Don’t You Think Education Reform Could Ultimately Prevent People From Becoming Homeless?

Today was the first time I’ve helped people who are homeless since I was in a youth group. Fifteen years later, today was a pretty similar, humbling experience. Except, instead of being in San Francisco with my youth group friends, I was in Boston with my friend Caroline, her church friends, and Ecclesia Ministries.

As I was passing out potato chips to people of all ages and ethnicities, several shameful thoughts went through my head. I was FREEZING cold! Out of way too many jackets, today I chose to wear a lightweight “Spring” jacket because it’s technically Spring and I’m a California girl so that’s what I do. NOT the best choice. Throughout the couple of hours in the Boston Common, I tried to ignore the coldness because I just needed to suck it up. Many of these people slept outside during this past extremely harsh winter. I was cold because I didn’t make a good choice when selecting a jacket to wear this morning. How pathetic of me.

Deacon Ken (the organizer of the event) asked the volunteers to grab a sandwich and to spread out amongst those who were eating once finished serving food. When the chips were all gone, I had to figure out who I was going to sit with. Since I had arrived, I had often made eye contact with a man who appeared to be my age. He was wearing a royal blue ski jacket with a ski/ride lift ticket attached. He baffled me; I kept wondering why he was there. If the circumstance had been different, and we were at let’s say a bar, I would have probably wanted him to come talk to me.  

But because we weren’t at a bar, I walked over to him, though I didn’t grab a sandwich because I am experimenting with going gluten and lactose free. (Yet another aspect I felt guilty about during this experience. Why should I care about minor digestive issues when these people don’t have a place to live?) I asked the man if I could sit next to him. (My heart was rapidly beating because I was worried he would be annoyed and reject my offer.) Luckily he agreed.

I had noticed that he never got any food but I felt it would have been too motherly for me to ask him about it or to persuade him to get some. Thankfully his friend nearby told him to go get some food; Sean shrugged his shoulders and stated that he was not hungry.  

For maybe fifteen minutes, Sean and I had a great conversation. He is such a cool guy! He grew up in a small town in New Hampshire and graduated from high school the year after me. He went to college to become a software engineer but for some reason it didn’t work out. He’s an avid snowboarder and worked at the Canyons Ski Resort, in Utah, for a winter. In the past, he was a professional painter (he practically painted his whole home town) and a semi professional floor tiler. Sean convinced me I should start hiking and to specifically hike up and ski down Tuckerman’s Ravine; he couldn’t believe I had never done so since I’m an avid skier. I told him I’ve been too lazy to hike with my skis and gear but I would seriously consider doing so in the future.

For much of the conversation, I totally forgot he was homeless. I’m not sure what else I would have learned about Sean; but, because the church service started, and I had previously volunteered to hold the music up for the banshee player, I had to leave him.  

During the church service, I pondered the idea of giving Sean a room in my house and to try to help him find a job. That thought didn’t last too long because Sean and his friend left halfway through the service.  

I’ll probably never see him again. I wish he had stuck around because I would have at least liked to exchange email addresses; but then, I wonder if he even checks his email. (He MUST have an email address, right!?!)

I do not know why Sean is homeless. I do know that he is a kind, intelligent, funny, athletic, passionate and charming man.  

All day, I have continuously wondered who failed him. His parents? His teachers? His school system? His health care system? Society?  

What can we do to help people who are homeless? What can we do to prevent people from becoming homeless? I REALLY believe that by reforming education, we can help this cause. If schools set up ALL students for success, then no one should become homeless.  No one should be homeless.

Is Reflecting Valued in Education?

During my first Educon, I was lured into Jennifer Orr’s, “Reflecting on Reflection” session because I am incredibly passionate about reflection.  Personal and professional reflection.   As Jen shared the follow quote from John Dewey, I suddenly unblocked my thought process when I was first introduced to John Dewey’s work during my senior year of undergrad.  “Reflection is an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it tends.”

When I was twenty two years old, and not yet a teacher, I loathed studying John Dewey and reflection. My desire was to teach kids.  I did not want to reflect on something I had yet to experience. I definitely did not want to reflect on reflecting when I thought I had nothing to reflect about.   I was not yet aware of the value of reflection.  

Since I had to succumb to the teaching credential requirements in order to teach, I read the mandated books, participated in the discussions and wrote my papers adequately enough to receive an A in the course.  I was still not a reflector when I left the course.  I don’t blame John Dewey or my professor; I was not ready.

I did not consciously begin to value the art of reflection until the very next year, when I started my year long internship required for the graduate program.  I was immersed with questions after observing a masterful teacher and starting to practice teaching.  Not only did I want to reflect; I felt it essential to reflect.

This made me think of a discussion during lunch at Educon one day. David Truss mentioned how much he grew as an educator while completing his masters program while he was simultaneously teaching.  He posed a great question: should teachers attend graduate school prior to teaching?   

