One Word for 2017

A few years ago, inspired by One Word 365, I began choosing one word to guide me for the year. Instead of resolutions or goals, I use this one word to help me focus for the year.

As 2016 was ending, I began to think about the word that I had chosen for last year (purpose) and what the word would be for this year. I've been thinking about purpose and choosing things that line up with my purpose. (And maybe dropping a few things that do not line up.) While that's been a good focus for a year, I'm thinking that I need to push the envelope - in my teaching and my writing and my life.

I sometimes like to try new things but they definitely make me a little uneasy. I get really anxious when I think about moving out of my comfort zone. I still do some things outside that zone (because how do you grow if you don't). But I still make calculated moves and overthink what to do and how to do it. And I feel like something is around the corner that I need to pursue - I just don't know exactly what.

So that led me to think about my 2017 word and when it popped into my mind, I knew it was the right one.

This will be the year of the word RISK.

I want to take some risks. I want to do some things in the classroom that push me and maybe push the kids. I want to try things that are a little different or unusual (at least for me). I want to try some thing that seem uncomfortable.

And not just in the classroom. 

I would like to make some new and unusual memories this year. What does that mean? I don't know. But I would like to try some things I've never done before.

I want to find and use my writing in new ways and in new places. 

I want to do some "scary" things, things that push me to areas that are not my natural strengths or my natural comforts.

And I think that God may be leading me to take some "uncomfortable" steps, too.

Thinking these things is a little unsettling. Typing those things here is a LOT unsettling. Now someone outside my head knows that I'm thinking this. And, possibly, someone will ask me what new and risky things I've been doing. In other words, I might be held accountable for this word and that makes me really concerned.

Now I have to do it. 

I'm not going to jump out of a plane or pack up and move to the other side of the world. At least that's not what I think I'll do. 

But I will be out of the comfort zone this year. In the months ahead I'll write about some of these things. 

Here's to a year of RISK. (Gulp!)

Purpose: Sometimes It's Not What You Think

My word for 2016 is PURPOSE. This year I've been exploring what my purpose is and how I can work with purpose.

When I chose this word at the beginning of the year, I looked at my purpose statement as an early childhood educator. I looked at my philosophy of children and learning and how I could advocate and teach with that philosophy in mind.

However, when you focus on a particular word, interesting things happen. You may not seek out things related to that word, but things do come show up that are connected to it. I had become more attuned to the idea of purpose so many things seemed related to it.

I thought that I would look for ways to implement my purpose in a classroom. But I didn't teach regularly in a classroom. But I still had to think about purpose in my work - both in writing and in just being. I wanted to make intentional choices and think about how what I do connects with my philosophy and purpose.

So I created a purpose statement, a short statement that would encompass what I do: To glorify God and help boys and girls learn and grow. This statement helps guide what I do...in writing, in teaching, in working with others. Writing curriculum can help boys and girls learn and grow by helping teachers know how to teach. Reading about play and teaching develops my understanding and helps boys and girls learn. I can see how all the different things I do as a freelance writer and teacher is supported by one or both parts of this short statement.

And I think about the children in my church classroom. As they explore and work, sometimes the goal isn't what I think it is. They are just discovering the world. I think they may be exploring words or numbers. But they are doing something else entirely. I often impose my own thinking over what I see.

Just this week I watched a boy drawing. "Are you drawing a picture of something or just drawing?" I asked. "Just drawing," he said.

Then a pause. He smiled. "I can't wait to see if this is a Santa bag." (And I admit, the drawing did look like one.)

"You can't wait to see if your drawing is a Santa bag?" I asked. He nodded.

Later, when his drawing was complete, I asked, "Was it a Santa bag?"

"No," he said, "it was a pumpkin head face."

It was like the picture had a mind of its own. The child drawing had no control over the end result. And may that's what it was. He was drawing and exploring with shapes and colors and materials. And eventually something happens; something appears from the drawing and the child can name it.

I feel the same way about this year of purpose. I've been exploring and discovering. I see some images emerging through the process. But it continues to change and adjust as the year goes on.

I can't wait to see how it comes out in the end.

Teaching on Purpose

My word for 2016 is PURPOSE. I've been trying to do and write and think in line with what I say I believe about children and learning. A key part of my personal philosophy is exploration, discovery, and self-directed play.

