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The Loyal Heretic: Learning with Conviction 

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The Loyal Heretic: Learning with Conviction 

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@msJaimes

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The #cyberPD community reminded me of something I learned last year: When I sketchnote I revisit my notes more often. Colleagues are also much more interested in my sketchnotes than in the lengthy, hyper-detailed notes I'm prone to taking. So, here are my take-always from our reading this week.

Categories Tags Posted on #cyberPD 2018, classroom community Being the Change, culture, identity

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Being the Change, #cyberPD 2018: Sketchnoting Chapters 3&4

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The #cyberPD community reminded me of something I learned last year: When I sketchnote I revisit my notes more often. Colleagues are also much more interested in my sketchnotes than in the lengthy, hyper-detailed notes I'm prone to taking. So, here are my take-always from our reading this week.

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My ideas for living out Being the Change (and making my thinking visible:)

be better informed – read more news from various sources

add books to my mentor text box that more widely represent the “windows” and “mirrors” of our students

be open to listening with heart to each student’s news

embrace news that is buzzing around the room and avoid shoving it under the rug

consider my biases and work towards diminishing them

share this book with others

Above all else remember that I AM a work in progress!

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by Lisa Corbett

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I just finished the book "Schools are not machines. Schools are a network of human beings who feel, think, behave, and function within a human system that is alive and never static.Schools are living systems" (2016, pg. xi).The entire book is a manifesto for making our schools more human and less factory-like.Much like the town on Camazotz in Unwritten, The Story of a Living System: A Pathway to Enlivening and Transforming Education by Lori L. Desautels and Michael McKnight.One of the quotes that has really stood out to me is Wrinkle in Time, our children are forced through curriculum and grade-levels, without the recognition of each child's humanity and individuality.At the same time, with the movement to standardized curriculum is stripping away the individuality of teachers.

How does this connect to Chapters 5 & 6? Sara Ahmed encourages us to recognize our Universe of Obligation in which we feel responsible to defend, protect and "upstand" for.Our department is currently re-thinking how we prepare teacher educators who will be able to address social-emotional needs in schools, provide individual education plans and personalized learning for each child, and help children aspire to careers of their choice, not just college-bound.As teacher educators, we need to model social consciousness, social justice, and social imagination with our pre-service and master's level teachers and to do so, we need to change teacher education which has been entrenched in the same factory model as K-12 education.

As I'm reading Sara's book, I'm wondering how I'm going to implement these ideas in my courses with pre-service teachers.These last chapter challenge us to be aware of who and what we stand up for (upstanders) and recognize that our intent of communication may be different then our impact.Many of the books listed in the resources stacks starting on page 135 are books that I have shared, but tend to use them under the category of "diverse" books.I appreciate the blog from Chad Everett http://www.imaginelit.com/news/ that Tammie Mulligan shared about that discusses how labeling some books diverse and others non-diverse creates a binary, and we really don't know how children are going to perceive the books we have in our classrooms.

I also appreciate Sara's comment that "My parents raised me to do small things with a big heart" (pg. 133).She goes on to state, "There is no magic formula for making the world a better place.It happens in the moments we break our silent complicity, embrace discomfort, and have candid conversations about what stands in the way.As educators, you and I are tasked with giving kids opportunities to show compassion, to be upstanders, and to realize the impact they have in society" (pg. 134). My goal is to share this book with my faculty and work together to model the types of humanity we would like our pre-service teachers to experience and take into their classrooms.

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#CyberPD Week 3 - Finding Humanity in Ourselves and Others

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I just finished the book "Schools are not machines. Schools are a network of human beings who feel, think, behave, and function within a human system that is alive and never static.Schools are living systems" (2016, pg.

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Jen Cort: Having Meaningful Conversations With Kids When You are Challenged By The Topic

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Jen Cort: Having Meaningful Conversations With Kids When You are Challenged By The Topic

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From #CyberPD participant Lisa Corbett

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Jen Cort: Having Meaningful Conversations With Kids When You are Challenged By The Topic by voicEd.ca

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Jen Cort is a diversity, equity and inclusion consultant in Tennessee. She joined Stephen Hurley for an in-depth conversation about how to have meaningful conversations with our children—even when we're not totally comfortable with the content.

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Connecting to Learn: Being the Change, A Cautionary Tale

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Connecting to Learn: Being the Change, A Cautionary Tale

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I especially love the ideas in chapter two, thinking about how to teach kids to "Listen with Love." That's an area I really want to work on this year.

