"Don't Call it a Comeback"

LL Cool J’s lyrics still ring true, and no one needs to get knocked out! This post is about re-focusing on the classroom, with the reminder that the classroom “has been here for years”. I am a reductionist due to my science background. Reductionism, for me, is all about drilling down to functional subunits. For living things, this would be the cell. The cell contains all of the necessary structures to carry out cellular functions unless there is an issue within, or outside of, the cell. For example, structures inside of cells produce proteins, if that functionality is hindered, then problems can arise. Similarly, conditions outside of the cell may also impact functionality within the cell. Now that the science lesson is over….let’s think about the functional subunit of the schoolhouse...the classroom. The classroom should contain all of the necessary structures (teacher(s), student(s), technology, books, furniture, etc.) to carry out classroom functions….teaching and learning.

The classroom is where the “rubber meets the road”. The teacher is the frontline practitioner (artist) & diagnostician (scientist) in the classroom. The classroom should be as efficient and productive as a healthy cell. However, maintaining efficiency and productivity requires a net input of energy in order to maintain that functionality (see 1st and 2nd Laws of Thermodynamics). Being an effective practitioner and diagnostician requires motivation, inspiration, imagination, ongoing content/skill development (aka professional development) tailored to teacher needs/wants, and compensation. Similarly, the students are the recipients of the teacher’s practice and diagnostics, so students also require motivation, inspiration, imagination, ongoing content/skill development tailored to their needs/wants…..just not the compensation!!

For me, a classroom is a community. A community not unlike what we see in nature…two or more individuals (species) interacting in the same place, at the same time. Here is where I believe we need to have a foundation upon which to solidly “build” our classroom. Using four components of community-building and community-maintaining, we can work to have our classrooms as efficient and productive as possible. These components are trust, cohesion, sense of well-being, and shared purpose. Students and teachers should agree upon how to define (“What does trust look like in this classroom?”) these components at the classroom-level. Additionally, faculty and staff should also agree upon how to define these components at the schoolhouse-level. Regardless of agreed upon definitions, these four components must remain foundational in order to maintain the community ‘feel” of the classroom.

We should maintain laser-like focus on the classroom, what is happening in the classroom, and re-focus on the three primary driving forces the classroom….curriculum, instruction, and assessment. As educators, we should always categorize our work (lesson planning, implementation, and reflection) under one of these drivers and that may help keep us focused on the classroom as the subunit of teaching and learning. The classroom has to be a sacred space where the teacher and student can focus on these three drivers. The curriculum provides the teacher with the necessary resources (content, skills, scope, and sequence) for teaching, assessment informs the teacher about student progress/understanding, and instruction is informed/adjusted based upon assessment results and analysis of results. While curriculum and assessment may be somewhat prescribed (perhaps completely prescribed), there are still areas for teacher discretionary moves to enhance teacher autonomy and efficacy. However, instruction is where the teacher truly demonstrates their craft and should, in my opinion, have the greatest impact on the classroom community. Instruction is where the artistry of teaching truly exists and teachers should make the most of their ability to actively engage students in the learning process using their innate or learned instructional strategies. Instruction is also where the majority of the ongoing professional development should be focused for the teacher. Again, professional development should be based upon the teacher’s needs/wants with regard to their professional growth over time.

The classroom is not only the functional subunit of teaching and learning, but the classroom may also be the only true locus of influence for teachers. Now, this is going to be a let down for those who want to assign mountains of homework and/or blame parents for student issues. Teachers locus of influence is not guaranteed beyond the classroom level, so we need to make the most of the time we have with students in the classroom. This is where I lean heavily on selected text from Teaching with Poverty in Mind by Eric Jensen. The book’s title is self-explanatory and I believe what is outlined in the book also applies to students who may not be experiencing poverty. If we embrace the notion that student data (assessment) are information and not destiny, that students spend the vast majority of their time OUTSIDE of the classroom (approximately 87% of waking hours), and that what happens outside of the classroom impacts what occurs inside the classroom, then that should be enough evidence to support renewed focus on the classroom as a sacred space for teaching and learning.

The classroom, like the schoolhouse, should be an inviting setting for teaching and learning. Key components of inviting settings are safety, order, and structure. These three components keep it all together and make it so learning may occur as unimpeded as possible despite external variables beyond our locus of influence. Safety is always paramount in educational settings, perhaps more so now than ever and proactive safety measures should be a given, unmistakably apparent, and obvious. Structure and order lend themselves to feelings of comfort, harmony, predictability, safety, self-control, creativity. Further, social-emotional learning (SEL) has recently become more prevalent and necessary.  Education has always valued and modeled character development, but we now have renewed focus and vigor on SEL which also positively impacts the classroom. Does this sound like a place where teaching and learning can be maximally efficient and productive?  I think so!

