#GAFE Launch Today!

So it has taken a bit longer than planned, but we finally logged into our own accounts today.  We have been on a selection of different devices, from our 20 laptop cart, a few Chromebooks, and some desktops.  The hustle and bustle of the year have delayed some technology upgrades and Chromebook enrollments, so we are struggling to get students who are very new to technology all heading in the same direction.  Even though it is minor to an experienced user about which device to use, it is really critical to the beginner.  What I mean to say is, I find it much easier to introduce a new technology when we are all working on the same device.  In a few weeks, I’ll be happy to tackle some BYOD or a Mac/PC/iOS trifecta, but now my fifth graders are not confident tech problem solvers.  At the end of last year, I can remember pulling together every different kind of device to pull together a 1:1 for a few hours, but my students were much more experienced after even a few short months of edtech learning.  

So I was able to get 30 laptops for the day, and we moved through all the steps of getting them logged on to the network, then into their Google Accounts, and then access the file that I had shared with them.  Last week, I started out by doing a team building lesson called Direct Hits.  It was an outgrowth of Morning Meeting, where in one version of greeting students write their names on paper and crumple them up.  We meet in a circle and they throw the paper, soon picking up another one and greeting the person who’s name is inside it.  After, we set up a box to shoot the crumpled paper into.  I used the table to record on a Chromebook, and the numbers magically appeared on the digital projector, connected to another computer (A PC!).  Magic!  Well not to Google Apps users, but it was to them.

The next lesson involved setting up their login cards and a contact list in my Google Account.  I then sent them a shared data table called My Favorite from the edte.ch blog.  Students use their cards to log into their accounts.  When they get into their Drive, the see no files, and I explain to them to click on “Shared With Me” and they should be able to find anything I send them. This lesson is a great introduction to online collaboration, I pair up my class and give them cards numbered 1-15 or so depending on my student count.  I gather them on the floor to discuss how the table works, and to use their number card to determine which row they need to work in.  Since they all have a space to input data, everyone can collaborate easily, and it is a snap to make some conclusions about what the class is into.  Here is a snapshot of the finished product:Image

 

If you haven’t already, good luck getting your tech on with Students!

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BYOD Was Awesome!

There are lots of great blogs that will tell you the what and how of Bring Your Own Device programs.  Instead of going big here, I’m going small.  BYOD was awesome!

We threw the idea around at MACUL 13 during lunch.  Seemed like a long shot really, but that seed was planted and we made it happen today.  There were lots of discussions, emails, forms, emails, and lots of supportive tweeting from my PLN, the many folks who are much more experienced in BYOD.  Then the weeks passed until today.

In the days leading up to this day, I was pulled between two different ways to run the day.  First was to go big and spectacular, have an extraordinarily well planned and integrated day.  The second was to lay out some lessons and resources, go for a few surprises, and follow some established technology routines.  I chose the latter, because it “just felt right.”  The rationale came later, why over plan when I really don’t know how each device will perform and how it will really feel to run through this day?  It’s one thing to plan for students using one device, but to plan for devices that I have never used before, for instance a Nook!  Another shocker came later, when the Nook would run a site that the iPad would not!

As students entered, we turned on the devices right away.  I showed a small Google Presentation to get the day started, including some reminders about ground rules, an agenda, and what tabs they should get logged into.  I was curious about login times and compatibility with the devices.  And would some not connect to our internet?  We were all up and running in minutes, and I had many alternate devices on hand should someone need to switch.

To get them to think about digital citizenship, we reviewed a Prezi made by another local class, Matt Reed’s fifth graders from Walled Lake Elementary.  I also wanted students to create a sequel to this, “Why Your Class Should Have A BYOD Day!”  We collaboratively brainstormed by using a Google Sheet, then discussed, grouped up, and made the presentation by sharing a Google Presentation with my students (set to ‘can edit’).  

After lunch I ran a backchannel on Tiger Rising Chapter 10 using Edmodo.  We do this often, but not usually with everyone on.  I had a student run the main computer while I read and wandered.  This seemed to help engage students further.  Afterwards we worked on some math games and wrapped up.  I wrapped up early to avoid the situation where students dismiss early or go to safety jobs and then someone shouts, “Where’s my iPad!” and then there is nothing to do.  So while we were quite some time before dismissal we packed them up, checked in all school devices, and worked on a non-technological project called Egg Crash.

