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The Great Cell Phone Debate

Last week, our school district sent out an email containing their new cell phone policy. My kids are still too young to have a phone, but I read through the document so I was aware of the changes. For elementary and middle/junior schools, cell phones must be left in backpacks and settings must be that they cannot receive notifications during school hours. If a student needs to contact a parent or guardian, they must either go to the office and use the school phone or they can take their cell phone to the office and use once they are in the office. Smart watches are ok to be worn, but must be set so that they cannot receive or send notifications. For high school students, rules are the same, but phones can be used during class changes, lunch break, and before/after school hours. 

The new policy was received with mixed reactions, as one would expect. I was at a neighborhood gathering later that day, and it seemed to be a big topic of conversation. All of the adults were happy about the policy, but all of the teens I spoke with were less than thrilled about it. Which, honestly, is exactly what I expected the reactions to be. 

The teens were not excited about not having instant access to their phones. “But what if my mom needs to text me during the day?” one of the girls asked. To which I told her, “If it’s a big enough emergency, she can call the front office, and they will get a message to you! If it’s not a big emergency, then it can wait!” … She was not excited about my answer. 

I think her response was rooted in more than a fear that her parents wouldn’t be able to immediately get hold of her; I think it was based in panic that her phone wouldn’t be right with her at all times. We have all become so used to having our phones in our hand, pocket, or purse at all times that the thought of being without it often causes an uneasiness and uncertainty. It’s an interesting phenomenon that is unique to this period of time. 

From a teacher’s perspective, I see some great benefits from this new policy. I love the idea of phones being completely out of sight and not on them all the time. Digital distraction is real. I haven’t been in the classroom for eight years now, so this problem wasn’t nearly what it is now, but I would have really loved not having to ask students several times to put their phones away— and I had a no phones policy in my classroom! The idea of having my students be more present in class is one I can get behind. The focus that can come when a device is not attached to someone is incredible. There is also the problem of devices being used to cheat on assignments or tests. I’d like to say that all teachers are super aware and on top of things that are happening in their classrooms, and would be aware enough to catch a cheating student, but I think we all know that just isn’t the case, unfortunately. Not having phones immediately available is a good thing when it comes to sneaky students who want to cheat. 

I remember allowing my students to use their phones to read (I taught English, and we did daily reading time). We also often had times where I allowed students to listen to music with headphones while we did independent work— most of them had music on their phones, so it worked really well and made for a very quiet classroom. Sometimes phones came in handy during writing/research assignments when we weren’t in the computer lab and someone needed to look up a quick fact or something. Even though phones were useful for these things, I don’t see a no phone policy being a problem today, as most secondary students are issued their own school-owned Chromebook that they can use. And honestly, reading from a real, physical book is quite a treat and is not all that inconvenient. 

The other question that arises is should the district be able to dictate this kind of thing for teachers? Should teachers be able to institute their own cell phone policy within their own classrooms? Obviously, most teachers would likely be on board with phones being out of sight during class, but there are some teachers that do allow for occasional phone use and have a little more flexibility. I don’t know if there are any easy answers here.

What I do know is that when at school, students need to be focused and present. The texts, posts, and games can wait. Education is crucial, and it’s alarming how many students today don’t think it is. We cannot avoid phones and other digital devices— they are almost a necessity for living in today’s modern society. But we can be better about when and where we use them, and I know we can definitely be better about how, when, and where we allow our children and students to use them. Their young, developing brains do not need screens all day every day. In fact, they’ll be better off with minimal screen time. 

While this great cell phone debate is real, is a hot topic, and doesn’t have easy answers, it’s one we face today. Where do you stand on this issue?

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The Spartans of Education

This past weekend, my husband and our two oldest boys ran a Spartan race— a grueling race that includes running along dirt trails for a specific distance all while conquering obstacles along the way. The kids’ races ranged from 1-3K with 10 or so obstacles, and adult athletes could choose between a Sprint (5K + 20 obstacles), Super (10K + 25 obstacles), or the Beast (21K + 30 obstacles). The race course was at a ski resort, which meant steep hills and mountainous terrain. It was 90 degrees outside, and we were at a base elevation of 6,391 feet. It was indeed a test of mental and physical strength and stamina, and was certainly not for the feint of heart. It was truly inspiring to watch the athletes compete and overcome the challenges with which they were faced. 

Some of the obstacles athletes were asked to complete were less intense (like crawling through a tube or crawling under a tunnel), while others were much more intense (such as lifting and carrying a 60 pound ball from one end of the obstacle area to the other and back again, the rope climb, or the inverted wall climb). The obstacles by themselves would be challenging, but not impossible; add in the above mentioned factors of temperature, terrain, elevation, and distance to run, and the obstacles suddenly become much more daunting.

