Inspiration from The Book Whisperer

Image from Amazon.com

My first professional read of the summer was Donalyn Miller's The Book Whisperer. I came away from it questioning everything I've done as a reading teacher. And I'm happy to be doing that.

The big question I've started to ask is: "Do the things I do in class promote reading?" My reflection reveals a mixed record. I have always taught in Accelerated Reader schools and put quite a bit of effort into calculating, monitoring, and rewarding student reading goals. No matter how high or low I set the goals, I always had about 25% of my students who never reached a grading period goal. As I conferred with and observed these students, I found that they would start books, but rarely finish. They weren't motivated to read and earning AR points wasn't doing anything to help. The time I invested on managing reading would have been better spent promoting reading. As a teacher, I need to help connect kids to the books that will make them passionate about reading. I should start with book recommendations to the class and individuals. My classroom needs a "reading culture" where students talk about and trade books on a regular basis. Reading is intrinsically motivating, and students need the opportunity to learn that.

Another big idea from The Book Whisperer is how important it is to have self-selected independent reading time in school. I haven't given my students much time for that in the past few years. Our reading program was focused on direct instruction in reading strategies and practice with short passages. I saw growth in comprehension ability, but I can't recall having a student learn to love reading under that instructional model.

So what will I do next year? Next year, I'll be teaching my school's advanced learning program: teaching the high math and reading switch groups for grades 3-5. I plan to start each of my reading switch classes with independent reading time. Donalyn Miller asserts that beginning class with independent reading time is more effective than any entry task that can become "busy work." Next, I'll set a 40 book goal for all of my students and help them set up personal reading logs to keep track of progress. I'll also set some genre requirements. At least ten of their books will be free choice, but I plan to require students to read some biographies, historical fiction, fantasy, science-fiction, classics, and informational non-fiction. Finally, I want to give my students an authentic audience to share about the books they read. We'll post reviews in our classroom and school library, create a blog of book reviews, and create opportunities to talk about books.

In addition to my work with students, I want to read more. If I've read the best books in current children's literature, it will be easier to help my students connect with just the right book. I'm going to set some time aside each day for reading. I expect that my students will give me some good suggestions, but if you can think of a must-read book for grade 3-5 let me know in the comments. After 11 years of teaching fifth grade, I feel pretty comfortable with the upper elementary literature, but I have no idea what third graders read.

I know it will be a great year for reading! I can hardly wait to see how these changes will build excitement for reading in my classes. And I'll keep you updated as I experiment and refine...

Year in review

For the last four years, one of my last week of school activities is to ask my kids to write down a few things that they will remember from my class. I assemble their words into a word cloud. I present the 5th grade class of 2014 word could!

Summer reading

Summer vacation just started and like most teachers, I'm already thinking about next year.  After 11 years of teaching fifth grade, I'm switching jobs. When I return in the fall, I'll be the Advanced Learning teacher at my school. I'll be teaching the high math and reading switch groups for third, fourth, and fifth grade. I'm looking forward to it, but it will be a big change. To prepare, I've made myself quite a list of summer reading. I'd love to share ideas from these books with anyone else who is reading them this summer and hear ideas from those of you who have made these books a part of your practice. So, in no particular order, here is my summer reading list:

The Book Whisperer by Donalyn Miller

Every year it seems like I have more and more reluctant readers - students who are capable, but just don't choose to read. The Idaho Core Standards definitely require more of our readers than our previous standards. With those changes and our school dropping Accelerated Reader next year, I hope this book will give me some new ideas for my reading switch groups.

Teach Like a Pirate by Dave Burgess

When I first joined Twitter, this was the book that kept popping up in my feed.  I downloaded it before my spring break vacation, but I haven't found the time to read it yet. At last week's #idedchat, the book came up and I hastily put together a book study group for the summer. I'll post details about the book club as we figure it out.