Overall, the day was fun, safe, and full of learning for all.  Rather than bringing all the excitement, I allowed the students to bring their excitement and gave them a safe space to explore and create.

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Making Assessment Work For All My Students

“100% of students will receive a score of 70% or above on unit tests 1-6.” This was my math SMART goal for the year. Not the one I originally went for, but my principal challenged me to raise it from where I had written it, which was 80% of students. This was more challenging than my last year’s goal, but I (somewhat reluctantly) agreed. All students must be given the supports to succeed, I had just not yet thought I could accomplish this expectation. And if I could do this for math, could I do this for reading and writing as well?

Our elementary school sits at the crossroads of RTI and Common Core. In my ten years, change is constant, and these educational policies have extremely impacted what we do. These two items have pushed us towards the most change. We are in our third year of “Enrichment,” (Our answer to RTI) and our first year of blending into Common Core State Standards (CCSS).

The impacts of these two are many. First, is there is a scheduled enrichment period for each grade level. During this time, two staff members join our fifth grade teaching staff as aides, so there are “more people who can help” and we have expanded the notion that all students are ours (Samuels & Farstup, 2011). We all share in their instruction, progress, and celebrations of success. During enrichment time, we use flexible groupings with the additional staff, and this reduces our class sizes for that period. On top of that, we have control over the group sizes, and who works with the smaller groups. We use data to screen and group students, plan instruction, and determine the success of the interventions. We have increased our progress monitoring this year, which has become a mandatory part of our enrichment. In turn, this impacts how we teach our subject areas, where we now monitor progress. All of this has impacted content delivery, and above that, student achievement. Overall, it is a process that becomes more like RTI each year.

For me, the Common Core has been a paradigm shift in the works for many years. I have been working to focus and deepen Grade Level Content Expectation standards for the last five years, but now the whole of education seems to be moving in this direction. We use Everyday Mathematics, which is a spiral curriculum. I have backed this curriculum decision each year, and I still use it as one of my main resources, but the CCSS has changed my point of view on its use as a tool rather than my program. Each unit has a handful of secure goals. I plan lessons that focus on these goals, along with monitoring student progress on these goals. In time, I am cross referencing these goals with the CCSS and instruction and assessment. In class, I run a math workshop format, similar to reader’s workshop where I can use assessment data to group students into different groups of interventions. This way, my struggling students receive what Samuels and Farstup (2011) call systematic and explicit instruction. For instance, students struggled most on adding fractions, but the unit as written only spent 2 days out of the two weeks on that goal. By adjusting this up, all students made their goal, with the exception of one (who missed it by 3 percent). No problem, that student continued work with support until passing. Based on our monitoring, we spent 5-7 days out of the 10 on this adding fractions goal, whereas most of Everyday Mathematics lessons were based on data landmarks, which the students already know. This switch to a planned and direct curriculum helps them to avoid spiraling all around the main objectives, and students become successful on the ones that count.

I ask myself what can be applied from the above to see similar gains in reading? What about the fifth grade student who struggles to read beginning third grade texts? By universal screening standards, she would be in a Tier 3 group, and snapshots of decoding and fluency could be a measure of progress monitoring. She is not the only student in this situation, and students reading below grade level are a school-wide concern for standards mastery. Using the CCSS, I am able to spend more time on specific standards such as “5.RL.1-Quote accurately from a text…” when explaining what the text says explicitly and when drawing inferences from the text (CCSSELA). The concern is, how can I achieve the deep level of understanding that the CCSS expect, especially with so many standards? On top of this, we observe a degree of student learned helplessness, at a time when the standards require deep collaborative and independent thinking. Our observation is, we have held their hands too long, helped too much, and it has become a challenge to push their thinking. They have a perception of what it means to engage in school activities, such as get a question, answer it, and then move on. It is a tender and challenging area to get them to think, apply, and extend in the way the standards, and we, require.