I've written about literacy play and math play that has occurred in my church kindergarten classroom. I've been pondering how practical this type of thinking and playing is in a general classroom.

Kids are naturally interested in words and letters and reading. Every child, at some level, wants to know more about these things. Some kids are naturally interested in words and will investigate them on their own.

Other kids are interested in other things. Words and books and reading become a conduit to knowing about those things.

Some kids love to use their hands and will explore letters in a more physical way.

Others want to interact with friends or adults. They will explore language as they talk and will explore writing and reading as more communal activity.

Kids want to express their ideas in tangible ways. They look for authentic writing and reading experiences - writing a note, telling a story, creating a map - through words or pictures or both.

They connect to words and letters that are meaningful to them - names, signs, logos. Using familiar groups of letters and symbols helps kids create meaning from text.

I look back when I taught first and second grades. I think then I let what "needed to be taught" overwhelm everything else. I discounted by own experiences and ideas. I wanted to do thing "right." But, purpose and philosophy still leaked in. We would play games with words and numbers. We would express ideas in words and pictures. We would investigate and follow ideas that the kids raised.

I would like to be in a daily school classroom again soon. I want to look for ways I could encourage exploration and self-directed activity in words and letters and numbers and symbols. To teach with purpose in mind, I want to be driven by what the children want to discover. They wonder and question. They are curious and adventurous. I want to be a partner rather than a leader in the classroom.

I hope I can teach on purpose.

Play Is Their Purpose

This year my word has been PURPOSE. I am intentionally thinking about what my purpose is and how what I do connects to it. What's my purpose? I'm advocating teaching young children as if they are young children. And that means play.

One of my favorite quotes of all time is from Rae Pica. She says that we shouldn't need to defend play for children. And we shouldn't.

But some adults look at children playing and see wasting time. They worry that children will not be ready for school or for the world of adulthood. They wonder if the children will have what they need later in life. What these adults do not see is that play is the way that prepares children. Play is the purpose of childhood. Play, as in experimenting and exploring and investigating. Play, as in doing something just to see what happens or just because it brings joy. Play is what's missing from school. Play is what's missing from adulthood.

When I worked in publishing, we were serious about what we were doing. We wanted to produce effective resources that helped teach boys and girls. We looked at what we were doing as an important calling.

But we had fun doing it. We told jokes. We pulled pranks (like rearranging or disarranging our manager's office while he was out - and he's very precise in where things go!). We had parties, planned and impromptu. We played. The times I remember things not going well are the times when things were too focused on work and play was squeezed out.

When I think about teaching first and second grades, the times I remember the most are the "play" ones. In a year that was very stressful and sometimes difficult, I can see that the times that were the most problematic were times I was focused too much on the work and not allowing any play. And usually those times were focused on what others thought or were imposing on us. We needed more play and less practice. What we usually got was less recess and more intervention.

In my church kindergarten class, I enjoy the more relaxed atmosphere. I am amazed at what my kid say and do. I watch them explore ideas and try out things. I watch them learn. Maybe not what I had planned for them to learn but what they have discovered through their play. They discover physics (force and motion and resistance) as they play with blocks and vehicles. They explore balance and symmetry and aesthetics. They explore how colors blend or how to create just the right design as they use paint or crayons or markers or paper scraps and glue. They explore how to negotiate or how to care as they play in the kitchen. They learn as they play.

Play is their purpose. It is our purpose. As I continue to make choices intentionally to support my personal purpose, I'm discovering more about an overall purpose. Play today and enjoy what you will learn, too.

One Word for 2016

A few years ago, inspired by One Word 365, I began choosing one word to guide me for the year. Instead of resolutions or goals, I use this one word to help me focus for the year.

This past year has been one of learning and trying new things. I used the word YES as my guide. My reading impacted heavily as I thought about 2016 and one word to reflect and concentrate on. Reading Rae Pica's book has made me continue to think about child development and focusing on what I know about kids and how they learn. Reading Debbie Miller's book has challenged me to do things that are in line with what I believe. Both of these kept leading me to the word intentional.

But as I kept thinking about all I'm trying to do, I pivoted a little. My word for 2016 is PURPOSE.

This year I will hone statements about my personal educational philosophy and my purpose as a teacher and writer. What do I believe about teaching young kids? What's the purpose of my work, my blog, my life?

