20 Time

I LOVE this idea! Not sure how I would implement it into my classroom - but I love the concept!

20 Time in Education


Basically, 20 Time lets the students research, create, pursue their own passions, innovate, do projects - utilizing one class period per week. (or 20% of class time). For those of us who teach in a block schedule, this may not be possible to do weekly - but it is certainly something worth considering implementing if possible. I also like the "no grade" idea - don't grade students as they pursue their passions, or create and innovate (what if a project doesn't work as planned?) - students are WAY too focused on the grade as it is (in my humble opinion) - giving them time to research or create and risk failure is something teachers should encourage!  Like I said, I'm not sure how this would work in my school or in my classroom, but it's something I will definitely be thinking about this summer!

What a difference a year makes!

Straight From The Heart - Remembering Lisa LeBaron Tucker

There are teachers who teach because it is a job; they like the steady paycheck, insurance benefits, and vacation time.  Then there are teachers who teach because it is a calling.  They talk about how much they love their students and how excited they are for the unit they are studying (or about to study).  My cousin, Lisa LeBaron Tucker was the latter.  As a Kindergarten teacher, she was living out her life’s calling when, two weeks ago, her life was suddenly cut short.

Lisa LeBaron Tucker. Cousin. Friend. Teacher

I had been planning since early November to write a blog post about how teaching Kindergarten was the toughest job in education.  I spent some time talking to Lisa about my idea. Much to her embarrassment, she was going to be the focus of the piece.  I was going to interview her about the trials and joys of teaching Kindergarten, what I consider to be the toughest teaching assignment in education. She had given me permission to get pictures off her facebook page of her “in action.”  I was still working out the story details in my mind; writing the actual story was one of those things I planned to do when I had time, and like so many things in life, it got put off till “later.” Neither of us imagined that a mere few months later she would not be alive to give me the interview I was planning. 

Though Lisa’s physical heart stopped beating, the heart of who she was as a teacher was evident this weekend when we buried this vibrant, enthusiastic, loving woman.  By the world’s standards, Lisa didn’t lead an extraordinary life –she was a just Kindergarten teacher living and working in a small town – but as was evidenced by the number of people in attendance at her funeral, her life, her heart for others touched many. 

Lisa ALWAYS dressed up for Halloween! Here she with a student

For me, part of Lisa’s legacy is to show the influence and impact teachers can have when they care, when they love, and when they teach with their hearts as Lisa did.   

It is so easy for teachers to burn out and become cynical.  So often it feels like everyone from politicians to parents and the students are against your every effort to do not just a good job, but to do more and be better every class period.  Society’s mandate and expectation for teachers is to do more than teach content, we are to “INSPIRE” our students; yet our goals shift with numerous educational trends, each based on the changing political winds that shift with each voting year.  It’s so easy to get discouraged and to lose heart.

Another Halloween Carnival - Another Costume!

But Lisa’s passing has reminded me that teaching is ALL about the heart.  

What it isn’t about is the latest curriculum debate or which instructional techniques are the best to use. It’s not about “Common Core vs. No Common Core,” or “TAPPLE,” or “Data Driven Assessments,” or “Lock-Step.” Teaching is about the students and reaching their hearts.  Lisa knew that; Lisa did that with all of her heart. 

On a poster board at her funeral was letters to Lisa from her students, about what they will remember most about her. Their memories were simple, sweet, basic: her laugh, her smile, the way she made them feel special, how much fun she was, her pretty clothes, the time she helped them read, or when she braided their hair.  I was reminded that 20 years from now my students won’t remember what a great lesson plan I had, or how I used various teaching strategies (or even what my teaching strategies were).  What they will remember is if they felt like, at least in my class, they were safe, and loved, and liked and accepted for being who they are. 

Lisa was the teacher I want to be: teaching from the heart to the hearts of students.

Lisa's Beautiful Family

"Thug Notes"

I'm always on the hunt to find ways to make literature more relevant to the lives of my students, most of whom, much to my chagrin, do not see the point of British Literature.  My students, both the AP and non-AP classes LOVE "Thug Notes."

Started by a few creative white guys (the "white" part surprised my students), "Thug Notes" is a modern video version of those handy yellow "Cliff's Notes" also called "Spark Notes" the rest of you read in high school to pass your English classes. (I didn't. Nerd that I am, I actually read the books. Always.) As we all know, the modern youth don't read - sadly, not even a condensed "Spark Notes" version of a book - this video series is an easy reinforcement of the plot and/or analysis for the students.  With a catchy tag line "Classical Literature, Original Gangster,"  this idea was bound to be a success with students! 

