Make the Most of Summer Moments (Our Stories)

On a recent trip to Atlanta with my husband for a friend's wedding, I had extended time to think. Twelve hours to be exact. It has been two years since we have ventured beyond Illinois child-free. Leaving two under two certainly heightened my anxiety, but the excursion also provided me with time to clear my head and explore. My husband and I love museums. From the Lincoln Library in Springfield to all the stops along the Freedom Trail in Boston, we cannot get enough.

While others chose to explore some highly recommend restaurants in the area, we ventured off to the Civil and Human Rights Museum, World of Coke, and the CNN Studio Tour. Embracing our sense of curiosity, we woke up early, walked Olympic Park, and took to the museum campus in Atlanta.  This was a diverse museum experience for sure but each did not disappoint. Much of our trek home was spent analyzing the museums; ranking them in order of experience, content, and construction; and reflecting on what we learned. Admittedly, we're a little nerdy, and I am okay with that.

As our conversation shifted, I began to reflect on the new experience we had created - driving through a small part of the Appalachians, passing through a few colleges in Indiana, listening to podcasts that we had stored for the trip together to name a few. When we reached our hotel in Nashville, where we were going to break up the trip by spending the night exploring this city, we arrived at quite a scene. Enormous tubes emerged from the front doors and every set of doors visible. The hotel manager was in the lobby and kindly informed us that the hotel had an electrical fire two weeks prior. We were to receive a phone call notifying us that our reservation had been canceled, but our name was typed incorrectly in the system. Of course. While we could have found a different hotel, the thought of seeing our girls just a few hours sooner seemed to be enough motivation to drive home. Unbelievably, the hotel had a fire during one of the few excursions we are sure to take in the foreseeable future. And of course, we did not receive the message. Weary from our drive and travels and homesick for our children, the setback seemed insurmountable. Actual crocodile sized tears were shed; I was so tired and sitting still for a prolonged period within two days was excruciating and did no favors for my Fitbit step count. Emotionally drained, we got back into the car, and we moved on. Even though our plans did not fully work out as intended, we created a memory, a story to be shared. Looking back, we now have a moment to laugh at after an eventful, albeit shortened, trip to Atlanta.

When teaching public speaking, one of the best tools a speaker in any situation can use his or her memories. The ability to share memories or tell stories not only fills time for those anxious students who complete a speech to fulfill a requirement, but storytelling also has many other positive effects on public speaking. More importantly, it can provide even the most reluctant presenters with tools that can lead to increased confidence, quality of speech, and even deepen an appreciation for public speaking.

So why do we tell stories as public speakers/communicators? 

1. Stories are engaging and can captivate audiences. 

A good story can draw in and capture the attention of any audience. Storytelling encourages audiences to feel by providing opportunities to chuckle, cry, connect, and emote. Also, audience members can more easily follow stories because we relate to them; we lived them ourselves or we might one day experience them. The structure of storytelling provides listeners with a clear beginning, middle, and end - plot points to mark a progression of ideas. The arc of a story creates anticipation, wonder, and can take listeners on a journey. This journey elicits emotions, persuades, entertains, and so much more.

2. Stories are relatable. 

Teaching a reading course this summer has allowed me to encourage students to interact with and engage with a wide variety of texts. Through annotations and oral conversations, we are communicating with and about our texts. Students are encouraged to make text-to-self connections related to their reading. In a public speaking scenario, these types of connections are just as important to make with the audience. The audience is the most important element of the communication process. As such, effective speakers will carefully craft stories to continue to draw audience members into their messages. 

3. Stories are memorable. 

We all possess moments that define us for one reason or another. We all have experiences that have impacted our beliefs, called us to action, or have challenged us to endure change. Behind those types of experiences are often great stories. When we share those moments with others, they often become triggers or memories that impact others. Sharing something in a story format enhances that impression and makes recalling this information even easier.

One of my favorite stories to share with my students is my most embarrassing moment. In sixth grade, I was singing in a talent show and the doll's - that was supposed to be singing to - head fell off halfway through my performance. While I did not process this until many years later, that moment defined me. Initially, my thought was to run off stage and cry, but I decided that the show must go on, and I sang through the roar of laughter that ensued the traumatic moment in which the doll's head rolled into a group of kindergartners in the front row. I share this story because it reminds me that if I can face that moment of adversity as a small child, I can face anything. It reminds me that our actions speak volumes about who we are and what we believe. And really, it's funny. I have to laugh at myself... and let my students laugh at me too every once in a while. 

