Every once in a while . . .

Every once in a while there is a kid in one of my classes who is simply fabulous at doing the creative writing assignments that I give. This year, one of my junior high students always does the best job. I look forward to reading everything that he writes. It is always witty and funny and above the norm.

The other day he told me that he does not want to be a teacher, but if he was, he would love reading the creative 'stuff' that students write. I realized that he always puts so much into each assignment that he does not even know that there are students who are turning in just enough to 'get by.' I gave them the 'Me A-Z' assignment that I did on my personal blog a few days ago. I thought I would share what he wrote.

A-dventures: Stories and movies about adventures are always good. Adventure books are my favorite.

B-ananas: Bananas are the grossest fruits. They are always brown and mushy. They squeeze through my teeth and just give me the chills.

C-laustrophobia: I am very claustrophobic. Tube slides? No! Have I ever asked you if I can get in your suitcase and come with you? Did not think so!

D-ownhill dips: Near Lake Upsilon there is a dip that feels like a roller coaster. I love these bumps. They should make them on purpose.

E-agles: Eagles are simply the best. People train them to land on their arm. That is the coolest thing ever.

F-irefighter: I want to be a volunteer firefighter. My cousin is a firefighter, and he really loves it.

G-rades: Grades are not the most important thing to me. They are important, but not my main concern every day. I still get good grades anyway.

H-alo: Halo is the most ultimate video game. I am really good at it. It is not what people think it is - saving the world from aliens. Haha

I-ce cream: Ice cream is a food I eat in my own way. I let it melt into cream, then I mix it and eat it. It tastes a lot different.

J-uice Box: Juice boxes are lame. One gulp and they are gone. At carnivals, etc., they cost like a dollar.

K-ikomen: A sauce that can be found in the Chinese restaurant in a near by town. This is a sauce that has a name I just love to say and make fun of.

L-eo: He is the coolest janitor ever, and he is very mysterious. He drives this machine around to get the floors clean and that makes the school stink.

M-osquitos: No one likes them. They have no point in life. They are gross and annoying. Period.

N-eopets: Neopets are pointless. I do not even know what they are, but they sound dumb.

O-reos: Oreos are the best cookies. Dip them in milk, and they are delicious. Sadly, they run out fast in the cookie box.

P-arellel parking: Everyone makes it sound really hard. I have never done it, (besides video games) and it does not seem hard at all. It just takes practice.

Q-uarters: Quarters are very handy to have around. Whether you are at college doing laundry or at the Chicken Hut playing video games, they are useful.

R-ise Against: Rise against is one of my favorite bands. They have really good songs, and I listen to them all the times.

S-oup: I burned my leg with a pot of soup. I had blisters and everything.

T-rampolines: Trampolines are the best outdoor activity. I wish I could have one, but apparently, "Our insurance does not support that."

U-niverse: It is the most interesting thing to think about. What is really out there?

V-eternarian: I always wanted to be one growing up. I love animals (not insects).

W-ater: Water is the greatest thing to have after spending five hours outside playing kick-the-can. Ice cold water!

X-rays: Looking at broken bones by using an x-ray is the coolest doctor related thing.

Y-outube: I can spend countless hours searching random stuff. Youtube always makes my day.

Z-oos: I could visit a zoo every day and never get bored.

What makes this so good to me? It is not the sentence structure or the length. It is not the wording choice or the punctuation. It is the fact that one of my students can use the letters A-Z (it is a lot, just try it) and come up with interesting, diverse, nouns that describe him to a 't'. (I know many adults that have a hard time describing themselves in a job interview.)

This students is a fabulous musician, a talented athlete, and can easily find diverse words that sum him up. He was able to talk about his likes and his dislikes, his goals and his future, his family life and his past, and give the reader a little piece of him through his writing. That is one of my main goals for my students. I want them to be able to use writing for themselves, for their lives.

To quote 'G', "Grades are not that important to me. They are important, but not my main concern every day." He did this assignment for the sake of the activity, not just to get a grade. Perfect, in my book.

Those Students That Make It All Worth It

Kama and her oldest - Eme

Brittney Kaye at My Crazy Beautiful Life wrote a post today entitled "Goodbye." Every teacher who has what it takes to love their students and do everything in their power to make their lives, their hearts, their education, and their world better knows what it is like to worry about having to say goodbye.

Those days are heartbreaking, but once in a great while, one of our students makes it - really makes it. Kama Cutler is just that girl to me.

I remember specifically hoping the best for Kama. She was sweet and so intelligent, especially in English. I loved to read what she wrote, and it was easy to read too. None of those crazed blood stained papers for Kama!

