Being the Match

I am happy to report that Jordan is exiting his grumpy phase. For the past two months, Mr. Jordan has mean-mugged or given the stink eye to anyone who approaches him that isn't one of his grandmothers (or his grandmother's twin sister). Developmentally, separation anxiety hit him harder than it ever hit the girls. Thankfully, the "Stink Man" has started to smile again just in time for another CF appointment. The phrase "so salty" will once again refer to his sweat and not the dramatic expression on his face.

Recently, I was asked how Jordan's diagnosis has impacted my perspective on life. Reflecting upon a year ago, when I felt greatly lost and apprehensive of what might be in store for my son and family, I can say that increased knowledge about his disease has aided me in empowering my family. Permitting myself to grieve the loss of the life I initially imagined for Jordan has also allowed me to gain insight into how precious and fleeting life is, which has made this past year joyful in ways that I could not have ever expected. Of course, I am not grateful for Jordan's disease, nor will I ever entirely be at peace with the genetic cards dealt to him, but I am working to make meaning of this situation and enrich the lives of my children and those around me every day as a result.

As an educator, my instinct is to seek answers to questions through extensive research and reading. Scouring the CF Foundation's website for information on trials and promising new drugs being released continues to provide me with hope and comfort. Listening to podcasts about health during the holiday season and how to keep germs away has heightened my awareness of how to bolster immunity and protect Jordan from colds and other common illnesses that might damage his lungs and overall health. Connecting to the CF community through social media posts and reading the stories of young adults who thrive in spite of the many challenges that CF has placed before them brings me tremendous comfort as a mother. Jordan will grow, love, and contribute to this world in amazing ways.

I know that in spite of the truly horrible illnesses and struggles that Jordan may face, he will have a much larger family of people behind him who can empathize with him, encourage him, and love him... from five feet away (check the CF Movie's trailer). CF people are encouraged to avoid contact with other CF patients because of the highly contagious nature of the bacteria that grow in their lungs. Even though they should not physically touch each other,  the ways in which I have witnessed people with CF touch the hearts of other people with and without CF is inspiring and incredibly encouraging. We are blessed with this community of people who are so willing to love, listening, and support - all further reminders of how important these attributes are to convey and share with anyone who crosses our paths.

In my quest to understand his disease further, I came across a bone marrow donor website. While bone marrow has nothing to do with CF or treating Jordan's disease, I continued to read. Initially under the impression that this process required a substantial recovery period and invasive surgery, I was surprised at how relatively simple the procedure is, albeit the procedure is alleged to be painful. After thoroughly reading about the process and the Be the Match organization, I have officially submitted my DNA to be part of the bank of donors to give my bone marrow should I match with a person in need of this life-saving procedure. While I cannot save my son from his genetic fate, perhaps I can help to save someone's son or loved one who suffers from numerous blood diseases and various types of cancer. We are all called to serve our fellow humans. For me, serving in this capacity brings me a sense of renewed hope that medical advances can improve the quality of life for many people. While the diseases may be different, someday I may walk in similar shoes of a parent whose child might be struggling and need a life-saving treatment. Momentary pain of donating bone marrow in this instance can bring a lifetime of happiness for another family, and for me, that brings comfort.

Each day I continue to believe more deeply that everything does not happen for a reason. There is no reason for suffering; tragedies lack logic. However, we choose to learn and grow from what is placed before us. Without obstacles to overcome, we might never fully feel the true depth of love or understand the solace that can be found in sacrifice and serve. I continue to actively choose to create meaning in the life that has been given to me and will continue to challenge my children to do the same. Through our actions, we can choose to be part of a positive change in the world around us, and while each day will not be without pain, our attitudes and strength that we will draw from each other will make it the best day possible. We will live happily, and we will seek ways to serve those who walk alongside us. And for that, the days granted to us will be full.

Leaving a Legacy: Speaking on Special Occasion

With only three weeks left in the first semester, I find myself reflecting on what was learned. In disbelief that the calendar has so quickly turned, I want to make the most of the precious few weeks that we have left. Teaching seniors is a very rewarding experience because I have the opportunity to bear witness to the major life changes and choices they make during this season of their lives. With so much excitement and hope for the future, I strive to create memories and moments that will help them find their voices and purpose in life. As they question what is in store for them, I hope to anchor them to the lessons learned in their past, challenge them to define their beliefs, and find the passions that will guide them to their futures.