The crude diagram below is meant to be a visual representation of the text presented above. An interesting activity would be to obscure some of the text within the diagram and then present a somewhat ambiguous gist of this post and see if an audience, ideally of educators, can determine what might fit within the locus of influence portion of the diagram. Not necessarily the italicized terms, but the big three of curriculum, instruction, and assessment. External variables may have so skewed our view of what to address, when to address it, and/or whether or not the variable even needs to be addressed.  This may have taken our focus off of what may matter, thus let's promote a laser-like re-focusing on the classroom as a major “what matters” in education.

This post is an accumulation of experiences and research accrued over 20+ years in education. I wish I was better at cataloging impactful articles and books, but I am not. Recently I was heavily influenced by articles linked below and, as mentioned earlier, Eric Jensen’s book entitled, Teaching with Poverty in Mind.  I do not think any of what I have presented above is earth-shattering or novel, but I felt compelled to organize and write out these ruminations that have rattled around in my head for years.  If this post helps/inspires/motivates just one fellow educator, then it was well worth my time and effort to post these ideas.

How to Build Community and Why It Matters So Much by Tracy Brower

The Past and Future of Teacher Efficacy by Thomas Guskey

Feeling Like You Matter:  A Checklist for Teachers by Shelly Wilfong

The Ride

I was recently pondering the current ride we are on.  Call it what you want, COVID Cruise, Viral Voyage, Pandemic Path, Antibody Adventure...have I mentioned that I adore alliterations?  My pondering was prompted by a song on the radio.  The song was Bruce Springsteen's Tunnel of Love...go ahead and take a quick trip down memory lane or enjoy it for the first time.  Let me make a personal point before we move on.  I do not typically listen to lyrics, I just pay attention to the song title, artist and the tune/beat.  So, ol' Bruce could singing about Satan worship on the Jersey Shore and I would be clueless, but if it has a good beat, then rock on with some pentagrams in Asbury Park.  Having gotten that clarified, then I want to point out that this song and these thoughts have been on my mind since mid-June, so the song and ideas associated with it have been percolating for a while.  

Let's run with this...one of Springsteen's lesser known songs as a metaphor for this ongoing Microbial March (got another one in!).  "Tunnel of Love" brings back childhood memories of carnival rides and firsts.  First time holding hands, first kiss, first time riding a thrilling roller coaster (Hello Scream Machine @ Six Flags over Atlanta!).  Looking back fondly.  Also looking forward.  Graduation, marriage, birthdays, holidays, new adventures, vacations.  The Boss presents us with two options...forward and backward.  But then, in life, we are encouraged to "never look back", "yesterday is history", "don't get stuck in the past".  Also, "be forward thinking", "life must be lived forwards", "define your future".  In these binary terms, in minimal verbiage, my COVID Cruise has been empowering (past) and hopeful (future).  Empowering in the sense that I have had more time to reflect, research, think deeply, and explore new interests.  Hopeful in the sense that this crapola of a ride has to end soon!

But Bruce, what about the side view?  Not just the forward and the backward.  The "Tunnel of Love" has no side view, but our present does have a side view.  This is the true ride....the moment we are in.  It is the journey and not the destination.  I always have to remind myself to look up and take notice of my surroundings...it is a product of the current "heads-down" culture where we are far too often looking at our phone during the journey.  So, let's look up and around.  I see the end of summer happenings...back to school blues, hot, sticky days (at least in the South), late afternoon thunderstorms, evening walks, brown lawns, fantasy football drafts, hissing sprinklers.  There is joy in these simple reminders of the normal rhythm of the season.  What does the side view look like for you? 

If we extrapolate this further, then how do we define a good "ride", a great "ride"?.  When we look backward, forward, and sideward, what do we see?  Is it a good ride?

Too.

Someone recently said to me, "You are too nice."  I am not much for small talk, so I just smiled and went about my business.  Let me give you some context.  My "business" was this:  I was at our neighborhood pool, laying on a lounge chair, reading a book, and got up twice to retrieve a ball for my daughter because she had accidentally thrown the ball out of the water.  "You are too nice."  This is not the first time I have been told this, and thus labeled.  The delivery makes it seem like a character flaw...an extreme.  Too divisive, too political, too liberal, too conservative, too strict, too old, too young, too much information (TMI!), too nice.  What is one to do when designated as being too _____?