4. Stories enhance our relationships and allow us to share the human experience on a much deeper level. 

Whether it is laughing at an embarrassing moment, simply sharing what we did over the weekend, or revealing a life-altering experience, sharing stories and moments of our lives make us human. Students want to relate to their peers and their teachers. They learn better and are engaged more deeply if the classroom environment encourages and fosters relationships. As I'm listening to podcasts this summer on my walks with my daughters (They nap. I exercise. It's great.), I cannot help but find inspiration in those who have observed and lived life fully. Historically and in the present, there are so many amazing stories and people who created them. I want to continue to experience and learn as much as possible so that I can pass that on to my students. 

As an educator, I want to share my stories with my students. I want them to know me, feel comfortable with me, and remember our learning experiences together. As such, this summer I hope to create more memories, acquire new knowledge, and more importantly reflect on how my daily encounters shape who I am. Modeling effective storytelling can encourage students to share their experiences, find their voices, and develop confidence as speakers in a fast-paced, communicative world. Experiencing the world, enjoying each moment, and making memories will not only help me to become a better, more energized educator in August but also allow me to appreciate life and enjoy the moments as they come.

Snapchat: Meet Them Where They're At

Snapchat is a platform that I have been dragging my feet on for a myriad of reasons. The premise did not appeal to me; I don't like to be in pictures. Also, I find myself utilizing other platforms so frequently - adding another type of social media to my life seemed tedious and time-consuming. As I have watched students use it over the past few years, my initial hesitation has transformed into a heightened curiosity. From first glance, the time spent snapping and time spent actually chatting or engaging meaningfully did not seem to equate. One of my former speech captains and senior in my speech class at the time, came into class often with his arm extended high as he snapped pictures of himself all day long, documenting his day (He ended up winning a senior superlative on overusing social media. The award was quite fitting). As I question the reasoning and purposes for using 

Snapchat this summer with incoming freshmen enrolled in my district's reading program, I do have to admit that my thoughts and opinions on this platform have officially changed. The students in my current class are energetic, creative, and have been excited to participate in the various activities we're working on to help improve their reading comprehension, student skills, and high school preparedness. While reading nonfiction articles on technology, selfies, and social media, I have come to the conclusion that using Snapchat has great potential in the classroom. It has the power to spark conversation and bridge the gap between academic learning and learning in the world. Here's what I've gathered: 

The Benefits of Snapchatting:

1. Snapchat is visual.

The cliched notion that a picture is worth a thousand words comes to life in Snapchat. Visual learning is far more effective than simply stating something aloud and is far more likely to enter into long-term memory. Snapping a few pictures of important class content and then adding it to a story that students might view later reinforces visual learning. Capturing pictures of a successful class brainstorming session, documenting an exciting lab, or filming a few seconds of a presentation shows a great deal of learning in only a few seconds.

2. Snapchatting is highly engaging.

Snapchat is easy to use, fast, and often results in immediate feedback. People's individual stories are often humorous in nature and provide quick insight into friends' days. And if a snap is not entertaining or irrelevant to the viewer, he or she can tap the screen, and the next image will appear. The fact that pictures disappear after one view or after 24-hours depending on the manner in which it is delivered creates a sense of urgency. This image is limited and therefore has an increased value. Since we have been discussing social media and its implications in class, my summer reading students have walked into class each day talking about each others' snaps. They have shared their usernames with each other and are talking about their lives and learning. The camaraderie that has been built in a class comprised of students from all four high schools in the district has been fun to see and has made the learning environment positive, actively, and friendly. 

3. Snapchatting CAN elicit conversation.

It has been fun to watch my summer school students talk with one another in the classroom and beyond. Their friendships have formed fast, and their willingness to share has made the tone of the class optimal for learning. With Snapchat, stories play automatically making content accessible and integrated into their lives. This act of sharing creates conversation and keeps it going. It can spark a memory and serve as a reminder to students to re-engage with course content outside of school. Students are far more willing to snap someone than back or send someone a reminder while on Snapchat, thus increase the amount of communication they are having with one another. See a picture or a quick video reminds them to share and talk back to one another.

