted to send school supplies to a Middle School in Kenya. A parent in the community was on a church mission team and told our club about a school that needed school supplies. By school supplies I don't mean Ipads or dry erase boards. The school we were going to support needed items like pencils and paper. Items like markers and colored paper would be almost inconceivable to students who at best used two pencils a year.

As part of the project, our club members set up a Facebook account using my personal email. This was a way to document what the students were learning.

And then something unexpected happened.

One of our students was on a computer and was going to post a picture from a recent ice cream sale. There was a gasp and then a half-scream. "Mrs. Dollar...they told us thank you!"

I bolted to the computer and what I saw made my mouth drop open and my heart race! On the screen, seemingly bigger than life were five students holding up construction paper we sent with the words: Thank You America 4 Africa drawn with colorful markers. Their faces spoke volumes!

As the new  year begins, I can't help but be reminded how simple it can be to foster student awareness that the world is bigger than their school or their community. I saw with my own eyes how one small act of kindness can impact the world.

Update: Since I first wrote this blog, I received a Facebook notification from my America 4 Africa account over the winter break.

Harrison wrote: hey thats me first one.
I replied: That's awesome! How old are you?
He replied: im 21 now thanks for you concern

Sometimes magic just happens.

Confession Reflection:

•  What are the benefits of teaching global citizenship to our students?
• Why is it important to empower students to find ways to help others?
• How does service learning build the capacity for showing empathy in students?

How to Not Be a Grinch This Holiday Season

As we enter the Yuletide season of joy and giving, let's be honest. Every last nerve in our body is about to tested.

Our students are on the verge of eating excessive amounts of sugar for breakfast, lunch, and dinner. They will be bombarded with ads for the newest, coolest toys on the internet and at their neighborhood Walmart.

Their eyes will glaze over during class with visions of robot toys that shoot lasers at annoying little sisters, or video games that blow up evil empires while simultaneously chatting with an opponent in the UK.

As engaging as we try to make our lessons, they will not be able to compete with the big man in the fat red suit sporting a white beard who owns flying reindeer.  Yes. Whether we want to admit it or not, we are all at risk of becoming a Grinch.

Before it's too late, I've pulled together five safeguards to protect our students, parents, and ourselves.

Safe Guard #1. Expand your heart

During this holiday season, two types of students tend to emerge. The Cindy Loo Who's who are innately kind, loving, and will complete homework and projects in a timely manner. You will love these students. "Who" wouldn't?

But what about the non-Cindy Loo Who's who will fail to complete assignments, push your last button, and then go home and tell their parent that you hate them.

Take a deep breath. A mentor of mine once said, "Fake it until you feel it." Act like you love The Cindy Loo Who's and the Non-Cindy Loo Who's and you'll be surprised when your heart catches up!

"And what happened then? Well, in Whoville they say that the Grinch's small heart grew three sizes that day." The Grinch Who Stole Christmas

Safeguard #2. Collaborate don't isolate.

It is easy to feel like you are the only teacher on the planet who is considering early retirement (and it's your first year) but know that you are not alone! Teachers all across the U.S. and Canada are feeling the effects, as well.

Just as you would never attempt Black Friday or Brown Thursday alone, you should not take on the days and weeks leading up to winter break alone. Go to your team and express how you are feeling. Chocolate also helps!

Safeguard #3. Be realistic. 

As excited as you are about completing an ice sculpture of the Great Wall of China in your World Geography class, this is not the time or the place.

Variables like shorter attention spans, additional carbs to induce sleeping, and inevitable interruptions by your former students coming by to remind you why you love to teach, are very, very real.

Ask yourself. What assignments can wait until these variable diminish? Separate the need to do's from the I want to's and you will become far less frustrated.

Taking on too much can make you feel like you are a horrible teacher, which of course, you aren't.

Safeguard #4. Be kind.

Even if you have failed miserably at Safeguards #1-#3, it is never too late to change your behavior. Before sending out the mass email and a bcc: to your principal about the teacher whose students are climbing the walls. Stop!

Before posting or emailing anything ask yourself: Is it biased? Could it be taken out of context? Is it hurtful?

If you can answer one or more of these questions with a yes, you need step away from your computer, Ipad, or Iphone and take a deep breath.

This is the perfect moment to engage in a random act of kindness!


Safeguard #5. Be thankful.

