Category: Improvement

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Reading: Worth the Fight

We’re just over a week into the new school year, and one of my kids has already pushed back over required reading time. For the past several years, his teachers have set a required time for reading every night, ranging from 20-30 minutes. As an avid reader and former teacher, I’ve obviously been on board with these daily reading requirements. It’s a no-brainer for me. 

This year, however, his teacher won’t be assigning a specific amount of time or number of pages to read each night. Instead, students have a chart on their school computers where they can log any minutes they read, though it’s not a requirement or an assignment. Naturally, my son took that to mean, “I can read for even just one minute and put that in my log!” Fourth graders, right?! You can imagine his dismay when I told him that even though his teacher wasn’t going to assign reading time, my husband and I were. Despite his nightly protests, we have held strong to this boundary, and most nights, after his 30 minutes are up, he asks if he can read just a little bit more— and who am I to say no to that?!

You might wonder why I choose to pick this battle. After all, it would be much easier to give up the fight and not have to listen to the whining and protesting every night. I’d probably even gain “cool mom” status with my son if I didn’t have him read. But honestly, I am not out to win “cool mom” status, and pushing through the whining is 100% worth it to me. 

You see, I’ve encountered so many teenagers who struggle to read. Kids who really are very smart and capable, but just are not where they “should” be in regards to reading. Kids who are terrified to read out loud in front of their peers because they are not confident in their reading abilities. One way to combat this is to have kids read regularly— even a short 15 minutes a day can make a world of a difference in reading ability. 

Reading goes so far beyond opening a book and following along. It opens doorways to many other skills! Reading increases vocabulary, improves writing skills, boosts confidence, encourages imagination, and increases knowledge, among other benefits. Reading is a life long skill. I know not everyone will continue to pick up a novel and read as adults, but the foundational skills gained through reading in the younger years are vital. Even on days I don’t pick up a book to read for fun, I am still reading things all day long— a menu at a restaurant, a recipe as I cook dinner, the labels on food at the store, road signs, texts, social media posts, and so on. The ability to read is one that cannot be put on the back burner. 

In order for young kids to become better readers, they must keep reading. If someone wanted to be a better football player, they would continue to play football. The same goes for reading. It is simply a skill that must not be ignored. I might even go as far as to say that reading is one of the most important skills that can be learned. It is, after all, something that is used in every other subject they will learn. It is a skill that they will use no matter what career path they use. 

So the next time your child or one of your students complains about reading time, remind them that you are actually helping them— Helping them become better readers, writers, thinkers, and doers, because reading is the key to opening doors to the future.

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Goals Aren’t Just for the New Year

3….2….1, HAPPY NEW YEAR!!! Whoa, whoa, whoa. Hold on there. It’s August, not January. 

You know the routine: a new year comes, and you excitedly set some goals or resolutions for yourself, only to have that excitement and motivation die out by February. I know I can’t be the only one who is guilty of this pattern. 

Now, I know that it’s August, and most people aren’t even thinking about their goals for next year quite yet, but hear me out. What if, as teachers, we encouraged our students to set a goal for this new school year? A _______ Grade Resolution, if you will (you fill in the blank with whatever grade you teach). What if we take the time to teach our students how to set a goal, plan an appropriate attack strategy, and execute said plan so that they can see how powerful goal setting can be? What if our students gained more confidence in themselves and reached goals they didn’t think they could? What if? 

I don’t know about you, but I don’t see a lot to lose here. Even if the goal isn’t reached, think about all that would be gained by trying! Confidence? Determination? Planning skills? I know I wouldn’t be mad if I made improvements in all of those areas! 

Before you go forward with this, let’s remind ourselves about effective goal setting. It isn’t super beneficial to simply say you want to achieve something; you need a plan of action on how you are going to achieve that something. The goal needs to be realistic, progress needs to be measurable, and there need to be some parameters established. Essentially, the intended end result should be planned out in SMART goal style, with the goal being specific, measurable, achievable, relevant, and time-bound. If students can plan a goal with these five areas in mind, their overall success will be much greater. 

Most of us teachers know what a SMART goal might look like in relation to our jobs, but what might a SMART goal look like for a fourth grader? Let’s look at an example and see what each step might involve.

SMART Goal: I will improve my reading level by two levels by the end of the school year.

Now, let’s break this goal apart by looking at each of the five areas:

S: Specific. This means that the goal is detailed, the parameters are clear, and there isn’t any confusion about what is to be achieved. In this example, this student wants to improve their reading level by a certain amount by a specific date.

M: Measurable. A solid goal is one that can be tracked or measured. You can create data of some kind to see where you started and where you end up. In this case, the goal is to increase reading level by two levels. This is an easily measured goal, as progress can be monitored, recorded, and charted. 