As I’ve reflected on the race over the past couple of days, I couldn’t help but think about how the whole race experience relates to education. At the beginning of each school year, we are given a new set of students, each with their own abilities, talents, likes/dislikes, and interests. They each have their own race to run alongside their classmates, and they all have obstacles to overcome. 

For some students, math may be their rope climb, where they find themselves finally making progress just to start slipping back down as a new concept is introduced. For others, science may be their inverted wall, difficult to gain traction on and overcome, while it may be a tunnel crawl for others, fairly easy to get through. 

It was interesting to watch athletes help each other overcome obstacles. I watched as one friend easily made it over a set of 6 foot hurdles, only to turn around and go back to help her friend by offering a boost to get her started. I watched complete strangers finish the rope climb, then turn to offer strategies and advice to athletes before they took their turn on the rope. I watched as my husband helped another athlete get his footing during a sand bag pull. I was grateful for the four people, all strangers, who stopped and immediately helped my husband when his calves cramped up and he couldn’t walk. As my husband finished the race, two of those people who helped him were waiting for him at the finish line because they “just wanted to see him finish.” It became clear that the people offering help to others weren’t in the race to be the fastest or the strongest. They were there to prove to themselves that they could do it, and to help others do the same. 

As our students learn and grow throughout the year, they are met with many challenges, and some may be in it for themselves, but most are not. Most kids are willing to help their classmates, be a friend, and cheer each other on. It’s remarkable to see the difference it can make when struggling students are boosted by their peers. There is a new light in their eyes when they see that other people believe in them and want them to succeed. 

So while they may be running in the same race, not all students will face the challenges with the same ability or confidence. As teachers, we get the unique opportunity to help facilitate the kind of relationships within our classrooms that will encourage, build, uplift, and carry. We also get the chance to do those things ourselves for our students. We get a front row seat to see our students progress, learn, grow, and thrive. We get to be their cheerleaders, give them boosts, and provide them with tips and advice on how to conquer their challenges. And that, my friends, is one of the coolest parts of being a teacher.

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Parents and Special Education Services, A Series: Part 4

When considering individuals who receive SPED services, it’s important to note that not all disabilities are visible, and that disabilities come in all shapes and sizes. Another aspect to take into consideration is that people with disabilities can be any age. It doesn’t matter the age, gender, shape, or size of the disability: the fact of the matter is that people with disabilities have the right to be respected and treated fairly. When a student has an Individualized Education Plan (IEP), teachers are legally expected to uphold the terms of that plan, and are required to provide necessary accommodations for their students who have an IEP.

Today’s parent interview is with Bobbie, who has a son with an IEP who is in high school. He is an active, smart young man who has a learning disability. His disability isn’t physically visible, and many people do not even know that learning can be difficult for him. All of his teachers are made aware of his disability and are given a copy of the accommodations he is allowed to receive. Unfortunately, he has had a teacher who did not do their best to uphold the terms of his IEP, which led to frustration for both Bobbie and her son.

Please tell me a little about your child who is receiving Special\Education services. (Age, grade, etc.) 

My child is 15 years old and will be a sophomore this school year. He received his IEP when he was 6 years old in first grade.

What kind of services does your child receive? (general education withpull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.) 

My child is currently receiving his services in a co-taught general education math and ELA classroom. When he was in elementary school it was pull out services for reading and math.

What has been the most difficult thing about navigating the SPED world in schools? 

I feel that Elementary school teachers helped with IEPs way better than most secondary school teachers. Many of the secondary teachers, especially those who teach subjects like science and social studies do not follow a student’s IEP accommodations as well as they should. I even had a 9th grade science teacher attend the IEP, and he failed to follow the accommodation of hard copy of notes provided, because he said they could be downloaded from his website, but we were never able to find where to access, and his response was always “they are on my website.” His website was not organized in a way to find anything UNLESS you knew the exact title of his lesson. No dates were provided. This “accommodation” in  his eyes was being met, but was met with a task that was far harder than just making the notes for my child. So I think the most difficult thing is getting secondary teachers to follow ALL of the accommodations needed, and to provide them in a way that makes their learning experience easier and not harder. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

I have felt like my voice is heard in the meetings, and that my opinion to help my child matters. I feel like when I reach out to his SPED file holder, I get a response and help with my child. 

How do you feel other students and teachers respond to and interact with your child? Do you feel like there is a good amount of inclusiveness at your child’s school? 