In reading, I use explicit instruction. Each lesson is paired with a standard, a student friendly “I can” statement, and an assessment. Students know what they are learning, and they get feedback on that learning. I am using a reader’s and writer’s workshop model for whole, small group, and individual instruction to meet the goals. At the same time, I’m integrating content such as Social Studies with Reading, and Science with Writing. My instruction is explicit, but my struggle is planning systematically (Samuels & Farstup, 2011). So many roads join here, sometimes it may seem difficult for my students to either see which road they are on or where they are going. Planning for appropriate whole group instruction is a challenge, but then small group and individual instruction on top of that increases the challenge. Maybe you are getting the feeling that I’m overwhelmed? No, but I’d say appropriately challenged. Mandel and Morrow (2011) state that “The teacher with vision is able to stand firm in the belief that, with knowledge and clear, evidence-based best practices can be selected and adapted to meet the needs of each student every day.” That is a noble charge for us as educators, one that also keeps us up at night, and on our toes.

So when I completed the Unit 6 math test, all students, including special needs students, passed their smart goals for all unit tests. I have never had this level of success before. Why? Through training and experience I find that what we measure tends to get accomplished. So now it is time for an even bigger goal. Something like “100% of students will read at or above fifth grade level.”

References:

Mandel-Morrow, L. & Gambrell, L., Eds. (2011). Best practices in literacy instruction (4th edition). New York: Guilford Press.

Samuels, S.J. & Farstrup, A.E., Eds. (2011). What research has to say about reading instruction (4th edition). Newark, DE: International Reading Association.

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An Educator Goes To Camp… #Ed2Camp

It’s that time again.  School is ending, and camp is starting.  As a fifth grade teacher, I have gone to fifth grade camp each year.  I love camp.  I love it so much I spend two weeks a year at Camp Chicagami in Presque Isle, Michigan.  Did I say I love camp?

I know I’m not alone.  I know of many educators that work in and support camps, schools often administer camps, counselors are often working toward becoming teachers, and in most cases we find many of the things we learn at camp can apply to school, and back.  Well, maybe what we learned about sending the Camp Director’s shorts up the flagpole needs to stay at camp…

But think of how many rockstar counselors out there are effecting children’s lives in just a few short weeks, in powerful ways, and sending positive ripples out into the world.  That one goofy skit or song, maybe you have heard a version of it.  It’s called “Washer Woman” and it’s really catchy, funny, and yes…goofy.  Can you get a 17 year old to sing it?  Yes, I have, and I knew I could because my friend Brian made it happen, and then I did, and I was even able to bring that back to my classroom, and make it happen here.  Don’t know the song.  Just ask, I’ll sing it for you.

When I was getting ready to be a counselor for the first time, I was 34.  I had been teaching for a short time, and I had been using many community building activities in my classroom.  For instance, a game called “Patterns” from Roxann Kriete’s The Morning Meeting Book.  A calm and simple mystery rhythmic game that is fun, quiet, and addicting.  At camps, the game “Mystery Froggy Detective” is very similar, but more silly and unique.  It works best when you want to bring the energy level up a notch.  Using these two activities in both places helped me to see the two worlds merge, both have overlapping purposes.  But directors, counselors, principals, and teachers live in parallel universes.  How could we connect the two and help each other work smarter?

Even at Camp Chicagami, one can check their Facebook and Twitter.  You might have to climb the flagpole and wait five minutes holding your mobile skyward, but it can be done.  I’ve also noticed a few educators on social media.  Maybe we could connect here?

So I’m creating the twitter hashtag #ed2camp.  Before this post, I used it once.  It was fun:

Screenshot 2013-05-27 at 12.38.18 AM

So spread the word!  Let’s make this summer the most fun camp ever, and then bring that joy back to school.

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What My Students Learned About Poetry Today

Today was our last day with our Third Grade Writing buddies!  The fifth grade students wrote “I am” poems and took a quiz using a site called Socrative.  Here are some selected learnings that kids posted using this site:

Poetry can sometimes rhyme.

I learned that poetry is not bad after all.

To make ideas then write a poem.

To make ideas then write a poem

To list ideas before writeing poems.

It’s suprisingly hard to do.

I learned that poetry does not have to rhyme and it can be on many different subjects.

A new type of poetry!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

I learned how to explain who I am.

You can make it rhyme and funny or scar you can make it fun.

“That it can rhyme”

Sometimes you just express your feelings.

What have you learned about poetry?  Leave a comment!

 

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#LivEd-This Wednesday, 5/22 at 9pm!