The things I write about, the things I tweet or pin, the projects I pursue - all of these will connect to my PURPOSE. I will be intentional--in my teaching, my working, and my life--in what I do in 2016.

Will that mean a change in what you see here? Not really. I will focus on using play and active teaching. I'll focus on preschool, kindergarten, and young kids. Those are things that I have always written about and advocated. But I will definitely be more intentional in what I'm doing.

I'm going to think about PURPOSE in 2016.

What you chosen a word for the year? What will be your focus?

HERE ARE THE POST FROM 2016 ABOUT MY WORD:

January: One Word for 2016: I'm going to focus on my purpose and be intentional
February: The Most Dangerous Phrase?: All strategies--new or old--should be examined
March: Play Is Their Purpose: Play is what children need; it's what we all need.
June: Teaching on Purpose: Can exploration be a part of literacy and math in the classroom?
October: Sometimes It's Not What You Think: Purpose can be evolving over time.

December: Thinking About 2016: Some things I've learned and am continuing to learn about purpose (plus a few other 2016 reflections).

A Look Back at 2015

Yesterday, I reflected on what I've learn this past year. Today I thought I'd look back at the blog.

Here are some of my favorite posts from this year, ones I liked and wanted to highlight again (in chronological order):

• Teaching "by Ear" - I choose activities and say things by what sounds or feels right for the class.
  
• Loud Doll Play - Boys, the doll play is too loud.
  
• Impact of a Teacher - It is the impact of other teachers that made me want to be one. 
  
• Fred Rogers Was Right - Play is serious learning.
  
• Creativity = Time + Permission - When kids have time to explore something and permission to veer off the "path," they become creative.
  
• Give Them a Little Control - I walked over to the drawer and pulled out an old timer that we keep there.
  
• Something Magical - I think there's something almost magical about the way a young child's mind works.
  
• The Day Godzilla Came to Blocks - He began to stomp between and around the structures.
  
• A Sad Thing I Heard - Sometimes I think we adults get focused on things that are really not the important ones. 
  
• Building Memories - One day kids will be adults looking back on their elementary years.

Most visited post from this year: Burner Cover Magnet Boards (We love those repurpose ideas!)

I did two book studies on my blog this year. 

• What If Everyone Understood Child Development? Recap
• Teaching with Intention Final Thoughts

My one word for this year: YES

• January: One Word for 2015 - I'm going to say YES a lot this year
• March: Cutting and Taping in the Blocks Center - Saying yes to the kids in my classroom
• July: Outside the Comfort Zone - Making myself uncomfortable by going outside my comfort zone
• September: My Year of Yes...So Far - Reflecting on nine months of yes

(Tomorrow I'll post about my one word for 2016.)

My Year of Yes...So Far

Each year I choose one word as my focus. For 2015, that word has been YES.

When I chose that word 9 months ago, I was enthusiastic about it. I was excited and committed to saying yes to things that may challenge me or even embarrass me.

It's been an interesting year.

• I said yes and was a guest "expert" on a Twitter chat. (If you haven't experienced #teacherfriends chat, you really need to seek it out. Such fun and support. Tuesdays, 9:00 EST.)
• I said yes and led some fun conferences/workshops for a early childhood conference. It's been a few years since I have done that and it was good to do it again.
• I said yes and have been a part of a wonderful resource for early childhood teachers and parents - Pre-K Pages. (It's a great site for ideas and resources. And, yes, I am associated with it.)
• I said yes to kids' ideas and saw some great thinking. I've seen different ways to meet their needs. I am learning more about myself as a teacher. 
• I said yes to reading and have completed almost 40 books this year. My goal is 52. (I love to read but often let other things take some of that time.)
• I said yes to several interviews for teaching jobs. And found that none of those were where I was supposed to be. I'm waiting to say yes to the next best fit for me in this area.
• I said yes to several new writing assignments and discovered that I can write things I didn't consider before. (I've also reaffirmed my ability and enjoyment of writing.)
• I said yes to being more consistent in posting and writing on this blog and have posted every week day since the beginning of July.

Saying yes means that I say no to something else. When I say yes to kids' ideas, I am forgoing my own agenda and my own ideas. I'm saying no to control over what will happen.

Saying yes means being open to possibilities...and disappointment. Being open to challenges...and periods of quiet sameness. Being open to new things...and trying to rekindle old things.

