Something bigger

at Two Writing Teachers!

"Are we going to work on our stories today?"

"Do we get to write today?"

"Mrs. M, will you look at my story?"

For the past week, my classroom has felt different.  As soon as my students walk into class, their eyes shine as they ask if we'll be writing today.  They search the "in class" section on the board to see if writing time is posted. Students who never do homework pull out folders and laptops, eager to show me paragraphs and pages they carefully crafted last night or over the weekend... voluntarily!

Ever since we became part of the StoryBox Project, my students have started to see themselves as real writers with stories to tell and information to share.  Some are writing about their countries or telling the story of how they came to America. Some are describing special friends and family members, sharing stories about their favorite activities, or even writing poetry.  Others are articulating their hopes, dreams, and struggles.  All of them are excited: excited to explore who they are, excited to share a piece of themselves with others, and excited to be a part of something bigger than our classroom.

Won't you join us?  Together, our words mean more.

The StoryBox Project: connecting the world through story

(This is part 2 of my description of my students' first day with Kevin Cordi's StoryBox Project!)

So after my students and I contemplated the power of words and shared our thoughts, and after I told them about experiencing the StoryBoxes at CAWP, I reached behind my desk and revealed the surprise: 

the CAWP StoryBox!

My students are now part of an international network of people who value stories and want to share them!  We are keepers of the StoryBox, charged with appreciating it, adding to it, and passing it on!

I began pulling out stories and reading where they were from: Tennessee, West Virginia, Australia, schools around Columbus... so many exciting stories!  But I also pointed out that despite the variety already in the box, it's mostly empty, because this box is just starting its journey... so we have the opportunity to get it off to a good start!

(This picture links to the electronic story submission form.  Join us by sharing your own story!)

As I stepped back from the box, my students immediately dove in.

Some grabbed CDs and ran to the computers to listen to audio-stories.  Others grabbed a story and sat down with a partner to read together.  Still others clutched a packet of stories and curled up to lose themselves in it.

At the end of class, I knew we had to do something special to cement the excitement and gravity of the StoryBox.  I displayed Kevin's StoryBox Pledge on the screen, and we all stood up and recited it in unison.  When I was planning this, I had been slightly nervous that high schoolers would think that was dumb, but the solemnity of their voices and the pride in their eyes showed me that I had nothing to fear. (One class did make me close the door though, presumably so no hallway wanderer would look in and, as an outsider to our community, think we were weird!)

To remind them of this special day and keep them excited about the project, all students got to choose from a selection of bookmarks I made:

On one side, each bookmark has the StoryBox Pledge and one of the 8 quotations about writing/stories that I had shared at the very beginning of class. On the other side, students are reminded that their words are a gift.

(Just the quotation at the top is different on each of the 8 styles.)

Please make this project even more meaningful by submitting your own story or requesting to have the StoryBox visit you!

"We all have stories that are meant to travel—to be read or experienced by someone else." 

-- StoryBox Founder Kevin Cordi

Follow the journey of the StoryBox on Twitter with #storyboxproject and check back here for more posts about our experience with this exciting project!

Recognizing the gift of words

A few days ago, when my students walked into class, they were greeted by a bouncing me chirping that I had a surprise for them.  On the screen, they found a selection of quotations about writing and stories to contemplate:

Next, I invited students to think even more about the power of words:

(This summer at CAWP, the wonderful Kevin Cordi always told us that words are a gift.)

I shared two examples:

• The daily emails and weekly letters that my husband and I sent each other when I lived in Spain.
• When I wrote an article for the TBDBITL game-day newsletter about how much band meant to me, and the editor put it on the front page!  For the whole next week, band members were talking about how special it was and how my words made them think and feel.

Next, students got a few minutes to sketch or brainstorm their own special memories, and then we came back together to share as a class.  Some highlights (and remember, I teach high schoolers!) were:

• The boy who drew a flower and explained that it represented his mom, who always ends an argument or admonishment by reminding him that she loves him no matter what he does.
• Several students who described how they cherish calls and video-calls to family members back in their countries.
• The shy girl who shared that when she left Japan, her best friend told her to look up at the sky while they're apart, because the same sky covers the whole world.
• The boy who didn't want to share, and then showed me his paper privately.  He'd written: "when my mom and dad say they love me."
• The girl who said that when she'd been going through a rough time last year, a friend had told her to not give up, because "strong bends but doesn't break."

