Daffodil Dissection in the Elementary Classroom

Spring is here! And, what could be described as the longest winter ever experienced (figuratively), it is time for some color and life. I invite you to grab some daffodils and give you and your students a much needed hands-on experience that celebrates the spring, new life, and is content-driven too!

It seems like students have been learning about plants since they started school. But you can only grow bean plants or complete plant parts on a worksheet so many times. One year, I took the plunge and dissected real flowers! It was a simple and inexpensive way for the students to learn about the plant parts and their important roles.

I did this activity with my class working in pairs; so that cut down the amount of flowers I needed by half. Our school grounds are covered with perennial flowers that we were allowed to use for FREE! If you don’t have flowers at your disposal, then a local flower shop might provide flowers at a discount or as a donation. You could even plant some daffodil bulbs to be ready for next year!

We made a very simple chart that provided places for each of the dissected flower specimens and some notes. On each table I had a variety of tools for them to choose from. Their choices included tooth picks, tweezers, magnifying glasses, scissors, and clear tape.

Simple Note Sheet for Daffodil Dissection

This activity would be great as a teacher-led center but it ran smoothly working as a whole group too. We did this activity using an "I Do - You Do" format. This format gave students an opportunity to watch and listen before they attempted each step. The steps I used are outlined below.

Dissecting Daffodils

1. Discuss the Petals

    We discussed the role of the petals, counted and commented on the number of petals, and peeled off one of them. We carefully taped a petal to their dissection chart.

2. Discuss the Septal

    I asked studens to consider why the septal wasn't green. As I peeled off a piece I told them that this is the first part that forms. They then concluded why it was dried and I told them it helps the plant stay moist during its life. 

3. Examine the Stem

    Using the magnifying glass, I modeled where to examine the stem. I cut it at an angle and discussed the roles of the phloem and xylem.

4. Cut Around the Cup

    Once the first three parts were done and taped on the specimen chart, I had them cut around the cup (or corona) of the flower.

5. Remove the Stamen

    Now that the pistil and stamen were exposed, I had them take off the stamen specimens first. There was enough for each student to take a filament, an anther, and pollen grains for their chart.

6. Discuss the Role of Pollen

    We discussed the role of the pollen and the male parts of the plant. They noticed that the pollen is deep down into the flower parts.

7. Remove the Pistil

    The pistil was now ready to be taken off. Since there was only one, the student pairs split the style in half in order to have a portion for their chart. 

8. Cut the Ovary

    After the pistil was gone, they were very curious about what was inside the bump at the top of the stem. I had students cut the ovary in half so they could share and see the ovules inside. Many described it as looking inside a green pepper.

Once all of the specimens were taped, I had the student toss the rest of the flowers that remained. As we started taking notes on the important roles of each section of the plant, the students discussed what they noticed and still wondered. 

The students loved this hands-on learning! It made a huge impact on them but not on my wallet. In the days that followed we continued the daffodil fun with a directed drawing of our new favorite flower.

We followed the steps as described here: How to Draw a Daffodil

Instead of using just markers, crayons, or colored pencils to add color, the students had the option to go a step further and use watercolors. 

The results were beyond my expectations. I couldn't wait to get them up on the bulletin board for the whole building to enjoy. The students' work brought color and life to our hallway for quite some time. I eagerly await the opportunity to repeat this fun and hands-on classroom experience again!

Easy Lesson Plans

I've written thousands upon thousands of lesson plans during my career. I've been at this game so long that when I started teaching we didn't list actual standards within our plans; we simply stated the goals and objectives. Alphanumeric standards weren't required or included. That all changed with the implementation of the Common Core and teacher evaluation systems.

Lesson plans today have taken on a life of their own. Along with standards, teachers are sometimes expected to incorporate other detailed components for every lesson: minute-to-minute time stamps, dialog, specialized questioning, accommondations/modifications, etc... Some lesson plan templates introduced to teacher candidates are 10 pages long! No one working in the trenches has the time to write (or read) a 10 page lesson plan. 

To balance out the simplistic lesson planning I used once upon a time with the overly-rigorous plans being introduced today, I suggest using the 4Ts. If you focus on the four Ts, you will have planned for all the major components of what makes a great lesson.

The 4 Ts are:

• Target

• Text

• Task

• Talk

Target

What is the standard? What is the ultimate goal for this lesson? That is your target. 

Granted, lessons can be crafted that work toward more than one standard. However, keep your eye on the one standard that is most important. It will help you zero in on the most critical aspects of your lesson.