One part of the book, however, did leave me with huge concerns. I'm going to address that in this next section.

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I'm participating in CYBER PD, which I have done almost every summer for a number of years. This week, we are reading, BEING THE CHANGE: LESSONS AND STRATEGIES TO TEACH SOCIAL COMPREHENSION by Sara K. Ahmed.

I'm excited about the book, because this year I will have my own classroom, at least half time this year. I'll be teaching three sections of sixth grade language arts. My school is K-8, Dual Language. Since I started there, six years ago, we have always had two sections of every grade. This year, the primary grades are down a little, and the demand for our middle school was high, so we added another section of sixth grade. That means that approximately 45 of my students will have been together and known each other since kindergarten, and the other 20 are brand new to the school.

There is also a socioeconomic factor at my school. The majority of our existing students are working class poor. Many of our new students have come to the school because their families are interested in our dual language model. These students tend to be more middle class. They do interesting things on weekends, go on vacations, have the cool toys that show up on television. I suspect that this will also play a role in our classroom dynamics.

I also know that middle school is a hard, hard time physically, socially, and emotionally. I want to do all that we can to make every single kid feel comfortable and valued and loved and accepted and honored for who they are as a human being. I want to make sure that kindness is something that every single kid values and practices every single day.

For these reasons, my teammate and I know we are going to have to spend a great deal of time building community. I'm grateful then, for the suggestions in the book. I know I will use a lot of them. I especially love the ideas in chapter two, thinking about how to teach kids to "Listen with Love." That's an area I really want to work on this year.

One part of the book, however, did leave me with huge concerns. I'm going to address that in this next section.

Names: A Cautionary Tale
Once upon a time there were two little boys. The little boys had traveled an extremely rough road. Their own mama couldn't take care of them, so they ended up in a variety of less than savory situations. For a few months, they even slept in someone's garage. Finally, they ended up in the care of an evil queen. There wasn't enough food. They slept on mattresses on the floor. They were little and afraid and they sometimes wet the bed. And then she beat them. Eventually, their principal found out. And they were taken out of that situation, and went to live somewhere else. At the new house there was food, lots of it. And there were toys and bicycles and a dog named Maggie who licked people's faces when they were sad. And things weren't perfect, but they were definitely much, much better.

Most of the time, anyway. One of the times that was hardest for the boys was when people asked them about their family. Their mom always told them that families are made lots of different ways. She told them that they could love more than one mom, and that the mom who had birthed them had done the best that she could. She told them that they could call her mom, or they could call her Miss C, or anything that felt comfortable to them.

Deep down inside, the boys knew that theirs was not an ordinary family. There was no dad. And their new mom wasn't a typical mom. She was a little older than most moms. And she didn't look anything like the boys. She was very short, and they were both tall and strong. She was white, and they had rich chocolate brown skin. When kids asked them about their family, they usually tried to change the subject.

And then there was that name activity. It always happened the first week of school. "Tell us about your name. Where did your name come from?" These boys had strong and wonderful names. Isaiah was one of the four major prophets of the Old Testament, and there's a whole book in the Bible named after him. Kadeem is a Muslim name. People with the name Kadeem are "very versatile, idealistic and intuitive. They are bold, independent, inquisitive and interested in research."
The problem was, the boys had no idea why their biological mother, the person who named them, had picked these names. They didn't know the story of their names, and they didn't have any way of finding out. And it always caused problems that first week of school, when the "tell the story of your name activity came up." Their mother wrote down the generic stories behind their names, and put them in their backpacks that first week of school. She told them that they could talk about how their hyphenated last name had come to be, they knew that story well. They didn't want to do that. They wanted a first name story, just like everyone else's name story. And that made the first week of school really, really hard. Sometimes there were even behavior issues, because it was easier to draw attention in a different way than to admit that that they didn't know the story of their names. They were excluded from the classroom community from Day One.

People who know me have probably figured out that the boys in this story are my sons. They were students at my school, and I adopted them, from the foster care system, at ages 7 and 9. We didn't know the stories of how/why they were named, and we didn't have any way of getting those stories. And it made for some really hard times. More than once, I got bad behavior phone calls the first week of school.

I don't know how I would address the name issue. I fully agree with Ahmed, that names are important. I work hard to learn kids' names, even before the first day of school. Most of my students are Hispanic, and in that culture, the child retains the name of both their mother and their father. I encourage my students to use their full last names, to honor both parents. I think it's incredibly important to pronounce peoples' names correctly.