Livingston Educators and friends from around the world…  Let’s connect!  Twitter is a place where educators everywhere are connecting now.  Let’s bring that home!  Folks from Finland to Fowlerville are connecting to share ideas and find new ones.  It’s bite-sized Professional Development and making new friends at the same time.

Once you find a topic of interest, you can decide how much time you would like to spend on it.  Work smarter, not harder!  See you right after our state-wide educator chat #michEd.

The #michEd chat is a great one to check out, if you have not already.  A great way to discuss issues relevant to us, such as last weeks topic, “Building Choice into the Curriculum.”  Jump in and find that there are many other teachers working toward the same objectives, and share those ideas.  How empowering!  In addition to the chats, they have a #michEd podcast that features teacher and student voices.  Check it out here on iTunes.

If you are interested in joining our chat, please join us at 9pm Wednesday.  In addition to local folks, we are hoping that other educators from outside our region join and share their perspectives. Here are the focus questions for 5/22:

  1. How do you get staff to so beyond MS Word publishing stations with 2-4 classroom computers?
  2. What are specific ways to motivate and train staff to try new things with their limited device set-up?
  3. How can techie teacher leaders best support staff hesitant to try new things with their classroom tech devices?
  4. How do teacher leaders get administrators to help motivate hesitant staff to try more tech with their limited device set-up?

New to Twitter, or have more questions about how educators are using it?  Check out “Twitter for Beginners” at Jaqui Knipe’s Blog.

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Connect Tech To Your Class

We are working on this in an edcamp session shortly

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“Who Will Survive?” A Beginner’s Look at Project Based Learning.

“Mr. Martin, can we work on our Survival Projects Today?”  Our Project Based Learning began this spring.  What a wonderful, eye opening experience!  On the same note, it was not an easy one. Often, I reflected how life may have been easier had I stuck to the lesson binder, but once I started designing my unit, I could not put it down.  What a dilemma!  I thought, ‘if this can engage my students, I must press on.’  I did.

Why?  My students were never so engaged, or their learning so purposeful.  The entry event, paired with a driving question, started my students off as if sprinting.  Arriving at school with research books and presentation boards, they were motivated.  That day, among the ‘One Direction’ conversations, students discussed projects and learning.  Moving further, they applied knowledge, and the products show evidence of key vocabulary terms, like physical and behavioral characteristics of animals.  These words are no longer abstract, they can discuss these as experts.

PBL teachers plan lessons like poet architects, novelists, or inventors (makers).  During this time, hours became days crafting the unit’s plot while learning this new PBL genre.  When I was finished enough to start, it was far from perfect, but I can say it was unique and intriguing to my learners, who were as new to this as me.  Right from the start, they LOVED it.  Students who struggle to pay attention or stay on task increased their engagement.  Focusing on their project work, I felt that I was on the right track.

For an overview of my process: I was reintroduced to Project Based Learning at MACUL 2013 (Michigan Association of Computer Users in Learning, #macul13) during the “Developing a 22nd Century Culture in a 21st Century Literacy-Rich Classroom” presentation by Myla Lee(MyTLee3) and Jim Fry from Novi.  I say re-introduced because I studied PBL years ago at MSU, and in 2007 I wrote a paper on it as part of my Masters ePortfolio.  Since then, I felt I was doing some version of that at times.  As I listened, I wondered if what I was currently doing was Project Based?  I can assure you it was not. Writing about PBL and teaching this way are two different things.

That talk lit a fire, and shortly afterward I began going through my “Evernotes” and other resources gathered at the session.  It was very helpful that they created an Edmodo Group for the session, in the digital folder were rich examples of video and web resources, such as Buck Institute.  There is a ton of good info on the web, but I found it most useful to review an archived BIE webinar, and plan my project by working along with the BIE Do It Yourself guide.  The DIY was great, and helped me to develop the steps of my plan.  

The bulk of the planning was over the course of five days over spring break.  I was trying not to overwhelm my senses by working in short bursts, taking breaks, and coming back with a clear head.  Planning the unit felt like quite an undertaking, but one that I found came with big rewards.  It could be compared to a home improvement project you tackle for the first time, taking longer than most because you are learning as you go.

I struggled with the planning workflow at first.  All of the PBL projects and templates that I found were either Word or Web based.  I use Google Drive for just about everything now, especially since I’m working on a Chromebook and our MacBookPro (Circa 2006, the Apple Genius called it “vintage” as he tried to boot it CPR style with no luck…trying not to cry here…) just died!  With no success finding a template, I took many of the main points and made my own template.  Designing this was great learning, not as pretty as a Word doc, but functional for me, just like I want the project atmosphere to be for my students.