A: Attainable. When setting a goal, you need to be realistic. It would not be beneficial to set a goal that is so far out of reach, there is no possible way it can be achieved within the time frame you set. Using our example, if this student had said that they wanted to be reading on a college level by the end of fourth grade, it might not be super attainable. However, setting a goal to improve by two reading levels is going to be reached much easier. 

R: Relevant. A goal needs to be relevant to the person or situation. If setting a goal to exercise more, you wouldn’t want to include anything about increasing your reading level. The goal needs to make sense for the time, place, and person. In our example, it makes sense that fourth grade student would be setting a reading goal to improve their reading skills, because that is something that would be worked on in that area and at that time. 

T: Time-bound. Good goals need to have time limits. Obviously, it behooves all people to continually improve, but if a goal is to be measured and tracked, setting time limitations is helpful. In the example above, the student sets a time by which they want to have their goal achieved— the end of the school year. Having a clear end date can help the goal setter to plan accordingly. If they achieve the goal before the end date, great! If they need the full time they have decided upon, great! Setting a schedule can help motivate the person to continue working toward their goal, and to take steps along the way to push them toward their end goal. 

Having students create and plan their own SMART goals is a great way to start the new school year. It will give the students something to work toward and look forward to. Goals give a sense of purpose and direction. You might consider creating an outline of some kind for students to follow as they create their goals. Have them do regular check-ins regarding the progress they are making. Track that progress so that they can see that their work is paying off and really is moving them toward their desired end result. 

When they reach the end of their set time frame, have them evaluate themselves— did they achieve their goal? What kind of, if any, set backs did they encounter? If they didn’t make it to their goal, why? What kind of progress did they make? What did they learn along the way? 

Celebrate their efforts, and encourage them to continue setting and working toward goals. Perhaps you might even consider setting a class-wide SMART goal that you can all work toward together, fostering class unity and purpose. However you do it, consider incorporating SMART goal setting in your curriculum! Goal setting is a great life skill to have, and knowing how to properly set and achieve a goal will give students an advantage as they get older.

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Class Starters

Bell ringer. Self starter. Warm-up. Do-Now. Question of the Day. Bell work. Any of these sound familiar? Whatever you call it, many teachers use them: a quick mini-assignment that students complete at the beginning of class to get them focused on the material, review learned concepts, and for teachers to informally assess how students are doing. 

Back in 2009, I was an eager intern, ready to take on my first year of teaching. I remembered some of my Language Arts teachers beginning each class with a language exercise, frequently referred to as “Daily Oral Language” or DOL. In my mind, I these exercises were such a fun way to start class (probably because I loved grammar, writing, and reading). I don’t think everyone felt the same. In an effort to emulate some of my favorite teachers, I decided I was going to start my classes by having my students do DOL. 

I’d roll my overhead projector to the front of the room, place my carefully selected DOL exercises on the projector, and have my students open their notebooks and begin. I quickly realized that, much to my dismay, my students did not share my enthusiasm for sentence corrections, grammar exercises, and spelling practice. Clearly I needed to rethink my strategy and find something that worked a little better. 

It took some time to figure out what worked best for me and my classes, but I eventually settled into a new routine: rather than do DOL every day, I would rotate what we did. Some days we would do DOL, sometimes we would begin class with silent reading, and other times, we would begin with a journal prompt. The variety worked well, and kept things interesting. 

After my intern year, I found a teaching position where I taught my own classes every other day. On the days I wasn’t in my own classroom, I was a substitute for other teachers in the building. I enjoyed seeing what other teachers were doing as their bell-ringer activities. They were always a great way to start class and get students in the mindset for whatever class they were in. It gave students a reminder of material they had already learned or to give them a preview of what they were going to learn. 

I realize they don’t work super well for some classes, but for others, they are an effective strategy to begin class with. 

Do you use a bell-ringer activity in your class? What kind of questions, prompts, or activities do you have your students respond to? If you’re not currently using a bell-ringer, perhaps you might consider giving it a try as you begin a new school year!

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Education for the Incarcerated

I stumbled across an article several months ago about a book club for prisoners. The article title and abstract caught my attention, but I didn’t have time to actually sit and read it. I bookmarked it and told myself that I’d return to it in a day or so. Turns out I forgot about it for quite some time until I rediscovered it a few days ago. Lucky for me, I had some time to sit and read through the article. I was intrigued by this concept of a book club for inmates— a chance for them to experience something that usually isn’t associated with life behind bars. 

The book club has been running for 15 semesters. They read a book a week, and books are chosen based on the theme that has been picked for the semester. Inmates read the books on their own, then come together to discuss what they read. 

The club facilitator is a volunteer, and the program is run through a local university. The university also facilities other programs for inmates, bringing higher education inside the walls of the prison. Their goal is to give inmates a chance to get ahead while they are incarcerated, with the hope that they will then use their education for good and turn their lives around once they are released. Research has shown that inmates who participate in some kind of educational program or class while incarcerated are much less likely to fall back into a life of crime one they are done with their sentence. 