I have 3 more months of the year of yes. I hope to discover more about myself and about being an early childhood educator. 

Do you have a great idea or possibility? I hope you'll say yes, too.

One Word for 2015

A few years ago, inspired by One Word 365, I began choosing one word to guide me for the year. Instead of resolutions or goals, I use this one word to help me focus for the year.

I chose a word for 2015...it was a neat-and-tidy word that I could see guiding me for the year. I had it all sewn up. Until I didn't. 

I was thinking about it again as I drove (my favorite time to think). And I realized that the word I chose would not do for 2015. So, after pondering anew, I chose the "right" word.

My word for 2015 is YES.

Why this graphic? Well, I said yes to a couple of second graders who made wristbands for me one day. BFF wristbands. I wore them all day (even to my university class). 

I think this graphic helps sum up what I think about this word for 2015. I'm going to say yes to things that may not seem to make sense. I'm going to try some new things. I'm going to be embarrassed (I'm sure). 

But I'll say yes. 

Yes to those things that I've been afraid to try.

Yes to those things that seem a waste of time.

Yes to those things I must change.

Yes to new people.

Yes to the places God is leading.

Yes to kids' ideas.

Yes to failure and yes to success. Sometimes I try to avoid both.

I've written before about the power of yes in the classroom. Now we'll see the power of yes in my own life adventure in addition to the classroom.

Have you chosen a word for 2015? What word would you choose?

What About That 2014 Word?

Each year, for the past few years, I choose one word as my "resolution." For 2014, I chose ENJOY.

I went back and read the post about choosing this word, written those long 12 months ago. Here's the quote that jumped out at me--

I'm going to enjoy this year, no matter what comes along. (Uh, oh.)

This was an interesting year, a year to challenge my joy and my enjoyment. My wife was injured in a car accident; I was not rehired at my school; life continues even when insurance or income doesn't.

This was also a year to find new areas of enjoyment. We have wonderful friends that continue to bless us; I actually enjoy grocery shopping; I can now cook more meals; driving Mrs. Cindy is a lot of fun; I really like to write and I'm good at it.

What have I learned? Joy, true joy, isn't tied to circumstances.

I have been stressed. I didn't like everything that happened to us this year. We are still in a journey of discovery and adventure. Uncertainty isn't my favorite thing.

But in the midst of it all, I see things to enjoy. And I can rest in the joy that God brings each and every day.

When I chose ENJOY in January, I had no idea what the year would hold. But I'm thankful for each experience this year that has helped me to see beyond the immediate circumstances and find the thankfulness and joy within them.

I've been pondering the word for 2015. That post is coming next week.


Other posts about ENJOY:

• January: Choosing One Word for 2014 - My plans to enjoy this year
• February: The Enjoyment Detection - Looking for the enjoyable moments
• March: One of Those Days - Releasing frustration to make room for enjoyment
• April: Where Would I Be Today Without Teaching? - Realizing that I am enjoying what I'm doing

(I have also enjoyed filling my #EmptyShelf with 36 books I've read this year.) 

Wandering Around the Craft Store

My word for this year is ENJOY. I'm working on being present and enjoying what happens as I teach and learn.

As this summer has unwound, I've discovered something. Well, not discovered it; I already knew it. I've just been reminded of it. I feel guilty when I'm not doing something "productive." When I do something just for the enjoyment of it, I feel like I'm wasting time. 

I've been reading. A lot. And not books on being a better teacher or techniques for helping kids learn. Novels. Mysteries. Interesting nonfiction that has nothing to do with education. I felt guilty about it. But I don't now. (Check out my Empty Shelf to find out what I've been reading.)

Resting and enjoying are productive. I can get recharged and inspired and ready to tackle the next productive thing.

I was feeling rather down and uninspired the other day. So I went to a local craft store and just wandered around. I wasn't looking for anything. In fact, when I went to the "teacher section," I immediately turned and left.

And I found some inspiration and ideas. I jotted a couple of things down for this blog. Ideas that I hope will grow into reality. Or may not. And that's okay. I was energized, my enthusiasm jump-started again.

I saw this.

It's a stand-up caddy for crafts. It folds closed. It has smaller pockets and the large storage area. I began wondering. What could I use this for in my classroom? A portable center. A reading nook accessary. A bin for a tossing game. Lots of ideas. It was on sale but I didn't buy it. Yet.