During the final unit of the semester entitled "Legacy," we explore special occasion speeches. The culmination of the unit involves students choosing an occasion, either present or future for which to give a speech. Often, students elect to deliver tribute speeches to honor coaches, teachers, and family members who have helped them reach their senior year of high school. Some students choose to craft wedding toasts and eulogize their classmates, who inevitably have reached some untimely and fictitious demise. 

Before we deliver our final speeches, I spend some time exploring different speech exercises, including watching TED talks that relate to gratitude and listening to "This I Believe Essays" to glean inspiration from as students are asked to express their values and beliefs in written and oral formats. After students listen to a few essays, discuss their contents, and have an opportunity to explore the website, they craft their own essays, which they will read aloud.

Following the essay exercise, they begin to draft their special occasion speech, which will take us through the end of the month and into the holiday season. Expressing gratitude, reflecting on joyous occasions, and dreaming of the future allow students to apply their speaking prowess in a culminating and memorable way. 

On the very last day of the semester, I surprise them with one last impromptu speech - a tribute to their classmates. Walking into class, they will select a name. They will have five minutes to prepare a speech about a classmate, celebrating that person's success and growth as a speaker. The student who was the subject of the previous speech becomes the speaker, a process that continues until everyone has received recognition. There is quite a bit to cover in these next few weeks. I look forward to guiding my seniors as they find the words to express their gratitude and share their passions with their peers and the world beyond my doors.

Thank You For Debating

My speech students are currently preparing for a debate.  One class will debate the effects of technology on our lives as they seek to prove or disprove that technology is a divisive agent in our society. The other class has taken on a much more political topic in which they will address society’s sensitivity and use of politically correct terms all while utilizing their persuasion and reasoning skills. Seeking to prove whether our society is too sensitive or not, students have taken on the challenge of using facts  - not opinions or personal values - to prove their claims. While I see one class struggle with a more controversial topic, I am proud of their focus on decorum and credible research to substantiate their claims.

Structuring a debate used to be overwhelming to me. I used to struggle a great deal with formatting, roles, and timing. Over the years, a few tricks and strategies have helped take debates that could incite unproductive arguments to quality conversations that lead to respectful discussions. I have even made decorum a significant basis for grading. Bottom line, if you’re sassy, you will inevitably lose points. My overarching learning target is to teach students to actively listen to others - especially those who disagree with them. In a turbulent political climate and world in which our leaders cannot respectfully listen to perspectives that differ from their agendas, this communicative skill is more crucial than ever.

The use of technology to unify teams, create standard definitions, and share information has aided in improving the quality of the arguments that students present. Critical research tools such as the topic finder in Opposing Viewpoints (a Gale Research product), NoodleTools group projects for source sharing and citation purposes, and Google Suites products have made collaboration easy and transparent.

To prepare, students receive direct instruction on all things persuasion. They then apply the Illuminati triangle of argumentation, a phrase I use to emphasise the power of ethos, pathos, and logos, to their own lives. In addition, they read an excerpt from an excellent book Thank You For Arguing by Jay Heinrichs to further reflect on the application of persuasive techniques in our daily lives. After completing that reading, students engage in a graded discussion, apply course content their own experiences while focusing on how these skills could be useful to them in the future.

As a means of furthering the relevance to their lives, students are then given a mini-speech assignment called “Admit Me,” in which they convince a college recruiting panel to admit them to their dream schools, military positions, or other careers as applicable. Simulating a community scholarship panel that students may choose to interview within the spring to earn scholarships from local businesses, this brief speech of three minutes or less provides them with a real-world experience that helps them craft and finalize their college essays while challenging them to professionally talk about themselves in front of a large group of people. As students prepare for this speech, we spend a day on practicing interview skills, which challenges students to exhibit confidence, professional manners, and essentially sell themselves to potential employers - more real-world practice for my seniors.

