Distracted.

Lately, during calendar time, Mrs. D. and I have been trying to let the calendar helper do as much of the work independently as they feel comfortable doing. Most kids who have been listening and paying attention know what to do, but it’s a little overwhelming standing in front of the entire group with the proverbial spotlight shining on you, so one of us usually hangs back to assist. Today was my turn.

As I walked over to Dan to help him, my nose caught a whiff of something… something pleasant! The smells in kindergarten aren’t always pleasing, so this was surprising. As anyone who has spent more than five minutes with me knows, I’m easily distracted (poor Mrs. D., she certainly is one of he most patient people I’ve ever met, I’m not sure how she puts up with me…).

“What’s that smell?” I asked.

I was greeted with lots of curious looks… what was this mysterious smell?

“It smells nice, something very sweet…” I clarified.

“It’s my hair… I use coconut shampoo,” Rachel offered.

Needing to know, I walked over and smelled her hair. This might sound strange, but not in kindergarten.

“Nope,” it wasn’t her hair.

Mrs. D. walked over and tried to help me find the culprit, most likely to help move along our calendar time. She couldn’t identify the perpetrator either. I’ve had students in kindergarten wear excessive amounts of perfume before, so I was wary.

Trying to ignore my propensity to distractions, I walked back to Dan to continue calendar. The sweet smell strengthened. I leaned over and smelled his shoulder…

“It’s you!” I exclaimed, happy to have solved the case.

Dan looked at me like I had ten heads. He had no idea why he would smell so nice.

“I think it’s the detergent your mom uses to wash your clothes,” I explained.

He smiled, grabbed the pointer, and turned to the calendar.

I am officially a crazy man able to be distracted by laundry detergent. Call me Distracted Man. At least I can admit it.

Monday, Monday.

That picture isn’t for me. It applies to my sprouts. I’m not sure if they were all still sleepy from eating too much turkey or what was going on, but they were, for the most part, exhausted from the moment they arrived. The day seemed to wallop many of them. It made for a really laid back day, something not really expected after a break.

When I walked the class down to P.E. in the afternoon, David asked me quite politely if I would tie his shoe. I quickly knelt down to ensure his safety before he began running around and the minute I took his laces in my hands, I remembered David was the one with his laces in his mouth all morning long. They were sloppy wet. I quickly tied his shoes and walked as fast as my legs would carry me to the teacher’s room and scrubbed my hands like I was about to perform major surgery. I am a trooper... I earned my gold star for the day.

At the end of the day, as we walked outside for recess, I heard shouts of, ‘Snow, snow, snow!’ from children running up the hill beyond my view. To be clear, we did not have any snow today… or yesterday. We’ve had no snow yet and we live in an area where feet of snow are on the way. When I climbed the hill myself, this is what I saw:

I didn’t have the heart to tell them it was only frost, not actually snow… they began sliding down the hill, trying to enjoy the ‘snow’ as much as possible. It really doesn’t get more optimistic than that. Monday, Monday, yay!

Hugs.

As I prepare to go back to school tomorrow after not seeing my sprouts for nine days (we had some teacher only time last week) and quite a few days of resting and relaxation, I can't help but think, wow, how lucky am I to not hate going back to work. Don't get me wrong, by the time the last cherub gets on the bus tomorrow afternoon, I will most likely feel like I've been run over by a bus, but I'll have a big smile on my face after just receiving forty or fifty 'I missed you' hugs... see kindergartners have a hug for every occasion.

• The 'I'm not going to see you for two whole days Friday afternoon' hug

• The 'I just learned something new and oh my gosh I'm so smart' hug

• The 'I'm not going to see you for an entire week because we have break' hug

• The 'I just somehow cut myself and you gave me a band-aid' hug

• The 'You just made me feel like a million bucks' hug

• The 'You were out sick yesterday and the sub was really mean I'm so glad you're back' hug

• The 'You're my hero and for no good reason except I love you' hug

• The 'I haven't seen you since three o'clock yesterday afternoon' hug

• The 'You look down and I'm not sure why because I'm five but this might help' hug

• The 'Whatever lesson, game, or song we just did was super fun and you're an amazing teacher' hug

• And as mentioned above, the 'Dear Lord, I missed you' hug

With a hug silo like that in each of my little friends, going to work is never a chore. When my alarm goes off super early tomorrow morning and I'm dragging myself out of bed, I'll be sure to remember those hugs. Which hugs are your favorite? Did I forget any?

Biscuit.

One of my more colorful sprouts from last year, Sonya, is, luckily, right down the hall from me this year. I see her almost daily… she makes a point of it. A few days ago, on the way to her bus line, as I stood in my classroom door, she held up a book, like a trophy and called out to me, “Mr. A. I’m taking this Biscuit book home… I’m going to read it!”

