Pride Goeth Before a Fall

 

What are you the proudest of this year? Please explain why you are proud, the impact that this event, accomplishment, etc. has had on you this year, and how you will carry this impact with you in the years ahead...

I'm not really personally proud of much this year. I worked hard, but accomplished little. This year was an affirmation that relationships make teaching more impactful, and fun. I can't wait until next year, when I can hug this year's students, and thank them for hanging in there.

I am proud of the students who completed their work, the students who were driven. I am hoping that they learned about family, love, and dedication. I know that they were respectful, and kind. Finishing piles of work that some lady on the computer is doling out requires faith. One student, in particular, dropped off work on my porch every Friday. And, then, she sent a weekly email confirmation, replete with cheery emojis. That is someone who loves learning, and I think she somehow knew that I needed to hear from her each week. Another student always lingered online each day, and just had normal conversations with me. He was a lifesaver. He reminded me of who I am, and what I believe in when working with children. He provided a much needed reality check.

So, I'm proud that we all got through this. Undoubtedly we all learned something about ourselves, both adults, and children. I'm proud that our school provided hot spots, and chromebooks for everyone. I'm proud that Andrea took food to families with covid. I'm proud that we checked in on each other, because that's what our school should be about.

Self-Knowledge

 

Discuss what you have learned about yourself, and your students during the 2020-2021 school year...

I learned some hard lessons this year. I learned that an office meeting platform is not a classroom. I learned that google classroom is poorly designed. I learned that I have no control over what happens in homes. Finally, I learned that it's almost impossible to motivate students remotely.

I provided roughly 15 video lessons each week, which students could watch. Those who watched the video lessons, and completed the work associated with the lessons, found success. Those who did not watch the videos, and avoided the work, had lowered test scores. There was a direct correlation. I wanted to provide rigorous content for students, and I think that the videos accomplished that goal. However, I couldn't force students to watch the videos, or to do the work. Many students thrived with independent work, because they were self-disciplined, or because parents and grandparents monitored work. 

I am an introvert. It was easy to quarantine. My regular life looks a lot like quarantine. But, I found that the pandemic brought intense worry and dread. Sleep became elusive. Art was difficult. Depression came on strong. I lost some dear loved ones this year, and that deepened the sadness. The saving grace was visits with family and friends. My brother's cancer surgeries were successful, and my two nieces delivered beautiful babies. My sister took over the care of my elderly father. I was visiting him three days a week, buying his groceries, and cooking him a few meals. But, after nine months, it was a relief to have my sister care for him in her home. His well-being gives comfort to us all. 

I learned to relinquish control in the classroom, and with my art practice. All of my art shows were cancelled during the pandemic. At first, it sent me into a tailspin. Then, I started making small worry stones, using sprig molds. These were like a meditation, and I made several giant jars full of hundreds of worry stones. I finished off a cabinet which holds the jars. This project kept me focused and working with wet clay. Eventually, I was able to move on to other work. Art allowed me to solve problems, which was very comforting.

Challenges

 

Share what challenges you faced this year, and describe how you overcame, or worked through them...

One of the greatest challenges that I faced was teaching in my own way. I like to teach using hands-on projects, because we are a school that values experiential learning. This was very problematic, and I had to figure out how to get the materials to student homes. In order to continue to try to teach with projects, I also had to make dozens of videos, and slideshows. These had to be very clear, so that students could easily complete the tasks on their own.

Making all of these slideshows and videos took hours, and hours of effort. They required thought, and careful planning. I am hoping that I can use them as a resource in the future. So in many ways, they were an investment.

Many hours were spent prepping "pick up bags" full of portioned wet clay, balled up yarn or string, and condiment cups of ceramic glazes. Parents were extremely patient with me. They made sure that their students had Book Club books, and project materials. Our last pick up bag contained cardboard looms, popsicle stick shuttles, and an electric circuit kit. Parents delivered ceramic work to the school, and to my front porch. This required a great deal of effort on their part, because each clay project had to be fired twice, glazed, and then returned to the student. If parents didn't participate in these "pick ups", then I delivered. This year was the year of home visits. I made ample use of the class roster, and google maps on my phone. I actually visited one student's day care, at least 6 or 7 times.  

But, the good part about these challenges, is that they gave me focus. They were problem solving exercises, not unlike being a ceramic artist. Students made Native American coiled baskets, pumpkin rattles, ceramic faces, woven pouches, edible physical maps, holiday mugs, ceramic bird nests, rock collections, electric circuits, and more.

I'm sure that these projects will seem easier next year. The students in this class didn't miss much in the way of hands-on activities. The only thing missing was the fellowship that happens in a classroom where hands-on learning is taking place. I missed having glazing sessions with students, where we laugh and chat, and get to know each other. I missed the looks on student faces when their circuits light up. I missed seeing their baskets in person. 

Fluency

 

I have been tasked with reflecting on my teaching practice during the pandemic. I was asked to provide my thoughts about what personal and professional learning is transferable from this year to next year.

One of the things that I learned this year, is the importance of oral reading in the classroom. During my many years of teaching, I have encouraged kids to read aloud during class. Students read along with me in partners during reading group time. Students read aloud to each other "solo" at reading centers. Students partner read, alternating pages. Students play games in math, and read the instructions aloud to one another, talking through the game.

When they read with me at centers, I place them in groups based on their fluency speeds. Then, I slowly pick up the pace with each group, over an extended period of time. Before they know it, each student is reading faster. And, I test for fluency often, and regroup the students as they progress.

Today, I started giving fluency tests to my students. Almost every single student has lost fluency during this pandemic. That is in direct contrast to non-pandemic years. Each year, almost every student gains in fluency, because they are practicing daily. We all make mistakes when we read aloud. And, mistakes are fine in my class. Students learn to self-correct quickly, and efficiently. They learn to think, as they're listening to the words which they are speaking, so it actually builds comprehension, too.

I remember hearing, a few years back, that this process discourages readers. I just don't see it. I see it building strength, self-esteem, and greater comprehension. It makes the classroom feel like a place where mistakes are tolerated, and where growth makes students feel powerful.

I read aloud to my class daily, and I place the book on the projector, so that students can see me make mistakes, and then self-correct.

This is valuable information, which comes at a heavy price. I felt intuitively that oral reading benefitted students. Now, sadly, because of the pandemic, I have the numbers to prove it. The good part about fluency, is that like all practice, it changes the reading dynamic quickly. So, we'll get started on Day One of next year...