Hands-down one of the best Grinch repellents is a spirit of thankfulness. Begin making a list of reasons to be thankful. Warning: While you may exude thankfulness on a normal basis, you may struggle.

This isn't to say you aren't a grateful person...because you are!

Remembering the reasons you are thankful is more about reminding you of the person you truly are!

Confession Reflection:

• How can administrators support teachers who are dealing with "seasonal" behavior issues?
• Why is it important for teachers to stay connected to their PLC or mentor teachers and not isolate?
• What are the benefits of closing the Teacher Evaluation Window the week before a holiday break?

 
 

The Importance of Classroom Environment: Lessons from A Colt Named Carl

I spotted him across the aisles of baskets of ferns and Christmas garland. There was something distinct about this colt. Maybe it was the crayon scribbles across his saddle or the way he leaned precariously to one side or the missing strands of yarn from his mane.

All the same, I left my local Goodwill with a Clue game and a Star Wars puzzle (which I discovered later was missing an edge and two pieces from the Death Star), justifiably for my classroom, but not with the lopsided horse.

 

Maybe it was predestined, but I left my wallet on the counter and a spunky, auburn-haired girl wearing a badge named Nan was waving it in the air just as I re-entered the store.

I thanked Nan and then the words every bargain shopper this side of the Mississippi can't resist blared over the intercom, "For the next hour all orange tagged items are half off."

There was no turning back.

 

I grabbed my wallet and was caught up in a stampede of other bargain shoppers in the direction of "orange tagged" items. It didn't matter if the orange tagged item was a set of golf clubs, ubiquitous painting of snow-covered mountains, mismatched set of holiday dishes, or a personalized cookie jar, for that matter.

The sheer rush of adrenaline that coursed thru my veins created a borderline hoarder mentality which is the reason seasoned thrift shoppers like myself must be careful and ask, "Do I really need this item? or Do I want it because it has an orange tag and I don't want anyone else to have it?"

 

Which is exactly why I ended up carrying an over-sized, over-stuffed, pony which I purchased for a whopping $3.50. I didn't need it and I didn't want the lady wearing the gray sweater to have it.

And so it was that a Colt named Carl made its way into my literacy classroom.

 

What happened in my classroom in the years that followed, is undeniable.

Since finding his way into my classroom, I've witnessed a reluctant 8th grader who would rather play Call of Duty than eat or breathe, choose Carl as a reading backrest and lose himself in a book.

 

I've seen a stressed out eleven-year-old whose parents were going thru a divorce, relax while fidgeting with the yarn on his mane. I've even heard kids called "dibs" on him; which is the highest honor when it comes to pre-teens' territorial nature.



And so I've developed a theory about comfort objects like stuffed animals and middle schoolers. I believe there is still a child-heart in these learners in spite of how cool and worldly they try to act. Eleven and twelve year olds are in an awkward phase of life.

 

6th graders posing with Carl



They're too old to play with dolls and robots, build blanket forts at birthday parties, or wear capes and pretend to be Spiderman. On the flip side, middle schoolers have a whole life ahead of them to lose sleep over whether or not a Senate house bill will pass or the collapse of civilization as we know it.



I believe that the middle school years should be a right of passage, if you will.

 

It's the period when kids can secretly believe that Santa climbed down their chimney in the wee hours of the night and that there is still a chance they will one day be able to leap tall buildings in a single bound.



It's a window of time when they can hold on to the magic of their childhood while building skills to survive high school, and life, for that matter.

Carl in my home office.

Carl has taught me the importance of designing a learning environment that feels safe and taking risks are encouraged. As the years go by, I have had high school learners come back to say "hi" to Carl. I've even heard of kids posting "selfies" on Instagram with none other than Carl himself.

 

I don't pretend to understand how or why this odd purchase made such a difference in the culture of my classroom. Sometimes magic just happens.

 

 

Confession Reflection:

• What are some characteristics of a positive learning environment? How does a positive learning environment support learning?
• Research shows that optimum learning happens in a safe environment. What does this mean?
• How can teacher entitlement (my room, my rules) be a barrier to building a culture of learning?

What's a Lug Nut? (And Other Pertinent Questions)

What is a Lug Nut?

A. A powerful fictional character known as a Decepticon
B. A large, rounded nut that fits over a heavy bolt
C. An object of scorn and ridicule
            

I confess that I learned about the indestructible, incomprehensible, incorrigible lug nut during my college days when I had a flat tire on Highway 6. Luckily, I had an auto policy that allowed me to call for help rather than tackle the job alone. Through the years I've learned how utterly deceptive a lug nut can be.