At the end of last year, Sonya met the benchmarks, but just barely. She struggled at the beginning of first grade and then, like a flower waiting for just the right ray of sunshine to bloom, she blossomed. I know because she invited me (via her first grade teacher) to come listen to her read. It was a proud moment for both of us.

Well the morning after Sonya flashed her Biscuit book at me she appeared, as she always does like some sprite magically materializing from a puff of smoke in front of me.

“Sonya, good morning,” I whispered trying not to disturb my class’ reading and hinting to her the tone of our impending conversation.

“Hi… I stayed up all night long reading that Biscuit book,” she began. She sounded almost out of breath from her late night of reading.

“Really, all night long?” I prodded.

“Yes, almost ‘till midnight. That Biscuit book is good,” she said with a smile. She’d lost another tooth.

“I bet, those Biscuit books are cool,” I agreed.

“You should really come hear me read it,” she suggested.

“I’ll make sure I talk to your teacher about that,” I confirmed.

“OK, bye!” She exclaimed as she grabbed me for a quick hug and managed to maintain her whisper.

And just as frantically as she arrived, she was gone. I’ll be checking in with her teacher next week to set up that Biscuit date. Not all my sprouts from last year are as near my classroom this year, but I’m sure glad Sonya goes out of her way to make sure I see her flourishing. She never ceases to make my day.

Thanksgiving Wordle.

Oh how I love a good wordle to reflect.  Click it to make it bigger and read the love.

Grateful.

Yesterday, during our workshop day (I’ve said it before and I’ll say it again, I became a teacher to avoid sitting in meetings all day long…), one of my old teammates from second grade was sitting in front of me. Yes, I usually sit towards the back. I find it’s less distracting to the speaker when I begin to ignore them and look around the room in a constant struggle to stay awake. Anyway, my second grade teacher friend, turned around before we officially began, and handed me this.

She knows I write about my classroom experiences, saw the book and thought of me. At first glance, I thought it was a book of cute kid stories, but as I flipped through it, I realized it was an empty journal, perfect for jotting down anecdotes during the day. As I thanked her for my gift, my mind wandered back to my days as a second grade teacher.

One of my yearly traditions (and one of the few original ideas I had), was a big Grateful Book project for Thanksgiving. Each child completed a prompt about what they were grateful for (I am grateful for the _______ that I eat, that I wear, that I play with, that I love, etc.) on a page. They then illustrated with pencil, traced the pencil with black marker, and then colored with crayons. The pictures were cut out along with the writing and glued onto brown construction paper. The whole affair was bound and laminated and became a beautiful keepsake.

What I remember most about those books was the teamwork that took place. They took an entire week to create. By the third or fourth day, some children would finish. Those who were done with their books would then help their friends will illustrating and coloring. By Friday, usually all but my special education friends were done. The entire class would rally around my sprouts who needed a little extra help to ensure their books were not only complete, but beautiful artifacts to be proud of. I would stand back and watch them all work together and realize how grateful I was to witness such camaraderie.

When I moved to kindergarten, I knew my younger students wouldn’t be able to complete such a complex project. When I spoke to Mrs. D. about it (who at the time was my neighbor, not yet my partner), she told me about her Thankful Placemat. Much like the books, but in a single prompt and turned into a placemat rather than a book, I was truly grateful to be able to continue the focus on what we have to be thankful for and allowing my sprouts to share these sentiments with their families.

As the nation prepares to give thanks (and stuff themselves silly and watch lots of football), I find myself truly grateful. My life is truly bountiful, but when it comes to my professional life, above all else, I’m grateful I get to wake up each morning and enjoy my job. Going to work each day brings me a small sense of joy and loving your job is truly a blessing.

Interview Part Two.

Here's the second set of questions... these are from a fellow dude. He's in a teacher preparation program. The questions focus on classroom management and being a male primary school teacher... I'm curious what your feedback might be. Cheers!

7. What type of behavioral management system do you use in your classroom?

I use a Responsive Classroom model for management. At the beginning of the year (the first week or so) the class comes up with a list of rules... I guide them, but they own these rules. Once the rules are set, I introduce the 'Rest Stop', 'Take a Break' seat (call it what you like - I like these because they're not super negative). When a child isn't following a rule, they're reminded of the rule and given a warning. If they continue to break the rule, they take a break in the chair. They come back when they are ready... the teacher doesn't set a time limit or instruct when to return. When the chair is introduced EVERY child in the room takes a turn going and returning so they know a) what it feels like and b) that it isn't a big deal. Other than that, I try to use LOTS of positive specific praise.