After several application exercises and completing their speeches, students are tasked with collaboratively generating a debate topic that is not cliche and provides enough opportunities for both perspectives to locate credible research from which they can craft sound arguments. Every year, my students want to debate waffles vs. pancakes - why I am not sure, but their goofiness did inspire a mini persuasion activity that was a great deal of fun. When they entered the class, students were given a card on which they made a choice between waffle and pancakes and had to provide reasoning that utilized ethos, pathos, and logos. With only three minutes to prepare, students were also encouraged to research information quickly to support their causes. After students prepared, they were broken into Team Pancakes or Team Waffles. They were then asked to pair with an opponent, share their arguments, and then as a team of two, revote for pancakes or waffles. They had to agree on who had the better argument and vote for that breakfast item. Afterward, we debriefed on decorum and how they had to use listening skills to understand the opposition. These skills are so crucial in our society today and are often skills that we forget to teach explicitly. Waffles won, in case you were wondering.

To agree on a common topic, I used Padlet, Google Forms, and Dotstorming to allow students to voice their ideas, vote on which topics were most appealing, and ultimately arrive at a definitive topic. This process took four rounds of voting to narrow down the pool of topics, which were not all debatable issues. Padlet allowed them to provide the class with as many issues as possible, Google Forms allowed them to vote and reduce the number of choices anonymously, and Dotstorming helped us to take a final vote. Throughout the process, I allowed students to take the comfy chair, my swivel chair at the front of the room, and lobby for specific topics, which rechallenged them to apply their ethos, pathos, and logos as they appealed to their classmates to vote for the final issue that they thought would produce the healthiest debate.

Students then selected a side to argue. If students were in the middle or undecided, I allowed them to congregate in the middle and choose their teams to encourage balance and also ensure that students were engaged in the collaborative efforts on which they were about to embark. Once a topic and positions were selected, the group contributed to a common Google Doc on which common terms were defined, who was fulfilling each role was recorded, and claim statements were written. This document was shared with both groups and would serve as a unifying tool on which each debate was created. The format, which takes 2.5 days, was outlined for students and jobs were described. As I described each position, I provide students with more context. For example, the moderator should be a person well versed in pathos. As people who introduce the debate, they must have strong decorum skills and be able to sway the room emotionally. The question responders, who must think quickly on their feet, should be stronger impromptu speakers who can implement logos effectively and efficiently.

The debate is timed and broken into these categories:

While students are selecting roles in their two groups, I reviewed the grading criteria, which emphasized credible research, rhetoric, and decorum. Active listening is an essential part of this entire process and a skill that is being assessed during both the drafting process and during the debate. Now in their groups, students are broken into smaller squads, arguing in favor of their position, researching the counterpoint, or anticipating the arguments of the other side. They are creating documents to gather and organize evidence, and they are using my Ethos, Pathos, and Logos graphic organizer to visualize their common argument on a single page.

I am excited to witness their efforts put into practice next week. A guest judge and I will assess the students. They were allowed to vote for a teacher who was free during our class period to serve as a counterbalance to my personality and style. Both classes selected a person who will work with me analyze their arguments, evaluate their research, and ultimately choose a winning side or the debate. The ability to respectfully articulate beliefs, support our ideas with research and acknowledge our different perspectives are all skills that will make our world a more productive and civil society. Here’s to applying persuasion in our everyday lives!

A Love of Reading

Recently I listened to the Cult of Pedagogy Podcast that addressed the dangers of teacher nostalgia - more specifically the notion that students were "better" or "worked harder" back in an undefined day or era. This concept has made me pause, especially as we lament over frustrations with incomplete work and unread pages. In moments of frustration over a given lesson or class period that was not as productive or enriching as I might have hoped, it is easy to place blame or express frustration toward "kids these days."

While the life of a sixteen-year-old is vastly different from my relatively social media free days (Let's not forget MySpace, AIM, or the ocassional favorites list on Xanga), the lack of follow through on students with reading and homework assignments is not necessarily a reflection of my students or the choices they make. As I speak more to students about the reasons they do not complete homework in my class or any class are often related to work obligations, home life struggles, or merely feeling the burden of busyness. In our conversations, I have realized that I need to own the problem a little more and consider how to re-approach and re-engage my students who are often struggling with finding work-life harmony in their lives and schedules. As the world shifts and the constant flow of messages in the shape of notifications and emails bombard my students, I must reflect and learn how to break through the noise to reach them.