I also know, though, that there are kids like my sons, who come from a hard background, who don't know the stories of their names, or who find those stories painful, and who would rather not remember or talk about their names. I don't know, then, exactly how I will approach this activity, but I know it will look very different in my class. We might look up what their names mean, but we probably won't do the "tell where your names come from." Not unless I can think of a different way to do it, that doesn't exclude kids who have already had a hard time in life.

Social comprehension. So important and yet so very complex....

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I'm participating in CYBER PD, which I have done almost every summer for a number of years. This week, we are reading, BEING THE CHANGE: LESSONS AND STRATEGIES TO TEACH SOCIAL COMPREHENSION by Sara K. Ahmed. I'm excited about the book, because this year I will have my own classroom, at least half time this year.

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@elisabethelling
"If you teach students who have experienced trauma, please proceed gently and mindfully with this work."

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@logonauts
Text set for Upstanders

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This summer's#cyberPD online educator book club is tackling the brand-new (and inspiring!) Being the Change: lessons and strategies to teach social comprehension by Sara Ahmed. Join us during the month of July as we read, discuss, and reflect on this powerful book and how to incorporate it into our classrooms. You can find all the details about #cyberPD here and/or click here to join the Google+ discussion group.

Thoughts on Chapters 5-6: Finding Humanity in Ourselves and Others

Even just the chapter titles for these last two chapters make me hopeful: finding humanity in ourselves and others (Chapter 5) and facing crisis together (Chapter 6). As I'm sure we can all agree, there has never been a more timely book than this one or a more important time to be nurturing a sense of humanity in our students and communities. I love how the lessons in the previous chapters build towards this point, how understanding ourselves and our place in the world can help us better reach out and understand others.

There are so many wonderful books out there to help students grapple with some of the issues in these chapters, especially around bullying and being an "upstander" rather than a bystander. Sara includes just a few in her list of resources for understanding our universe of obligation, so I thought I'd round up some others for those interested. Did I miss any of your favorites?

Text Set on Being an Upstander

I've subdivided this list into "younger" and "middle grade / middle school" but you could absolutely use any of these books with older students too (and even vice-versa, depending on your students).

For younger students

One by Kathryn Otoshi. This book deals directly with the issue of bystanders vs. upstanders as a group of colored blobs are variously bullied and intimidated by Red. Only one blue has the courage to speak up and encourage, does change happen. Follow up books include Zero (dealing with self-doubt) and Two (dealing with issues of exclusive friendships).

Be a Friend (2016) by Selina Yoon. Dennis, who is a mime, lives life his own way but still feels lonely, until another student reaches out to him. I think this is a book that needs discussion and conversation to guide it but that it can help kids to see how stepping up and reaching out can positively impact someone else.

Peanut Butter and Jellyfish by Jarrett Krosoczka. This story of friendship, bullying and doing what is right revolves around two friends, Peanut Butter (a sea horse) and Jellyfish, and Crabby, their cranky neighbor. This story could foster discussion among kids about bullying but also about what can happen when friendships become exclusive. Cute illustrations too. (H/T Linda at Teacher Dance.)

The Smallest Girl in the Smallest Grade (2015) by Justin Roberts and illustrated by Christian Robinson. I loved the illustrations in this book - especially the diversity of kids represented! But the story is very simplistic. One little girl raises one little finger and suddenly the whole world decides to be nice to each other? Switching from being a bystander to doing something about it takes more work than that, but this could be a good book for younger students as a place to start a conversation.

For middle grade or middle school students

Be Kind by Pat Zietlow Miller and illustrated by Jen Hill. This one is a must-have for any classroom or library. It addresses issues of bullying and bystanders but in a much more complex and meaningful way than many books for kids. Truly we need the power of this book's message about how individual actions (even if they may seem small) can have a big impact.

Red by Jan de Kinder. This book brings up some of the complexities of being an upstander, as one character (the girl on the cover) is actually a bit of a participant in the initial bullying of her classmate, but through the course of the book her understanding of her role changes. I think it's important for kids to see that they can be complicit in events unfolding around them - but also that they can then do something about them.

Wings (2000) by Christopher Myers. This unique take on bullying features a supporting character, Ikarus Jackson, a young (presumably black) boy with wings. The narrator, a bystander and fellow student, shares his/her own observations about the new boy and everyone's reactions to him. Only after witnessing much does the narrator step up and stop the bullying. This could be a great book for generating discussion about diversity, inclusion, bullying, and differences.