8. How did you come up with this system/technique?

After attending many Responsive Classroom trainings and reading MANY of their books. :) I can't take credit for creating this system. Using it effectively creates a positive fun learning environment where children feel safe.

9. How do you implement it?

I think I answered that one already. It's a continual work in progress. We go over the rule every day at first and then usually every Monday and perhaps more times through the week if needed. Some of it depends on the makeup of your class. Good classroom management is truly an art that takes years to perfect. Only after my fourth or fifth year of teaching did I feel like I was beginning to come close to mastering it... I'm still learning and tweaking it all the time.

10. How do you let a child know when he/she breaks the rules? What are the consequences?

Children know the rules... they helped create them and know the consequences clearly. In rare cases where a major infraction takes place, the consequences are always logical. You punch somebody - after your rest stop you need to apologize and then do something to make them feel better (draw a picture, write a note, play with them at recess, etc.). Logical consequences and apology of action (more than just saying you're sorry) help children understand a quick 'I'm sorry' doesn't cut it.

11. What types of incentives do you use?

Personally (there is a lot of debate about this...) I don't believe in incentive or reward programs. I don't give out stickers, toys, or prizes for good behavior. Respectful, responsible, and safe behavior is an expectation in my room. That's not to say we don't have celebrations, but they're usually around learning, not for behavior. That's not to say there aren't specific cases where a certain child needs a little more of an incentive. When needed, I do that one a child-by-child basis and in private so the rest of the class doesn't know about it. It's called 'everybody gets what they need' and not everyone needs a sticker for behavior.

12. How effective do you feel your behavioral system is in your classroom?

So far, very. The Responsive Classroom model is research based and in my experience, it works.

13. Have your ran into any issues with the stereotypes of male elementary teachers? If so, how did you handle it?

I haven't had many negative reactions from coworkers or parents. Most people think it's 'cute' or 'adorable' that I teach kindergarten. While the kids surely are cute and adorable, I don't think I am or the fact that I work with them is either. It's hard work... very hard work. I do wonder if parents are skeptical I will be caring or nurturing enough, but nobody has ever expressed this to me... I've been working in the same school since I began and what I've learned is... parents talk. If you're good, everybody knows and if you're bad, they know as well. I think I've earned a reputation as a caring and effective teacher - that supersedes my gender, as it should.

14. What is your opinion about hugs and telling your students that you love them?

If you don't want to be hugged, don't work with young kids. I love getting hugs, it's their way of saying 'You're special, you mean something to me, thank you for being you' - I'm not going to deny a child expressing that. I do have a rule that everyone must ask before giving a hug... including me. I also have modeled how to hug. When a child hugs me, their hands need to be above my waist... I learned that one the hard way. They don't mean anything by it, but it's a bit alarming when it happens. I've also learned (recently) there is nothing wrong with saying 'I love you' to a student. They tell me all the time. I always say, 'Thank you, I love you too' - mainly because, quite simply, I do.

15. What do you do during the first week of school?

In kindergarten, it really is like herding cats. The first few weeks we're learning how to be in school and settling into routines. I highly recommend The First Six Weeks of School - it's a Responsive Classroom book and a bible for many teachers in the summer as they gear up to go back.

16.What is your best advice for building a rapport with parents? (Parents are my biggest fear for when I become a teacher.)

Be yourself. Don't be afraid to be honest. Show them you care about their child and their learning. Try to be a partner. Communicate as often as possible. I send a daily email that has proven invaluable for parents in communicating with their child about each school day. When you have a concern or bad news to report, try to find something positive to lead with... this goes a long way. Invite them into the room to volunteer or observe. Above all else, parents just want their children to enjoy school. If they do, they'll love you as much as their children.

17. What do you think is the most effective instructional grouping method?

Whole group, small group, and one on one are all valuable for different reasons and I use them all almost equally. In kindergarten, a lot of one on one work is valuable, but obviously not always possible. I do try and do as much of it as I can squeeze in.

18. What is your opinion on tangible incentives?

I don't like them. I've given a sticker of two in my time for behavior, but I try steer away from it. When we celebrate, I prefer to do it with extra recess, a special visitor reading a book, or a pajama day. I think these events mean more to kids than a sticker or toy they're going to lose anyway.

19. How do you feel about behavioral systems such as the traffic light, colored cards, moving clips, or putting names on the chalkboard for misbehavior?

I have mixed feelings. Personally, I don't use them, but I have in the past when I had a particularly challenging class. I think if you set up your rules, routines, and consequences early and stick to your guns, you don't need those systems.

20. How do you manage children who are "spicy" and refuse to participate by saying "no" constantly? (FYI- I say spicy instead of "bad". I strongly dislike that word.)