First of all, I need to find out where one gets certified to classify others on site.  In other words, why did that person feel the need to comment at all?  I am not a big talker, and I do not typically initiate conversations.  But still.  Why say anything, in response to another human being helping another human being, other than something positive.  Or nothing at all ("Silence is golden").  Perhaps he subscribes to the "silence is complicity" philosophy.  I digress.  Shouldn't it be innate to help another living thing.  It is biological, right?  Families, communities, ecosystems, depending upon one other for survival, happiness, growth, development, etc.  Sure, there are parasites, predators, negative relationships and they have their place in the grand scheme of things, but do we not prefer, appreciate, and cultivate nice, helpful, cooperative, and so on?

I know of a family who suffered a tragedy earlier in the year.  A son and father were returning from a trip and get involved in a serious car accident.  Both are now well, but the father was seriously injured and had to endure significant physical rehabilitation.  The son was physically unharmed for the most part.  The mother shared, later in the year, that had it been worse, she would not have hoped for a different outcome because, seemingly, her husband had lived his life and her son still had a lot of life to live...he was too young to die.  Too young.  I guess the dad was too experienced to live.  I have reflected on this quite a bit.  A loved one commenting on when it would be appropriate, acceptable (not sure what word fits here) for another to die, based upon their age and/or life experiences, or lack thereof.  Too deep for me, but perhaps she was being too honest.  Brutally honest?  Another awkward combo....brutality and honesty.

Is there a point to all of this?  Anything to learn?  A takeaway?  A
product?  Perhaps it is too nebulous, too ambiguous, too hazy, too murky.  My takeaway is this.  I am comfortable with myself...it has been a journey.  Yes, I am likely too nice, but I consider that a good thing.  I am also reflective and will thus think about self-improvement based upon feedback from others and my own self-awareness (is that redundant?).  We should definitely think before we speak, but also keep in mind that we can control our actions, but we cannot control other's reactions.

In Charge?

We have a family joke about being in charge and the look associated with being in charge...hands on hips, stern facial expression, imposing body language and posture.  I am likely not alone in the realization that Mother Nature is still very much in charge these days.  The simplest of all microbes has interrupted and, in some ways, taken away from our lives.  Mother Nature with cruel hands on hips and a steely facial expression.

The titans of government and finance will likely not share with us mere mortals, for fear of civil unrest, but leaner times are likely on the way.  How will we do more with less?  We heard this during the Great Recession, but now we have time to prepare, time to think, time to read, time to research, time to play to our strengths.  Education has quickly transitioned to distance learning and everyone involved has made the switch under duress and stress, but necessity is the mother of invention.  Cliche yes, but think of how massive of a transition that represents.  No in-person, face-to-face teaching...the essence of our craft.  To see the lightbulb, tease out the answer, revel in the wonderment of discovery.  Missing.  Replaced with online submissions, morning meetings on Zoom, and recorded lessons from our kitchens...devoid of the passion and certainty, or uncertainty, of that moment in time.

How does this impact us going forward?  The higher-ups will be thinking of this, have no doubt.  What is truly necessary?  What, where, and how can we get "leaner" and "do more with less" in this "new normal".  Ironic how the phrase "lean in" can be easily transformed into "get leaner".  The here and now can be, and should be, a pristine time for innovation.  Sir Issac Newton did some of his finest work while in quarantine...in the mid-1600s!  No internet.  No Chromebook.  No Zoom.  No Netflix for heaven's sake!  We still have the ability to collaborate, but with more time for self-thought, daydreaming, reflection, walks, authentic brain breaks.  The mind should be freer and clearer from extraneous sludge, the day to day pebbles in our shoes, that hinders our concentration and impedes our momentum.  Pure, crystal clear ideas...put to paper...well thought out...shared...redone.  We can be in charge of the innovation in front of us.  Let's not allow this uncertain and challenging time be in charge of us.

"We must use time as a tool, not as a couch." 

John F. Kennedy

Live and Learn

We are one week into social distancing and we are settling in to our new normal.  The beautiful spring-like weather has been wonderful....we have enjoyed many walks, bike rides, and sitting outside to read.  The indoor time has been productive....we have caught up on laundry, done some much needed straightening and have had several game nights.  Just an FYI, classic Taboo is a bit outdated and a stretch for an 8-year old.  Ah, we live and learn.  Maybe that is just it.....we continue to live and learn even in these unsettling, bizarre, scary, anxious, uncertain times in which we currently live.