Most people do not know that my child has an IEP. I do feel that some teachers do everything they can to help my child find success, but as mentioned above, there are some who do not make their educational needs easier, but rather make it harder for them to access the content.  My child was able to maintain straight A’s in his classes, but it wasn’t from the help of his science teacher especially. He knew my child was reading 4 grade level below, and did nothing to help him. 

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve? 

As a parent, I make sure that all of the teachers know that my child has an IEP and what accommodations have worked the very best for my child in the past. I let them know that I am available to meet, or talk with them to make sure that my child can learn best in their classrooms. I am also a teacher, so I understand and know how important communication with teachers are to ensure that my child’s needs are being met. 

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities ofany kind and severity, what would you tell them? 

Children with learning disabilities can do what their peers are doing with enough supports/ accommodations. They can also be students with straight A’s who work extremely hard to learn the content. They are kids who just want others to see them as they would see any other child. They have the ability to love others and to be amazing friends to those around them.

Thank you, Bobbie! I can only imagine how difficult it would be to have a teacher who didn’t do their best to accommodate the needs of students receiving SPED services. I’m impressed with her son’s determination and hard work to succeed despite the lack of help from a teacher. Way to go!

This post is part of a series of posts of interviews with parents who have a child who receives special education services. You can find previous posts here, here, and here.

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Summer Outdoor Scavenger Hunt

If your kids are like mine, they start to go a little bit stir crazy when they are cooped up in the house for too long. We’re trying to find a balance between structured activities and “use your imagination to entertain yourself” time. Some days are trickier than others. One thing is for certain, though: a daily dose of sunshine and fresh air does wonders for everyone’s moods. Some days, my kids are outside most of the day, and others, we just get a little time outside. 

Whether your kids are all-day-outsiders or just-a-little-outsiders, an outdoor scavenger hunt is a fun activity to do with them! Print off the free printable below, grab a clipboard and something to write with, then take a walk around your neighborhood, searching for the things on the list! If you’re feeling extra ambitious, have your kids make a pair of binoculars before you go— get a couple of empty toiler paper tubes, glue them together, and attach some string to each side for quick and easy binoculars to make your scavenger hunt even more fun! 

You could even laminate the scavenger hunt paper so that you can re-use it multiple times. This activity would be a great option for a small preschool class or daycare group, too! 

An alternative for older kids would be to let them explore on their own, but send them with some way to take pictures, and have them photograph the items as they find them.

However you decide to use it, happy searching!

**PRINTABLE IS FREE, BUT IS ONLY TO BE USED FOR PERSONAL OR CLASSROOM USE. DO NOT SELL, RE-POST, OR CLAIM AS YOUR OWN.** 

Outdoor Scavenger HuntDownload
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Parents and Special Education Services, A Series: Part 3

So often when we think of special education, we only think about the individuals with the disability. In reality, however, there are many more people involved in the education and advocacy for these individuals. Part of that team includes the parents and caregivers of those with disabilities. For the past couple of weeks, I have been interviewing parents and sharing their experiences with the SPED system. You can find previous posts here and here.

Today’s post is from an interview with Marina, a former second grade teacher and mom to an adorable boy who has been diagnosed with Williams Syndrome. Let’s see what she has to say!

Please tell me a little about your child who is receiving Special Education services. (Age, grade, etc.)

K. just turned 5 and will be attending kindergarten in the fall. He has attended 2 years of SPED preschool in our district and was with early intervention before that. 

What kind of services does your child receive? (general education with pull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)

K. will be in the least restrictive special class for kindergarten. It is called a Core Integrated Class. It is full time with a special ed teacher, smaller class size, and 2-3 paraprofessionals. In addition to academic support he also receives speech therapy, occupational therapy, and physical therapy through the district during school. 

What has been the most difficult thing about navigating the SPED world in schools?

The most difficult thing about navigating the SPED world in schools has been knowing the right questions to ask in order to receive the best services and make the best placement decisions. There is a lot of lingo in the SPED world that makes sense to those who work in it for their job but as a parent it has to be simplified and clarified which I have really had to ask for. The services are of course there but no one is a better advocate for your child than you are so it is crucial to ask all of the questions to stay informed of all of your options. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

The most rewarding part about working with various SPED services has been getting to watch the progress. I have been able to see how hard the whole team (teachers, aides, therapists, families) works together. Everyone celebrates the smallest progress and I truly believe that’s how the bigger goals are accomplished. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

Our experience so far has been nothing but amazing as far as teacher and student interactions. Teachers in other classes know who K. is and say hi to him often which makes his day. I wouldn’t say they haven’t been inclusive but I do think that is difficult at a preschool age. I am excited for him to experience more inclusivity this fall as that is one goal of the structure of his upcoming placement. 

