Category: Learning Through Reflecting

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Top 20 Posts That YOU Wrote in 2018

Over the last week, I’ve shared my favorite books from 2018…

…my most-read posts I published in 2018…

…and today, I share my favorite blog posts that you wrote in 2018. 

I deeply enjoy all three annual reflections for different reasons. This one is a celebration of learning, which means it might be my favorite. As most readers here know, I am presently away from the classroom to be at home with my very small students. It has been 4 ½ years now, and while I am grateful for this precious opportunity, I feel profoundly indebted to the many teachers across the world who have taken the time to share their learning, thinking, and questions. It has allowed me to continue to grow as a professional, and it keeps me feeling excited for the day I will jump back in!

So here are 20 posts, in no particular order, that most provoked my thinking this year. Thank you very much, and please keep sharing your learning!

#1: Adventures in Unveiling: Critical Pedagogy & Imagination by Sean Michael Morris

 #2: No More Cookie Cutter Teaching by Deb Frazier

#3: A Shift Toward Student Self-Reporting by Abe Moore

#4: Teaching While Parenting: Facing Struggle by Kristine Mraz

#5: We Don’t Need Saviors, We Need Leaders Who Are Ready to Form True Partnerships with Families and Communities by Kaya Henderson

#6: Timetables — The Enemy of Creativity by Michael BondClegg

#7: Getting the Mix Right: Teacher Guidance & Inquiry Learning by Kath Murdoch

#8: Be a Reader Leader – What Administrators Can Do to Promote a Reading Culture by Pernille Ripp

#9: Being Human by Will Richardson

#10: The Importance of Documentation by David Gostelow

#11: It’s Not Complicated by Donalyn Miller

#12: Building a Culture of Agency by Edna Sackson

#13: Armed with Books by Russ Walsh

#14: Why Teachers Are Walking Out by Seth Nichols

#15: Letting Students Teach by Mindy Slaughter

#16: Work’s Worth by Monte Syrie

#17: What Could An Agency-Supportive First Week of School Look Like? by Taryn BondClegg

#18: Step Away from the Stickers by Lisa Cranston

#19: Writers, Not Just for Workshop by Kelsey Corter

#20: Supporting English Language Learners: Using Technology to Increase Classroom Participation and Creativity by Jen McCreight

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Our Favorite Books of 2018

It’s time for one of my favorite annual blog posts: a review of our favorite reads from the year! While part of me just wanted to list every single book we loved this year, the rest wanted to stick with the curation approach I’ve come to love about blogging. But I hope you’ll check out my Goodreads profile if you are looking for more recommendations!

So with the help of my kids, here are our top 15 picture books and top 15 chapter books we read this year. Most of these were published this year, but there are a few that are simply ones we discovered this year. 

Picture Books

#15: The Eye that Never Sleeps: How Detective Pinkerton Saved President Lincoln by Marissa Moss & Jeremy Holmes. My little ones sometimes struggle with longer biographical stories, but the story kept them wanting to hear what was next! 

#14: Adrian Simcox Does NOT Have a Horse by Marcy Campbell & Corinna Luyken. Right and wrong can feel so absolute for so many kids; I love the way this helps them expand their perspective a bit in favor of compassion. 

#13: Water Land: Land & Water Forms Around the World by Christy Hale. Such a clever and simple way to depict various landforms and their relationships to one another!  


#12: a house that once was by Julie Fogliano & Lane Smith. This one especially tickled my sense of wonder because I have often daydreamed about the memories held by old houses and paths — who walked in the same spaces, what they did there, how they lived.  

#11: The Brilliant Deep: Rebuilding the World’s Coral Reefs by Kate Messner & Matthew Forsythe.  My ocean-loving 4 year old especially loved the illustrations of all things underwater. Kate Messner did a great job of weaving an engaging story of what has been done, and what we have yet to do, for our coral reefs. 

#10: Everything You Need for a Treehouse by Carter Higgins & Emily Hughes. This tree-lovin’ lady adored everything about this read. The detail, the poetic flow of words, the imagination. 

#9: The Rabbit Listened by Cori Doerrfeld. Loved the way this book illustrates emotion, and validates the many ways we need to express it.   

#8: Hello Lighthouse by Sophie Blackall. This beautifully captures change over time in several layers. My kids and I enjoyed studying all the detail of the fascinating life inside a lighthouse. 