Understanding by Design by Grant Wiggins and Jay McTighe

This is another book that the teachers I admire most on Twitter frequently reference. In my new position, I am switching from having a somewhat flexible schedule with my students to 50 minute blocks with a group.  I need a plan that will give me the most impact with my short time. I'm hoping to find some ideas here.

He's the Weird Teacher by Doug Robertson

I am always amazed by what a fun and friendly community of teachers I have found on Twitter. And one of my favorite Twitter events is Wednesday night's #WeirdEd chat. We've discussed how being weird in the classroom builds relationships, how education relates to Pixar movies, and had a very serious exploration of violence and safety in schools.  Doug Robertson is the ringleader of this wonderful chat, so I want to read his book. Plus, I've overheard students say the title of this book when talking about me. If my kids want me to read it, so be it!

Mindsets in the Classroom by Mary Cay Ricci

This was my principal's teacher appreciation gift to the staff. I've heard quite a bit about Carol Dweck's book, Mindset, and the power of moving from a fixed mindset to a growth mindset. I generally have a growth mindset, but I don't know how to impart that to my students. Maybe I'll find a plan here.

In addition to my professional reading, I hope to read some kid lit as well.  Now that I'll be working with younger students, I'm looking for suggestions of quality books that would be appropriate for good third grade readers.  Still, I have a few books in mind to read that should be of interest to my fourth and fifth grade students:

• The Titanic Trilogy by Gordon Korman
• The Graveyard Book by Neil Gaiman
• The One and Only Ivan  by Katherine Applegate

Now that my list is in writing, I need to follow through! Please let me know if you have any other kid lit suggestions or insights into the professional books I'm reading. I'm sure I'll post some reflections and ideas for how I'll apply these new ideas to the upcoming school year after reading. And I'll keep you updated as I continue to experiment and refine...

Images from Amazon.com

Wrecking ball

Next week, my elementary school will fall to the wrecking ball. Not the one I teach at now, but the one I attended.

I'm so happy to see how our community is supporting our schools: voters passed a bond that will replace my elementary school and remodel four other schools that were in desperate need, including the one I currently teach at.

The current staff at Winton held an all-school reunion, so I had one last chance to walk the halls. I even got a hug from my second grade teacher in the room where I learned from her almost 30 years ago. I also added my memories of the school to a time capsule that future students will get to explore to learn their school's history.

I attended Winton Elementary from 1984-1989 for first through fifth grade.  At that time, Winton students were known as the Winton Warriors.  Our mascot was a knight with a pencil for a lance. 

Winton had the best playground of any school in town.  The west end had giant tractor tires that I liked to climb and hide inside of.  Next to those, there was a zip line that always attracted a long line during recess. The furthest northwest corner had a dirt slope where we would dig out “garages” and build ramps for racing toy cars.  There were swings, teeter-totters, and the large field to the east, but the very best part of the playground was the large play structure in the middle.  It was a huge wooden U with different levels to run around on and two wide metal slides.  In the center was a net made out of tires.  We would play “toilet tag” on the net.  The person who was it would try to reach though the tires to tag kids playing on the net.  Anyone who was tagged would join ‘it’ under the net.  If someone touched one of the posts at the corner of the net, it “flushed” the toilets and everyone who was ‘it’ had to run around the entire play structure before re-joining the game. 

Some of my other favorite memories of Winton included the first grade Easter hat contest, the annual science fair, the monthly “Perfect Peanut” assembly to honor students of the month, field day, and Friday ice cream sales. 

When I was in fifth grade, the ceiling over my classroom became weak and was in danger of falling.  For the last month of school, all of the fourth and fifth grade classrooms had to be evacuated in order to make repairs.  The fifth graders had class in the gym, and fourth grade classes were moved to Borah Elementary School.  I’m sure all of those changes at the end of the school year were tough on our teachers, but I remember thinking that moving our desks down the hall to the gym was a lot of fun! 