4. Snapchat can be used to promote content learning. 

What better way to extend learning opportunities then to make content learning part of our stories? Snapchatting is a great way to capture great moments in the classroom and remind students of what they learned later in the evening. When students are playing through their stories, having a visual reminder of an exciting lab, fantastic presentation, funny moment, etc. can encourage recalling information, reflection, and remind students to review their homework for the next day. A science friend of mine does not have Snapchat but encourages students to have their phones out, take pictures, and share lab experiments.

5. Snapchatting is fun! 

Taking and sending goofy pictures is a way to socialize, connect, and have fun. Showing a non-academic side allows students to remember that learning and life happens beyond the walls of the school. A teacher friend of mine snaps pictures of her daughter playing, singing and enjoying life and integrates that into her school related story. While she does not follow her students, she also does not hide Snapchat from them, and as a result, her students cannot get enough of her kids! (And neither can I!)

I try to remind myself that the world is constantly evolving. As such, I also need to transform my thinking, my understanding of how communication works, and my ability to reflect on the purpose of each platform my students use. In the coming school year, will I become Snapchat friends with my students? The answer is a resounding no. Will I allow them to follow me? Yes. With Snapchat, I will have the ability to:

1. Capture important moments in class,
2. Share out homework,
3. Celebrate educational successes,
4. Demonstrate digital citizenship, and
5. Share a little bit of my life every once in a while to strengthen the relationship that I have with my students whose lives matter to me.

Students are using Snapchat - constantly. They're excited about this form of communication, it is relevant to them, and it IS meaningful. Adopting Snapchat and opening that conversation will allow me to "Meet the people (or my students) where they're at."

A Love of Learning

Life happens. Literally. In the past twenty months, I have had not one but two children. As a result, my perspective has shifted on how I utilize time and how I approach daily activities personally, with students, and with peers. The birth of both of my daughters has challenged me as an educator and perpetual learner to take a moment to pause. This momentary reprieve from the busyness of life has ultimately allowed me to reflect deeply on my thoughts on education, the learning process, and how to best reach the needs of an ever-changing student population.

I coach the Speech Team and have coached since I have student-taught. Despite the timing of my daughters (fall babies), I have been able to continue working with students in this capacity - growing the team with at least one baby in my arms at all times. Not wanting to miss a moment with my family, my daughters have become permanent fixtures at school while I'm working with my students. Since their entrance into the world, they have spent more time in the high school media center at the school in which I teach than they have any other place besides their home. Surrounded by books and students who have shown them more love than I could have ever imagined, their exposure to the learning process has enriched their lives and mine. Instilling a "love of learning" in my students has always been a priority for me, one that comes from loving to learn myself. I could not be happier sharing that experience with my children now. The notion that it takes a village to raise a child could not be more relevant as I watch my girls learn to interact with others.

Being able to take a step back and look at the world from the perspective of a small child has been a humbling experience. Each day truly is a new opportunity to discover a new idea, develop a thought, or simply have fun with gaining knowledge. Harper, my oldest, squeals with excitement when we enter school. She knows this place. It is a second home to her from August until February. Her level of comfort and anxiousness to roam the halls once I put her down on the ground is infectious. Physically embodying of a love for life, she reminds me that it is that same excitement that I hope to instill in my students. Granted, they will not be running the halls, trying to close every open door we pass or attempting to crawl into lockers (although that has not stopped some). They will, however, still be looking at the high school halls with fresh eyes. While I have now taught for eight years, these four years are the first only (for most) times they will walk the halls, attend classes, and participate in any number of extracurricular activities. These four years are precious. Students still have so much to experience, encounter, and wonder that they have not even imagined was possible. That freshness to the world is powerful.

Encouraging students to develop critical literacy skills is important and essential for any post-secondary endeavor that my students will face, but what I have learned is that those skills will come when I can aid kids in accessing untapped fervor and a passion for learning. These emotions can cause any student to feel a sense of urgency to reach beyond themselves and look at a text, a concept, or an idea in a new light. Cultivating a child-like curiosity in students can have transformative powers on how they view the world and the educational process altogether. I hope my daughters never lose the joy I see in their eyes when they walk into school – an exciting place where each encounter provides an opportunity to learn something wonderful.