Prison education programs go further than a book club, however. Most prisons offer opportunities for inmates to experience a wide range of educational pursuits. Programs might include basic literacy and GED programs, vocational training programs, and often college-level courses. Some prisons may also offer rehabilitation programs, which focus on behavioral interventions, life skills, and planning for life after prison. Arts and crafts programs are also often offered, giving inmates a chance to explore creative outlets. 

These educational programs provide inmates with an opportunity to choose— So much of an inmate’s life behind bars is controlled or mandated by things out of their control. They must adhere to schedules and other requirements, leaving little room for personal choice. 

One of the consequences associated with jail or prison time is losing the privilege to make individual choices— inmates don’t get to choose what they wear, where they sleep, who is in the cell next to them, and so on. In a world of so little choice, I can imagine that the ability to choose to be able to participate in educational programs is very welcomed. Sure, people end up behind bars because of choices they have made, but they are still people, and they still deserve a chance to reclaim their lives. 

Beyond reduced recidivism, prison education programs have other benefits. Upon release, inmates who have taken advantage of education opportunities may be more competitive in the job market, leading to increased chances of employment. Education programs can also lead to more positive and productive prisons, which could lead to safer environments for inmates. One of the biggest benefits of education behind bars is the boost to mental health that comes from these programs. Inmates who are actively enrolled in and benefiting from education programs are more likely to have better mental health— they feel a sense of empowerment and pride in their learning. New knowledge and skills lead to more productivity and can motivate people to continue learning. 

Imagine the positive impact on incarcerated persons who intentionally participate in the educational opportunities that are offered to them! Not only are they going to come out of prison with new skills and opportunities, but their time in prison can turn into something productive and meaningful. I love the idea of these opportunities for imprisoned individuals to better themselves, make progress, and eventually use their knowledge for good upon release. 

Many prison programs are run by volunteers and by monetary donations. If you’re able, check if your local jail or prison has educational programs available to its inmates and if they are in need of donations. It’s a good cause, and is one that benefits many!

You can read the article about the prison book club here.

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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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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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Parents and Special Education Services: A Series

As a teacher, I became very familiar with the educator side of Special Education. I knew how to read an IEP, how to accommodate the various needs of the students in my classes who had an IEP, and what to watch for to determine if any particular student presented themselves with a need for additional testing and help. I felt pretty confident in my knowledge of the Special Education terms, processes, and procedures. 

It wasn’t until I became a parent of a child who needed Special Education services that I began to see the SPED world in a whole new light. Suddenly, the testing process, IEP meetings, IEP teams, and services became very personal. I was anxious about what this would all mean for my son. 

Almost four years ago, my then two year old was not hitting his speech milestones as expected. We started him with our county’s early intervention program and saw great progress. When he aged out of their program, they set us up with the school district, and let them take over services. He has been on an IEP ever since then, and has made remarkable progress. 

Fast forward a few years, and our youngest three children are all on an IEP and are receiving SPED services for speech. My previous anxieties about having children who qualify for and receive Special Education services have since gone away. I have come to see, now more than ever, that Special Education is an amazing resource, and that I have an incredible role as a parent to advocate for my children and to develop good relationships with their IEP team. 

I know I am not the only parent who has gone through these thoughts and emotions surrounding having a child placed in any kind of SPED services. I interviewed a few parents who have at a child who is currently receiving or have previously received Special Education services for any kind or severity of disability. Join me as I share a series of these interviews over the next couple of weeks! 

My first interview was with Brandy, whose son received speech therapy services for part of his elementary school years.

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

* L. is 12 and going into 7th grade. He was in speech from 3rd to 6th.

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.)

* He was in general education with pull out for speech.

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

* When we first started I knew almost nothing about SPED lingo or the different tools and tests used. Going in for IEPs was difficult when I didn’t feel like I understood what was happening and therefore didn’t know how to be a good advocate for my child.

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

* Having a team of people who care about my child and are working to help him grow has been awesome.

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?

* Inclusivity is huge at my kids’ school. L’s teachers have been super helpful with input during IEP meetings and with helping me know how to best advocate for additional help and testing where needed.

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?

* Being in speech, my child was already in a minimally restrictive environment. He was only pulled, at most, 10 minutes, twice a week. I feel like my kids’ school does a great job of getting students their service time, while making sure they aren’t missing areas of necessary general education.

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?

  • Love and caring always comes first. Children can’t effectively learn and grow without it. Once they start picking up on the skills they’ve been working towards, it’s so rewarding to see the pride they take in themselves.

I really enjoyed hearing from Brandy about her experience with the Special Education department in her son’s school. It’s always so great to hear about teachers and support staff who are genuinely concerned with the progress of their students! 

Thank you, Brandy, for sharing your experience!