I’m sad to see my old elementary school go away, but I am excited for the fun and traditions that will be created with a new Winton Elementary.  I will definitely keep an eye on all of the great things that happen there!

As I look at my memories, I'm reminded how wonderful student-generated play is. I'm certain that toilet tag was student created, student taught, and student regulated. Just imagine reporting "he's cheating at toilet tag" to a teacher. It would probably get the game shut down. I hope that my students have secret recess games and activities that bring them joy.

Proposed Winton view from Coeur d'Alene School District

Also, I am amazed that my fifth grade teacher survived moving class into the gym! I know there were well over 30 students in my fifth grade class. I have a hard enough time keeping my fifth graders focused for their last two or three weeks of elementary school even when we're in our regular classroom.

I love that Winton's new building will contain elements of the old one. Still, I'll miss having the old building around: it held so many memories for me. 

The exhilaration of sharing

Last week was an amazing one for me! On Monday, Edutopia tweeted a link to my "letter to me on my first day of teaching." Then it was re-tweeted and re-tweeted. Over 500 people read my work by the time I checked in at lunch. By the end of the week, it had over 1,000 page views. I haven't had that many people read something I wrote since my local newspaper published my winning Arbor Day sentence in 1st grade! Sharing with that many other educators was amazing!

I dropped in on #idedchat later in the week and when the topic of holding kids accountable when working in groups came up, I linked to a self-assessment I created earlier this year. I hoped this form that I had found so useful would help someone else.

Another Idaho teacher was looking for pros and cons of different devices for a 1:1 initiative. I shared the Google doc my school has been using to organize our data about device choices with him (and the rest of my Twitter PLN). At least five people added on to the information I already collected. Some of the comments were absolutely invaluable for our analysis. The simple act of sharing improved upon my work!

Since I started my career in education, I always admired those teachers who were constantly sharing their work. I was impressed by their kindness and concern for others. Now I see that they benefited from sharing as well: sharing is exhilarating!

To better share with my fellow educators, I've created a page of classroom resources. There are only a couple things there now, but I'll add more soon. I hope that you can find something there that is helpful to you. And I'll keep you updated as I experiment and refine...

A letter to me on my first day of teaching

One of the first things I saw this morning was the great Edutopia and SoulPancake collaboration, "If I Knew Then: A Letter to Me on My First Day of Teaching." It made me think back to my first days in the classroom.  Man, they were rough! There were so many things I could have done better. What would I be able to tell myself? I knew I had to give it a try.

 Dear Mr. Windisch,

I don't know if you realize what you've gotten yourself into.  You are in for a challenge!  Being a teacher is more difficult than you imagined.  Each of the 30 students who will walk through that door later today is an individual: a complicated, growing, and changing individual who is colored by all of the triumphs and disappointments he or she has experienced in the last ten years.  It is your responsibility to determine how to reach each of these students and help him or her learn and grow this year.  Right now, that is an abstract concept, but it will become more real to you each and every day you spend in this classroom.

Here's my biggest piece of advice for you: be yourself!  Your students are ready to connect with that guy who loves the Muppets, brings his tuba to school, and is always cracking jokes.  That isn't their idea of how a teacher acts, but they will love you for being genuine. I know right now you want to play the role of a confident, veteran teacher because you're scared to make mistakes.  You are going to encourage your students to learn from the mistakes they make - give yourself permission to do the same.

There will be times when it feels like the other teachers working here have your back and there will be times when you feel isolated and alone.  Don't let the ideas in this building limit what you can do. Reach out to teachers in other places, listen to their ideas, and use the ones that work for you. Maybe you can find a community of like-minded educators on-line (that will be all the rage in about ten years using something called Twitter - try it as soon as it becomes available). If you can honestly say that the things you are doing will help the kids in your class grow and improve, you are doing the right thing. Don't let others' negativity get to you.