What are your favorite books for teaching kids about empathy and being an upstander?

Join us via the Google+ discussion group. ( Click here for all #cyberPD posts, including previous years.)

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Being the Change #cyberPD Ch. 5-6: text set for upstanders

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This summer's#cyberPD online educator book club is tackling the brand-new (and inspiring!) Being the Change: lessons and strategies to teach social comprehension by Sara Ahmed. Join us during the month of July as we read, discuss, and reflect on this powerful book and how to incorporate it into our classrooms. You can find all the details about #cyberPD here and/or click here to join the Google+ discussion group.

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I'm participating in #CYBERPD this summer. This is my very late reflection on Chapters 5 and 6.
*****
My superintendent is resigning, after ten years at a very hard job. At our first meeting of the year, he reflected on some of his accomplishments and then asked us to consider, "What do you want your legacy to be?" And of course, the first thing that popped into my head was that I wanted my students to be lifelong readers and writers. But, then, as I really thought about it, I realized it's really bigger than that.
I want kids to be readers and writers, because I want them to be ready to live big in the world. I want them to be ready to make a difference. I want them to understand that everyone has their own story. I want them to listen to other people's stories with grace and compassion. And I want them to be people who have the skills to tell their own stories, both verbally and in writing.
And as much as I want those things for them, I want them for myself.

I want to be a listener. A real listener. Someone who listens to understand. Not just someone who listens so that I can rebut, or have my turn to talk. I want this to be true in my professional life and I want it to be true in my personal life. I want to be slower to judge and slower to discount opinions that are different from my own.
I want to get out of my own echo chamber. It's so easy to hang out with people who believe/like the same things as I do. In the current political climate, I think that's especially true. It's hard for me to listen to people who support our current leader, even to read articles or watch their news shows, but I feel like I really need to at least try. I need to try to understand.
That's true in my professional life as well. I read a lot of professional literature, but I mostly read texts by people who believe the same things as I do. I think that's also true of children's literature. It seems like the same authors get promoted again and again and again. I want to push beyond those boundaries, to follow new blogs and new people, to explore new ideas and methods.

I want to commit to a learning stance. I don't want to get out of my "echo chamber" only to say I'm getting out of my echo chamber, I want to go into interactions (with people and text) ready to learn and be changed. I really do want, as Ahmed suggests, to say, "OK, I know my truths, but I am going to listen and accept what this other person is saying also as a truth." And t hen I want to say, "What do I DO with these new truths?"

Get proximate to the human story. I want to be a doer.I want to get my hands dirty. To care enough to take action. And I want my students to do that too. I want us to pick a cause, either collectively or individually. Global warming? Plastic in the oceans? Gun control or gang violence in Denver? Gentrification in our school neighborhood? Our burr-ridden school playground? I want kids to choose a cause that is bigger than themselves, to research it, to develop a plan, and to take action. I want kids to learn that they can make a difference in the world.

I want to shine a spotlight on the upstanders. In my own life. In my classroom. In my school. In the world. The world seems so very dark right now. And it's easy to get caught up in all that darkness. I want to make conscious efforts, every single day, in my postings on social media, and in my dealings with my students, and others, to shine a spotlight. To bring joy. To bring hope and light.

I want to be proactive with my privilege. One of my favorite verses in the Bible is Micah 6:8: "What does the Lord require of you but to do justice , and to love kindness, and to walk humbly with your God ?" As an educated, middle class white woman, I have lots of privileges that others- my sons, my students and their families- don't have. Because of that, it really is my job to stay informed, to raise awareness, and to advocate for others.
I've been an educator for over thirty years. Pretty much every year, I have participated or developed some activity or program, formal or informal, to help kids develop their social awareness, to be kinder or more caring. A lot of it is pretty much just lip service. I have loved BEING THE CHANGE, because I feel like it's a book I can use, both to make change in the world, and to help kids make change in the world as well.
Thank you, Sara K Ahmed, for this very powerful book. I can't wait to start implementing these practices in my classroom.

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I'm participating in #CYBERPD this summer. This is my very late reflection on Chapters 5 and 6. ***** My superintendent is resigning, after ten years at a very hard job. At our first meeting of the year, he reflected on some of his accomplishments and then asked us to consider, "What do you want your legacy to be?"