 Although relatively small in size, the lug nut could very well be a contender for Ripley's Believe it or Not edition of "Small Metal Things that Make Grown Men Cry."

Back to my initial question.

A Transformer Decepticon

What is a lug nut? It depends on who you ask. If framed as a fictional, animated character from the Transformers, the answer is:
A: A powerful, fictional character known as a Decepticon. 

And you would be correct.

If you are my husband who is a car aficionado, the answer is:
B. A large, rounded nut that fits over a heavy bolt.

And you would be correct. This is also the appropriate definition for anyone who has had to change a tire.

I have also witnessed from both my husband and from movies how obstinate a lug nut can be. In The Christmas Story Ralphy helps his dad change a flat tire. His sole responsibility is to hold the lug nuts but instead he drops them. In the iconic scene Ralphy says "Oh....Fudge!" (But he doesn't really say fudge) which results in getting to taste a bar of soap.

Lug nuts can be a source of ridicule and scorn even if you have a lug wrench to remove them from your tire. This scenario was featured on a recent Big Bang Theory episode.

 My husband the car afficionado

The four geniuses, Leonard, Howard, Sheldon, and Rajesh encounter a flat tire and are not able to remove the lug nuts. They are on too tight. In spite of their ridiculously high I.Q.s and applied Science, they are no match for the lug nuts.

So...if you are Dr. Leonard Hofstadter (or Ralphy) the answer is:
C. An object of scorn and ridicule.

And you would be right.

It doesn't take a genius to  see that a lug nut means something different depending on your schema (or background knowledge). As educators it is imperative that we tap into our learners' understanding before throwing out vocabulary terms and wonder why learners don't "get it."

Here are some vocabulary tips to avoid the lug nut trap:

1. Front load essential vocabulary in context. 

Handing a list of terms to define isn't enough. I can define lug nut in the dictionary, but is meaningless without a picture to give me a context. There are also incidences where the dictionary can make it worse.

For example, if The dictionary defines lug nut as a noun: a large rounded nut that fits over a heavy bolt, used especially to attach the wheel of a vehicle to its axle. 

If I were an English Language Learner and trying to make sense of words with multiple meanings, a dictionary would make the meaning more confusing. This is especially unhelpful if I think a "nut" is a pecan or a walnut and a "bolt" is lightening. This would make me think of a large walnut that fits over a bolt of lightening attached to the "wheel" used to steer a car.

Here is an example of how to introduce vocabulary in context using an app called lino it. The board can be shared live and allow learners from cross campus or classes to collaborate in real time. This was a board created last year for upcoming 6th graders.

What is sedimentary rock?

2. Build background knowledge (even when you are 99.9% sure they've got it).

Building background knowledge should not be an option. It is only fair for our English Language Learners or economically disadvantaged students to be supplied the prior knowledge most privileged students have. It is as simple as providing a two minute You Tube video, a virtual field trip, or a picture walk.

There is some discrepancy as to what it means to build background knowledge. Teaching a learner to spell a word or "sound it out" isn't teaching the definition of the word. I can learn to spell l-u-g-n-u-t but it is meaningless without background knowledge. Teaching affixes (stems and roots) are helpful...only if background knowledge is provided as to what the affix means.

3.  Integrate opportunities for writing across all content areas

One of my high points as an instructional literacy coach was collaborating with Science teachers to create "How to Be" Poems. I modeled for teachers how to teach literary elements such as personification and language structure into a lesson on scientific elements. The learners worked alone or with partners.

Learners chose an element from the Periodic Table. Next, academic vocabulary was introduced in context (not in isolation). Scaffolding was embedded in the design. Here are a few of projects our middle school learners created. Notice the rich vocabulary and creativity that went into writing these! Learners had to investigate the element and thoroughly understand the features before writing these poems...and they had fun!

Other ideas are to have learners write a R.A.F.T. This is when the writer takes on a "Role" and writes to an "Audience" in a chosen "Form" on a specific "Topic." One of my favorites from years back was a letter from Pluto asking the Science community to reinstate him as a planet.