Then I saw these.

T-shirts with chalkboard area. What? I didn't know these existed. I think these would be great as pillows. To use in a center/area of the room. These were also on sale. I didn't buy any but I think I may go back and get some to make some pillows. (If I do, I'll post about it.)

When I was talking to my wife, a sewing expert, she said, "Well, you can get some of that fabric and make pillows, too." What?? I checked online. You can get blackboard fabric. 

I did enjoy myself. I think I'm going to go on other exploration trips for ideas and just relaxing.

On my exploration at the craft store, I also saw this sign.

Yep. It's my motto for this summer.

Where Would I Be Today Without Teaching?

My word for this year is ENJOY. I'm working on being present and enjoying what happens as I teach and learn.

When I chose ENJOY for my 2014 One Word, I didn't realize how important that word would become this year. (And it's only April.)

Eighteen months ago, I began this journey to my new dream - an elementary teacher. I began with excitement and a little fear. Things have been challenging, both last year and this one. I've learned and grown from each of those challenges, and I know that I'm growing toward the teacher I should be.

I've been looking for things to enjoy and finding them here and there.

Things in my class have been a little crazy since we returned from Spring Break. Apparently, the students think we're done. And we are definitely not.

And my university classes are winding down, so I have lots of assignments to finish up. I began to feel like I was fraying at the edges.

This week - this long week - I was thinking about things. I have had some successes and some, well, failures. I began thinking about the change that I made those eighteen months ago. I wondered where I would be today if I had not made that change. I thought about my previous job; what I was doing and what I would probably be doing now if I had stayed there. Several possibilities went through my head.

And I realized that I would not be happier in any of those scenarios than where I am now. In fact, I would be so much more unhappy. I am right where I should be, enjoying things as I should. (Even if I don't always "feel" it)

Then I thought about all I've been doing for my university classes. This time next year, I will be finishing those classes. I'll have another master's degree. I'll have a permanent teaching license. I'll have 3 years experience in teaching elementary school. All things to enjoy, even if the process now is sometimes not so enjoyable.

One day at the end of the week, I came into the house and my wife asked how my day was. I stopped and thought. It was not a bad day. In fact, it was a pretty good day. There were some challenges throughout the day; there were ups and downs; but things were accomplished and things were enjoyed.

I almost missed it because I didn't think about it.

My kids reminded me about enjoying this week. They began talking about the party we had at Christmas. It was a simple party, not very exciting on the party continuum. But they were excitedly talking about the simple things we did. How much they enjoyed it.

Enjoying doesn't take a lot of wild and crazy things. Enjoying can be decorating a cookie or stringing straw pieces on a necklace. Enjoying can be reading a book that has nothing to do with teaching and learning. Enjoying can be sharing a joke with a group of eight-year-olds.

I'm enjoying these next few weeks of school. After that they won't be my students anymore. But they will always be my kids. My enjoyable kids.

One of Those Days

My word for this year is ENJOY. I'm working on being present and enjoying what happens as I teach and learn.

Have you ever had one of those days? Our school had one last week.

A water main broke in our school's area. No notification early in the morning. So we all gathered at school and began the school day. With no water. Which means no working restrooms.

Not a great environment for learning. We couldn't leave school (for some reason). So we kept going, as best as we could.

Then the fire alarm went off. I wasn't aware of a drill but out I went. It wasn't a drill. My kids were in PE so I joined them outside. In the frosty air. With no coats.

We waited for a half hour or so. The fire truck came. But no fire. (I don't know what would have happened if there was a fire. Remember, no water.)

A mix-up in the afternoon completed the day. I changed my lesson plan, readjusted it, and then changed it again. (You know, a typical day.)

Throughout the day, I heard comments from colleagues about the terrible day. But I didn't have the same feeling. Yes, it was challenging. But my students stayed on task, some more than usual. We adjusted and adapted. We laughed and had fun. We learned something.

On this yearly journey of ENJOY, I think I did. On one of "those days."

In fact, there were other days that I enjoyed less last week. We're still working on staying on task and not yelling out our every thought. A few times last week, I was really frustrated. And - what did I learn? Release it.

I must consciously (and even audibly and softly) release those feelings. When the frustration and anger are released, I can take a breath and deal with things more appropriately. Then the possibility is open for more enjoyment (or at least not creating less enjoyment for me or the kids).