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Caroline Black

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Even though I am late - really late - in finishing this post, I really wanted to use this opportunity to reflect. In this final reflection on Being the Change by Sara Ahmed, I was struck by the ideas around intent and impact and of becoming a better "observer of the world" and how they connect to coaching.

I am about to enter my first full year as a coach. I work in a community where I am an outsider - I am not First Nations, yet the students and many of the teachers I work with are. When I was reading this chapter, many of the ideas resonated with me. My experiences and perspectives may differ from those I work along-side: "I have only the experiences that have shaped me (127)." Coaches are often seen as experts that can help teachers change and grow as educators. They ask questions and offer support to help teachers hone their practice - I am not trying to "fix" teaching practices. I don't and won't always know what is best for the simple fact that I have different life experiences than my students and teachers - and this became more evident as I read the final chapters of Being the Change.

Listen more, talk less. This means that even though most resources on coaching talk about the importance of questioning to drive learning forward, asking lots of questions (well-intended though they may be) may not have the intended impact."Where our response may begin, swing, hang or end in time depends on how we self-identify, how we see others, and our universe of obligation, not entirely on the event itself (126)." Intent and impact can be very different and to make sure that my message is clear I need to be deliberate and reflective as a coach... I need to become a better "observer of the world."

Ahmed's point in chapter 5 about intent vs impact connects well to learning I have done around communication and interference. In Instructional Coaching: A Partnership Approach to Improving Instruction, Jim Knight talks about how interference can mean that the message we are trying to send and what the listener hears can be very different, and that "when a conversation has implications for someone's identity, a person often finds it difficult to hear the intended message being communicated (69)." And what is more personal than the way one teaches? As someone coming from the outside, I need to be aware that when working with teachers their identity is at stake - and this becomes even more relevant when working with colleagues from a different cultural background. While Ahmed discusses identity being at stake in relation to crises, I can't help but draw connections to coaching. When coaching as someone from the outside, I need to take care that my questions and comments do not send a message that my perspective is more important or that there is one right way to do things. I need to be a better observer to determine when (and what) to ask, and when to listen and observe to build trust with the teachers I work with, while still communicating my belief that teachers can continually grow their expertise to make decisions as to what will best support their students.

"The work of social comprehension requires us to be mindful of not only what we mean to say, but how we say it, and how the messages we send (intentional or not) impact others (117)"

In failing to keep these ideas in mind, I risk not only being ineffective as a coach, but I can damage relationships and lose the trust of my colleagues. I believe that when we value the identity, experiences, and perspectives of teachers (and students) we all learn more.

I once had a student ask me what I think the meaning of life is (one of many existential conversations that can sometimes happen when examining ethics and the mechanisms for life in a biology class). I responded with something like: "do all the good you can whenever you can." I think after being a part of this book study, I would need to add that having good intentions is not enough... We must consider the impact our "good" actions have on others.

"Do small things with a big heart (Ahmed 133)"

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Being the Change #CyberPD Part 3: Becoming a better observer

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Even though I am late - really late - in finishing this post, I really wanted to use this opportunity to reflect. In this final reflection on Being the Change by Sara Ahmed, I was struck by the ideas around intent and impact and of becoming a better "observer of the world" and how they connect to coaching.

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160 Books about Identity

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1. Ashley, Bryan. (1992). Cleversticks. Illustrated by Derek Brazell. New York: HarperCollins.

2. Croza, Laurel. (2014). From There to Here.Illustrated by Matt James. Toronto: Groundwood Books.

3. Krishnaswami,Uma. (2015). Bright Sky, Starry City. Illustrated by Aimée Sicuro. Toronto, ON: Groundwood Books.

4. Love, Jessica. (2018). Julián Is a Mermaid. Somerville, MA: Candlewick.

1st - 2nd Grade

1. Dole, Maura. (2013). Drum, Chavi, Drum! / ¡Toca, Chavi, Toca!Illustrated by Tonel. New York: Lee and Low Books.

2. Love, Jessica. (2018). Julián Is a Mermaid. Somerville, MA: Candlewick.

3. Schimel, Lawrence. (2011). Let's Go See Papa. Illustrated by Alba Marina Rivera. Translated by Elisa Amado. Toronto, ON: Groundwood Books.

4. Smith, Cynthia Leitich. (2000).Jingle Dancer. Illustrated by Ying-Hwa Hu and Cornelius Van Wright. New York: HarperCollins.