When Kama was a junior in high school, I took her class to Winnipeg to see a theatre production. Kama loved it. On the way home we talked about our upcoming birthdays that were less than a week apart (sadly, I was much, much older!). I am a birthday freak as anyone who has read this blog can attest to.Kama was not looking forward to hers, even though it was her 17th.

As it turned out, she had once loved her birthday, but the year prior, when she turned 16, she was waiting for a party and presents equal to those that her older sister had received.

She was not waiting in greed. She was waiting in anticipation of the attention, the love, the recognition, the significance of reaching 16. The morning of her birthday, no one mentioned the occasion. She assumed it was that they were all waiting to surprise her. Anticipation built. But, when the end of the evening came, no one had remembered.

I'm not sure that any story has bothered me as much as that one. I know there are many kids who do not have lavish birthdays. I know that not everyone goes berserk over every year older. But I will say this. It bothered me that this wonderful, perfect, talented, honest, sweet, and selfless girl was so hurt.

So, on her 17th birthday, her classmates and I gave her a surprise party. We had cake, German Chocolate (her favorite), and presents and candles and decorations. Kama cried so hard that she ended up covered in hives!

Did I use those fifty minutes to teach English. No. I used those minutes to show love. I used those minutes to create for Kama something that I hope she will remember for the rest of her life (in addition to 'dangling participles' hehe).

I love her. I love her like she belongs to me. I am proud of the beautiful articulate woman that she has become. I guess, in a way, she always was. There were about four years where we lost track of each other. I do not even think I can count the number of times I thought of her and wondered how she was. Now I know. She is just as perfect as I remember. She was my student first, but sometimes student is not enough. Sometimes students become family.

Kama, you are my family. I will be here for you always. Never forget that.

Covering the State's Standards Quickly and Efficiently

As one of the writers of the newest standards document for the state of North Dakota, I often get a variety of complaints and questions. One of the complaints that I often hear is that there are just too many standards and benchmarks.

I am not sure why this is a complaint. I will admit that the standards and benchmarks document for North Dakota is quite extensive for English Language Arts at each grade level. If the complaints are about the size, why is the size an obstacle?

Is it because it is difficult to maneuver through?

Is it because it is hard to find a particular benchmark that is needed on a lesson plan?

Is it because one school year does not seem long enough to cover all of them?

If the complaint is the first, the standards and benchmark documents are available in different configurations on the DPI website. You can get the entire standard and benchmark document by grade level or you can get an entire standard K-12. Is there another configuration that teachers would appreciate having?

If the complaint is the second, I understand. When I am asked to list the standards and benchmarks covered by a particular lesson I am teaching, I find it daunting to go through each standard, listing all of the benchmarks that a lesson covers. I have remedied this by listing the covered standards by unit and not by daily lesson. I find that the units I create actually cover a very broad number of benchmarks. The better the unit; the broader the scope of standards and benchmarks covered. I am also finding, as I become more proficient at this, that the coverage of a broad range of standards and benchmarks also translates to a better unit for diverse learners. For instance, when writing, reading, speaking, and media benchmarks are used in one unit, the different types and levels of learners can excel in different areas all within the same unit.

Finally, if the complaint is the last, I refer you to the previous paragraph. Units that are thoroughly thought out and well-designed, tend to cover a very broad range of benchmarks. If the unit does not cover an adequate cross-section of benchmarks, it should probably be rethought a little. I, by no means, am advocating scrapping units that have a lot of time and energy invested in them. I am, instead, suggesting that coordinating activities be added to a beloved unit to cover a broader range of benchmarks.

Finally, I have found that many of the benchmarks take very little effort to cover. Case in point:

My six year old entered my 10th grade English class a few weeks ago when we were discussing Edgar Allan Poe's "The Mask of the Red Death." (He comes through every day to get his lunch out of my refrigerator.) At this particular time we were talking about the symbolism of color. ND Standard 2: Students Engage in the Reading Process lists identifying the use of symbolism as a benchmark (10.2.4. Identify author’s use of figurative language including allusion, imagery, and symbolism).

Later that afternoon, as we were driving the one mile to our house, Reid asked why my class had been discussing colors. I told him that colors could symbolize people or objects or feelings. I started with the color green and asked what green could symbolize. He replied, "Grass, money, or 'go.'" We continued through many different colors. He showed understanding of symbolism with each.