Keep in mind that mastery of all standards is expected at the end of the school year. Thus, if your students are unable to perform at the proficient level at the beginning of the year - that is expected. My expectations for R4.1 in September are vastly different than in June.

If your district has designated "priority" or "focus" standards, incorporate them into your plans often. Create lesson plans that move the focus standards in and out of the spotlight of the lesson. They may not always be the main component of your lesson, but are always being worked toward.

Text

What are the students going to read/watch/examine? What is going to be the vehicle for the learning? That is the "text". 

Most of the time we use fiction and nonfiction passages to guide student learning. But, we know that there is a vast array of choices now. Perhaps you will be watching a BrainPop video or moving students through a NearPod. 

Delivering content is no longer reduced to turning to page 73 in a text book.

Are you dissecting owl pellets? Examining slides under a microscope? Designing and building STEM roller coasters? Whatever you use to deliver the content, think of that as the "text". 

Task

What is the expected outcome of your lesson? What are students expected to produce? What will you be looking at in order to determine the next lesson? That is the task.

Just as standards can move in and out of the "top spot" in lesson planning, so too can tasks. Realistically, there are several tasks we expect students to perfrom for any given lesson. Many expectations fall within executive function skills sets and oftentimes are not thought of at all. Organizational skills or computer savvy are sometimes taken for granted. 

However, if students do not have the organizational or computer skills required to fulfill the task, you may be setting up a scenario that leads to frustration for you and your students.

Build up the skill sets required for the ultimate task. Make certain you have explicitly taught your students how to move through a Nearpod before you expect them to navigate and respond to one independently. Ask yourself if your students know how to open and edit a Google Doc or Slide before you assign a task connected to using the technology.

Make a concerted effort to eliminate confusion about how to complete tasks before you expect independence with a task. We cannot expect students to demonstrate command of a standard if they are unable to navigate the tech to do so. A little planning and explicit teaching at the beginning will foster smoother and easier task completion later on.

Talk

Who will be doing the talking during your lesson? Who is sharing information? How will thoughts and ideas be communicated? What will the conversation look like? That is the talk. 

If the bulk of your plan involves only your voice, consider adding to the plan. As teachers we sometimes fall into the trap of being the only voice in a classroom. But, we know that students need time to speak to each other. Some of the best learning comes from their peers and the ability to flesh out their ideas as they learn new material and find ways to anchor their learning in their brains.

Aside from the usual speaking skills that educators typically think of when writing their plans, how else can your students "talk" with one another? In a digital world that might mean using Jamboards, polls, or shared Slides/Docs. Any vehicle that encourages students to share ideas with one another is a means for them to "talk"; the more vehicles for communicating, the better.

Make time in your lesson for students to communicate with each other. Move beyond the minimal "turn and talk" scenarios and truly consider how you can allocate a good chunk of the lesson to students digesting and discussing the material amongst themselves.

The Other Stuff

Within a 4T lesson plan are things such as the date, subject, materials, exit, etc... Those pieces are important too. However, if the bulk of your brain power is concentrated on the 4Ts you will have a carefully crafted lesson that will engage your learners and lead to mastery of the most challenging standards out there.

If you would like a free 4T lesson plan template click HERE.

Women's History Month in the Classroom

 

March.

Women's History Month. 

Do you do something extra special? Or, do you find ways to incorporate amazing women in history throughout your curriculum all year? I am in the "hit and miss" category. Some years I do something additional to recognize women during the month of March, other years I do not. 

But regardless if I cram March full of memorable women and their accomplishments, or sprinkle factoids and biographies throughout the school year, I always look forward to teaching about Women's Suffrage.

Here are some of the ways I celebrate women and the amazing movement that forever changed America.

Make a Collaborative Poster

I love Art with Jenny K. resources. They are a wonderful blend of left and right brain. Her collaborative posters are an absolute favorite! I especially love the dialog the students and I have during different points of crafting and assembly; but the best is when the posters are done and the students stand and stare at their collective creation. It's absolutely the best.

Women of History Collaboration Poster

By time March rolls around my students have usually completed a few of Jenny's posters. For the poster pictured above, I chose to print it on pink paper. I thought it would be a nice contrast to the Black History poster we had the month before. The students and the staff loved the switch!

You can find this amazing resource here along other Art with Jenny K resources for Women's History Month here.