Sparky Sweets, PhD. doing his thing

What I don't like about "Thug Notes"?
1.  The stereotypes used.  To me, they are overused and cliche. It doesn't seem to bother my students though.
2.  The bad language - although most of the "bad words" are "beeped" out - there are plenty more used that have offended some and probably couldn't be used with every age group. I definitely wouldn't be able to use this site if I didn't work in a public school and with high school seniors.

What DO I like about "Thug Notes"?

1. Videos are short - I can give a quick overview of the book to the students without taking up too much class time.
2. There's more to it than just plot summary. The Analysis isn't too difficult for the kids to understand, and covers a wide range of ideas with insight and humor.
3.  It's creative - from the illustrations, to the music, the slang and the contrast of the thug living the high life in his fancy library - it's humorous and creative.
4. Most importantly: my students love it - with the humor, "slang" and pictures, my students remember the stories and even watch the videos on their own of books we haven't even read!  Anything that gets kids' into literature is a good thing to me.

"Thug Notes" has been featured in several prominent news stories. A few of which are The New York Times, and The Huffington Post.   "Sparky Sweets" is even on Twitter!

One last one:

Check out "Thug Notes" for yourself at http://www.thug-notes.com/

The Things They Tell Me: "I'm not ungrateful, I'm just tired"

"The poem that most relates to me is “The Unknown Citizen” because he seems to just go along with what one is “supposed” to do and I feel like that’s what I do.  I do well in school and play sports and join clubs because that’s what I’m “supposed” to do.  Realistically, not everyone has the same duties. The moment I showed I did well in school it because my “job” to always do well.  This led me to doing more in school like clubs, sports, etc. I’m not sure if I do things because I enjoy them or if I try to enjoy the things I do ....  I feel like I’m just empty and do everything robotically.  Doing well and being involved doesn’t make me happy; I have to find happiness somewhere among the pressure, insomnia, expectations, etc.  But this isn’t something others will hear about because all they see is that I’m doing what I’m supposed to.  I’m not ungrateful, just tired."

This was an excerpt from an essay that was turned in to me today.  I wonder, what is this student going to remember about high school? I doubt this kid will have much fondness or nostalgia for all those sleepless nights. Those memories will not likely be filled with fun memories, high school silliness, times spent with friends. Ironically, this very student who turned in this heart wrenching essay was mentioned by a different student, later this same day, as being an example of someone who "isn't stressed" and who can "handle the pressure of being in the top."  If only they knew that they were not alone in the struggle.

I don't understand this pressure the idea that these AP kids have to achieve PERFECTION - "only "A's" are allowed" - ALL THE TIME. When I ask them where they get this idea from, the pressure to perform, the idea that anything less than being "the best" is failure (to many of these students a "B" is unheard of, a "C," tantamount to failure), they all unanimously tell me, "my parents." As a parent, I understand wanting your child to achieve to their fullest potential - to live up to what they can do. But, what if your ideas of what your child is capable of are not realistic?  There is a difference between realistic high expectations, and pressuring your child to succeed at all costs. The pressure creates a dangerous road for students. One student I teach self-inflicts pain because of the pressure to "succeed." Another has "not felt hungry" and hasn't eaten a good meal in weeks. Many are compared to older siblings - either to "be just like" them, or to "NOT be" like the "failure" that was their brother or sister.

I often remind my students that they are "not the grades they receive" but they never seem to understand or believe it.  They seem to think that I am telling them to lower their ambitions, to not strive for greatness. What I am telling them, is that "success" in school doesn't always equal "success" in life, that sometimes failure is a good thing - an opportunity to learn, and that their value as a human doesn't come from a school report card.

"You Are Not The Grade You Receive" 

I wish I could tatoo that on their hearts and minds.

In Pursuit -

“She wanted to study Art in college, but I told her ‘No,’” she says bending over my nails, filing them to a perfect shape. “Art, music, painting, stuff like that is just a hobby. Not a career. Everybody wants to do art or music or be a writer, write a book, but that’s just a hobby,” she repeats, “Not a job.”

I look around the nail salon; her daughter’s prize winning art work hangs on the walls; it certainly looks to me like she has talent to turn her talent into a career.  “She’s studying something in the medical field,” she continues, “Much better.”

I watch her expertly swipe the polish, her fingers steady, and imagine this life – a life of bent back, aching hands, strained eyes, customers to keep satisfied.  I sympathize, understanding that this life – this work – is not what she wants for her daughter.  Isn't this what all parents want for their kids? A better life? To be successful and stable and independent? 