#7: The Word Collector by Peter H. Reynolds. Teachers trying to convey word choice and story-loving children alike will enjoy this latest work from Peter Reynolds.  

#6: Are You Scared, Darth Vader? by Adam Rex. This book makes me think of a cross between “Green Eggs & Ham” and “The Monster at the End of This Book.” Featuring Star Wars, of course. My whole family adored this hilarious read! 

#5: We Don’t Eat Our Classmates by Ryan T. Higgins. Poor Penelope has first day of school jitters. She has no idea what her classmates will be like…until she discovers that they are delicious children! Will she be able to get past her, um, sticky first impression?

#4: A Big Mooncake for Little Star by Grace Lin. I loved the folklore feel of this story. Little Star and her mother bake a big mooncake, but will she be able to resist nibbling a little more each night? A lovely way to imagine what makes the phases of the moon.

#3: Do Not Lick This Book by Idan Ben-Barak and Julian Frost. I think this is the only book on our picture book list of books not published, but discovered, this year. My kids were fascinated by the magnified pictures of various surfaces, and the personified germs.  

#2: Square by Mac Barnett & Jon Klassen. After meeting these authors last year, I don’t think our book lists stand a chance of not featuring work by these two. But we found Square every bit as delightful as Triangle. Everyone can relate to Square’s emotional turmoil when his friend Circle mistakes him for a sculptor–and he doesn’t want to let her down. 

#1: El Chupacabras by Adam Rubin & Crash McCreery. I loved getting to practice my high school Spanish in this delightful new rendition of an old legend. My kids especially loved the inflatable nature of the goats. 

Read Alouds/Chapter Books/Graphic Novels

#15: Two Dogs in a Trench Coat Go to School by Julie Falatko and Colin Jack. I sometimes struggle with books written from a dog’s point of view. But this duo did nothing but make me laugh! Follow their hilarious plot to save their child from a dreadful place called school. 


#14: Be Prepared by Vera Brosgol. With Russian heritage myself (though definitely not as close as Vera), I loved the protagonist’s struggle to feel like she fits in. My daughter and I enjoyed this graphic novel, though neither of us will likely ever look at an outhouse the same way again…

#13: Ghost Boys by Jewell Parker Rhodes. This haunting read will get students thinking about the issues of our day as it follows Jerome, who is killed while playing with a toy gun. I still find myself connecting back to the perspectives of this book, such as when I read these findings that show children who embody any of the 3 “B’s” (boy, big, or black) tend to be subject to harsher treatment at school. 

#12: Gone Camping, A Novel in Verse by Tamera Will Wissinger & Matthew Cordell. I love the way each poem perfectly captures typical moments of a camp-out, from fear of the dark to grandpa’s snoring. 

#11: The Wednesday Wars by Gary D. Schmidt. I hadn’t heard of this one prior to reading Bill Ferriter’s recommendation this year. I absolutely loved the way this student/teacher relationship unfolded. Packed with unexpected twists, historical context, and relatable middle school humor. 

#10: Beyond the Bright Sea by Lauren Wolk. A beautiful self-discovery kind of story, but with a faster pace than I was expecting, which I enjoyed. 

#9: Amal Unbound by Aisha Saeed. Despite the fact that I may or may not have gone to bed weeping while reading this, I have to recommend it. It tells the story of Amal’s descent into indentured servitude when she should be attending school with the other children in her village.

#8: Refugee by Alan Gratz. Three stories of families seeking refuge are masterfully woven together to convey universal principles of compassion and humanity.  

#7: The Train of Lost Things by Ammi-Joan Paquette. When Marty loses a precious gift from his dad who is sick and has little time left, he finds himself on a magical train meant to collect all the things we lose. A beautiful story of loss and love.  

#6: Full of Beans by Jennifer L. Holm. Beans is doing his best to help his family living in Key West during the Great Depression. Detailed, witty, and hilarious, this is a great candidate for a classroom read-aloud.  

#5: Nevermoor: The Trials of Morrigan Crow by Jessica Townsend.  A new series that your fantasy-loving readers will devour. Everyone knows Morrigan is cursed — but defying her fate, she discovers a new land, a new organization, and a new chance to prove herself.