5. Woodson, Jacqueline.(2018). The Day You Begin. Illustrated by Rafael López. New York: Nancy Paulsen Books.

6. Woodson, Jacquline. (2018). The Day You Begin. Illustrated by Rafael López. New York: Nancy Paulsen Books.

7. Woodson, Jacqueline. (2001). The Other Side. Illustrated by E.B. Lewis.New York: G.P. Putnam's Sons.

1. Anzaldúa, Gloria. (1997). Friends From the Other side/Amigos del otro lado. Illustrated by Consuelo Méndez. San Francisco, CA: Children's Book Press.

2. Barnes, Derrick. (2017). Crown: An Ode to the Fresh Cut. Brooklyn, NY: Denene Millner Books.Coy, John. (2003). Strong to the Hoop. Illustrated by Leslie Jean-Bart. NY: Lee & Low.

3. Krishnaswami, Uma. (2013). The Grand Plan to Fix Everything. Illustrated by Abigail Halpin. New York : Atheneum.

4. Moore, David Barclay. (2017). The Stars Beneath Our Feet. New York: Knopf.

5. Ness, Patrick. (2013). A Monster Calls: Inspired by an idea from Siobhan Dowd . Somerville, MA: Candlewick.

6. Pérez, Amada Irma. (2013). My Diary from Here to There/Mi Diaro De Aqui Hasta Illustrated by Maya Christina Gonzalez. New York: Lee & Low Books.

7. Reynolds, Jason. (2018). Lu . New York: Atheneum/Caitlyn Dlouhy Books.

8. Reynolds, Jason. (2018). Sunny . New York: Atheneum/Caitlyn Dlouhy Books.

9. Reynolds, Jason. (2017). Patina . New York: Atheneum/Caitlyn Dlouhy Books.

10. Shea, Peggy Dietz. (2006). The Carpet Boy's Gift. Illustrated by Leane Morin. Gardiner, ME: Tilbury House, Publisher.

11. Sheth, Kashmira. (2010).Boys without Names. New York: Balzer & Bray.

12. Sís The Wall: Growing Up Behind the Iron Curtain. New York: Farrar, Straus and Giroux.

13. Woodson, Jacqueline. (2018). Harbor Me. New York: Nancy Paulsen Books.

7th - 9th Grade

1. Ahmed, Samira. (2019). Internement. New York:Little, Brown Books for Young Readers.

2. Alexander, Kwame. (2018). Swing. New York: HMH Books for Young Readers.

3. Cisneros, Sandra.(1991). The House on Mango Street. New York: Vintage.

4. Cisneros, Sandra. (1994). La casa en Mango Street. New York: Vintage.

5. Flake, Sharon. (2007). The Skin I'm In. New York: Hyperion Book.

6. Gaiman Neil. (2013). The Ocean at the End of the Lane. New York: William Morrow.

7. Hansberry, Lorraine. (2004). A Raisin in the Sun. New York: Vintage.

8. Hesse, Monika. (2017). Girl in the Blue Coat. New York: Little, Brown Books for Young Reader.

9. Liu, Ken. (2016).The Paper Menagerie and Other Stories . New York: Saga Press.

10. Medina, Meg. (2014). Yaqui Delgado Wants to Kick Your Ass. Somerville, MA: Candlewick.

11. Richard, Wayne, (2012). Sofas. (Digital Storytelling). Center for Digital Storytelling.

12. Sánchez, Erika L. (2017). I Am Not Your Perfect Mexican Daughter. New York: Knopf.

13. Watson, Renée. (2017). Piecing Me Together. New York: Bloomsbury.

14. Woodson, Jacqueline. (2016). Brown Girl Dreaming. New York: Puffin Books.

15. Woodson, Jacqueline. (2010). After Tupac and D Foster. New York: Puffin.

16. Yoon, Nicola. (2016). The Sun is Also a Star. New York: Delacorte Press.

10th Grade +

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#CyberPD - 160 Books about Identity for K-12

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Ashley, Bryan. (1992). Cleversticks. Illustrated by Derek Brazell. New York: HarperCollins. Croza, Laurel. (2014). From There to Here .Illustrated by Matt James. Toronto: Groundwood Books. Krishnaswami,Uma. (2015). Bright Sky, Starry City . Illustrated by Aimée Sicuro. Toronto, ON: Groundwood Books. Love, Jessica. (2018). Julián Is a Mermaid . Somerville, MA: Candlewick.