 

Digital Citizenship: Empowering Students to Make Positive Choices

This week is Digital Citizenship Week! As I sit and reflect upon my own use of online tools and resources, I cannot help but think about my students, who are young and still finding their voices academically and socially. Recently, #engsschat addressed the issue of Digital Citizenship in the English or Social Science classroom. This topic is incredibly important, not only for students within these disciplines, but it is critical for students in all classrooms. Students, teachers, and parents need to understand that our digital footprints are permanent. The choices our young students make could impact them for the rest of their lives.

How do we help our students to make smart and savvy choices?

1. Model positive behavior:

Whether it be through Twitter, blogging, or simply just using credible source material from online websites and news affiliates, we need to model digital citizenship. Sharing how and why we use social media with our students through conversations can also model good behavior online. Being willing to share what we do can show students we are not simply preaching about digital citizenship; we are living it. With each passing moment, it seems like being plugged into social networking and contributing to online websites becomes a requirement for personal and professional interactions, not just a choice that some choose to make.

2. Actively and routinely have open conversations about their online choices:

In addition to practicing what we preach, we need to create a safe and open dialogue with students about online choices. We need to encourage students to be aware of how easy it is to find their social media accounts, what they post, and what others post about them. As such, students should be encouraged to discuss how they use these very powerful and permanent resources, the trends they have noticed, and ways they can become positive contributors.

I always share the fact that the first statement the principal of the school I work at said to me during my interview was, "I Googled you." Had I made poor choices in college and had the documentation on Facebook or any other website to back it up, I would not have gotten the job. This is a very real life situation that is not a novelty that wise employers thought to do even just a few years back. This action is standard now, and students need to be prepared to account for what their Google results say about them.

3. Provide students and parents with resources: 

I am always amazed after having conversations with my seniors about digital citizenship. Even though they have grown up with the internet, they often do not fully grasp the repercussions of what they post. They do not realize how making what they perceive to be a funny comment or an impassioned response to something that is frustrating them can brand them in a negative light. Word choice and tone can imply a great deal about a person. Frequent grammar errors and even selfies can unfortunately depict a person in a negative light. As such, students and their parents need to be aware of what to post, how to protect their privacy, and how to make better choices online.  When I've taught digital citizenship to freshmen, here are a few resources that I have used to find lesson ideas and videos to share:

• Common Sense Media
• Digital Citizenship Resources from Edutopia
• Cybersmart Citizens
• 10 Interactive Lessons By Google from Edudemic
• Stay Safe Online

4. Use technology and online resources for good:

The internet can be used for so much more than playing games, checking Facebook, or watching viral videos on YouTube. The internet (and social media) can be a powerful tool to use when researching, collaborating, and communicating with others. My high school students love Twitter, but few realize its potential. When I share with them how much I personally love Twitter and the opportunities it has provided me to learn and connect with peers across the country, they are in shock. "Twitter can really allow you to do all that?". YES! It is such a useful networking and learning tool, if it is used for that purpose. Showing students how to use online resources in ways they might not have thought to before is empowering and informative. Google Apps for Education, internet databases, and even social media are incredible learning tools that when used for this purpose can be

"With great power, comes great responsibility"

-Spider-Man

It is important for us to embrace the possibilities that online learning and communication has. While we must be conscientious of our choices, being able to blog, research, and connect with others online have provided us with incredible learning opportunities. The classroom is no longer contained within four cinder-block walls.  Our students have incredible freedoms when it comes to where, when, and even what to learn. This is why it is so important for us to teach them digital citizenship. Making positive contributions to the online world is a way of establishing an online brand that could one day lead our students to future jobs and opportunities. Being savvy in the social media world may provide someone with a scholarship, internship, or even a career. Being aware of and in control of one's digital presence allows students to understand their roles in this online world and encourages them to think before they post. We need to empower our students and prepare them for the realities they will face after they complete their K-12 education. Their choices online do stay with them and can be used to define them. I want my students to be portrayed in the most positive light possible, and teaching them to be good digital citizens is one way to help them shine.

"The internet is not written in pencil; it's written in ink"

-The Social Network"

Google Forms in the Classroom: Oh the Possibilities!

Another school year is about to start! Summer is such an important part of processing the learning and growth made during a busy school year. One of the greatest learning challenge that I faced last year was working in a 1:1 Chromebook classroom. Having devices in the hands of students on a daily basis certainly made me rethink my teaching and carefully consider how/why I designed lessons in the manner that I did. As the availability of technology continues to increase exponentially, recognizing which tools are most effective and versatile can help save teachers time, organize/manage work flow, and benefit both teachers and students is critical.  