#4: I’m Just No Good At Rhyming & Other Nonsense for Mischievous Kids & Immature Grown-Ups by Chris Harris & Lane Smith. Those who grew up loving Shel Silverstein as much as I did will not want to miss this one. My favorite part was the way one story that features a boy whose parents forgot to teach him the number 8 makes its way not only into other poems, but into the book’s page numbering and even acknowledgements–definitely appealed to this immature grown-up! 

#3: Last Day on Mars by Kevin Emerson. Earth’s sun is about to go into a premature supernova, causing the human race to temporarily relocate to Mars until they can take off for a new home. Exciting and exceptionally well-researched science fiction read!

#2: The Vanderbeekers of 141st Street by Karina Yan Glaser. The five Vanderbeeker children work to save their home as their family unexpectedly faces eviction. What I love most about this is the independence and problem-solving afforded to these kids. Just the right amount of spunk and tenderness!

#1: Lions & Liars by Kate Beasley. My 8 year-old and I listened to the audiobook of this together and loved every hilarious moment as Frederick Frederickson tries to find his social place, only to be unexpectedly swept downriver and into a disciplinary camp. Another great read aloud for upper elementary grades!

What were your favorite reads this year? Share in the comments!

12/15/18 update: Having just finished reading Saving Winslow by Sharon Creech, I feel compelled to mention it here, too. It reminded me strongly of what I love most about Brene Brown’s work on connection, vulnerability, and living from a place of love over fear. Absolutely a contender for a classroom read aloud as well!

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9 Homework Assumptions to Scrutinize

1. Reducing or eliminating homework would further put poorer kids at a disadvantage. Though this might seem to be an equity issue, it is, in fact, a very presumptuous position. Asserting that these families require supplementation assumes current at-home learning experiences are insufficient. Working instead to ask, listen, and respond to what the needs are is a much more equitable approach.

2. Homework encourages families to come together for education. I have come to be suspicious of programs and approaches that view families as an appendage to the school rather than school as an appendage to the family. We should be wary of the idea that only by the school’s intervention will a family come together in support of a child’s education.

3. Homework is the only way for parents to know what’s happening in school. If parents don’t know what’s going on at school, the solution is not to burden students. Rather, it tells me the school needs to work on building stronger partnerships, starting with cultivating student ownership for better communication.

4. Homework develops study skills and responsibility. Actually, no studies have proven that homework improves non-academic skills. [read more here]

5. Homework prepares students for the next level. It is irresponsible to allow possible future demands to ignore the current developmental needs of a child. Excessive focus on the future robs us of today’s opportunities. Consider the effects of preschool becoming more focused on drilling ABC’s than on gross motor skills: more kids enter kindergarten unable to sit up in their chairs due to lack of core strength and balance.

6. Other countries assign more homework and their students perform better than ours. Finland, anyone?

7. Homework → good grades → success. Quite aside from the shaky-at-best claims that homework does actually improve grades, this assumption leaves student well-being out of the equation. Which always makes me think of this profound tweet from Amy Fast last year:

8. Students won’t practice at home unless we assign homework. Maybe this is true if we never give them the chance to practice without our personal intervention. But anecdotal experience has proven otherwise: my 8 year-old loves making math books, writing stories, and crafting scientific models, all without any official assignments. Just this morning over breakfast, we had a casual chat about the difference between multiplication and division.

9. There is no choice but to assign homework because of… There are a lot of reasons that might make us think we have no choice if we want to accomplish our learning goals, but the truth is that there are many alternatives available. See for example 7 Ways to Communicate We Care About At-Home Reading — Without Reading Logs.

Less assuming and mandating. More listening and connecting!

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Strategies to trust students to own learning when they seem uninterested

Sonya asked a question that is so important to acknowledge when we’re working to cultivate student agency and ownership over their learning:

This is different from non-compliance. Non-compliance asks, “how can we get them to do what we ask?” And interestingly enough, for many students, non-compliance issues are often resolved when we shift to the agency-based question that Sonya’s tweet is really about: “How can we inspire students to own their learning?”

But what about when they do comply, and they do take some ownership of their learning, but, as Sonya writes, they “are satisfied with the minimum possible effort?” Here are a few thoughts.

1. Partner with parents. It’s entirely possible that if you just ask, “What have you found motivating for your child?” you’ll find the parents have been at a loss, too. But you might find more success if you try asking something more specific, such as, “What are the top 3 topics that make your child light up?” or “Can you share with me a time when your child was excited to take the lead on something?” This is also an important step to take to check if there might be something bigger going on in the student’s life that is making learning a low priority.