The Coeur d'Alene Press printed a story about my first week

Notice the amazing moments in your classroom. Jeff is going to actually write, respond, and
participate this year because you refuse to believe his Asperger's diagnosis means that he should spend the whole day drawing and playing games on the Internet. Karen is going to find her voice in your classroom. In fact, by the end of the year you'll have to stop her from turning everything into a classroom debate. In a few years, she'll proudly tell you that she received a full-ride scholarship to college and a coveted position on her school newspaper. And she'll thank you for all the encouragement you gave her in fifth grade.

You'll survive each day. Over time, you'll move from surviving to thriving! Someday, you'll be seeing your former students every time you go to the grocery store. Many of them will be able to tell you about amazing things they've done since being in your class. Others will be having a tough time. But they will all be happy to see you and each one will remind you of something great that happened in your classroom.

That bell is about to ring. Go meet your first class. You've got the first day of school ahead of you. For that matter, you have years of teaching ahead of you. Just remember, you will keep improving as long as you make it a point to experiment and refine.

Go get 'em,

-Jim

Perseverance in mathematics

My math students have come a long way this year! At the beginning of the year, most of them had a hard time "staying in the struggle." They wanted easy answers and algorithms. Thinking about the "why" of mathematics and explaining personal problem solving approaches seemed like foreign concepts.

My students needed perseverance. It was my job to create the environment that would build it. It's taken all of the perseverance I have. I needed to make sure students knew it is okay to make mistakes. I had to tinker with assignment difficulty until I found a sweet spot where students were challenged, but not frustrated. I had to keep pushing and pushing my students and get them to embrace the idea that giving up is never an option.

I think my students have come around to the idea. I realized I needed to work on their parents, too. So I sent home this letter:

Dear parents and guardians of fantastic fifth graders,

Did you know that Colonel Sanders “Original Recipe” for chicken was rejected 1,009 times, Steven Spielberg was not accepted to film school until his fourth attempt, and 27 different publishers rejected the first book by Dr. Seuss?  Yet, all three of them became leaders in their fields.  They didn’t let failure stop them!

Last week, I shared information about the eight Mathematical Practice Standards.  As a teacher, it is my responsibility to incorporate these standards into everything we do in math class. As a human being, it is the first standard that I find myself dealing with everyday: Make sense of problems and persevere in solving them.  Professionally and personally all of us are faced with many problems that we need to sort out and solve.  And frequently we find that our first solution doesn’t work. Yet, whether the problem is big or small, we keep chipping away at it until we find a solution!

Our kids need to be comfortable struggling through problems and making multiple attempts to find a solution.  By now you have probably noticed that the math problems I send home take more than one step to solve.  Real-world problems are rarely solved in one step, and what we do in math class represents that.  This week, I would like you to support your child by letting him or her really think this problem over and use multiple strategies to find the right answer.  Feel free to remind your child how to perform any needed computation, but let your child own the problem and the solution. Learning to deal with a failed first attempt will help your child in the math classroom and beyond.

Thanks for reading,

-Jim Windisch

At our recent parent/teacher conferences, I talked about my new approach to math homework with many of my kids' parents. The overall reaction was positive, but many of them are having a hard time with perseverance at home. A few parents commented that they want to jump in and help by showing how to solve the problem with an algorithm. Others mentioned getting frustrated by the inefficient strategies they saw their kids using to solve the problem. I assured these parents that the important part of problem solving is making sense of the problem and persevering. Their children would adopt more efficient strategies as they become more comfortable with solving problems and manipulating numbers. And then I had the parents who were 100% behind this.  They talked about letting their kids figure it out independently and then listening to the explanation, questioning their children, and sometimes discussing multiple methods for solving the problem.

More than anything else, I want students to leave my class with perseverance. My kids who have support for building perseverance at home are there.  How do I get the rest there? Has someone discovered the magic formula? If you've discovered it, please share with me. And I'll keep you updated as I continue to experiment and refine... 

The facts about Sanders, Spielberg, and Seuss in my parent letter came from mental_floss Vol. 13, issue 1