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?

As a parent I recognize I am my child’s biggest advocate. I also recognize that there is a lot of emotion also tied to my child. I recently found a parent consultant and she helped be another set of eyes and ears. She was truly amazing. She and I met before the IEP meeting and discussed current goals, future goals, questions, concerns, and options. She attended the IEP meeting with me, took notes, and made sure I was feeling good about all of the decisions being made as well as got all of my questions answered. I involved myself as much as I could. Volunteered, helped with class parties, attended parent teacher conferences, asked for progress notes, worked on goals at home, etc. it is so much easier to advocate when you’re very involved. 

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities of any kind and severity, what would you tell them?

Find someone you can trust that does have experience and ask questions. For teachers, aides, educators: have compassion and patience not only for the child but the parents and families. It can be really overwhelming trying to navigate the SPED world on top of everything else that comes with having a child with special needs. Be an advocate, challenge the student appropriately and celebrate the small wins daily. To the parents: If you don’t feel good about something, speak up. Ask to see the data and have the data explained to you in a way you understand. I would highly recommend seeing if there is a parent consultant/advocate in your area. They are on your team and a good person to lean on. 

Thanks, Marina! I really appreciated her perspective, and loved that she was able to find a parent consultant to help her as she navigates the SPED world and making sure her son is getting the best care possible.

Next week, we will hear from a parent who has a child on an IEP in high school– I’m excited to hear her words of wisdom!

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Turns Out, Adults Can Learn Cool Things, Too!

I was 29 years old when I started taking piano lessons. I had always wanted to learn how to play the piano, but it was never in the budget when I was little (and we didn’t have a piano). Fast forward 20 years, and I was now a grown adult with a career. The attendance secretary at the school where I was teaching taught lessons from her home, and offered to add me on as a student. I was hesitant— what if I was too “old” to learn? What if I completely messed up and had to keep going to work and face this coworker? I finally got a big dose of courage and took her up on her offer. I had access to a piano for practicing, had the time, and had the money to do it— there really was no reason not to try. 

So there I was, standing at her door with my “Adult Level 1” piano book in hand, heart pounding, mind racing, ready to start a new adventure. It was a little intimidating at first. I did mess up. My “old” brain did take a little longer to pick up the concepts. But you know what? Slowly but surely, I started to get the hang of it. I practiced every day after work. If I messed up, I tried again. I did my best to make the most of this new opportunity. I was proud of the progress I made, and even found myself making my fiancé listen to me on our nightly phone calls. I felt like a little girl, so excited to share my new talents. 

I took lessons for several months before I got married and moved to another state. I didn’t have access to lessons or a piano while we were living away, and then soon after we moved back, we started having kids, so my skills faded, and eventually became a memory. Fast forward eleven years, and I was casually scrolling FaceBook, when I saw a post from a neighbor— they had been given a new piano and were giving away their old one for free! My heart lit up. I immediately commented that we would take it. We rearranged our living room, recruited some neighbors to help us move it, and are now the proud owners of a beautiful piano. My husband can play pretty well, and it has been so nice having piano music fill our house. 

I didn’t touch it for a few weeks. I loved hearing the music, but knew my skills were rusty and would need some serious work. One day when all my kids were out playing with friends and my husband was at work, I pulled out my old piano book and started to remind myself how to play. The music was slow and choppy, but I was playing! I was reading the notes and making music! It was amazing! My fingers and my brain moved in unison as muscle memory took over and it started to come back to me. 

Now, I don’t want you thinking that I was suddenly playing all sorts of complicated music, because I wasn’t. But I was amazed at how my brain pulled out what it knew and started to use it again. It was proof to me that once you learn something, your mind retains it. Sure, it may be tucked way back in the deep corners of your brain, but it’s there, and as you start to tug on the memory or skill, it slowly works it way toward the front. 

If you’re like me and have a skill you learned long ago but have since stopped using, try it again! Tug on that memory and start to spark muscle memory. Dust off the piano, violin, wood working tools, skateboard, paint brushes, or whatever else it may be and give it a go. I bet you’ll be surprised with the way things start to come back to you. And if you have a skill you’ve always wanted to learn, but haven’t had the chance to for whatever reason, do it! If you have the resources, take the leap and try something new! You don’t have to be an expert at it, but trying is so much better than living with the regret of not trying. 

So go ahead, prove to the world that you can teach an old dog new tricks! 