Read "The Hope Chest"

Do you enjoy historical fiction? I had never heard of The Hope Chest until it popped up in my State's scope and sequence. Now, I am a forever fan. I would teach this novel whether it stays or go in the official curriculum. 

Author Karen Schwabach transports her readers to 1920 America as a young girl, Violet, seeks her older sister and finds herself unwittingly caught up in the fight for the 19th Amendment. Told in the first person through Violet's eyes, the reader experiences the cultural expectations and limitations for girls and women in the early twentieth century. The Hope Chest also gives readers an inside look at racial segregation, government policy, and lobbyists. 

The Hope Chest is jam-packed with historical references - big and small. Every year I teach it, I notice something new. I do teach quite a bit of background knowledge because rarely does a page turn where there isn't a "current event" being casually discussed between characters or jargon interspersed in the dialog. 

Suffrage Map, 1920

The artistry in Schwabach's words and craft is brilliantly woven throughout the novel but especially leaves the reader on the edge of their seat during the ratification vote in Nashville- despite knowing it passed! 

I love to create anchor charts with my students and have them contribute ideas using sticky notes. Whether working in small groups, pairs, or individually, sticky note anchor charts are a great way to gather information and determine if students are able to find text evidence to support their ideas.

Evidence Chart for Ch. 1-3

Character Traits

Character development is a key component of this novel. Readers get to watch the transformaiton of Violet from a more docile, obedient young girl to a more vocal, self-assured young lady. Schwabach gives students ample text evidence to demonstrate the tranformation in Violet through her "feelings", "actions", things she "says" and the way she "thinks". 

Using a character FAST helps students cite and discuss the specific text evidence of Violet's change.

Violet Character FAST

I also create a long anchor chart that tracks which characters are suffragists and which are anti-suffragists. It becomes most helpful toward the end of the novel when the characters are in Tennessee and there is a tremendous amount of dialog and back-and-forth with the mindsets of some of the characters. 

Again, we use page numbers to indicate where in the novel text evidence can be found to support the classification of an anti or a suff.

Anti/Suff Anchor Chart

There is no question that every reader will take away a broader knowledge about 1920 America after reading this novel. It is a must-read! You can find these and other ideas to engage with this novel here --> The Hope Chest Literature Study

If an entire novel is more than you can do, how about a picture book? I have a few faves that I use each year to give the students some insight to the times and struggles of women before the 19th Amendment guaranteed women the right to vote.

I will usually pick one standard that we are working on, choose a picture book, and have the students focus on that single standard when responding to the text. Focusing on a single standard keeps the rigor up and makes the planning manageable. The bonus is that the students are getting a bit of history infused with the ELA- it's a win, win!

Read about my picture book faves and the "can't miss" reading responses.

QR Code Fun

If your students are anything like mine, they love anything that involves tech! To help get their interest piqued, I try and use QR Codes whenever possible; sometimes it's with scanning to websites and close reading information about individuals involved with the Women's Suffrage movement. Othertimes, I get them up and moving around with QR Code scavenger hunts.

Susan B. Anthony QR Code Activity

Find it fast by clicking below!

Susan B. Anthony QR Code Activity

Alice Paul QR Code Activity

Frederick Douglass QR Code Activity

Women's Suffrage QR Code Activity

Rosa Parks QR Code Activity

Women's Suffrage Folders

It's no secret that elementary teachers struggle to find time for social studies and science. Oftentimes, teachers will flip-flop a section of the day where they choose between the two subjects.

I wanted to find a way to give my students a broad overview of the Women's Suffrage Movement. But, I couldn't take "too long" to cover the information. So I created 5 folders chock full of factoids about key points in the movement:

• July 19-20, 1848: The 1st Women's Rights Convention
• November 5, 1972: Susan B. Anthony Voted
• March 3, 1913: Women Marched in Washington D.C.
• June 5, 1916: The National Woman's Party was Established
• August 18, 1920: The 19th Amendment was Ratified

Students get a range of information about women's suffrage starting with the First Women's Rights Convention in 1848 and ending with the ratification of the 19th Amendment in 1920. Each event is broken down and explained using a sequence of events structure, incorporates vocabulary support, and offers discussion questions. Each folder can be used as a stand-alone resource.

I use these folders every year. I typically have students work in small groups and rotate through the five folders. When we were fully remote last spring, I added a digital component to them. 