“Is she happy though?” I work up the nerve to question this mother’s choices for her daughter. “Does she like what she’s studying?”

I imagine her daughter mourning the loss of a talent wasted, all for the sake of the Almighty Dollar. I think, “Are we too focused on money, careers, success, rather than doing what we love?"  I remember the student who told me he would probably study law, because “that’s what my mom wants.” I think of the students who stress, vainly trying to please their parents with grades, course selections, college decisions, and apparently even career choices.

“Oh YES,” she’s finished with my polish, and interrupts my train of thought, “She loves it. She is really happy.”  And my thinking shifts: “So, is this what parenting is: steering your child in new directions, forcing them to try new things that are outside their comfort zone? To see the potential and abilities they might not see or know they have?”

I think of my parents, who encouraged their children to “study what they love.” My parents who had four daughters (myself included) to graduate from college – four daughters who studied what they enjoyed – and graduated with majors that had no practical value.  In all seriousness, what can one really DO with an English Literature (or psychology, or communications, or music) major?  I had to go BACK to school to get a job: even for my “fall back” plan (teaching) no one would hire me without a certification.  My degree by itself was worthless in the job market.  (Don't believe me? Check out this list of 10 Worst College Majors)

My thoughts after graduating from college

I’m not a big believer in “do what you love and the jobs will come to you,” And yet, I was, and am, so thankful for parents who encouraged learning for the sake of learning – and who allowed me to pursue what I enjoyed learning about in college. Isn’t that the point of higher education? To learn? Or is the purpose of college “to get a job?” A college education isn’t necessary for a quality life – I know many successful people who never attended college. We've all heard the Steve Jobs story, but he's not the only successful college dropout: A list of highly successful college dropouts  These people pursued their passions - and made millions as a result. And yet, the likelihood of that happening is very slim. 

I think of my own daughter – thankfully, still several years away from having to make the difficult “what am I going to do with my life?” choices, and I wonder what advice I will give her.  There’s got to be a balance between studying and pursuing those passions, “do what you love,” and success, stability, a career path, isn’t there?

Students Are The Real Teachers - Part 3: The Student I Wish I Had Been

Students Are The Real Teachers

The student I wish I had been in high school sits in my AP English class this year. This is my 2^nd year with her in my AP English courses (I teach Lit and Lang)  and I only wish I had more students like her.  In fact, I wish every student were like her.  Truth be told, I wish I had been more like her. 

This girl has a hunger to learn.  She’s not satisfied with the status quo. She challenges me to bring my teaching “A-game” every single class period.  Those days I want to slack off and just whip out a worksheet, I can't - I feel guilty – like in some way I’m letting her down. I was the kind of student who was just fine taking the non-challenging, "easy A" courses. I turned down a chance to take AP English my senior year because I didn't want the extra work. Not this girl. She’s driven to take every single challenging, AP/Honors course out there and she’s determined to succeed in each one. It’s the kind of drive and motivation, that, quite frankly, I do not understand.  I think I may have horrified her when, last year, I told the class that they needed to “strive for C’s” (so they could experience a taste of “failure” before getting to college).  

She is the kind of intelligent that doesn’t seem to even try – the so smart she doesn’t know how easy she’s got it – kind of smarts.  But she’s not that know-it-all - that annoying person who talks just to hear the sound of her own voice – she’s not that at all. In fact, she’s (seemingly) unaware of how difficult it is for the rest of us, assuming that the rest of the class is on par, making the connections that to her are so obvious – but to others are eye-opening. 

Sure, I got good grades (ok, truth be told, in English and History I got good grades. They were barely decent in Math or Science) – but grades aren’t the only indicator of intelligence and this girl has both the grades and the intelligence. 

She’s read almost every book I mention, both classics and modern fiction. I read in high school, but tended to re-read the same books over and over. I waited to expand my literary horizons until well after college.

She’s articulate – a great debater, quick thinking and quick witted.   I think of my best arguments at 3am two weeks after the initial debate. “Should have said THAT!!” (and then I can’t sleep out of the sheer frustration of having lost my chance to win that argument).

An amazing writer – her essays are a joy to read. Her ideas are insightful. Her thoughts clear and organized, her phrasing is beautiful.  I'm not so sure my essays would have qualified as "a joy to read."

She’s more than just smarts though. She’s funny, a great sense of humor – always willing to laugh at herself and playfully tease others. 

These past two years have been so enjoyable to teach because of this girl sitting in my class. I only wish I had been that student for my high school teachers. I only wish I had been that student for myself.