I tell kids that participation (in my class that means singing and dancing too) is part of their learning. If I can stand up and shake my behind and sing my head off, there is no good reason they can't too. I think once you give kids permission to let go, most do. If they are really stubborn, I might pull them aside and explain my expectations again and find out if there is some other cause for them not participating (painfully shy, etc.).

That's it! All my answers. What? I didn't answer a specific question you had? Let me know!

Interview Part One.

For some reason, I receive an email, about once a week, from an education student looking to ask me questions for an assignment. Being the sucker I am, I almost always take the bait. Here is the first part of two such 'interviews'... I liked these questions and though I'd share my answers.

1. Why do people, including you, become teachers? What is probably the best reason for becoming a teacher? Should there be a “best” reason?

I can't speak for anybody else, but I became a teacher because, above all else, I love working with children. It's not easy, but the rewards are priceless. Personally, I feel if you don't love and respect children, don't be a teacher... we've got enough of those teachers already (I've met a few who don't even seem to like children). That being said, you have to love teaching. I know that sounds overly simple, but what I mean is, you have to want to push children a little further than they thought possible... find a new way for them to see things and experience the world around them. I love teaching because sitting behind a desk and computer all day long (I know, I've done it) is painfully boring. Working with kids, showing them new ways to experience their world, keeps me young and happy.

2. Have the working conditions of teaching in public and private schools changed over the past generation? If so, what are the most challenging aspects of this change?

The most challenging aspect for me is the ramp up in academics. Don't get me wrong, I realize kids are in school to learn, but the pressure is really on to have higher achieving students. People say first grade is the new second grade and kindergarten is the new first grade... it's true. When I was in school, kindergarten was all about socialization and some basic literacy and math concepts. Now, my sprouts are expected to be reading and writing at a rather high level by the end of the year. Is this a bad thing? I'm not sure. Most of them are capable and we still find time to play... yes play, it's becoming a dirty word in early elementary education, but I still say it is critical to the development of the whole child.

3. The issue of classroom management and discipline remain a challenge to teaching in America. Any ideas, secrets, or pointers regarding this situation?

Don't let them see you sweat. Seriously. Don't try to be their friend. You're their teacher, leader, captain, commander, and personal boo-boo fixer, but when you go down the path of wanting them to 'like' you, you're doomed. Please understand, I truly believe most of my students DO like me, but it's not because that's my goal... it's because I respect them and provide clear and firm boundaries. Kids crave boundaries. Provide them boundaries, stick to your word, and the admiration will flourish.

4. What do you believe are the primary benefits of being a teacher?

Well the health benefits are good... you get lots of candles and knick-knacks around the holidays. All kidding aside, there's nothing like getting, on average, twenty hugs a day. The pay isn't good and you won't always get the respect of your friends ("You teach kindergarten? Oh how cute!" - it's my job, the kids are cute, my teaching them is not), but the rewards are truly endless. When you feel like you've changed the life of a child, pointed them in the right direction, made a difference... that's it. That's what teaching is all about.

5. Is teaching in the current moment of standardized state testing and academic accountability more than teaching?

It can add a lot of pressure. The simple fact is, standardized tests are only one snapshot of a child's learning. It's a picture of a child at one time on one particular day. Who knows what might be going on in that child's life. Didn't sleep well? Parents fighting? Problems on the bus? No money for healthy food this week? Argument with your sibling? Who knows... the moment you define a child (or teacher) by a test score, you devalue them as a whole person. Use data to help your instruction, but don't let it define a child... or you.

6. If you had to do it over again, would you still be a teacher?

Absolutely. Being a teacher makes me a better person - it's that simple. I've met some amazing teachers, parents, and children.

Pang.

I have a confession. On Friday, as I sat in the Rest Stop chair waiting for the last bus group to be called, I actually felt a little pang in my heart.

A few moments earlier, Mrs. D. had announced, in the guise of a number story, that we wouldn’t be seeing our sprouts for nine days. As if on cue, the hugs began. These weren’t the usual, ‘see you tomorrow’ hugs, but rather the, ‘holy cow, nine days is a long time away from you’ hugs. They were both numerous and intense. There was some major squeezing going on… you’d be surprised how tightly a little five-year-old can grasp you when they want to.

Maybe the holiday spirit has taken over me a little early… or maybe I’m finally becoming a big softy. Those little buggers have certainly worked their way into my heart. As I ponder those hugs, I’ve come to the conclusion those pangs I felt were a sign. I’m in the right profession, that’s one thing I know for sure.

Turkey laughs.

Nothing really school related here, I just find these funny and thought I'd share.