You can sample the second folder in the sequence "Susan B. Anthony Voted" for free by clicking below:
Susan B. Anthony Voted DIGITAL

Susan B. Anthony Voted PRINTABLE

For all five events click here --> Women's Suffrage Digital and Printable Bundle

Make a Class Book or Bulletin Board

No matter the topic or time of year, a class book is always a winner. Have students choose a women to research and write a report about her contributions to the world. Collect all the reports and make a class book of amazing women!

I can remember once upon a time when I would ask the librarian to put together a collection the students could choose from. Over time, my own classroom collection grew and I didn't need to rely as much on the school library. 

Today's access to information is much easier. Students can now type a name into a search engine and have pages and pages on information at their fingertips. Students simply need to organize their information and share it out in their report.

I bought these Women's History Month Teach-Go Pennants from The Little Ladybug Shop last year. I love them! The simple design helps students determine the most important information to include in their research. I also love that I can choose to print them and create an amazing bulletin board or assign them on a digital platform.

I hope some of these ideas will get your juices flowing on how you can bring Women's History to life in your classroom. Whether your lesson plans are akin to a flash in the pan or a long drawn out slow-cooker event, celebrating women with your students will have long-lasting effects beyond the month of March.

Owl Moon Upper Elementary Literature Study

I have used Owl Moon (the 1987 Caldecott winner by Jane Yolen) in my classroom the past few years. It is an excellent resource to help teach students many facets of author's craft; specifically figurative language!

Some may consider picture books too simple for upper elementary classrooms. However, some brilliant literature presented in a picture book format can lead your students to a deeper understanding of the elements of literature. Owl Moon is such a book. There are some excellent examples of simile, metaphor, and personificaiton in this picture book.

Yolen brings the reader through a unique encounter during the dead of winter. A young child heads out in the middle of the night to go owling with their pa. Told using a combination of figuative language and sensory details, along with visually stunning illustrations, readers are transported to a brisk winter night as the duo seek a Great Horned Owl. 

My Owl Moon literature study typically takes 5-8 days.

Before the Reading

Whether a picture book or a novel, I like to use a pre-reading probe and have students discuss a few different questions that relate to the book. With Owl Moon, I will only show the cover to the students - no flipping through the pages!

Discussion questions help get the students thinking about the plot or themes they will encounter in the book. A question such as: "What do you know about owling?" helps generate any ideas the students might have but it also prepares them for when they hear the word later on while listening to the book.

This is also a great time to review some figurative language. If you and your students have already worked with simile, metaphor, and personification, take a few minutes to go over these terms and remind students of how authors work them into a story and which key words to listen for.

During the Reading

For the first read, I do not show the illustrations. I ask students to close their eyes and allow Jane Yolen's words to create the pictures for them in their minds. I also ask them to listen for sensory details. At the end of the first reading, students take note on the sensory details. We share out and oftentimes will make an anchor chart of the details the students heard.

One optional activity I've done in the past is to ask students to choose the most detailed portion of the reading. During which part did they have the most vivid visualiztion? Then, they draw! To make it extra fun, I ask students to draw on blue construction paper using white chalk. 

Once students have had an opportunity to create their own visuals for the book, I will read it again. For the second reading, I show the illustrations and students will listen for the figurative language. Students will have been introduced or reviewed simile, metaphor, and personification prior to the second read. 

Option: you can show students a YouTube vidoe of this read aloud. The version linked below does not show the text- it gives students an opportunity to focus on the illustrations.

Read Aloud Version on YouTube (does not show text)

If it is the first time I have taught simile and metaphor, I break it up over two days. Simile the first day and metaphor the second. Using two days helps reduce the students' cognitive load and gives their brains an opportunity to "wire" the first term into their brains correctly before moving on to the second.

Teaching both terms in one day can confuse some learners. It's better to take the time and teach them on different days. Once the terms are incorrectly "wired" it can take significantly longer to correct the pathways.

Read more about cognitive load here --> Reducing Student Cognitive Load

During the second read, students take notes on the figurative language. This can be broken up in different ways: have students work in pairs/small groups, assign specific figurative language to students or groups, or ask students to focus on particular sections of the text. You may want to assign one group to simile, one group to metaphor, and one group to personification. Go over the figurative language and make anchor charts.

Once we have a list of the figurative language in the book, I like to have the students break down the language. What words does Yolen use and what is the message she is trying to convey? 

Students break this down using a simple chart labeled with "Figurative Language" and "Simple Language". This chart comes in handy later on when students are asked to transform their own writing from "simple" to "figurative". The chart can work both ways; start with the figurative and consider the simple. Or, start with simple and draft the figurative. 