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Celebrating Differences

Have you ever been faced with a situation where your child loudly points out someone’s differences? The way we respond in situations like that can determine and change how our children perceive differences. If we respond with disgust, that is how our children will see differences. If, however, we respond with love, compassion, and kindness, our children will pick up on that and will learn to show empathy and love to those differently abled than them. 

It is so important— even crucial— to teach our children and students to view differences as a beautiful thing rather than something that sets them apart. Teaching inclusion is vital to raising a generation of kids who love and encourage people of all abilities. 

Sometimes it can be difficult to explain differences to kids in a way that makes sense to them. Thankfully, there are some incredible children’s books out there that do a beautiful job of teaching this. Here are a few that I found at my local library that were well written and that I feel do a good job of teaching the importance of inclusion.

Benji, the Bad Day, and Me by Sally J. Pla, Illustrated by Ken Min

Sammy is having the worst day ever. He comes home from school, feeling defeated and upset. But instead of being met with sympathy and kindness, his mother shushes him and tells him he needs to be quiet because his brother, Benji, had bad day and needed quiet. Sammy’s day continues to get worse, and he feels like no one notices him. Benji saves the day when he helps Sammy feel safe and comforted by wrapping him in a blanket, which is Benji’s favorite way to calm down and feel safe. 

Benji has autism, and is easily overwhelmed with loud noises or other sensory input. When Sammy doesn’t think anyone notices him, he is surprised to see that his brother does see him and is able to help him the best way he knows how.

This story is a tender example of how connected brothers can be, and the differences don’t have to separate them.

You Are Enough: A Book About Inclusion by Margaret O’Hair, Illustrated by Sofia Cardoso

Full of darling illustrations, this book celebrates the differences in each child. It shows that all people are enough, regardless of looks, abilities, race, etc. The story is inspired by Sofia Sanchez, a girl with Down syndrome who has embraced her differences and can be seen on TV, in ads, and on other media outlets. 

This books encourages all children to look in the mirror and celebrate what they see, and that they are enough, just as they are! 

When Charley Met Emma by Amy Webb, Illustrated by Merrilee Liddiard

Charley’s mom has always taught him that “Different isn’t weird, sad, bad, or strange. Different is different. And different is ok!” Charley and his mom go to the park and while there, they see a girl in a wheelchair with limb differences. For a moment, Charley forgets that different is okay, and loudly asks why the girl looks so weird. Rather than shaming, his mom uses the moment to remind and teach, encouraging Charley to go talk to the girl. 

He does, and discovers that her name is Emma, and that she likes to do all the same things Charley likes to do. Together, they play and have fun, and easily become friends. 

This book is a great reminder that ability isn’t always determined by what our bodies look like. Kids of all abilities and looks are able to have fun and be kids— because different is ok!

Different: A Great Thing to Be! By Heather Avis, Illustrated by Sarah Mensinga

Macy is a girl who is different than other kids around her. Sometimes she feels hurt by the comments and looks other kids give her. Rather than letting it hold her back, she embraces her differences and celebrates who she is. She finds ways to show other kids that while she is different, she is still a kid who can love, laugh, play, and be a friend.

Oona and the Shark by Kelly DiPucchio, Illustrated by Raissa Figueroa

Oona is a mermaid who likes all the things mermaids usually do. She loves to collect things, build inventions, and isn’t afraid of noise. One day she meets a shark who doesn’t seem to like all the things Oona likes. She is determined to make him like her things, inventions, and noise. With every attempt, she finds that the shark pulls further away. In one last attempt to win him over, she decides to throw a party. When shark doesn’t come, she retreats to the ocean floor to sit in quiet for a minute. There, she sees sea glass and has an idea. Using her brilliant mind, she creates a quiet sea glass sorting machine. When she presents it to shark, she is pleased to find that he likes it very much. She realizes that not everyone is the same, and that differences are okay.

The illustrations in this book are so beautiful, and the story is captivating!

We’re All Wonders by R.J. Palacio

Inspired by the novel Wonder, this children’s book follows Auggie, a child who was born with severe facial differences. Auggie takes readers on a journey of how people react to him, how he feels, and how he copes with the pointing fingers and mean words. The book ends with reminding readers that everyone is a wonder in their own way, and to “look with kindness and you will always find wonder.” 

Including all people, regardless of ability, appearance, or diagnosis is a vital thing for kids to learn. Many children are naturally inclusive. When adults display kindness, inclusion, and empathy, we encourage those around us to do the same. I encourage you to take a minute and help your children understand the importance of treating everyone with dignity and respect.