My plan had some strengths and weaknesses.  It was exciting, provided choice, creativity, 21st century skills, and Common Core Standards.  It moved my students.  On the other hand, the project calendar was not complete, it had more events on some days than others, and I worried that there were some standards not adequately addressed.  On top of this, did it contain enough formative assessment to guide my teaching?  I patched what I could, and rather staying on the “make it perfect” I decided to give it a go and patch some things along the way.

This turned out to be the right choice, making it a living document.  We began with the entry event.  I gathered the students on the floor and started a Planet Earth Video segment.  As a side, it was fun watching through all the PE videos I own to find the ‘just right’ hook.  In this jungle scene, the camera begins weaving through dark and thick flora accompanied by an intimidating soundtrack, building suspense.  What was walking, or stalking, through the deep forest?  A dangerous predator?  Right about the time that they were about to reveal what it was… I hit pause.  “Prediction time students!  What do you think is happening here?”  They guessed and discussed, and I pushed play.  Elephants.  Adults and babies, searching for one of their basic needs.  Next, I posed our question, “What animal is best suited to survive in the environment?”  They were hooked.

Day 2, we began our need to know list.  For this, I shared a Google Spreadsheet with my students.  It listed our Driving Question and each group had a place to list their questions and answers for their questions.  The DQ needs to be posted on the class wall as well, as I quickly learned.  Putting a constant visual really helped focus them every day.  After making the questions, I introduced the tab on our class webpage named “Who Will Survive” with links to research sites such as National Geographic Animal Search.  We explored the links, and I encouraged groups to choose up to three animals that they were interested in.  I mentioned that they should go with an animal that they found there, or they would be responsible for finding their own resources.  They dug right in.  We soon visited the library, and they poured over the catalog and nonfiction shelves for their animals.  They literally buzzed, driven to find answers, rather than meandering, chatting, and quietly reading as some library times become.

During the year, we regularly study expository text.  I encourage students to be strategic readers.  We have studied  strategies, but they need experience choosing one that fits the text and their needs.  ReadWriteThink was a perfect resource to supplement these needs, providing us resources for animal inquiry, finding perspective, and using fact fragments.  These lessons helped to integrate the science, reading, and writing standards.  In my experience, using ReadWriteThink is always a slam dunk, either the lessons or the resources hit the mark for my varied learners, and I pick and choose what my assessments show they need.

What I noted over the course of this three week unit was almost constant engagement for most students.  It took our strong community and built it deeper.  Our good behavior improved.  They worked like we do when we are completely wrapped up in our careers, and who is going to mess up a good thing by getting in trouble?  Not these kids.  When I did encounter off task behavior it typically involved a breakdown in collaboration.  I found that some variant of the phrase, “How can Shelly help?” or “Are we clear on what everyone’s role is?”

Community is a huge factor in the success of a PBL unit.  I was lucky that I have been implementing a mix of Morning Meeting. Love and Logic, Alfie Kohn, and my own mix of relationship building skills during my career.  Long before this unit, a strong community existed.  Major benefit.

As I wrap up this post, we just finished our last day of presentations.  What professionals they were!  I couldn’t believe the dedication they put into their work, and how well they followed our assessment scale.  They visited our Google form to reflect on their knowledge in each area of product, collaboration, and presentation.  I have a matching Google spreadsheet where I can compare them with my scores.

After scoring themselves, I asked them to “Prove it!”  I asked them to write a paragraph reflection on what you learned during this unit.  Here is one that caught my eye:

Bottle nose dolphins are strong, in fact, if they take care of themselves, and are in good shape… then they can even take out a SHARK! here are some physical characteristics that help the bottle nose dolphin survive….

~ dorsal fin, to keep the dolphins balance.
~ Flippers and fluke to help the dolphin swim gracefully
~ Small, cone shaped teeth, to help the dolphin catch/eat food. 

So when kids ask if we can work on Survival Projects, I’ll say yes, even if it’s next week, or next year.  Can you think of a better way for a kid to spend #genius hour?