Lessons:

• Keep looking for the small things to enjoy.
• Let go of frustration and make room to enjoy.

The Enjoyment Detection

My word for this year is ENJOY. I'm working on being present and enjoying what happens as I teach and learn.

A month of focusing on ENJOY. I've already blogged about not much enjoyment.

But, as I reflect on this month, I think I see part of the problem. Enjoyment isn't just a feeling or a sustained state. It's detecting and recognizing moments of success and fun.

I've had a few of those this past month. While struggling with good classroom management, I've seen some adjustments to creating a better overall environment. I had a day that was full of moments to enjoy.

I see kids progressing. A boy that struggles with reading works through a difficult word. Kids tell me, "Mr. Wiley, this is a piece of cake!" as we work on mental addition.

A boy reads me his poem: "Violets are red, Violets are blue, Violets are green." I remind him that his poem is about reading, so he adds, "I like to read."

We work as a group to create a story about a mother who goes to the store, sees a wrestling match there, buys lots of chocolate ice cream, and has a party with her friends when she arrives home.

I hear "You are the best teacher" when we finally get to go outdoors for a short recess. I run with them toward the playground when we get outside.

When we subtracted to figure out how old Martin Luther King would be in 2014, a girl observed, "If he wasn't dead, he would still be alive."

We read a story about a man with lots of ties. I wore a tie one day and the kids were so excited. "Mr. Wiley," one said, "just like Mr. Tanen!"

I saw kids smile when they figured out a riddle, exclaim when they found a word that had a certain sound we were exploring, and beam when they did addition in their heads.

All things to enjoy. All things I did enjoy.

What I've learned in one month of focusing on this word - I must find the moments to enjoy - and let go of the need to constantly find the "failures" or "misses."

My class is full of moments to enjoy. At the end of the day, I need to recognize and remember them.

Not Enjoying Yet

I knew when I chose ENJOY as my word for 2014, I was asking for trouble. And that's happened. Since we've started back to school, it seems that things have felt just about everything but enjoyable.

My kids seems more ramped up and less attentive. Less interested in working or paying attention or doing anything but what they want.

Yes, I know they are 7 and 8 years old. Yes, I know that kids are like that. But things seem a level higher on the challenge scale. Of course, the temps have been crazy cold and they are cooped up all the time (in school and out of school).

I have had some warm fuzzies and small triumphs. I have enjoyed some of the things that are happening. But Thursday - at one moment - if there had been anyone...ANYONE... that could have stepped into my classroom, I would have left for the day. (I know, terrible teacher.)

So, I vented and fretted and worried. I pondered that whatever is going on in the classroom is, at the root, my fault. My responsibility. But generating motivation and interest is hard. Maybe my skills aren't up to it yet.

On the way home, I continued to think about things; actually I just began to really dig in and think about solutions (other than being "sick" and a sub coming in). I need to listen to what the kids are telling me and how I can address that. And that doesn't mean we just cut math and spend the afternoon on games on the computer. I need to find ways to keep things moving. I need to work with individuals to find out what can help them focus and concentrate. And I need to get things together so those who are on track don't get penalized by those who aren't.

I need to regroup. Recognize the small moments when things happen that feel right and are right. I'm having some challenges. But I do care about these kids. They deserve the best I can give. I still have things to try and successes to enjoy.

Guess I'll go back.

Choosing One Word for 2014

A couple of years ago, inspired by One Word 365, I began choosing one word to guide me for the year. Instead of resolutions or goals, I use this one word to help me focus for the year.

As I pondered which word to choose for 2014, several contenders came to mind: 

Improve

Impact

Breathe

None seemed just right. Then, as I reflected and pondered and dreamed about this year, one word rose to the top. My one word this year is ENJOY.

I like to reflect and evaluate - something you already know if you read many posts on this blog. What I have realized in recent days is that I sometimes let reflection and evaluation take over. Too many times I worry about what is happening or what needs to change next time rob me of the enjoyment of the moment. 

This year I want to enjoy what is happening now. I want to see the excitement as we play Name That Number. I want to be present as a child tells me a story (that goes on and on and takes up "instructional time").

"Enjoy" doesn't mean to shirk responsibility. It doesn't mean living in the moment with no concern for where we are going or what we are doing. But it does mean to enjoy what is happening, to be in the moment.