Although the main focus of this unit is typically the figurative language, I also like to include lessons that strengthen comprehension, character study, and short (written) response. I use Evidence Charts and Character Mats to help students dig into the text and use text evidence to support their ideas. 

After the Reading

If I want to extend the students' learning, I have them write their own narrative. I give them the same organizers that we used to break down Yolen's story. The familiarity with the formats and how they can be used to organize and draft helps those students who struggle with writing tasks.

I start with asking students to think about a special experience they have had with another person. They then draft out the experience using a Begining-Middle-End chart. Once students have a good base to work from, they work toward revising their narrative using sensory details and figurative language. 

When I am leading my students into some complicated math algorithym I start will small numbers. I keep it simple so when the numbers get bigger, hopefully the algorithym has been learned and it's simply a matter of applying the same steps using bigger numbers. 

The same process can be used with picture books in upper elementary classrooms- shorter texts that give students a look at rich, beautifully crafted language and an opportunity to break down that text to fully understand how it enriches a story. Picture books can help students identify and practice the more complicated parts of our language and author's craft when the text is less intimidating; and Owl Moon is a perfect choice.

You can find everything you need to teach a literature study using Owl Moon in my TpT store here.

Free Figurative Language Resources

For FREE simile, metaphor, and personification printables for the book Owl Moon click here.

Click below to visit and explore other winter mentor texts!

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Organizing Your Hybrid or Digital Classroom

As we continue to adjust to hybrid teaching there are a few norms that I have been using which have helped facilitate a smooth experience for students whether they are sitting in my classroom or at their kitchen table. I've also smoothed out the best practices for keeping myself organized as well.

Many of these tips will apply to anyone using and navigating a digital platform regardless of whether they link up with students at home during the day. As we look toward the future and the ever-changing landscape of education, I know I will carry more than one of these strategies with me into next school year.

Use an Electronic Calendar

It doesn't matter where the calendar resides; Outlook, Google, LMS. Just use one. Using a calendar will help you keep a clear focus on what has been shared with your class and what needs to be communicated. Students and/or families will be able to quickly and easily look to the day's schedule and have a clear understanding of the scheduled meetings and assignments.

When my students log in to their LMS for the day, they check their calendar to see what it scheduled. This includes all meetings as well as assignments. Within the calendar, students can click on the cell and click through to the meeting and/or assignments using the embedded links.

Using a calendar helps the students stay organized. I have found that it also helps parents and other family members that may be helping their child(ren). As adults, we are very familiar with using and navagating calendars; it makes sense that family members will find relief in a calendar while trying to navigate digital platforms during this new age of education.

Another benefit of using a calendar is when students have missed school they can go into the calendar and make up the work. If it is set up correctly, you can give them access to not just the missed assingments and materials but the recorded lessons as well. 

Create a File for Assigning Copies

If you are assigning work through a digital platform, I highly recommend creating a file specifically for "Assigning Copies". This file is the go-to spot where I place every assignment I will be loading into the LMS. It helps me see what has been created for the students and it also keeps me from inadvertently changing or deleting an assignemnt (which then ripples to the students).

To make locating the file even easier, I named it using the school year. By using a number first within the name of the file, my Google Drive moves it "up" within my Drive and makes it faster/easier to find. 

Create a File for Modeling 

Along with a file for the student copies, I also have a designated file for my copies. Once I have assigned the students their copies, I will make a copy for me. When I need to use materials or model directly for the students, I have confidence that I am only typing on my copy and not changing the copies I have assigned the students.

When I do create a copy for my files, I keep the word "copy" in the name. Keeping that word in the name is a failsafe for me when I am glancing up into the tabs and choosing which item to use. If I see the word "copy", I know it is mine and safe for modeling and editing.

Again, I start the folder name with a number to make it higher within the layout and faster to access.

Use Daily Checklists

Although the calendar is a fine place for me to refer to, I also use checklists to make sure I have added everything needed into the calendar. For me, I still like the old-fashioned paper/pencil checklists. Oftentimes I will make a list and set it on the keyboard at my teacher station so that I rememeber to post and organize things for that day or upcoming lessons. I will admit, there is a bit of satisfaction in checking items off the list and then throwing the list away!

Run Multiple Screens

This is huge. I cannot imagine teaching virtually without multiple screens running. For any given lesson, I have my main teaching screen, the screen where we are "meeting" and I can monitor the chat feed, and GoGuardian. And, I usually have a few others running as well.