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A Local Twitter Chat-#LivEd

Let’s connect Livingston County educators through social media using Twitter!  It’s open to administrators, teachers, and other interested staff.  Example discussion topics may include technology integration, best practices, project-based learning, and other relevant education topics.
The first chat is scheduled for Wednesday, May 22nd at 9pm, and will continue every week at the same time.   Anyone interested can log on to a Twitter account and search for #lived (Livingston Educators) or send a message with #lived in the message.  We hope to spread the word about how educators use Twitter for inspiration and self-directed PD.  You may know of or participate in some other education based chats such as #edchat and #miched which are very popular across the country and state.  We hope to connect with and/or introduce our colleagues and neighbors to these groups, and add a chat with a regional focus.
After attending the MACUL this year, I realized how teachers around the country are connecting through social media for ongoing professional development.  We decided to bring this idea back to our area.  Tons of teachers and principals are connecting online, exploring, and inspiring new ideas.  Our goal for this initial chat is to have 20 educators from different districts in the county.  Will you join us?
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One Small Candy is A Big Thing

Something was stolen today. I watched it happen. A young person, one of my children (to remain somewhat anonymous) who was cleaning up, grabbed an M&M wrapper from the table. Then, quickly walked over to the garbage can and dropped it in. To all the busy people around, it looked like a generous deed. I knew differently. I know the wrapper’s owner was saving one more for later. We all did.

So before the wrapper dropped into the can, there was a second’s delay. Interestingly enough, the child walked straight to their room. Suspicious…

I followed close behind, before the door closed I asked, “What’s in your hand?” Plink! The M&M hit the floor.

“Ouch,” my child complained that something was caught in their eye. Perfect parent distractor! “How about apologizing for taking the candy?” Yes, we got a shallow one. I suggested that the ‘victim’ be paid for the lost candy. This happened, but really lacked the teaching lesson I was going for. At the same time, an argument busted out with another sibling. These powerful self-defense mechanisms kicking in, distracting us all from what really happened. It’s a good thing they did. I believe it is a sign of an individual that knows how to protect themselves and stay emotionally safe. But, when we want our children to face consequences and grow from their mistakes, we want to break through them so they can see and feel how the behavior effects others, and their future.

One candy is a small thing, but it’s a perfect moment for accountability. Way better than later when it could be something from outside the family, possibly a store. This cannot be brushed aside, but I can deal with it using real world consequences.

This wasn’t solved, and I needed time to think. So I did. Here’s an important strategy…. Stop and think. Usually, I have no idea what to do right away, but many stalling techniques or breathing techniques are useful. When I wait, usually something occurs to me. If it checks out with my heart, I try it. So I did.

I knew it was time for the empathy to kick in, as opposed to anger, more forced apologies, or disconnected consequences. I entered the room.

My little friend was sitting on a chair, pretending to read, and holding back tears. This is a very sad thing for a parent, but I think when I see this, it is a major learning episode. I got down close, spoke softly, and asked some reflective questions. “What happened? Do you know why you did that? Sometimes we don’t know why we do things, and that’s okay. Are you sad? Embarrassed? It is okay to feel that way after what just happened.” Silence remained on their part.

I continued, “Do you know what might happen if this happened in school? I bet you wouldn’t do that there, since you would really have a lot to lose. Do you know what happens when adults steal?” I was promoting some reflection, and now there were real tears. With a hug I asked, “Are you worried about us being buddies, because we will always be buddies, and I will always love you.”

No punishment is necessary here. When we make mistakes as teachers, or in our adult lives, we don’t need to have another adult chide us or bring us down further, what we feel inside is bad enough. Children work the same way, but they can use a little help reflecting, and getting back to good. As I revise and edit this piece, my little friend is outside in our flooded backyard searching through the mud. If I miss anything in this writing, I can blame it on the fact that now I need to go get frozen berries and wrap it up for playtime. What’s that cool draft? Now to teach closing the door…

As I began teaching and parenting, I studied Love and Logic. It has stayed with me all these years, in my own version, and I often get inspiration from their resources. I don’t have a perfect application or answer in these situations, but I consider my love for children when I help them work through their problems. If you agree or find any of these ideas interesting, please check out @loveandlogic for tons of ideas and strategies.

www.loveandlogic.com

For those of you who know me well, you probably figured out who this story involves. Shh! It’s a secret and I don’t think she reads my blog.

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