“We're so busy watching out for 

what's just ahead of us that 

we don't take time to 

enjoy where we are.”  

--Calvin and Hobbes

I want to see the fun and joy in what we are doing instead of always planning on the next step or evaluating effectiveness. 

I'm going to enjoy the unique personalities in my room.

I'm going to enjoy what we are doing in the classroom - and adjust when things don't seem to be very enjoyable.

I'm going to enjoy my own interests in the evenings and weekends - and not feel guilty that I'm spending time doing something fun or not work-related.

I'm going to enjoy this new adventure I started last year.

Will I still have frustrations or worries? Anxieties and reflections? Yes.

But those won't steal the joy that comes from being with young kids every day. I'm going to enjoy this year, no matter what comes along. (Uh, oh.)

I'll post updates on my one word throughout the year. (Links will be housed on the One Word page.)

What one word will be your focus in 2014?

Listen: Reflecting on My One Word for 2013

This year my focus has been on the word LISTEN. I've been listening to those around me, to God, to my own thoughts - all to help me be more effective as a teacher and as a person.

What have I learned?

1. Listening is hard...well, intentional listening is hard.

2. It's easy to discount what you hear. Or to pay attention to what reinforces your opinions and discount what challenges them.

3. I'm doing okay. Yes, I make mistakes. Yes, I need to improve. But I am doing things right. I am growing and progressing as a teacher. I need to pay attention to those successes.

4. Listening to too many voices can be paralyzing. When I try to listen and respond to what I read online and to what colleagues say and do and to my own ideas and to what my kids are saying and what I'm learning in my university class - well, I can just decide that it's too hard to do anything. I need to filter and focus on a couple of things to change or adjust and file the rest away.

5. I don't listen enough sometimes. I need to continue to make an intentional choice to be open and ready to hear. I need to continue to reflect. I need to be open to change. I do not want to get locked into the "right" way and not adjust in response to what I hear.

This was a great word for my focus this year. I've learned a lot and will continue to process what I've heard. I will continue to listen in the year to come.

Now it's time to choose one word for 2014. I'm still thinking about it and will post about my next word soon.  UPDATE: I chose a word for 2014.


Related 2013 posts:

• One Word for 2013 
• It's All About Attitude
• Give Me a Break 
• My Amazing Kids
• Refueling the Conversation
• Bragging 
• Taking My Own Advice

Listen: Taking My Own Advice

My word for this year is LISTEN. I'm working on listening and responding as I teach and learn.

So many things have been happening this year, and I've been hearing lots of advice. Colleagues are ready to help. Experts in books have lots to say. Blogs burst with myriads of ideas. I've been trying to listen and learn whenever I can.

As I prepared for the first of the year, I began filtering through a lot of listening. And one thing struck me. I often don't listen to myself. Of, better said, I don't always remember or do things that I know are good ideas. I get so caught up in others' thoughts that I forget the "tried and true" ideas of my own. 

Here's one specific case. I love my large magnet board, an oil drip pan. In fact, one of the top all time posts on Brick by Brick is my post about the oil drip pan as one of my favorite things. We use one regularly in our church kindergarten class. But I don't have one in my school classroom. 

I decided that I should listen to my own blog and get one. In fact, I now have 2 in my classroom.

In my first grade class at the beginning of the year, I used one for a daily question. The class mascot, Rilla, would ask a question and the first graders placed their names under their response to it. We would then compare the answers (how many more or less, etc.). I had hoped to develop this daily activity further as the year went on. (Then I moved to my new school and grade level. In all the transition, I haven't been able to restart this activity.)

In my new class, we haven't used the magnet boards much yet. I use them as a portable display board from time to time. I will be using them more, and I'm so glad that I "listened" to my blog and purchased them. 

(I'll post more on using these as the year goes on.)

Sometimes the person you listen to the least is yourself. Or you just get caught up in all the other advice out there, you forget what you really know.

What "old" idea do you need to pull out and use again?

Bragging

This week's #kinderblog13 prompt is to brag. to tell you the truth, it was easier to think about confessing than bragging. But, as I thought about it, I do lots of things well. Yes, even in first grade.

As I look back through my interactions with kids, I think I'm good at listening to my kids. (It so happens that this is my one word for 2013 - I've been trying to be more intentional in listening.) I interpret this in a couple of ways.