When my district paused in-person learning and went 100% remote, I moved my teaching station to be in front of my Panel. It was easier to watch multiple screens on the bigger screen compared to my Chromebook. When we are hybrid, I run the big screen as the teaching screen, my teaching station screen for the meeting chat, and my Chromebook for GoGuardian.

Open and Order Your Tabs Accordingly

Although I may be running several screens at once, there is an order to what is running on each screen. Just as I carefully choose what is on each screen, I also carefully choose the order in which the tabs are opened on the screen.

For instance, the screen that I will never share with the students will house the tabs I want to stay private and not accidently share with my students. Tabs for attendance, email, and GoGuardian will be on that screen.

My main teaching screen will hold the tabs for any materials I will be "screen sharing" with my students. I open and order the tabs before I open the meeting. And, I put them in order from left to right in the order I plan to teach/share/model them. Using a consistent method in ordering your tabs will help you locate things quickly. It decreases your cognitive load in finding what you need and helps run the meeting more smoothly.

Record the Lesson and Post it in the LMS

This can be a hard one for some teachers. I still remember the first time going live on YouTube last March. It was a trainwreck, I made mistakes, and it wasn't my finest hour...but the students were thrilled to see me and have some interaction. They want to see you, too!

I have been recording every single lesson. Once the lesson is complete, I embed the link into the assignment directions. Students who are unable to watch live, come late, leave early, or watch to review the information have the option of clicking in and watching later on.

The lessons I post are all raw footage. I don't edit or "clean" anything up. If I make a mistake, if there is an interruption, if there is a glitch, I leave it all there. I don't have time to make it all "pretty"; and the reality is, that's not how our days unfold anyway. I post exactly what went on. It is what it is. 

My goal is to offer students one more way to connect and learn, it's about function over fashion. 

It Will Get Better and Better

I am nearly at the halfway point of the school year. I am still learning and will continue to hone the way I manage hybrid teaching. There are some perks to teaching hybrid. I do know that I am better than I was in September and will continue to get better. As I look at the system I currently have in place, I see big changes compared to what I was doing in September. I also realize that there may be more changes made before the school year is complete. It is my most fervant wish to master this system just in time to go back to a classic classroom. Because, no matter what, the growing pains I have endured during hybrid teaching will translate that much more easily in a classic classroom when we are back together again- all day, every day.

Things I Like About Hybrid Teaching

Education is a tough gig right now. There are always struggles in this profession, but the usual and expected pitfalls pale in comparisson to what we have faced over the better part of the last year. 

Hybrid teaching has been a steep learning curve for sure! And, there are so many things I miss: standing at my door and high-fiving kids in the morning, clusters of students working on collaborative activities at a table, eating lunch with my collegues; I even miss staff meetings...

But I try to be a "glass is half full" kinda gal and in that spirit I will share with you the parts of this new normal that I like.

The Schedule

Before I dig into all the facets of a hybrid model that I am grateful for, let me start out by disclosing my schedule. I realize that my schedule is more than likely not like your schedule. Each district has designed their own approach to delivering instruction during this time. So, my experience is just that - my experience. However, I am hoping that some of the things that I have recognized as a "plus" to teaching hybrid will resonate with you. 

Fricther's Hybrid Schedule:

Monday/Tuesday - AA Students

Wednesday - 100% Virtual

Thursday/Friday - BB Students

I will also disclose that students leave for the day at approximately 1:00 and the rest of the day is designated for teaching the students who are at home, small group instruction, planning, and contacting families.

Better Lunch

Lunch is better when it's not rushed. In 20 years of teaching, I've learned how to eat and do many things at the same time: walk the hall, make copies, email parents, grade papers, etc. It's a pleasant experience to eat every day and not contantly watch the clock. Granted, my lunch is later than ever (we eat once the students have left for the day). But, it's such a nice change of pace to not constantly have my eyes checking the clock on the wall to see when my 30 minutes is up. I still do some of those things while eating; the difference is that I can always finish my meal later if I am interrupted or run short on time. 

Wednesday lunches are some of the best. We had a food truck come to our building one week and it is common for teachers in my building to order delivery. The restaurants in the community has even adjusted their delivery policies knowing that teachers will be calling in for some warm tastiness every Wednesday. As an added bonus, some restaurants have teamed up with local organizations, booster clubs, or school teams to sponsor fund-raising endeavors.

Wednesdays are Fridays

Lunch isn't the only awesome part of Wednesdays. Wednesdays have started to feel like Fridays. Who doesn't love a Friday, right? 