He made me question my five year program.  I learned a lot in grad school; but, I’ve learned a lot more valuable and applicable information through the professional development programs I’ve selected to participate while teaching, like Powerful Learning Practice.  Each year I’ve become a better teacher because of my questions and self reflection.  David’s question intrigued me because of my introductory experience with John Dewey and reflection, prior to teaching.

I am who I am because of reflection.  I attribute all of my professional and personal growth to reflection.   

During Jen’s Educon discussion, a few teachers indicated that they do not reflect because they do not have time to reflect.  I understand how precious time is and that it is impossible for teachers to adequately accomplish all of the passed down requirements.  I will never give up reflecting myself or encouraging my students to reflect.

I asked the group how they got their students to reflect.  If they didn’t reflect themselves, how could they ask their students to do so?  I was astonished to find out that many teachers feared their administrators wouldn’t allow them to spend class time on reflection because it’s not in the curriculum.

One teacher even implied that she was scared that she would get into trouble with her administrator if she had her students reflect during class time.  I loved Jen’s response, “Don’t ask.  Just do it!”  

I was outraged by the teachers fear! I tweeted:

Reflection is priceless.  Reflection has made me a better person and a better teacher.  How do teachers stay sane if they do not reflect?

How do students grow without reflecting?  It is so important for teachers to model their own reflection process to their students. If my teachers had reflected and modeled their reflections to me, perhaps when I first read Dewey, I would have found initial value in his brilliant insight.  

In order for positive growth, it is essential for administrators to encourage their teachers to reflect and for teachers to encourage their students to reflect. Reflection is part of a process we must value.

Maybe I Should Have Become a Flight Attendant?

Often I wonder if I should have been a flight attendant. It seems to be a pretty cool job. Flight attendants get to talk to friendly people while flying the friendly skies and travel the world too. (I laugh as I write this because I'm witnessing a rude passenger right now.)

I definitely enjoy participating in conversations with cool people and I love to travel; however, I don't think I could handle being forced to say,

"Please turn off and stow your electronic devices or we will not be able to take off."

I believe this to be a multifaceted inappropriate statement.

Do powered on electronic devices, with or without wifi connection, really interfere with air traffic controls? Why do electronic devices have to be put away? Can anyone really tell if they're on or not? Why are they throwing out an empty threat? Is this for real?

New Hampshire's Halloween System is Broken

I grew up in the San Francisco Bay Area. Rain or shine, I ALWAYS went Trick or Treating on the night of Halloween*. It was perfect:  I got to dress up, hang out with loved ones and eat candy. (Not having to complete meaningless homework was a total bonus.)

Today is the thirteenth Halloween I’ve lived in New England… As an adult, I have been to tons of great Halloween festivities, so I personally have been able to enjoy this cool holiday.  Though, I question if kids in New Hampshire are able to enjoy Halloween as much as I did?  I’m baffled that Trick or Treat days/times are dictated by individual towns in New Hampshire!

Is this really all about the kids?  Or is about every town needing control?

I’m thankful to be a citizen of the United States of America.  I appreciate that each town is given the right to celebrate Halloween whenever they want, however they want…I like choices.  In fact, I’m all about choices.

But is the way New Hampshire celebrates Halloween really best for our kids?

I wonder if changing Trick or Treat night due to inclement weather is the best decision? I have compassion for the town officials...and I believe that they have the best intentions... I also realize that we never had a blizzard or hurricane when I was a child in California**.

I wonder if it is more beneficial or harmful for kids to go Trick or Treating more than once a year due to the various town schedules?  I don’t think it is wrong…I love having fun...but I wonder if this may inhibit the magic of Halloween?

Today is October 31st.  Today is Halloween.  The weather is perfect. Tonight would have been an awesome night for kids to go Trick or Treating in New Hampshire.  (Those with or without electrical power.)

I have more questions than answers.  

Where’s the balance?

Just wonderin’.

*Please note that I value change.  I cringe when closed-minded people grasp onto tradition and resist change just because that’s the way things have always been done.

**BTW, I advocate for purposeful differentiated instruction in education.

ADHD/Inattention vs The School Listening Look

This is my tenth year teaching. (Eleventh, if you count my year long internship for grad school.) But, this is my FIRST year, of which I am aware, that I have an invasive inattentive problem within my classroom. I'm totally serious.

My invasive inattentive problem

...A few [unnamed] intelligent students in my class are fully capable to listen when they're passionate about what and how they learn...but they struggle to listen when they are not passionate about the topic and/or approach. I  have empathy for them.  (I continuously alter my teaching in attempt to make the curriculum more interesting.)  For many reasons, I am confident that this particulate inattentive problem is not a result of my students' inability to understand.   We have not yet been able to "go deep" as we are still focused on building a classroom community and creating guidelines to set us up for a great year as well as preparing for, and taking, standardized tests. (Deep breath.)

I wonder why some of my students do not grasp the most basic concepts I teach in a group setting as I verbalize, model and document the focus of my lessons (which are accessible "on the cloud")?  