My favorite GAFE tool certainly has to be Google Forms because of the countless ways that it can be utilized. From informal polls and formative assessment to summative evaluations, the possibilities are certainly endless. With creativity and experimentation, teachers can use Google Forms to create meaningful lessons, provide students with feedback, and also collect meaningful data to improve instruction.  

In order to help colleagues who may be newer to using GAFE tools, I created a presentation including hints I learned from using it last year as well as a few of my favorite ways to build Forms into my daily classroom practices. 

My favorite ways to use Forms includes: 

1. Surveying students (creating anticipation guides, gathering general information/reactions, and asking students to share their opinions)
2. Gathering formative data (quizzing students, assessing students progress with learning targets, exit slips)
3. Collecting assignments (papers, daily work, projects, etc.)
4. Self-reflecting (asking students to provide feedback about their own learning/work after "handing back" a paper or major assignment grade, quarter reflections, goal setting)
5. Creating rubrics

What is amazing about Google Forms is that these are only a few ways that teachers can use this tool. As I did a little research about how teachers are using Forms (thanks for all the help from my Twitter PLN), I found that the possibilities truly are endless! I am excited to begin this year and to continue to learn more about this tool and countless others that can support student learning in my classroom, make managing work flow easier, and benefit colleagues!

It is going to be an amazing year! I am excited for what is to come, personally, professionally, and with technology. 

June is over. Now What? Last Minute PD Goals for July

Fireworks and 4^th of July celebrations have passed.  Finally, I feel like summer has started, but at the same time it is quickly slipping away.  June is always a hectic month, and unfortunately, flies by all too fast.  Now that my head is cleared of last year's busyness and the idea of next school year is beginning to loom over my head,  I feel like I'm ready to fully embrace and explore professional development experiences that will lead to another year of growth and learning. While I want to maximize my time with family, friends, and enjoying the outdoors, I still have a few items on my professional development check list that I want to complete as well.  The "Back-To-School" sales and signs might already be posted, which send many of us into panic mode, but it is important to note we still have JULY!  There is still time to fit in more fun and isn't learning fun?  

1. Attend a Conference

I was fortunate enough to assist a friend, Shawn, in an educational technology conference, teaching Creativity with iPads.  While I was not an official attendee, I was incredibly inspired by his passion, knowledge, and enthusiasm for reaching students.  I was able to take away new knowledge about apps and gained a few new relationships with other dynamic educators who are incorporating amazing strategies into their classrooms using technology as a tool to share student work and collaborate in the classroom and beyond. Connecting with people at conferences, hearing their stories, and realizing what else is possible through the use of creativity and connectivity is empowering!  The company that runs these conferences, EdTechTeacher is incredible and so willing to share resources with teachers.  If you ever have a chance to attend a tech conference, this is the company to consider. 

There are still countless conferences to attend, and even if you cannot attend, following Twitter hashtags can make obtaining resources possible.  If I weren't teaching summer school, I would definitely be attending:

• SAMRi Teacher Camp in Downers Grove 
• edCamp Home

2. Listen to a Podcast

Okay, like many other teachers out there, I am a self-proclaimed nerd, but sometimes I try and conceal my nerddom and have found a great way to do it at the gym.  PODCASTS!  While attempting to build up a sweat on the elliptical this summer, I am definitely listening to podcasts created by Jeff Bradbury and his team at TeacherCast.net.  From discussions on technology and leadership in the school, these discussions range in length and focus on any interest a teacher may have.  The podcasts are informative, entertaining, and created by people who are devoted to improving the quality of education.  

3. Take a Graduate Course or Webinar

Technology has provided us with new ways of learning in which we do not even have to leave our homes.  Online classes from reputable institutions are making learning more convenient and accessible for teachers with children and families, who coach, or who are simply off pursuing other adventures in the summer.  Let's face it, we are all busy all the time, but online courses can make learning available on our terms.  This summer, I have been taking a few graduate courses to finish up a masters and endorsement, so my PD schedule has certainly been full, but there are other ways of gaining knowledge in a particular area, and it is free.  Webinars are becoming increasingly popular and a wide-variety of organizations are beginning to offer them to teachers.  The ASCD, edWeb.net, and EdTechTeacher are just a few places to look for short and targeted professional development experiences.  When all the final papers are in for these last few classes I am taking, I cannot wait to dive into the world of Webinars!