In my district we have students on Monday and Tuesday, an all virtual day on Wednesday, and a different set of students on Thursday and Friday. In a weird sort of unpredictable turn of events, Wednesdays have taken on the feel of Fridays. I dress a little more comfortably; knowing that my students will only see me from the waist up. Sneakers are a staple on Wednesdays.

Wednesdays are also an opportunity to breathe a bit. I am fortunate enough to have time in my schedule to plan upcoming lessons, grab some PD, and make phone calls to families. This deliberate scheduling has been critical in my ability to teach in a hybrid model and not carry home all the extra work for nights and weekends.

Wednesdays are becoming my favorite day of the week!

Muliple Modes of Relationship-Building

I love to start my day standing at the door and greeting students as they come into the classroom. It is different this year for sure; masks and the lack of high-fives make it less than ideal.

However, working in a hybrid model, I have many other avenues to build relationships. For some students, they send me a daily greeting through our LMS or email. For others, they like to be the first to click into the virtual meeting. Others take on a quasi-TA role while in meetings: they share information in the chat for students coming into the meeting late or copy/paste info to make it easier for students to take notes. I have also enjoyed using our "Question of the Day" to learn more about my students. 

For students who may struggle with person-to-person interactions, the hybrid model gives them opportunity to connect in a more comfortable format. No matter the method a studnt uses, I always respond. Always. 

Direct and Speedy Student Feedback

I haven't graded a "paper" since school began. I knew there was always a possibility that we could find ourselves in another lockdown/remote situation. Thus, my plan was to stay as digital as possible.

In that same vein, all student work has been done on the computer and through an LMS my district subscribed to over the summer. I enjoy reading the student responses. The speed and efficiency with which I can respond to their work is unlike anything I have ever experienced. 

I do have several ways to respond; there are marking tools as well as a speaking option. I typically stick to typing my thoughts in the comment box. The students get their feedback and I am thrilled to report they oftentimes will read what I have written and apply the tips to their next endeavor.

It is student-specific and direct. It is one of my favorite aspects of the hybrid model.

Small Class Size

On AA Days I have 12 students in attendance. On BB Days I have 9. It is a dream. In any given year a total count of 21 students would be dreamy. Given the unique turn of events our class sizes are not only smaller, but when that roster is split into two groups, it's beyond heavenly.

My district has split the teachers' student rosters into 2 groups. Thus, I have a "smaller" class. The number of students sitting in front of me on a given day is far fewer than ever in my career. In fact, the number of students in front of me equates to what in some years' past was a "small group"!

As with small group instruction, the discussions are richer, more personal, and more meaningful. I am able to learn about and help my students on a much more individualized level.

Easy Classroom Management

I don't have any disicpline issues this year. I don't have that one student who I know will drain my energy. With such fewer students, there is little room for misbehavior. It is much easier to monitor a student body that is half (and even one-third!) of what I've worked with in the past. 

That's not to say that I don't work with students who may struggle with attentiveness or staying organized. But, the other behaviors which typically manifest in other ways when students struggle in these areas is absent this year.

Hybrid Has Perks

Hybrid teaching has some perks. I have adjusted and am learning to love certain aspects of this unique time in education. I have a good system in place that keeps me and my students organized while using a hybrid model. You can read about it here: Organizing Your Hybrid or Digital Teaching.

However, please don't misunderstand, I long for the days when I will have a classroom filled with students clustered at a table or spread across the floor working together on a roller coaster STEM challenge. I will see those days again and when they return I will be waiting at my classroom door with a clipboard in my hand and a smile on my face.

Connecting with Families and Students During Covid

As Covid-19 rages across the globe, education continues to re-imagine itself and evolve in ways never conceived before. However, one facet still remains as the cornerstone of teaching: making connections. Building relationships in person while students sit in a classroom is tough enough, doing it through a computer screen seems insurmountable. But, it can be done.

Lesson delivery presents its unique challenges as we scramble to deliver instruction in new and engaging ways. Add some tricks to your hat and find a way to tally a point in the win column every day.

Connect First, Make It Positive

This is not new. But it is a great reminder. Make every effort to ensure the first connection or contact you have with a student's family is positive. It will help take the sting out of later communications you may need to make that aren't "positive". Families are stressed enough right now. They need to hear something positive, not that their child hasn't logged in or completed work. For some people, education is not the priority right now.