Recently I had the opportunity to attend and present at the annual Illinois Association of Teachers of English conference in which several fantastic authors and speakers shared their passion for storytelling and empathy. Authors Jeff Zentner (Goodbye Days is a thought-provoking story), Brendan Kiely (All American Boys is a book that I could not put down), and Laurie Halse Anderson (Speak, Twisted, The Impossible Knife of Memory - all beautifully written) all shared their own stories and pursuits with storytelling. These authors passionately shared their journeys with literacy and connecting to other people through literature and a genuine love for books. Inspired by their messages, I realize that I need to rethink how I allocate the precious time I have with my students and provide them with more opportunities to access stories and engage with texts. Not only do I hope to educate my students' minds, but I also want to educate their hearts, which will serve them in any avenue of life they pursue. Building a love of reading creates more empathetic, curious, and courageous people, which can lead to personal growth and academic success as well.

This past week, I have followed the advice of Penny Kittle and allocated reading time each day to start my class. Check out her video "Why Students Don't Read" for motivation to rethink reading practices in the classroom. Placing all devices, including Chromebooks away, I have distributed paper reading logs and posted a timer on the board indicating how long students will read. As the week progressed, I watched my classroom transform. Students walked into class and plopped down in their favorite reading spot in the classroom. No one hesitated to place cell phones in bags, and more surprisingly, the literary analysis paper over themes in The Catcher in the Rye that was due on Thursday came in with 100% turn-in rate. Granted, I had a few students that certainly need to revise and rework their papers, but they all were completed. With less time to draft in class, students focused more and were more efficient with their daily tasks when they were given the first few minutes of class to refocus their thoughts and read a text because they love a book.

• Sukow, what are you reading? That cover looks cool. 
• I couldn't put this book down. 
• Oh man, I actually like this book!
• I finished my book. Can I go check out another one? 

Stories allow us to walk in someone's shoes, gain perspective, and build empathy. When we read and build literacy skills, we can recognize that everyone experiences obstacles and even if we disagree, we are far more alike than we realize. Reading also challenges us to be more thoughtful and reflective. Instead of hearing the noise of notifications and words being sent to us from many avenues, when we take the time to read and listen to stories, we learn to be more engaged citizens who can critically think and act for a greater good. Fostering a love of reading has already paid out dividends in my classroom. I have never had 100% of my students turn in a literary analysis paper on time (and early in several cases).

My goal is to incorporate independent reading at least three times a week for ten minutes. While we may lose time for activities, what my students gain will hopefully be so much more. Teaching is a journey and a constant learning process. As I continue on my path, I hope to rewrite the narrative on student engagement and their attitudes toward reading. Reading begets critical thinking and a love of learning. May my students never cease being curious, caring, creators of great ideas and wonderful work.

When September Ends

October finally hit. At eight months, Jordan’s position had shifted off the vein that was causing unthinkable and constant pain to the right side of my body. The swelling and bruising began to wane. If the remaining six weeks were like this, I could happily carry him to term. After months of throbbing legs and continuous discomfort, I felt relief. In that first week of October, when a physical sense of comfort came and the excitement of completing our family with a beautiful baby boy became my focus, a thought crept into my mind – something suddenly feels too good to be true.

October - a season of change. Crisp leaves are now crunching on the ground marking the turn of another season and the passage of time. The fall is typically a season that has marked significant changes in our lives - an engagement, marriage, purchasing our home, and the birth of all three of our children; we have had a busy decade. While the air cools, our hearts have been warmed by a growing family and hope for many happy memories to come. This fall I have found myself transported back a year ago when my mantra was “Life will be so much easier when he’s out.” Acknowledging that this mantra was far from the truth was a difficult reality for me to accept. As these sentiments continued to echo in my mind for months after his birth, I grieved the notion that his life was going to be free from the worry and pain that had dominated my pregnancy.


This year has challenged me to reconsider how I choose to devote my attention and energy. Finding more profound joy in the everyday moments that we often take for granted is at the forefront of my mind. Life is fragile and precious, and the moments that are sweet should be treasured.

Flash-forward to the present, and I cannot believe that Jordan is almost one year old. With shining blue eyes like his father, he is captivating and charming. He single-handedly has pulled the paper roll off doctors’ tables on several occasions and knows how to make nurses laugh. Already, he likes to play chase around our living room floor, even though he lackadaisically moves and selectively chooses when he wants to sit up. As the third child with two older sisters who regularly pretend to play mom, why would any small child feel compelled to move independently?