Those brief, courageous moments of sharing certainly brought our community closer, and then it was time to reveal my surprise!  I reminded them that I went to a writing camp this summer, and then began to show pictures of a special day at the CAWP retreat: the day Kevin brought StoryBoxes to share!  

You can probably guess the surprise now, but there's more to share, and this post is already too long... Guess you'll have to read more tomorrow!

Following the words

at Two Writing Teachers!

I've been meaning to write about an exciting project happening in my classroom, and I was going to write about it today...

but then I drove home with the windows open, and the sky was so blue, and the air had that delightful fall feeling that's somehow warm and chilly at the same time,

and then lines of a poem were bouncing through my mind, begging to be wrestled with and laid out into something real.

So please check back later this week for a peek into the cool things that are happening in my classroom for the next few weeks!  Meanwhile, here's the poem, which started out as a nature poem, and then when I decided the first line was going to be "now", it turned into something that wanted to feel like "After Many Springs" by Langston Hughes.



Autumn Echoes

Now,
when the tired sun sinks low a little earlier,
stretching long shadows that twine together
reaching for something they can't quite grasp

and wispy clouds spread like freshly carded cotton
suspended in a sky so blue you might fall up
and soar away like diving into clear water,

the playful breeze carries whiffs of chill,
teasing ghosts of goosebumps across my arms
that vanish almost before they appear.

What are those faint echoes shimmering on the wind?

Fleeting shouts and giggles,
splashes of color on a silvery bell,
spindly shadows marching as one.

One Little Spark

"I got your letter!!!"
"I liked your letter!"
"Oh, I got a postcard from you!"
"That place was pretty! Where is it?"
"Recibí tu carta y quería responder, pero no pude encontrar su dirección..."
"Thank you for the letter!"
"My parents were wondering which one you were, and I explained to them..."

Last Wednesday, on the first day of school, my students came bouncing into my classroom with huge smiles and sparkling eyes.  One even pulled his postcard out of his binder, waving it as he found a seat.  Class after class, amidst a sea of hugs, excited chatter, and smiles both familiar and new, postcards (which my students mostly called "letters") came up again and again.

You see, a few weeks earlier on my trip to Hocking Hills, I perplexed the gift shop cashier by buying a huge stack of postcards to send to my students.  When I used to teach elementary school, I knew teachers who sent their new classes postcards or letters over the summer, and I just loved the idea.

Just before mailing!

Last fall, one of my freshmen wrote a few sentences in her first quarter reflection letter that stuck with me all year.  Because of her, I'll always remember how scary first days can be, especially for freshmen, new students, and ELLs.  Moreover, I'll always remember what a difference one teacher can make.

I don't even remember what we did in class, and I bet she doesn't either.
But months later, she remembered how she felt in my classroom.

When I was planning for the beginning of the year, her words kept running through my mind.  If I could make her day better without really trying, what if I tried harder?  What could I do to make that first day more of a DELIGHT for all my students?  How could I take away that nervousness and apprehension for more kids?  What were my students feeling like as they looked ahead towards the school year, and how could I make it a more positive feeling?

As I thought, worried, and wondered about my students' summer experiences, the memory of those elementary teachers who sent notes over the summer came drifting back, and I knew I had to try it.  At the very least, I hoped my students would have something positive in their minds when they thought about me and my class.  I hoped the new students would feel a little less scared, and that my students from last year would feel special that I thought of them over the summer.

Last Wednesday, I was rewarded with so many more smiles, squeals, and hugs than I had dared to dream of.  A few dollars and a few hours of my summer for pure DELIGHT on the first day?  Definitely worth it.

It's going to be a great year!

Looking forward and back

at Two Writing Teachers!