If you have missed the window for a positive first contact, find time to do it now. A simple email or quick phone call will go a long way. Anything positive will work. Here are some suggestions if you're struggling: "I am grateful Johnny is here every day." "Johnny always logs in on time. Let him know I appreciate it." "Your son always has a smile on his face. I love the positivity he brings to the classroom." "I noticed Johnny was logged in over the weekend. Please let him know I see his efforts and appreciate them." "Johnny logged in for the conference call today. I'm so glad he was able to make it. I hope to see him again tomorrow."

If you can see a storm brewing, get ahead of it. Call or email first. One thing I learned long ago is that a phone call can be more powerful than an email. It's very easy to misconstrue the tone in an email. A phone call gives you the flexibility to clear up misunderstandings before families feel a need to reply in a less than positive way or push the email up the ladder.

If you haven't seen or heard from a student for a day or two, reach out. I have found the easiest way to approach this conversation is to ask the family if they need help. "Hi, just checking in. Johnny hasn't been in school or online for 2 days, is there anything I can do to help?" Approaching the conversation from a helpful position rather than an accusatory one will yield far better responses and results.

During the spring lockdown, my teammate made it a mission to connect directly with every student everyday. If he saw someone login, he made sure to send them a private message to say "Good Morning" or ask how they were doing that day. He kept a checklist to keep track of the connections and to make sure he didn't miss anyone. Once he shared this brilliant strategy with us, I started doing it too. It made a difference. The students were more engaged and clicked in more often. Spending just a few seconds connecting directly and individually with students rippled throughout the day and into the weeks and months that followed.

Stay Accessible

I have "exposed" my personal cell number more in the past 7 months than I have in my entire career. The speed at which I can comunicate, the ease of having that direct connection, letting families know they can reach me at any time, is worth it. I am not suggesting you do the same. I am sharing my strategy for staying accessible. There is something to be said when a family knows they have a direct line to you. 

I also use an "inbox" within our LMS (Learning Management System) as well as traditional e-mail blasts through our RIC (Regional Information Center). I do answer emails nights and weekends. Again, that's a personal choice. 

When I had a child go into quarantine, I was glad to answer the email. I wanted the family to know, "It's ok, we've got it covered." I also asked, "Is there anything else I can do to help you?" Sometimes just letting families know you have their back is a relief. Being put into quarantine is tough (I am speaking from experience). One of the most calming phrases is, "What do you need?"

When I was placed into quaratine it was the same process...only "in reverse". I immediately spoke with my administrators and then contacted my students and their families. I wanted the message to be transparent and reassuring. I wanted the students to know it was precautionary, I was healthy, and that I would still be clicking in and teaching them every day. I let the students and families know, "I've got it covered."

However you communicate, reassure your families that they can reach you when needed. And, don't forget to respond. Respond to it all. Try to be the last communicator; even if it's a simple one-word response. 

For some, teachers and the education system are the only stability in their life. Reach deep down and make sure you have communicated that despite the system looking vastly different, the stability remains, that you will be the rock they need, and help is always available.

Thank Students (and Families)

One thing I try to do is thank people. I thank the students for showing up or clicking in. I thank them for their patience when the tech is not cooperating. I thank the families for raising patient children. I thank them.

I am amazed by the level of patience students are able to demonstrate the past few months. I always try to make light of truly frustrating situations; especially the ones we can't control (for instance, when the mic is screeching like a banshee and you have to type instruction rather than speak...). I have been fortuante enough to witness the resolve of students who will stay with me and not give up. They'll contend with the roughest connections if it means they still get to connect. So, the least I can do is be patient, too. And at the end of the toughest session, I thank them for their patience and for sticking with me.

Talk About It

It is a unique time in education when teachers can speak with their students and connect with them in ways they never have before. Although each of us is having a unique pandemic experience, there is the binding thread of sameness in that we each much get through this. 

Take the time to connect with your students about "the pandemic". Discuss their experiences and let them know you can relate. That doesn't mean it needs to be a doom and gloom conversation. My students and I have talked about all kinds of issues: masks, loud siblings, standing in lines, stuck at daycare faciltiies, split family time, quaratines, best flavor for ramen noodles, etc... 

Sometimes the conversations do steer toward more personal and heart-wrenching scenarios. You are the professional. Guide that conversation in a productive and supportive way. If it's beyond your skill set, reach out to support staff in the building that can help.

It may be that you planned the lesson of your career and watched it die a slow death due to tech woes, low student turn out, or quarantine. But at the end of the day, if you were able to make a connection with a student and build the relationship, that's a win. And right now, we all could use a win.