I am filled with a quiet trepidation with this calendar change. Jordan, no longer a baby, may now face more complications, more treatments, and more unknowns. At the same time, his personality is growing. Jordan has been snuggling more than ever before and makes his opinions about toys, his sisters, guests and our dogs known to the world. First words are budding, and laughter is at an all-time high. Unaware of any challenges that he may face, he looks at the world with fresh eyes as he seeks smiles from the people he loves. Hoping to see the world through his lens, I know that maintaining his health seems daunting to me but is his version of normal. Understanding more about his body than the average little boy, he will always know a world where he is reliant on enzymes to digest and absorb fat and salt. He will always have lung treatments and need to be cautious during flu season, and yet, he will have a deeper appreciation for each breath and each opportunity he is fortunate enough to experience. In spite of Jordan’s disease, I can breathe a sigh of relief. While I am still struggling with accepting his genetic fate, I am hopeful that he will have a unique outlook on the value of each day that will allow him to have a beautiful life.

Super Jordan

Still, my greatest fear is an ache that any mother feels - that my child will struggle or suffer. My husband reminds me that we all will suffer at some point, but we have loved ones who will help us through that pain. Placing myself in moments when extreme allergic reactions or seasonal sicknesses have tightened my lungs, I realize that I have only felt a temporary, minor discomfort when compared to a CF person’s struggle to breathe each day. I cannot even begin to imagine this struggle. I don’t want him to feel that pain, and I know that witnessing that pain will always weigh heavily on my heart. Just as a runner feels when nearing the end of a long race, this emotional fatigue can be overcome and a hurdle can be tackled.

Very early in our journey with CF, my brother reminded me that when a time comes to worry or feel anxiety, he will be the first person to embrace those feelings if necessary, but until then, we should choose joy. As I consider the values and strengths countless distance runners like my brother embrace, I am encouraged by their stamina and beliefs that a single human can accomplish great feats through discipline, training, and willpower. “Pain is temporary, but glory is forever” is a quote famously quipped by the distance runner, Steve Prefontaine, who served as my brother’s hero when we were in high school. While I can appreciate a person like Prefontaine with mental toughness and physical prowess beyond measure, I’d like to argue that Prefontaine only had his mantra half right. Pain IS temporary, but love - love is forever.

Stop Trying To Make Work-Life Balance Happen

Work-life balance is not a thing, Steph. Work-life harmony, however, is something that can be attained. 


A dear friend so kindly pointed out to me a few weeks into this school year that work-life balance is an unattainable dream. Between doctor’s visits, committee meetings, grading, and all the unexpected tasks that arise, balancing life’s spinning plates is often an arduous and impossible task. But this was the year that I was going to achieve balance, go home sooner, and bring less work home. This was my year to divide my time and energy into neat, scheduled appointments on my Google Calendar. After countless hours of at home working, grading, and preparation, my “balance” is certainly off kilter. The more I sought to separate and compartmentalize my professional and personal lives in the inaugural grading period of this school year, the more entwined they became. In the business of people (specifically teens), I have already abandoned the lofty goals of achieving some semblance of a zen-like state and have embraced the organized chaos that is my work-life blend.

My Google Calendar has certainly kept my phone a-buzz with reminders and messages that keep me on my toes. Relinquishing the control I wish I could take, I have accepted that work-life balance doesn't exist, and that is okay. Amidst the hustle and busyness that we all inevitably face, I am beginning to find a greater sense of peace.

Today, I started teaching a three-week course on Google. Meeting with small groups of teachers, I am reviewing the Google Level 1 Certification material with them in hopes of supporting their skills, simplifying their work lives by making their daily tasks more efficient, and helping teachers engage students in new and innovative ways. The words efficient and effective repeated themselves multiple times in our conversations. As society and technology evolve, so too do the needs of our students. 

Google’s mission is to support educators and the educational experiences of students. Inherently, the blue SHARE button in the top right corner serves as a reminder that we are all sharing in the learning process. As we prepare students to leave our halls sooner than they realize, we are teaching collaboration and communication. They have a plethora of information, tools, and resources at their fingertips, and yet, they need to be empowered to tell their own stories, sort through the information that they discover, and produce critical thoughts and ideas. Our students need to learn to be creators of content - not just critical consumers.