Just then, my seventh grade son, Ethan, jumped in and asked how it might be used in a novel. I told him that F. Scott Fitzgerald's novel The Great Gatsby had a light at the end of a dock that was the color green. I explained that two lovers lived across the water from one another and that the woman had married someone else years before because the other had not been wealthy enough for her. He had gained riches and bought a huge house across the water so her could be near her. I asked him if, based on that little bit, he could tell me what the green light may have stood for. He replied, "Go" for the newly rich lover to come get his love from her husband and probably, "Money," because that was what stood between them before the light did. He then added, to Reid's previous symbolism lesson, that green could also be the symbol for "growth" because grass is green during the growing months.

Now, I am not claiming my two sons became proficient at identifying symbolism in text in those few short 5 to 7 minutes. But I am claiming that my 1st and 7th grade sons both have a 'real' knowledge of symbolism that is above the state standard requirements for their grade levels.

Every minute is a minute to be savored with our youth. They can learn concepts well above the expectations for them if they are taught in a way that has value and makes sense. There may be many, many benchmarks, but fully developed units can cover an amazing variety of them in a short amount of time.

*Please feel free to contact me at anytime by leaving a comment below or e-mailing me at grammaticallydelicious@yahoo.com. I would love to hear your feedback.

A 'Kindle' In My Classroom! What do you think?

I just finished ordering my first ever Kindle, and I cannot tell you how excited I am. For the past couple of days I have been mesmerized by the possibilities the Kindle offers to me and my classroom.

I was thrilled to find out that my school district would pay for the purchase of the novels I teach on a yearly basis. In fact, my superintendent has suggested we write a technology grant to pilot a set in my classroom next year.

Until I get it, I cannot tell you if I love, love it or not. So I am wondering . . . what do you all think?

Photo thanks to www.amazon.com.

The Real Evaluation.

Since my yearly formal evaluation, I have been thinking about how I would want to be evaluated in a perfect world. 'A perfect world' is a phrase I use when I wish for things that could not possibly come true. Or can they?

I dug out some letters I have received over the fourteen years of my career. Each is from one of my students who, for one reason or another, felt the urge to write to me. I find that I, like many people, focus on the negative. I can remember every parent complaint, every talk with the principal or superintendent, every disgruntled so-and-so. I more often forget or push aside the compliments. Stupid, stupid, stupid. (I say that a lot!)

Below is a letter I received sometime in the last 14 years. For even more anonymity, I have left off the name of the student. I will say that this particular student is still in my community and is currently raising a child of his/her own. He/she has turned into a wonderful person who I am proud to say wrote this about me.

Dear Mrs. Mickelson,

I have been going to school for twelve years now, and I have not known a teacher with as much spirit, enthusiasm, and knowledge as you seem to possess. Though I have only had you for two classes and a summer session, I have never learned and been inspired by a teacher quite like you. You always made going to class fun, instead of my usual feeling, dreading English class.

I have picked up many habits from your teaching. One was that I have begun to be aware that if I take the time and really concentrate, I am able to write my reports with real profound meaning. I have also learned how to see what I was reading. I used to be able to just read what the author was saying. Now, I feel I can grasp the true meaning and hidden significance in each book.

Unlike my other teachers, you take the time to take explanations to a whole new level. You did not only explain what we could not understand, but you also added real depth to your words, making us think harder, and realize there was so much more to the words than just what was being read.

It was truly a great experience being in your class.

Sincerely,

Name withheld

Letters like this one are the real evaluation. If you have one or hundreds, take them out regularly to remind yourself what you are capable of and why you do this crazy job. Students are the ones who should be doing our evaluations. They are the ones who really know. Period.

Yearly Teacher Evaluation Day Has Arrived!

Today I signed my yearly teacher evaluation.

For those of you who are from states other than North Dakota, the requirement for teacher evaluation is one written evaluation per year for each teacher who has been teaching more than 3 years (hmmm. I should check that, maybe it is 2 or 5). Anyway, in my case, it is one per year as this is my fourteenth year.

I do not like Yearly Teacher Evaluation Day. I never have. I do not like this one little snapshot of all of the effort and work I put into my job on a daily and monthly and yearly basis. Over the years, I have had many different forms used on me.

Sometimes I was asked to evaluate myself; sometimes I was not.

Sometimes I was shown the sheet ahead of time; sometimes I was not.

Sometimes I was told when the principal would be visiting; sometimes it was just a drop-in.

