What's In a Name?

Knowing names and using names are key to developing a strong classroom community. Also, since a child's name is the most important word to him, names are key teaching tools for literacy, math, and more.

(See my related post on EdWords blog: Foundation for Social-Emotional Learning)

Thoughts from the Snow Dome

I know that many of you have seen more snow that you really want to encounter. Here in Nashville...not so much. We've had lots of cold, but no snow. (Thanks, SnowDome.)

A few times in the past week, I have hoped for (begged for) enough of a snowfall for a snow day. I would be disappointed each morning of a predicted storm when schools all around us were closed...and I was headed to school.

More recently, after my more positive attitude, I haven't passionately wished for a snow day. But I've thought that an extra day to sleep in would be nice. And yet the #SnowDome continues.

One night, looking out at the cold snowless yard, a thought slowly emerged from the back of my head. (Maybe someone put it there.) "Some kids need a school day more than a snow day."

I pondered on that for while then and on the drive to school the next day. Some of my kids experience a lot of things outside of school. On snow days those kids must stay in those circumstances.

They may see a book or have much of a conversation with anyone. They may have a lunch (and breakfast) that is less adequate. They may be responsible for meeting their own needs...or the needs of younger siblings.

A school day is a better circumstance than a day out.

I still wouldn't mind an extra day to sleep in. But I certainly think about those days differently. And don't wish for them so hard.



I know that I read another blogger's post with a similar idea. I thought it was John Spencer but I cannot find the original post. I like to give credit to other ideas. Contact me if you know who said this and I'll add a link.

Are They Doing What I'm Doing?

I've always believed that what I do in the classroom is so important. The students "listen" more to what I do than what I say. But this week, I've been reminded again of the importance of my example.

At one point this week, they were working on addition and subtraction. (We're working to be fluent and fast in our addition and subtraction, especially within 10.) I told one boy to check what he had written. He looked at it and hit his forehead. "Oh, man," he said as he began to erase.

"You just made a mistake when you were adding, didn't you?" I said. He nodded. He looked so dejected. 

"You made a mistake. That's okay," I said. "Just take care when you are working. Don't rush. But it's okay. You just made a mistake. Everyone makes mistakes. You make mistakes. Mr. Wiley makes mistakes. All of us make mistakes."

Another boy looked up. "You make mistakes?" he said. 

I was surprised at his comment. I make mistakes all the time. I try to admit them when I make them in class. "Of course I make mistakes," I said. "I make lots of mistakes. But I want to learn when I make mistakes and be more careful next time." A reminder that I need to be transparent as a example to my students.

As I've written before, my class is talkative and loud. I'm working to keep the classroom at an acceptable level for everyone to learn and work (including me). I was talking to the class and I noticed that my voice was really loud. And that's not at a time I was trying to talk over the other voices. I don't do that now. I stop and wait for the room to quiet down before I continue talking. But I was talking at a loud volume...and it even hurt. I dropped my voice to a lower level. I would catch myself talking loud at various times. I must consciously focus on keeping my voice at a good volume. This is a good example for the kids...and helps me keep from straining my voice. My actions set the standard for their actions. 

Example and relationships are some of the most important things I bring to the classroom. Sometimes I use them well. Sometimes I fall short. But I always want to strive to be a teacher that children can follow and emulate.

Keeping Promises

I was cleaning up my desk this week. I found a note among the papers.

A few weeks ago we were reading a book that mentioned a spider monkey. While we were talking about it, I asked the kids to speculate why the name was spider monkey. They gave me various ideas. As we were talking, I realized that I didn't know for certain the answer. I thought I did but I didn't want to tell kids something I didn't know was absolutely true.

"I'll check on why they are called spider monkeys," I said. "I'll let you know the answer."

A day (or so) later, someone asked, "Why are they called spider monkeys?" I hadn't checked on it. I had forgotten. And I owned up to it.

"I forgot to check," I said. "I'll write a note and check. I will tell you tomorrow." And I did. (In fact, I checked during lunch and told them that afternoon.)

I'm keeping this note to remind myself to always follow through on what I say I will do. I want the kids to trust me and the things I say. Trust is a vital part of our learning community. I will trust them and their word. I want them to trust me and my word.

Now, realistically, I have a lot in my head. And I'm not a young man anymore so the memory doesn't work as well as it once did. Someone may say that it's silly to worry about this type of thing.

But trust is important. Some of my kids have people in their lives who don't do what they say. I know because they tell me. I do not want to be one of those people. And, when I do forget again (and I will), I want to apologize and follow through as much as possible.

I know there are many important things I need to do as a teacher--helping them grow as readers, developing math skills, exploring and experimenting. But creating a positive community - a good learning atmosphere - is as important. And keeping my promises, following through, is one key way to build community. 

I think I'll always equate spider monkeys and keeping promises from now on.