First, I like to have conversations with my kids. I listen to the things they tell me. I try to remember what they say - their favorite colors or pets' names. Kids need adults who will listen and pay attention to them, what they say. I've discovered that when I listen, the kids seem to trust more. They listen to what I say because I listen to what they say. No, things aren't all rosy. But if I listen...truly hear them...they sense that I care for them and will tell me all kinds of things. That makes me know how to connect to them and teach them.

Second, I listen to the kids' behavior. The group I had last year loved to talk and loved to move. They didn't tell me that. They showed me. So we played moving math games. They told partners or groups their ideas and answers before they told me. We would take moving breaks or dance breaks. I tried to incorporate the group's nature into what we did. Much better than fighting against it.

I'm more effective as a teacher when I listen to them - what they say and what they do.

(I still feel a little uncomfortable bragging.)

Listen: Fueling the Conversation

My word for this year is LISTEN. I'm working on listening and responding as I teach and learn.

When I chose to listen this year, I also made a commitment to act. If I listen and don't act on what I hear, then why should I listen in the first place. 

This year has been a time of listening and learning. This past month, I've been getting one clear message - I need to take a rest. I need to take more time for listening. So, I'm going to pull back from my blog for the next few weeks. I know...you're saying that I haven't really been posting much anyway. And that's true. That's part of what is showing me that I need to take a little break. My blog is still on my mind and I feel a little like I'm failing. Taking some time away isn't failing. It's just life.

I am taking some time to read and refuel. Time to reflect about this past year and make plans for the new one. (Yes, I'm in first again next year! It's official!) So...I'll be reading, reflecting, and resting. I'm going to take some time to listen a lot in June. When I come back, I'll have lots to share.

Just so you won't totally forget me - I will schedule some posts for the next few weeks. But I'll be out of the conversation for a little while.

Teaser: When I'm back in July, I'll be a part of a summer tradition. More on that soon.

Listen: My Amazing Kids

My word for this year is LISTEN. I'm working on listening and responding as I teach and learn.

As I began this year of listening, I knew I would want to listen to all kinds of voices. After all, if I'm going to learn, I need to hear from all kinds of sources. In that first post, one source I listed was the kids themselves. I've been trying to listen to them. They've told me they like to move. They've told me that I sometimes spend too long on something. They've told me that I can be a pretty good teacher on some days. (Usually they tell me these things through their actions not words.)

Today we began our science unit on solids and liquids. My district sends us science kits to use - kits with teaching plans and all the stuff you need. It's great. Today I paired the kids up - each pair got a tray with a steel ball and a plastic spoon.

The pairs explored their two items and discussed how the items were alike and different. I made a chart so we could discuss their ideas.

As I listened to them and their ideas, I was amazed. My kids continue to surprise me. I love all of the differences they listed. We started with these, since it was easier.

"spoon is flat; ball is round" - Listening to him talk, I think he was trying to talk about the spoon being more 2-dimensional and the ball 3-dimensional. We added "sphere" as we discussed.

"You can see what you are wearing..." - The ball was very reflective, almost like a mirror. In the spoon, you could see yourself but you were blue since the spoon was blue.

Some really great ideas!

Then we moved on to similarities. Again, their ideas really surprised me.

"spin" - With a little torque, both will spin on a table.

"noise" - If you drop them, they will both make sounds. (The ball is much louder.)

"zero points" - No corners; both are curved/rounded.

And - for the record - they said "solid," not me. I have introduced the concept to them.


In recent days, as I have the great fortune to listen to their ideas, they have surprised me several times.

We were reading a story in our reading books. We were discussing how illustrations help us better understand the text. One girl said, "And we can make an inference. He didn't tell us about this but we can look at the illustration and make an inference." Wow. Someone was listening in recent weeks when we talked about inferences. Wow.

We read a story about bugs "hiding in plain sight," blending to match rocks or leaves or other surroundings so they would be safer. As we talked, I asked what we could learn about bugs from this particular story. A few kids said things about bugs hiding and so forth. Someone said, "Some bugs use camouflage." Wow. I commented on such a great word. Later, in writing about bugs, several kids wrote about bugs camouflaging themselves. Of course we had several variations on the spelling - but I got it. Wow.

My kids are amazing. Listening to them helps me see how they are thinking. And I continue to be amazed that I get to be with them every day. What a lucky guy I am!