4. Join a Twitter Chat

While some chats have taken a break for the summer, many educational Twitter chats are still abuzz with educators seeking to connect, collaborate, and learn from one another.  I am a devoted fan of #engchat and co-moderate #engsschat during the school year.  #engsschat tweets on the last Monday of every month from 6-7pm CST.  While I love this community, this summer, I have been trying to participate in a few different chats to expand my PLN especially while I have the time.  I have found myself drawn into #elachat (the first and last Tuesdays of every month at 7pm CST) and #iledchat (Mondays at 9pm CST).  The network of enthusiastic, intelligent, and inspiring teachers on Twitter is encouraging, and there are chats for every discipline/level.  The resources that people share are so incredibly valuable and have reminded me to look beyond just the scope of my classroom and community.  Education is about preparing students for a future that does not exist, and I am reminded of that every time I interact with teachers on Twitter.  #MyPLNRocks

5. Read an Education Related Book

Wow, the number of education books that I want to read is LONG!  Because of graduate courses and wanting to read a list of YA books to talk about with students in the fall, I have narrowed down my book selection to Teaching Argument Writing by George Hillocks, Jr., Falling in Love with Close Reading  by Christopher Lehman and Kate Roberts, and Thrive: 5 Ways to (Re)Invigorate Your Teaching by Meenoo Rami.  All three focus on different topics and are meant to influence different facets of teaching.  I am excited to dig into these texts and take away new ideas and a fresh perspective for the fall. Again, with so many great books being written by leaders in our field, there are many options for all of us to read this summer.  In addition to education related texts, this summer I am reading my way through the Abe Lincoln Award books.  My students love the books that come from this list, and I love being able to talk texts with them.  When we can have conversations with students about texts, we instill and reinforce love of reading! 

During the school year, we often lack the time to read books that do not relate to education or our content areas.  We often forgo reading for pleasure in order to read and provide important feedback to our students' written assignments and projects.  While this is valuable time spent, it often leaves us drained and wanting to devour a long list of books that we continue to put off until the summer months are here.  Well, the summer months are here!  

While the list of professional development experiences that I still want to pursue this summer is long, it is important to take this time to relax, catch up with loved ones, and take a step away from school, too! Recharging the batteries is equally important as learning and growing as an educator. In fact, the act of relaxing allows us to continue to passionately and enthusiastically tackle the challenges that the 2015-2016 school year will inevitably bring. Alright, July... I'm ready.

Quiet Classroom? Get Students Active and Engaged

A typical day in my classroom is rarely quiet, with the exception of writing and reading days (which certainly have their place!). When planning lessons, I strive to keep students active by planning learning activities that promote cooperative learning, collaboration, and conversations. If students are active and engaged, they are interacting with the context and utilizing key literacy skills. In my summer school reading class, I have noticed that students are quiet. They are attentive, want to learn, but they are quiet. We have only been together for a week, and students will attend four different high schools. While independent work, journal writing, reading, and self-reflection are critical, if students work in isolation all the time, they will miss out on opportunities to speak, write about and listen to ideas that differ from theirs, and even read texts that they might hear about from friends.

This weekend, I made it a point to carefully consider what I could do to get them active and ultimately, excited about reading. When students are excited about coming to class and reading, they are more likely to retain the strategies that we are learning and more importantly, develop a love of learning.

1. Super-Six Strategies Poster

Today, I wanted students to review the strategies that we explicitly learned last week, but instead of applying them independently, I wanted students to get out of their seats and talk about the strategies with their peers. During the first period of each day, I have been asking students to journal about a high-interest question from a great list provided by the New York Times Learning Network entitled "184 Questions to Write About" and follow up their entries with nonfiction reading based on the selected topic. Instead of simply having them write about the text and focus on applying one strategy in their seats, I had them use butcher-block paper to apply all six strategies in a visual chart. Asking students to collaborate, create a visual that we can reference multiple times, and become a little more kinesthetic opened up the classroom and forced kids to share what they thought of the topic. The classroom was abuzz with conversation and now we have created visual references that we can continue to talk about for days.

2. Think-Pair-Share (with someone new!)

Think-Pair-Share is a strategy often used in a classroom. It allows students to reflect on a topic independently, collaborate with one person, and then share out what they have learned with the class. When given the choice of who to engage with during this activity, however, students will always choose someone they are comfortable with and more often than not, they always choose the same person.