None of those factors contribute to my liking or disliking being evaluated. Each form is what it is. Each visit is what it is. What I do not like about teacher evaluations is the tiny window of what I do and what I am that it actually evaluates. Most of the time the evaluation is based on one or two visits to my classroom. One time it was based on NO visits to my classroom. Even if you have administration who stop in 6, 7, or 10 times a year to watch and evaluate, they are still getting such a tiny, tiny picture of what you do, who you are, what you believe in, what you expect, how you assess it, etc. etc. etc.

Then it gets put in your personnel file where it is free for public inspection. In the fourteen years that I have been teaching, only two people have asked to see my file. For the most part it just sits in there waiting for me to finally decide to apply at another school, so it can 'effectively' show my next employer what a good teacher I am or am not.

I wish it were different. I wish the evaluation showcased my personal successes and failures. I wish it offered me the opportunity to list my strengths and weaknesses. I wish it then had a suggestion box to help me improve. Would that make me happy? Probably not.

I have only gotten sound improvement advice a few times in my career from my administration. I get some sound advice from my colleagues or from classes I take and books that I read. I have gotten some good suggestions and advice from parents. The best advice I have gotten has always been from my students themselves. They paint the clearest picture of who I am and what I do. They say it best. They know me and my strengths and my weaknesses. They know.

Should my students do my evaluation? Maybe. Part of me rejoices in the idea; part of me shudders! :)

I will keep looking for the answer. For now, here is the 2009 evaluation of Danielle Mickelson (High School English) dated January 24, 2009. (I just now noticed the date. What the heck?!)

Choices for the first 11 statement about my teaching were Y(yes), N(no), or NA(not applicable)

1. Clearly states lesson objectives. Answer on form: Y

2. This teacher speaks clearly. Y

3. This teacher explains things clearly. Y

4. This teacher is stimulating and interesting to listen to. Y

5. Presents material in an organized manner. Y

6. This teacher sets high expectations for students. Y

7. This teacher seems to understand the subject matter. Y

8. This teacher encourages participation. Y

9. This teacher has a sub-folder accessible. Y

10. This teacher uses a variety of instructional methods. Y

11. This teacher is available for students before and after school if assistance is needed. Y

12. This teacher's explanations are: a. ___too technical b.____too simplified c._X_ satisfactory

13. Time spent on lecturing: a.___too much b.__too little c._X_ satisfactory

14. Student time on task: a._X_ Satisfactory b.___ Needs Improvement

Overall Evaluation Statement:

Mrs. Mickelson has done an outstanding job in the use of her "word wall," which is something that all our high school teachers are required to do. Mrs. Mickelson makes use of her word wall in her classes, which makes it valid for her students, rather than just having a bunch of words up in her classroom.

Mrs. Mickelson is active in the state and has worked on both state standards for English and also has worked on the North Dakota State Assessment. Mrs. Mickelson has a very firm grasp of the State Standards and Benchmarks, and uses them on a daily basis for her classroom instruction.

I would encourage Mrs. Mickelson to continue to stress the importance of the standards to her students, and to hold students up to a very high standard in the learning of these standards. I would also encourage Mrs. Mickelson to continue to hold students accountable for staying on task for the whole period, and make sure students are engaging in appropriate conversations that deal directly with the subject matter.

Mrs. Mickelson is very knowledgeable in her subject matter and has a lot to offer the students of Rolla High School. Mrs. Mickelson does a very good job of accommodating for students with disabilities as well as accommodating for the different learning styles of her students. She is the first one to admit when something doesn't go as well as she would have liked, but that doesn't discourage her from expanding the ways in which she presents material to her students.

Signed by me and my principal.

How do I feel about my evaluation? It is an evaluation. Does it accurately evaluate the kind of teacher I am? Yes, in the tiny little window that it looked through.

It is still "Let's Share Thursday!"

Many of the comments and e-mails I have received have been from teachers in the first or second year of their careers. I love new teachers. (Maybe I just secretly wish I was still 22!) Seriously. I love that there are people out there still willing to put in the time and effort it takes to become a 'good' teacher. I love their enthusiasm and excitement. I think I feed off it a little.

Many 'experienced' teachers (notice I did not say 'old') assume that if 'we' know about a good resource then 'everyone' knows about that good resource.

While pondering this, I tried to think back to my first year of teaching. All I remember is being pregnant, throwing up, and praying to keep my head above water in the classroom. It could not have been that bad, could it?! I do not remember anyone stopping by with good resources or ideas or websites. That is sad. I really could have used the help.

I will end all this rambling and get to the point. I wanted to share the website for the Purdue Online Writing Lab. The resources at the OWL are seemingly endless; a site worth bookmarking, for sure. http://owl.english.purdue.edu/

Let's Share Thursday - Creative Writing

Today is Thursday, and you know what that means. . . It is time to SHARE again!!!!!

