A Quiet Dignity

I belong to Amnesty International, so when something big is going to happen, I receive an email from the organization. When I saw that I could watch LIVE Aung San Suu Kyi and hear her speech while on her tour in the US, I made sure to put it on my Google calendar.

For so long I have admired this woman and her non violent approach to release Burma from its oppressive government. Of course for almost 24 years she was under house arrest; I can't imagine never leaving your house for that long of period. Now she is an elected member of the quasi-civilian government.

When she first came on stage, I became teary-eyed and actually applauded (I was sitting in the teacher's lounge wearing my ear buds)!!  I have seen so many photos of her (younger, of course), so seeing her "live" and listening to her speech, I immediately saw a dignified lady without a trace of bitterness empower us to act in peace. I sat in awe looking at an older Aung San Suu Kyi who never complained about being under house arrest nor complained about the military who held her there. She believes that in order for democracy to happen, there must not be violence because that goes against the very nature of democracy.

Although her speech was fairly short, it empowered me, and I'm sure it empowered everyone in the audience and the others watching it like I was. After her speech, several young people had questions for her. It was interesting to note that one young lady used the word "persecution" and Daw Suu almost chided her by claiming that negative words such as that do not heal and instead perpetrate more hatred.

The live event continued after my prep/lunch were over, so I showed the rest of it in my 5/6 8th grade language arts class. They were very interested in who she was and really had a hard time believing how long she was under house arrest. Our students need to see more people like Daw Suu and understand that it's not guns that overcome oppressive governments, but people like her and organizations like Amnesty International who work so long to do what they believe is their path to follow.

Aung San Suu Kyi certainly imprinted her mark on the world and continues to do so. Let's hope that we, too, find inspiration in her acts and words to fight for human rights no matter where we live.






http://takeaction.amnestyusa.org/site/c.6oJCLQPAJiJUG/b.8344187/k.3CEF/Live_with_Daw_Aung_San_Suu_Kyi.htm?msource=W1209EASK3

Nancy Drews and the Hardy Boys

My previous post described an activity that our local police officer did with the 8th grade students where they became Nancy Drews and the Hardy Boys.


Before we even went to the crime scene, I developed five questions about detective work and gave each table one of the questions. To save time and to make sure the sites were school appropriate, I listed the site to go to for each question. By taking a little bit of time to do this and sharing with the whole group, it helped develop the students' mindsets for detective work and gave them tips before going to the crime scene. I'm going to use those questions and their answers throughout the unit as a guide when trying to solve mysteries and when they choose their own mystery to investigate.


The Nancy Drews and the Hardy Boys loved the activity. I asked them to reflect on it and they loved it because they felt like detectives and noted how important it was to pay attention to the details at the crime evidence.

When I asked for suggestions for another crime scene, some mentioned the idea of using a dummy for the victim, so they could see exactly where the bullet hole was, which I thought was a valid idea. A few came up with a very detailed scene that I'm going to mention to Officer Z. to see if it's possible to do.

I was thinking that it would be fun to divide the students into different groups and construct their own crime scene. One group could develop the crime; another group could actually build the scene; another group could type the information such as who the victim was, witnesses' statements, etc.; the last group could try to solve the crime. I don't think we'll have time to do that this year, but it's listed on possible ideas for next year.

I've included a link from Edmodo if you're interested in reading some of the students' reflections.

Overall, I was very pleased with the students' involvement and perseverance during the entire activity.

Just another indicator that the more time we can make learning real to students, the more they're willing to collaborate, connect, problem solve, and create!!

Today, our school police officer Officer Z. set up a crime scene in our book room. It had the crime scene tape, outline of the body, "bloody" footprints, a "gun," a wallet, etc. He then gave the students details about the crime, who the victim was, the two witnesses, what the first officer saw, etc. The students then had to use their observation skills while at the crime scene and take notes. Some took photos of the crime scene on their phone. Then after viewing the scene, they had to use the clues, the information they knew before viewing the scene, and logical reasoning to arrive at conclusion that explains what happened, who did it, why, how, etc.