Exploring educational technology and the potential it has to support my students’ learning. It has challenged me to ask myself why I assess specific skills and what I hope students will leave my classroom knowing and producing. Ultimately, I have come to realize that we cannot fear failure and that we have to push our students to develop critical skills that can be applied to any text or even any area of study.

Change can have a negative connotation; we inherently dread change. Evolution, however, involves gradual growth and insinuates that there is a potential not yet realized. I hope that through a positive outlook and embracing both the success and failure that arises as the result of utilizing all tools available, I can guide my students to discover their own potential, cultivate skills that they will need to be productive citizens and help them to be well-rounded individuals.

As I continue on my path of work-life harmony, I will embrace the challenges placed before, and when I feel lost in the stream of life that is as clunky as the Classroom Stream is at the present moment, I will persevere and find new ways to organize myself and work toward attaining a work-life harmony.

Look, Mom! I'm balancing!

Time Flies When You're an Instructional Tech Coach

Is that possible? Has a month flown by already? This school year has moved at an incredible pace. Consequently, my step count has exponentially increased as I walk, or in some cases run, the halls. A month of embracing the role of an instructional tech coach (and teacher of three classes) has passed, and I still find myself chasing the idea of a balanced life and a cleared to-do list. Even after years of coaching a highly demanding competitive activity, by Friday afternoons, I have reached an exhaustion level that I did not realize I could feel, and yet, I am fulfilled in ways I did not know possible.

While my plate is now piled with meetings, coaching sessions, planning professional development, and solving unforeseen complications or headaches that arise in the tech realm, I leave school feeling accomplished. This experience has been filled with rewarding moments - teachers sharing their successes, time to engage in collaborative moments, and thought-provoking conversations; I am inspired. I am surrounded by passionate and intelligent teachers creating amazing opportunities for their students and now have the time to witness people inspiring students in their elements. I also have opportunities to solve problems, which makes each day unique and exciting.

At least three times a week (or day), I receive a quick email from a teacher asking where I am and if I can come to their rooms now - or five minutes ago. With problems ranging from projectors past their prime and applications like Pear Deck not working, I am happy to come running to talk through the obstacles they face or find a person who can provide a solution. During the afternoons, I now have time to ask questions. I am also able to consider the "How might we..." moments with teachers that often are placed at the bottom of especially long to-do lists.

How might we create learning more engaging? How might we make our jobs more efficient and effective through careful planning and collaboration with others? In addition to conversations in the faculty office, I have started walking into open doors and participating in awe-inspiring classes that I see having fun when I am on one of my school adventures. Exploring the school and becoming a part of several classroom environments each day is motivating and encouraging. Each teacher has his or her style and brings their love of their craft to their classrooms. As someone who is fortunate enough to participate in many different areas, I now find myself questioning my actions. Why do we implement instructional methods? Why do we choose to design our classroom curriculum and even our classroom spaces in the way that we do? How do all of these actions impact our students? 

While I realize that I am still growing in the role of an instructional tech coach, I have sincerely learned that listening and sharing brings out the best in all of us. Talking through ideas and embracing other people's perspectives, especially those who teach in disciplines that differ from our own, can challenge us all to rethink content delivery while building relationships within the greater school community. 

Teaching is a challenging and exhausting job, but when we take time to appreciate and celebrate each other, we can recharge our emotional batteries. We also have more time to recognize students' needs and support learning in all disciplines within our school. While we are often feeling crunched for time, it is critical to remember that when we give ourselves to each moment and allow ourselves to be present with each other, our time is exponentially more valuable and meaningful. 

I am grateful for all those who have allowed me to participate in all the incredible experiences they are creating for their students. Being small in stature, I have the benefit a blending into the background as I sit in a previously empty student desk. At times, I can surprise a teacher when we make eye contact after having been in his or her room for a few minutes sitting amazed at their lessons or activities. By observing my colleagues at their most creative and innovative, I continue to learn that I have much to learn. With two ears and one mouth, I will continue to listen carefully, immerse myself into each moment, and celebrate the greatness I now have the time to experience firsthand. Good coaching involves supporting, celebrating, and listening. Here's to a year of observing, collaborating, meeting, planning, and making countless discovers along the way.