I found two resources for teaching creative writing that are both very different, but also very useful.

http://www.creativewritingprompts.com/ is a list of 329 creative writing prompts that can be used in the classroom.

http://teacher2b.com/creative/createwr.htm is a wonderful site that has many, many complete lesson and unit plans to teach all aspects of creative writing.

If you would like to share a lesson or site that has worked well for you or offers great ideas, comment below or e-mail an attachment to me at danielle.mickelson@sendit.nodak.edu . I will compile them and send them out to all that participate. Have a great day, everyone!

Education Should Be Fair

Hello. Sorry I missed yesterday, but I was not in school yesterday. I had a day that I am only willing to 'replay' on my Out of Control Life blog!!! Yes, it was that bad. Maybe by tonight I will be far enough from the trauma that I will be able to document it. :)

Back to education.

One thing that I truly believe and always will is that education needs to be 'fair.' I know that there have been times in my own career when a lesson that I have created has been unfair to one student or another.

Sometimes I am too focused on lecturing, at the expense of my creative types.
Sometimes I am too focused on creative writing, at the expense of my technical learners.

Sometimes I am too focused on my special education students, at the expense of my high achievers.

I could continue this list, but that is not the point.

What is most important about my growth as an educator is that I recognize these 'truths' and work constantly and consistently to change my preparation and teach in a way that is fair to all.

Fair is when everyone gets the instruction they need to succeed - not when everyone gets the same instruction.

My critics will inevitably be thinking or saying that it is impossible to individualize instruction for each and every student who comes through the classroom door. I agree. It is easier for me than it is for many of my colleagues across the state and nation because my largest class is twenty-one, and my smallest is twelve. I also have the advantage of teaching the same students from the time they are in junior high until graduation.

I am only at a disadvantage in the number of levels I must prepare for each day. During a normal school year, I prepare for grades 8, 9, 10, 11, and 12 daily. That is a lot of preparation, especially when small schools are notoriously understaffed in special education areas.

None of this matters. O.K., I will clarify. It does, and it does not. These factors matter in the day to day challenges each and every teacher faces. The factors do not matter when the education of students is concerned. Each of them deserves what they need to be successful. Period.

Do I have all the answers? No way. Do I have some suggestions? Yes. I cannot pretend to know what will make each and every individual teacher a success. I do know what has worked to help me improve, and I want to share.

1. Know the standards and benchmarks. Having a healthy working knowledge of the standards and benchmarks of the curriculum you teach, along with the ones above and below your grade level/levels allows for a consistent scope and sequence of curriculum. I am not saying 'memorize' them word for word. Just be able to attach one or more standards to each lesson you teach. It will keep you grounded.

2. Be open minded to new brain research and actively seek out the new discoveries. Try not to get stuck in the belief that, "If it was good 20 years ago, it is still good now." This may be true, but think of it this way. Would you want the doctor operating on your two year old child who has tragically been diagnosed with a brain tumor to use the technology and resources that were available 20 years ago, or those on the cutting edge today?

3. Try to make a connection that establishes trust and respect with each student that you teach. This is not always easy, believe me! I have learned that common kindness and courtesy go a long way. Students notice when you take the time to say "hello" every time you see them, or reexplain an assignment without any condescension or sarcasm. Study their faces. A face can show understanding, confusion, sickness, worry, fear, or satisfaction. Taking the time to understand how they are feeling on a particular day may make or break the quality and quantity of the work they will do for you. (I do know they should be doing the work for personal benefit, not 'for me,' but many of them do not see it that way.)

4. Take classes whether you need the credit or not. I began writing lesson plans that focus on different kinds of learning and personality styles only after I took 4MAT training. I love 4MAT and recommend it, but there are many different, wonderful planning strategies that can clarify and improve your teaching. Find a class that peeks your interest and take what works for you from it.

5. Work closely with the special education specialists in your school. They know where to find the information you need about your special education students. They can give you strategies to help them that are easy to implement into your daily routine. Many of the accommodations for students with special needs are useful to regular education students.

6. Use authentic assessments.

7. Find assignments that are valid for assessing students of differing levels.

I feel like I am getting long-winded. No, I KNOW I am being long-winded. It is one of my weaknesses. I have other suggestions; I have been trying to improve my teaching for at least 13 years. I have been teaching 14, but I am pretty sure the first year I just tried to survive! :) I will continue and elaborate later. For now, I am off to enjoy my family for the evening.