We have learned that we are not great homeschool teachers and learners.  We much prefer a bike ride, FaceTime with friends, assembling Lego sets, or just mindless web-surfing.  We have learned to appreciate the sounds of Spring especially in the absence of the constant background noise of airline travel.  We have learned to enjoy each other's presence and to respect each other's me-myself time.  We have learned that sweatpants, hoodies, and no footwear can be both professional attire and athleisure all at once!  We have learned that time is precious and can be filled with meaning despite what activity or lack thereof is occurring.  We have learned that livelihood is not defined by income but by health and happiness, both of which we wish for everyone out there.

Kelley Home School - Away We Go!

COVID-19 got you in the mood for some Home Schooling?  Well, we are going to run a One-Room School House at our Casa during the "break".  Below is the template we will use and some of the websites that we will be utilizing.  

Daily Template (for now anyway)

• Before 9:00 - Wake Up
• 9:00-10:00 - Morning Discovery Walk or Cosmic Yoga/Go Noodle (if raining)
• 10:00-11:00 - Academic Time (School-based activities)
• 11:00-12:00 - Creative Time
• 12:00-1:00 - Lunch
• 1:00-2:00 - Quiet Time (Device-Free)
• 2:00-2:30 - Typing Lessons - Typing Club
• 2:30-400 - Academic Time (finish school-based activities and/or interest-based lessons/activities)
• 4:00-5:00 - Outdoor/Fresh Air Time & Soccer Skill Building/Drills
• 6:00 - Dinner and Evening Free Time

Resources (so far)

• CMS Instructional Continuity Hub (here)
• Cosmic Yoga (here)
• Go Noodle (here)
• Typing Club (here)
• No Red Ink (here)
• Free Technology for Teachers (here)
• Code.org (here)
• Virtual Museum Tours (here and here)

Urgency

I spent Wednesday (1/29/20) afternoon with the friendly employees and our homeless neighbors at the Urban Ministry Center on North College Street. I was there volunteering as part of the 2020 Point-in-Time Count. We volunteers were in a largish room with chairs set up for us and our homeless neighbors we were to survey for the Point-in-Time Count. I was equipped with the survey app on my phone, a warm hoodie, and a smile. Ready, Set, Go! Homeless neighbors were called inside the room in small groups and directed to volunteers for participating in the survey. With a quick introduction, and a handshake, we were off and running. I am always struck by the sight of folks without homes. They often carry their “home” goods in a backpack, or two, and/or other bags. I remember, as a child, hearing the term “bag lady”......it has deeper meaning for me now. Those bags are important, perhaps more important than money. Everyday existence is often in those bags, not mere items, liveliness and livelihood, note the root of both words…..life, are/is in those bags. Another observation was the humanity of the room. Every human in that room had a family, a childhood, memories, clothes, and problems. Yet, half the folks in that room were taking a survey asking questions about themselves and their homelessness. How did this happen to you? What went wrong? How can we help? Those were not the survey questions, but the survey questions were meant to inform policymakers about addressing some of those questions. Informing policymakers and those policymakers using the information to enact change takes time and, of course, money. Two things, time and money, that often frustrate well-meaning and well-intended efforts in our community.

Most of the homeless individuals and families that I met, and surveyed, were friendly, hopeful, and willing to answer the survey questions. One gentleman, however, was skeptical. I introduced myself, gave my best smile and delivered the introductory information about the survey. I asked him to participate and readied my app for data entry. He asked, “Will answering these questions get me a home?” I smiled, I thought he was giving me a hard time. I gave my best diplomatic response, something along the lines of “this information will be used to inform local government about homelessness in hopes better allocating money and resources to help with homelessness”. Long pause and intent stare. “So, answering these questions will not get me a home?” “No sir, I am just a volunteer, I cannot promise you anything.” End of conversation and end, well it never began, of the survey. He got up and walked off. That gentleman wanted immediate results, an immediate solution, a home. In this time of instant gratification and overnight Amazon deliveries, why can we not have more urgency about providing housing for those in need. Why does politics have to interfere with helping the neediest among us? Why do we have to conduct annual surveys to inform us, yet the problem remains the same despite the collected information? Where is the urgency?