2. Hold regular conferences. I appreciated the details of what makes a conference effective in the recent post by Lanny Ball, “What to do when a writer doesn’t say much?” It’s geared toward writing conferences, but the same qualities can be applied to any kind of conference feedback:

  • “Happens in the moment

  • Specific and calibrated

  • Focused and honest

  • Offers one (maybe two) practical tip(s)

  • Lays out a plan for follow-up

  • Demands a high level of agency from the student”

3. Demystify coming up with ideas. For many students, coming up with an idea can seem like something only those people can do. Help them demystify this by showing them process, process, process. Talk about your own process. Highlight peer process. Share experts’ process. Julie Faltako’s “The Truth About the Writing Process” below is a great example of this (as is her Twitter account, as she regularly turns to others for ideas). And of course, keep a chart of strategies nearby for when we get stuck!

I also love “Where Do Ideas Come From” by Andrew Norton

4. Use “Must, Should, Could” for time planning with exemplars. I absolutely love David Gastelow’s “Must, Should, Could” chart with his young students.

from IB Educator Voices blog

For students who struggle with coming up with ideas, I would definitely provide a menu from which they can select, hopefully gradually opening up over time as they become confident.

5. Expand their knowledge base & sense of self-discovery. 

I love inspirational videos like the ones below–I often include them in the provocation posts I write. They help lift us out of the rut of the everyday and help us glimpse issues and passions we might not have even considered. Sharing this kind of work with students, and then finding opportunities to research deeper, might help provide the knowledge base that will awaken a student to a sense of his/her own capacity.

Speaking of knowledge, check out this simple but illuminating visual from Margaret (Maggie) Lewis in Sonya’s thread:

None of the above is foolproof. Working with human beings is messy and will requires serious trial-and-error. As Alfie Kohn recently wrote about motivation:

“Working with people to help them do a job better, learn more effectively, or acquire good values takes time, thought, effort, and courage.”

It’s why we need each other in this process! If you have additional strategies or resources, I’m sure we’d all be grateful if you could add to the list!

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Student Agency: 5 Steps for Beginners

As student agency gains greater momentum (it’s now a core portion of the International Baccalaureate PYP program), more and more teachers are joining the discussion. Many start on the fringes, wondering…

…would achievement go up if we helped students know, understand, and own the learning objectives? 

…would we have fewer classroom management problems if we started to give students more choices about their learning? 

These are fabulous springboard questions, but they are just the beginning. True student agency is not actually about getting students to do what we want; it’s about helping them learn to identify what they want for themselves, to expand their view beyond this current task to a sense of self-driven purpose that will last much longer.

It’s a shift from teachers as the experts and controllers of learning in the room, to teachers as consultants and facilitators of student learning, helping students to make connections with peers, outside experts, and the community.

It’s a shift from students as passive recipients, waiting for the knowledge someone else has planned for them that day, to students as active agents, anticipating and even planning what should come next alongside their teachers.

These are massive shifts that take a great deal of time and patience with ourselves. So what are beginning steps we might take?

1. Help parents understand what we mean by agency and ownership over learning. At first, there may be confusion and reservations. But parents might be surprised to find out just much they might already be applying agency at home. Help them recognize that it might look like…

…fostering independence (Let Grow is a great resource illustrating ways many parents are working toward healthy, independent childhoods).

…letting kids in on the secret of their own development.

…building resilience skills.

…building time-management skills, including discussing balance.

…listening to kids’ voices even when we feel frustrated. (great example from Aviva Dunsinger, an early childhood teacher).

2. Work to cultivate self-regulation and other social-emotional practices. This goes beyond the occasional lesson discussing metacognition. It’s work that begins with ourselves, then carrying over to authentic modeling and discussions with our students. This might come through teaching students to identify their own feelings and process stress. Or it might happen through teaching them to take ownership over resources at their disposal.  All of this is important for agency because it gives them strategies for self-direction.

3. Get to the root of defiant behavior, and find new strategies to address it.   The “Life After Clip Charts” series gives excellent strategies that can replace those clip charts and stickers. They aren’t as neat or pretty, but they are important because if our students are constantly receiving the message that they need rewards from grown-ups in order to make good choices, they are less likely to believe that they can be trusted with their own learning life.