The school year is here!  It's here!  It's here!

Students come tomorrow, and I'm so excited.  Last year at this time, I was a nervous wreck: new school, new subject, new age level.  I barely slept for days beforehand.

This year, I've been sleeping soundly through the night!  I'm comfortable in my school, I'm elated to have my own room, and I'm truly looking forward to seeing my students.  One of the great things about teaching ELLs is that I get to have many of the same students several years in a row.  I keep thinking about stories I can't wait to tell certain students, new books I can't wait to show them, and conversations I can't wait to have with them.  I can't wait to check in with the students I've worried about and get caught up with the others.  And of course, I can't wait to meet my new freshmen.

I'd love to write more, but there are still a few last-minute details to complete tonight.  However, I just have to share something exciting that happened recently.  Last week, I opened up my email to find a surprising message:

(What a surprise!)

We did a phone interview today, and it was so much fun to revisit my cart-traveling days.  It's really neat to realize that my blogging helps other teachers, and now it has led to something even bigger! The article will be up later this fall, so watch your email if you get those NEA Today emails.  :-)

I know I've said it before, but the Internet is so cool!!!

Spinning and Nesting

at Two Writing Teachers!

A few weeks ago, I wrote about my constant quest to improve my teaching. Since then, my brain has continued to tumble new ideas around like a washing machine, spinning and turning them over and over until they are ready.  Now, a week before school starts, some are ready, but some need a few extra cycles.

I've spent the past two days flitting around my classroom like a nesting mother bird, weaving the strands that will hold our community together and tucking in special soft fluff to make it comfortable.  After sharing two rooms with my colleague last year, I'm so excited to truly have my own space this year!

There's still so much work to do before the kids come next Wednesday, but I'm feeling encouraged, inspired, and confident that I'll be ready for them.  To make our year together more special, meaningful, and purposeful, I have some big (and little changes) in mind, including:

• sending a postcard to each student before school starts (almost done with this!)
• setting up the room with a cozy meeting space for whole-group discussions and open work spaces (no assigned seats) for independent & group work time
• using random & purposeful group & partner selection methods more often since there won't be assigned seats
• organizing periodic lunch bunches with students
• digitizing routines by putting up QR codes near the door for classroom sign-out (a simple Google form with name & destination, since the form will put in a timestamp!) and book sign-out (Booksource Classroom Organizer)
• not having a classroom management "system" beyond my classroom expectations, but having conversations with individual students and working with them to develop personalized interventions as needed 
• having an ELL parent night (an idea from last year, but I let it get lost!)
• being more purposeful with goal-setting early in the year, and incorporating English skills goals as well as academic / life skills goals
• implementing growth portfolios early in the year and having the students maintain them throughout the year
• digitizing our reading goal sheets (based on Penny Kittle's from Book Love, but my students each have their own) as Google spreadsheets (thanks for the idea, LeeAnn!)
• using Goodreads and blogging with my Intermediate students (instead of just my Advanced students, as I did last year)
• starting the year with a mini-unit about effective learning and being a community of learners, using the awesome lesson ideas in Larry Ferlazzo's new book, Self-Driven Learning
• doing a "slice of life" unit early in the year, with excerpts from The House on Mango Street and real slices as mentor texts, so students can be more purposeful when slicing independently for the rest of the year 
• revamping my grading to focus on mastery: 5% independent reading, 5% vocabulary development, 5% academic skills, 85% summative assessments in all areas (I will still post progress on practice work, but it will be weighted 0%!)
• implementing Genius Time with at least my Advanced class, and maybe Intermediates too
• using Evernote for my reading & writing conference records (I started this in the spring, and it was wonderful!), while simplifying the student writing conference record into a goal sheet and incorporating a column for skill goals into their reading goal spreadsheets
• encouraging reading & curiosity while connecting with authors & other classes through our new class Twitter account!

Of course, there are also innumerable tiny changes and adjustments spinning in my head, but those are some of the big ones.  If you have experience with any of those topics, please share your ideas and feedback!  Also, I'd love to hear what new ideas are tumbling through your brain this year!