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The Loyal Heretic: Learning with Conviction

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The Loyal Heretic: Learning with Conviction

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@msjaimes

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The #cyberPD community reminded me of something I learned last year: When I sketchnote I revisit my notes more often. Colleagues are also much more interested in my sketchnotes than in the lengthy, hyper-detailed notes I'm prone to taking. So, here are my take-always from our reading this week.

Categories Tags Posted on #cyberPD 2018, classroom community Being the Change, culture, identity

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Being the Change, #cyberPD 2018: Sketchnoting Chapters 3&4

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The #cyberPD community reminded me of something I learned last year: When I sketchnote I revisit my notes more often. Colleagues are also much more interested in my sketchnotes than in the lengthy, hyper-detailed notes I'm prone to taking. So, here are my take-always from our reading this week.

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@thelogonauts

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Happy #cyberPD! This summer's online educator book club is tackling the brand-new (and inspiring!) Being the Change: lessons and strategies to teach social comprehension by Sara Ahmed. Join us during the month of July as we read, discuss, and reflect on this powerful book and how to incorporate it into our classrooms. You can find all the details about #cyberPD here and/or click here to join the Google+ discussion group.

Quick Intro to Me

If you are new to The Logonauts, my name is Katie, and I've been a classroom teacher for 10 years. I taught 3rd grade for 8 years, 4th grade for 4 years (concurrently with 3rd grade), 7th grade for 2 years, and this fall I will be teaching 5th grade, all at the same K-8 school in Wisconsin. Pfew! I am so excited about the potential for this book as I am working to construct and refine what fifth grade curriculum looks like at my school.

Finally, I am also a new mom (!) working to sneak moments of professional development (and meals) in between an only-ever 35-minute-long nap schedule. Yikes.

Big Takeaways from the Introduction and Chapters 1-2

Full disclosure: I read this entire book the night it arrived. There is so much here to use immediately with students and so much potential for changing minds and hearts along the way. I was thrilled when Being the Change was announced as the #cyberPD choice.

One of my favorite things about this book is the way it is set up to get right to the heart of the lessons while also providing detailed descriptions that would allow almost any teacher to simply pick up the book and incorporate a given lesson into their day. Ideas like the two-column journaling format ("At first I thought ... Now I think ...") are easily adaptable across a wide-range of grade and skill levels, as well as applicable to a wide-range of lessons and topics.

At the same time, there is a discernible progression both within each chapter and within the book as a whole, so it is easy to see how incorporating each one would allow students to build and build on their self-understanding leading towards empathy and understanding of others.

Sample Poem: Where I'm From

I had a few days between units with my seventh graders before my maternity leave last spring and was looking for quick one-off lessons to fill in. We have a regular Poetry Friday time (which I have done across all grade levels), so it was a natural fit to find a poetry prompt to use. I stumbled across George Ella Lyon's incredible "Where I'm From" poem, which just happens to be featured in Chapter 1. (Be sure to click on the audio to hear her read the poem aloud. Amazing!) We had just finished a unit on identity and family history, so it was easy for my students to bridge the gap into sharing that knowledge in a different form. Below is one of those student examples:

Where I'm From

I'm from the water,
From mud and from rain.
I'm from watching the TV on Sundays,
From reading a nice crisp book.
I'm from the fire,
Crackling in the pit.
I'm from the food,
Sweet warm, soft.
From the green grass,
Thick trees with crunchy leaves.
I'm from the home,
the family
and most importantly,
the heart.

I promise you, you could hear the heart of the classroom community beating as several kids volunteered to read their poems aloud at the end of the period. You don't want to miss out on the kind of impact this lesson (and, I'm sure, all the others) can have on your students, your classroom, and yourself.

I look forward to hearing everyone else's thoughts about the book and seeing how our conversations evolve through the rest of the month! Join in via the Google+ discussion group. (Just FYI - I am traveling this week with limited internet access, so I will get back to all your comments and posts later in the week.)

( Click here for all #cyberPD posts, including previous years.)

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Happy #cyberPD! This summer's online educator book club is tackling the brand-new (and inspiring!) Being the Change: lessons and strategies to teach social comprehension by Sara Ahmed. Join us during the month of July as we read, discuss, and reflect on this powerful book and how to incorporate it into our classrooms. You can find all the details about #cyberPD here and/or click here to join the Google+ discussion group.