He's coming back tomorrow to see if the students have any questions that they thought of from today. Then, he'll ask the students for their conclusions. If no one came up with the right one, he'll tell them what happened and how they could have arrived at right conclusion based on the information provided and the crime scene.

AUTHENTIC LEARNING at its best. The students really like it, and they were impressed with all the details Officer Z included in his crime scene. I'm going to ask them through Edmodo what they thought of the activity.

I included photos of the students trying to figure out the crime, the crime scene, students at the crime scene, and a cell phone with the crime scene on it.

I can't wait to see if anybody got it right.

8th Grade Investigators

The Book Squealer

I was in the bookstore yesterday looking for the book WONDER because some of my favorite educators (Denise Krebs and Joy Kirr) were reading it to their classes or were going to read it. Because I trust both of them, I thought I better check out this book and because I LOVE to go to book stores.

Anyway, I was browsing, when a young girl and her mother wandered over to the section where I was and both began eyeing the books. All of a sudden, the girl gave a little yelp and exclaimed, "This is a book I want to read!" She took the book from the shelf and said, "Mom, can I get this?"

Expecting the mother to say yes because what parent who is in a book store doesn't encourage reading, the mother instead said very calmly, "Why do you want that book?" and the girl said that it was a part of a series that she had been reading.

Then the mother said, "Well, our plan was for you to get a book from your list, so if that doesn't work, we'll go to Plan B which then we'll considered buying this book."

The girl was agreeable (and I thought to myself, "How refreshing...a child not arguing with a parent about something he/she wants...but I digress), and they moved down to the end of the section. All of a sudden, the girl squealed, which prompted me to turn quickly, and actually did a little jump of excitement. Because I'm nosy, because I love to eavesdrop on parent/child conversations, and because I love it when young people squeal around books and jump with excitement, I had to watch.

With a hand faster than a dog scarfing a treat, the girl grabbed the book that must have been on her list and squealed (yes, she did!), "This is it! This is the one I want!!"

Unfortunately, the story stops because I immediately compared her reaction to mine when I find a book that I've been wanting and then my mind continued to wonder about whether any of my students squeal when they find a book they want.

I've only been in school for nine days, and so far I haven't heard any squealing; however, in the past, I have and it's a wonderful experience!! The bad part is there aren't enough student squealers, and so I'm going to reflect on what I can do to increase the number of squealers I have in my classroom.

This year I have several "reluctant readers" and most are boys. I doubt very seriously that I'll get too many of them to squeal, but I'll take a smile, someone who doesn't gaze around during our reading time, a request for a book...anything that shows they're actually enjoying reading.

WHAT CAN I DO TO HELP INCREASE THE NUMBER OF "BOOK SQUEALERS"????

1. I purchased a couple of big charts where I'll write the students' names and then every time a book gets read, they'll put a red star (first quarter color) by their name and we'll CELEBRATE! I'll say, "One, two" and then we'll clap twice. (It's silly but the kids do like it)

2. I'm going to show more book trailers. Most students love the suspense, drama, and visual effects that a book trailer creates.

3. Staci (my partner in crime) and I are creating a blog that centers around the students and their books. Every week, we'll post a question or ask them to respond to something that's general enough to fit any book. Last year we did six-word memoirs based on a theme or a question. This year we're going to focus on increasing the students' love of reading.

4. I'm a fairly dramatic person, so I'll be conducting short reads from books that I think might excite the "RRs" and of course, others as well.

5. There's the traditional ways of course such as sharing with a partner, a group, the class, etc., what they're reading. We took the students to the public library, so most students have a library card now.

So my question to you is this: What are some creative ways to make kids squeal about books?

Tomorrow is D-Day - the day we gather as educators and reconnect; we're coming together with different attitudes, readiness, apprehension, nervousness, and I hope, a renewed energy and enthusiasm for the great task ahead of us.