4. Ask pertinent questions in conversation

One of the BEST ways to teach vocabulary is to begin with pertinent questions. Asking pertinent questions are questions that are focused and specifically designed to tap into and build on the learner's prior knowledge. A multiple choice quiz; a poll; a worksheet; a matching game are not asking pertinent questions. Pertinent questions are relevant and meaningful to the learner.

For example, through questioning about my learners interests, I discover he/she collects Transformers, I could integrate Lug Nut, The Decepticon, into a lesson on story conflict. As a project, the learner could create a story about Lug Nut battling his arch rival. By questioning, educators tap into their learner's schema. This is where teaching begins.

Confession Reflection:

1. Why is it important to teach academic vocabulary in context and not in isolation i.e. vocabulary worksheets, vocabulary matching.

2. What are the benefits of tapping into learner's interests and passions? How does this shape vocabulary instruction?

3. When is it appropriate to incorporate other genres such as music, poetry, art to teach core academic vocabulary in content areas such as math, science, and social studies? How can an instructional coach support these efforts? 

The Art of Speaking Texan



Big Tex! State Fair of Texas

I confess that I learned to speak "Texan" at an early age from my West Texas grandparents. "You don't say!" and "Oh my lands!" are household exclamatory phrases meaning, "Your statement is unbelievable to me given the circumstances!"

I remember going to my first Texas State Fair and hearing Big Tex say, "Howdy!" which in everyday English means, "Hello!" or "Greetings from Texas!" I remember coming home with a chalk drawn portrait of myself which still hangs in my wall of memories.

I begged my parents to move to Texas believing school would be like The State Fair.

I finally got my wish and my family uprooted from Renton, Washington and moved to Irving, Texas and enrolled me in fourth grade.  I colored the state bird, the state tree, the state flower, the state flag; the state capitol. I wished we'd never moved to Texas. I also wondered how long learning about Texas would last.

It lasted all of fourth grade.

My family was uprooted once again and we moved to Hinsdale, Illinois, a suburb of Chicago. I autographed my bigger-than -life "All About Texas" book and gave it to my grandparents. I adored my new 5th grade teacher who read to our class everyday.

I also learned to speak like a "Chicagoan." I learned that it was improper English to pronounce the final /s/ at the end of the "Illinois." I learned to pronouce Chicago as Shi-caw-go. Aunt was pronounced like it was spelled which was different than Texan in which Aunt is pronounced like the insect ant. And a "John" was another name for where you go in order to relieve your bladder.

ESL Summer School

At the end of sixth grade we moved back to Texas and I cried the whole way. The first day of middle school I made the mistake of asking permission to "go to the John" which in Texan meant,"go to a person named, John, who is nicknamed a toilet." I also discovered that I would spend yet another year learning all about Texas.

Once again I felt like an outsider until I made a friend.

Lilly had moved to the United States from Israel and had to learn English. While learning "Texan" was a far cry from learning English, somehow we connected. She made me feel welcome in middle school. And so Lilly became my best friend.

Every week her mom made flat bread and Lilly would invite me over. I can still remember the aroma of bread wafting from the oven. I watched her mom painstakingly roll layers of dough until they were as thin as a sheet of paper.  It was called Baklava. I introduced Lilly to fried okra, cornbread, and lemonade tea.

I was reminded of this experience while teaching an English Second Language (ESL) Summer School class. We had an end-of-summer-school food fest and learners brought food representing their culture. Not only were these learners having to learn an entirely different language, but they had to acclimate to a new time zone; pop culture; social language. Learning to speak fluent Texan was a far cry from learning an entirely new way of life!

Here are some other things I learned:

1. Technology levels the playing field for English Language Learners.

2. Embracing culture and diversity are essential to learning.
3. All learners crave connection and relationship.
4. Food can break down cultural barriers and nurture budding friendships.

As summer gives way to fall, Big Tex' is poised and ready to greet visitors to the 2015 State Fair of Texas. The smell of fried corndogs; corn-on-the-cob, and cotton candy will greet me and my family when we step onto the fair grounds. I will proudly choral my children and grandchildren as Big Tex' greets us with a Texas "Howdy!"

Now that I think about it, learning "Texan" wasn't difficult. 

I just needed a friend.

Confession Reflection:

1. Why is it important to create a culture that embraces diversity in our schools and in our community?

2. How does technology level the playing field for ESL learners? Give examples.

3. Is there a more efficient way to integrate Texas state history standards into the curriculum without devoting an entire year to them? What would the new standards look like?