4. Invite student voice. Let students in on the secret of all that curricula and classroom set-up, etc. Bring all the “secret teacher business” stuff into view of the kids and ask them, how can we make it better? Invite them to teach workshops from time to time (great getting-started post here from Mindy Slaughter).

5. Work on “getting the mix right” between guidance and student-directed inquiry. Kath Murdoch (an inquiry-based teacher you should follow right way if you don’t already as part of this list) recently wrote on getting this mix right. There’s sometimes a strange notion that promoting agency means we teachers will be kicking our feet up on the desk. But the truth is, a lot of work goes into providing timely guidance. As Kath writes,

“Far from being an arms-length facilitator ‘on the side’, the inquiry teacher is continually weighing up if, when and how to ‘step in’. They actively work beside the learner observing, listening, questioning, prompting, suggesting, explaining, demonstrating, refining or redirecting as required. This is guidance. When we position students as inquirers, we offer them opportunities to make decisions about their learning every day.”

This is an important step in promoting student agency because it provides them with the support they need, even as we express confidence in their decision-making.

Learning to honor our students’ agency takes time, but it is an investment that is absolutely worth every effort.

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On #diyPD

Twitter has been an interesting ecosystem of #diyPD. Most, if not all, of the teachers present are looking for opportunities for professional growth and connection. But lately, I’ve noticed some push-back in discussions.

When someone talks about being inspired to do better, others say they are already maxed out.

When someone says they want to better model reading, others say they are too buried for personal reading.

When someone expresses excitement about some flexible seating they received through a grant, others say they’ll wait for higher-ups to fund it because who has time for grant-writing!

When someone asserts that they are not helpless and they can be the change, others say we must stop trying to depend on teachers to save society.

When someone talks about working to improve relationships and model learning, others say teaching should not be this hard: we teach content, students work on assignments, we grade.

And honestly, as much as we’d all like to focus on the positive that inspires, it’s important to acknowledge that there are legitimate concerns to be reckoned with across the spectrum here. Particularly when it comes to the concept of what it means to be a professional.

After all, it’s easy to say something like, “If we want to be treated like professionals, we have to act like professionals.” But if teachers are not given the support they really need, the expectations for going the extra mile should be zero.

It really becomes a “chicken and the egg” debate. Does showing initiative help others value teachers as professionals, or does valuing teachers as professionals cause them to take initiative? I’ve seen Twitter threads where teachers mourn for lost opportunities for them to take professional development into their own hands (like Edcamps), and I’ve seen threads where administrators mourn for the fact that none of the teachers will take advantage of the various professional development opportunities available.

For teachers who feel maxed out by unrealistic expectations, (especially the “cult of the superteacher” variety), maybe the diyPD needs to focus on self care. For instance, they might:

For teachers who are feeling inspired to shake up the status quo, maybe the diyPD needs to focus on building community. They might:

It’s likely that for all of us, our needs and capacity will shift over time. Sometimes, we will need to focus more on self-care, and sometimes we will need a challenge. Often, it’s a blend of the two. Sometimes, challenging the status quo will even be necessary for teachers to feel more confident with self-care (& vice versa!).

Whatever the case, we should be mindful about what’s doable for our ever-shifting personal circumstances. Say no to keep those boundaries maintained, and also be intentional about our yes’es to help us grow and to better reach our students.

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Reorganized Pages for Easier Navigation!

2 years ago, I came up with a blog posting topic schedule that consisted of 3 main categories of inquiry, TeacherMom, and Learning through Reflecting posts.

I wrote:

“I’d be lying if I said I wasn’t nervous about making this kind of commitment. I know there will be days or even weeks where it just doesn’t happen. But since I want to continue to model important learner qualities to my students (current small ones and future bigger ones), I refuse to let fear of failure keep me from taking a chance that might help me grow and improve.”

I am so glad I took that chance–it has been an incredible experience for me to push myself to curate resources, notice connections, and reflect as a professional. I feel certain that if I did not set up these goals for myself, my personal professional learning would fall by the wayside in these years while I’m away from the classroom.

Now, as these posts have accumulated, I realize it’s getting a little cumbersome for readers (or even myself) to revisit older posts. So I’m pleased to announce that the pages for each of the 3 categories have been reorganized, with posts grouped by sub-concepts on each page. I would love feedback–what is easier about these pages? What would make navigation even simpler?

Inquiry Posts

#TeacherMom Posts

Learning through Reflecting Posts

Thank you so much to all those who have encouraged me over these years of blogging!

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