Just like every teacher, I'm sure, I have tons to do before the first day of school. But in the back of mind, a little voice keeps repeating: "Kris, it's a three-day week; you don't have to have everything done." Yet, because I made a concerted effort to connect with teachers this summer and through reading their blogs, commenting, chatting on Twitter, I know even more than I did before the importance of those first three days in creating the type of classroom that's filled with laughter, making connections, building relationships, getting to know the students as individuals, showing them that I am a learner just like they are - an atmosphere that puts the students center stage.

So, the big question is this: What am I NOT going to do the first day of school?

1. I am not going to hand out my language arts/social studies guides and go over them.
2. I am not going to list my rules and procedures.
3. I am not going to have a prepared seating chart.
4. I am not going to talk, talk, talk.
5. I am not going to hand out a Getting to Know You form, give the students time to complete it, and turn it in to me.
6. I am not going to discuss reading requirements.
7. I am not going to be finishing any last minute chores at my desk while students are coming into the room.


INSTEAD

1. I am going to stand at the door and say hello to every student.
2. I am going to have a set of directions on the white board concerning how to create a seating chart.
3. I am going to use one of the creative methods that I've read on how to
seat students.
4. I am going to introduce myself...briefly.
5. I am going to call the room, "our room."
6. I am going to give them a "fun" getting to know you form to complete.
7. I am going to get them out of their seats and roll a 20 sided dice and what ever number shows up, they will find someone to share their answer with and will continue to do that pairing with a new person for each time. ( I will be participating as well)
8. I am going to ask that they come together as a class and I'll roll the die. This time whoever wants to volunteer can do that so they can hear what others wrote.
9. I am going to ask them what they found similar/different in their answers.
10.I am going to ask them to stand in two lines, facing each other. Then I'm going to ask them a question and they will discuss with the person across from them. Then, one line will move and another question will be asked.

Since we're running a shortened schedule, I will only have my language arts students for about an hour and my social studies students for about 22 minutes.

11. When it's time to go, I'm going to hand them my guide and let them read it before the next day.

What are you NOT going to do and what are you going to do?

Genius Hour Chat (Twitter hashtag #geniushour)

I can't believe I remembered Genius Hour Chat tonight on Twitter. Actually I forgot until I was on my way to Hobby Lobby and somehow a brain cell woke up and remembered the chat. I thought it was 7:00 Central time, so I turned around (legally, of course) and sped home only to find that it was 8:00 Central. I was ready though and that's what mattered.

It was a fantastic chat with many more people joining. So I don't forget (b/c I'm getting older you know), I'm going to list the ideas and thoughts.

1. Many want to move GH outside of their classroom walls - possible mentions were Skype, something similar to 9 Thumbs, responding to other schools' blogs.

2. Goal for first GH is to spark students' enthusiasm and interest - one suggested a wonder journal which sounds good; another one suggested setting up an area in the room for ideas as they come.

3. Discussed when to do GH so we can share. I don't think we all have to have GH on the same day to share. Sharing can take place any time. I'm thinking of every Monday because students are usually grumpy on that day and a little sluggish. Maybe thinking of Genius Hour in language arts class might create a little more interest in coming to school on Mondays. We do have some Mondays off but that's okay.

I'm a little iffy on having Genius Week every week; sometimes a lot of a good thing begins to wear off and one of my goals for that time is to have passionate, driven students who are problem solving, learning, enjoying themselves. I think I'll play it by ear and observe and listen to what the students do and say when I announce Genius Hour.

4. Aligning Iowa Core Standards to our units is a must, so I need to align standards with Genius Hour. Denise Krebs brought up that important point. I need to push the Iowa Core Standards to the front of my mind...must make sure standards are not only being met but also mastered.

5. When we create e-portfolios, I definitely need to include Genius Hour; it's just another way of validating the importance of students choosing their own learning, enjoying it,and feeling good about themselves.

PASSION