If you are judging my teaching practice right now, please watch this video I made for the parents of my students to share my teaching theory.  Read about me too; you will see that I foster the Responsive Classroom approach so I know how to manage behavior "issues."  Most years, my class community has strongly developed within the first couple weeks of school so we're quickly ready and able to jump into the curriculum and make huge progress.  This year, I focused on the Responsive Classroom for most of the First Six Weeks of School and I am floundering.  I've lost count of what week we're on.

I am doing my best to create active listeners.  After consulting with my colleague/ friend who specializes in inattentive behaviors, I have recently changed my practice so that my students now sit on chairs in a curve so they can each see the Smart Board and have their own personal space.  They each have a whiteboard and marker to record the focus of my lesson, their burning questions and doodle (as long as masterful artwork does not overtake the whiteboard).  

After the lesson, my students independently work while I confer with individual students as they practice implementing the lesson and their individual goals; I am able to review what they believed to be the focus of the lesson by reading their whiteboard and asking them to verbally explain their understanding.  At this time I can reteach, back up and/or extend my lesson.    Even with all of these accommodations, I have many students who continue to struggle to listen to my lesson and/or directions with this class.

I am questioning if my students don't listen to what I teach them because they may have learned how to not listen?  Possibly many of the students of this class expect me to copiously repeat the information until they "get" it?  Perhaps prior to fifth grade, some students have been successful not listening because they are smart enough to figure the "stuff" out on their own but the depth added this year has been their "tipping" point?  I am doubtful; but maybe they never learned how to listen?  Of course, there might be a tiny malfunction somewhere in a few of their brains or other underlying issues.  Or, maybe, just MAYBE there are some traditional aspects of teaching and learning that should change in order for students to learn best?

Concern for my students

I feel frustrated that my mini lessons are becoming maxi lessons (way too long) because over half of my students struggle to listen to me. I get distracted from those who are hyperactive and/or inappropriate which causes me to lose my focus as I try to get their attention.  I find myself speaking way too loudly and slowly and animatedly...I’m basically dancing as I teach.  I’m regularly popping ibuprofen which isn't cool.

I feel frustrated that instead of being able to find out where each student is and push him/her farther and/or towards depth through individual conferences, that I spend this time reteaching the focus lesson to half of my students.  This independent work time for my students (my conference time) is cut short because my lessons are too long.  

Does eye contact effect learning?  

I felt guilty teaching and publishing the Open Circle: School Listening Look blog post today. I LOVE the Open Circle curriculum for so many reasons*, but I am truly questioning the validity for the need to look at the person who is talking/teaching in order to listen and learn.  Some people do so out of respect (in many situations, I agree).  But, is it essential to look at the person who is teaching in order to learn?  Why do teachers (including myself until recently) make students look at them while they teach?

Should this rule be revised?

Disclaimer:  it is sometimes still hard for me to focus on my teaching when my students are not looking at me because I am so USED to ASSUMING that the lack of my students' eyes on me is an indicator that they may not be paying attention.  Bad assumption, I know.  (I will get over it.) Here are my class signals for this year; I'm no longer making my kids stop what they're doing and/or look at me when I talk.

I am aware that regardless if any of my students have ADHD, or not, they do need to learn strategies to listen well.  But, do they really have to look at the person who is talking?   I listen, think and learn the best when I type my reflections. (And I am NOT looking at the person speaking!)  I learn even better when I connectedly share my reflections to collaborate with others so that they help push my thinking deeper (via Twitter).   It is very difficult for me to learn without a connected devise.  I don't often look at the person who is talking during a lecture, keynote or meeting type of situation; but, I actively listen to the information while I utilize my device to blend my strategies for more meaningful learning.

My fear

I have learned that many of my students are actively listening regardless if they're looking at me, or not; but, I still believe that many of my students have a difficult time listening to me, and I have a difficult time teaching them, while some students are verbally or physically interacting with one another.  Is that okay?

What if I damage my students (with or without attention difficulties) as I demand that they listen to me without giving them effective strategies and/or tools to help them listen, process and learn better?  What if they cannot listen?   

Schools are guilty

Karen Janowski's keynote at the NHSTE Annual Meeting last week was on The Most Important Technology Trick Every Teacher Needs to Know: TEXT TO SPEECH.  Check out her blog to learn more.  She shared Misunderstood Minds, an interactive website by PBS, with us to experience what it's like to suffer from an inattentive disability.  It's so cool.  I found more compassion for myself as I explored the simulation.

Shouldn't schools conform to the needs of each student?

I feel like I'm forcing my students to learn in a way that is NOT conducive for multifaceted learning. Until my class and I make magical progress, or until every student has access to a connected device, I believe that I will continue to struggle to find a balance to push ALL of my students forward. I am very overwhelmed and I am pleading for help in order to set myself, and my students, up for success.  How can we make faster positive changes in the world of education?


*I use the Open Circle program to teach students explicit techniques to calm down with deep breaths, conduct positive self-talk and express appropriate feelings.  Utilizing the Open Circle curriculum also helps my students learn how to solve problems as well determine the difference between destructive and annoying behaviors.  I truly believe that if all children learned and utilized these skills, world peace could be attained.  I just don't agree 100% of Open Circle's School Listening Look.