This week I have created a few parameters for Think-Pair-Share that challenges students to get outside of their comfort zone. For example, students have been told to Think-Pair-Share with someone who is not going to the same high school, same height, similar shoes, and who has a different color hair as he or she is. Asking students to mix-it-up and interact with others allows them to gain perspective, fosters classroom relationships, and allows them to learn about each other. In addition to sharing an answer to a prompt, students have to share a favorite childhood story, talk about their favorite movies, show a unique talent, or simply talk about what they are most excited for about the upcoming school year. Encouraging these conversations in addition to completing tasks has created more conversation in class and also encouraged new relationships among students. Getting creative with grouping can lead to great interactions among classmates.

3. Anticipation Guides

I love asking students questions that are tough to answer. Creating a sense of dissonance in their minds about a topic we are reading about can make students excited about learning more about a particular topic. It can also force them to think! By asking one, five, or more questions that students must agree or disagree with, they can begin to use critical thinking skills and apply evidence to prove a conclusion. After spending a little time grappling with a particular question alone, I have students get out of their seats, move to different sides of the room, and then take turns in the hot seat. In the hot seat, they are allowed to share their opinions and may be probed with more questions from their peers or me. Creating a class debate and challenge us all to think deeply about a topic, of which we will then read and learn more about. Again, this is certainly a strategy used by many in a variety of ways, but it works at getting students out of their seats and excited about course content!

4. Soul Reading

This one is new to me this year. I have used the popcorn reading strategy before, but this takes choral reading to a new level. While I hesitate to use choral reading in a class where students are apprehensive about reading, this makes it fun and provides students with a little more flexibility. Soul Reading involves one person beginning the reading while other students listen. Then, as another student feels moved to do so, another person jumps in. At first, students did not want to participate, but as some of their peers struggled with words or a funny name appeared in the text, they began to jump right in. They proved that they were following along and that they could find humor in reading aloud. Students were also able to practice an important fluency skill, as they felt comfortable. They were not put on the spot and told to read by a peer; instead, it became an opportunity for them to participate in a reading experience with their peers.

  

5. Why I Read Walk

When working with reluctant readers, it is crucial to get them talking about the different purposes of reading and encourage them to realize that they read much more than they think. And they love it! Reading text messages, social media posts, and articles that they come across while surfing the web is a constant occurrence for them. While this type of reading might not always been the rich texts we hope they spend hours of sustained time reading, it is still exposure to text! When they realize that they are reading and like reading for this purpose, they begin to open up about what else they read, when they read, and why it is important. By providing students with sentence starts and a pack of post-it notes, students can walk around the room, consider what and why they read, and even leave comments for their peers.

This semester, I used the prompts:

• I read ______ to learn because... 
• I read ______ for fun because... 
• I read to gain information when... 
• I read ______ to understanding... 

Students had to answer each prompt, which was posted around the room, on a post-it. Then they had to respond to three classmates prompts after walking around and reading responses. This activity was then followed up by a reading interest inventory, self-reflection, and class discussion about why we read, what we like to read, why reading might be difficult, and what we can do to become better readers. There are also great responses that can be found on Twitter. If my students had computer access this summer, I would definitely consider having them use this hashtag, if they had Twitter accounts.

6. Zoom: Team Building Activity

Team building activities are awesome! I love having students complete team activities every occasionally to keep them active, connected, and thinking critically. The media specialist at my school shared this new activity with me. He used the children's book Zoom by Istvan Banyai to encourage his soccer players to learn how to work as a team. First, he photocopied each page and mixed up the pages. He distributed the pages at random to students who were then tasked with putting the pages in a logical order. This book is a picture book and while it may seem easy to determine the correct order, it was quite challenging. I am hoping to use this strategy with my students to discuss not only how to collaborate as a team, but also how to determine and ultimately analyze plot. While there are no printed words in this text, it still tells a story. Discussing plot, while keeping them on their feet, makes the direct instruction about plot meaningful and memorable.

These are just a few strategies I hope to incorporate this week to keep my readers engaged, connected, and communicating about what they are reading and what they are learning as a result. Varying activities and applying learning strategies meaningful helps not only make learning a more positive experience for students, but it also keeps them excited about what they are doing in the classroom. Hopefully, that excitement will foster a greater appreciation and love of learning.