Unselfie- Chapter 1

Did anyone else want to bring their baby to work??


When I read the page about bringing babies and how babies are natural empathizes, not only did I love the connect, but my momma heart started to try and find a way to bring baby Victoria to work! LOL! ( SN: I told my husband that she would be a classroom mascot and be a double tax write off, write off  for being our child but also apart of my school needs.)

So back to all the seriousness... when page 9 mentioned how we have different expectations of girls and boys, I couldn’t help but say that I am “Guilty!!”
Growing up, girls have never been allowed to be soft in my parents’ house, but the boys were never allowed dwell in their emotions. My parents loved the release of emotions and the ability to display feelings but they never wanted their boys to be too emotional, as society doesn’t view that well. They never wanted to stunt our brother but they didn’t want him to be unaccepted later either, which I get. Even as I look at my baby girl right this moment, I just hope and pray that she is always true to herself but I would like her to be accepted by her classmates.

So John Gottman is a huge driving force behind the emotion coach and he’s so convincing that i need to add his book, The Heart of Parenting, to my next set of books to read. After realizing that I probably can’t bring my baby to work for empathy coaching, I do like the idea of Skyping Grandma, however instead of Grandma, maybe it could be my retired Dad? This could be big. The students need a visual model to provide he face to face connection with and while they don’t all get that at home, we provide it at school, but it is still on a small scale. (At least compared to all the interaction that they should get, and my thinking is maybe we could coach them along, so they can handle and recognize these feelings better on their own and in other situations. (I might be dreaming with this idea, but I should dream big right?)

Page 20 opened some great insight into how I can share feelings everyday in class with my students. My colors won’t change often as I am very happy, but when it does change I will be sure to allow it to be a great conversation with my kiddos.


Out of all chapter 1, I would say nonverbal communication is key. What are some ways you help to coach students to read others’ actions?

What are some thoughts that you have regarding getting a classroom pet? (This would allow students to care for something else and observe its emotions. P.16)

Do you do any community outreach projects through your classroom/school?

Unselfie -Introduction

So... “Unselfie” is a book that was initially  a “hearts desire” to read. Now that I have begun reading, I absolutely love it and desire more people to be reading it.(especially those within my current campus in order to make waves at my school.) 

Within the first few pages, the knowledge that is shared is so heavy and real and game changing. For example the information in the introduction regarding the “Me” cultural values rather than the “we”. (P. Xiv) As someone who is using social media to connect currently, I see this to be true! Social media, selfies, and the need for constant photo taking(even multiples of the same photo) has changed what we view as valuable. Even I have been guilty of retaking a selfie or a group picture multiple times until I look pleasing to myself. The constant obsessing is not healthy to our self esteem nor is it a message we want to deliver to those watching. Squirrel: Just FYI- I’m a musical learning style of a person, therefore I couldn’t help but think of this one country song by Toby Keith called Talk about Me when I read the word “me” repeatedly. I’m not sure of the song’s original meaning but I always hear the messaging of don’t be “self centered” when I listen to it. This brings me back to the self absorption, and how this is an increasingly popular problem that has been fueled by social media. 

This book and its approach to empathy could change the way we do morning meetings, the way we interact with our students and teachers, and the way our counselors interact with our students and teachers. 

This book to me is a step beyond kindness. For the longest time educators and parents have said “be kind” and “show kindness” but this story encompasses kindness because that is HUGE and kids need to be kind but it takes it a step further and goes beyond just being kind and what does it look like. 

Empathy involves being kind, so kind would be a great co-pilot to empathy. As a teacher of littles, I believe you have to be kind in order to relate to someone, and when you relate to someone you are kinder. It’s a forward and backward swinging door. So this is a HUGE gain from kindness! 

On page 7, I love how ten year old Kanye put it, “empathy helps you be nice.” That’s the connection!! When you understand someone else’s perspective and situation, you can be nice (kind) to them.

Empathy gives kindness an explicit meaning and role within relationships.

How I would use this book?

As a teacher who does morning meetings with my students, I would initially use this as my morning meeting classroom curriculum and I would do the first 4 crucial fundamentals of empathy, while teaching them for 2 weeks at a time, rather than a month, only so I can make growth in my students before they leave for summer.. I would then continue to practice these skills as stated in the next part (part2) and allow them to practice (part3) while spiraling these practices all year. I would hope to show the students that through spiraling, it’s a continuous working goal and it will take time to develop.

Power quotes:

• “People have to teach kids to care. “ p.xviii
• “We create an environment where the walls come down, so to speak: where campers are willing to try something new surrounded by people willing to support them.” Leslie Lewin (imagine if all our classrooms were like this??! Like really like this!! Imagine accomplishing this goal each year and then the students can continue this throughout their schooling and carry that classroom culture.) p. Xii
• We are all humans who share the same fears and concerns and deserve to be treated with dignity. (P.xiii) - I need this on a shirt. <3

Questions:

1. What are some ways that you promote empathy in your classroom/school?
2. How can we help bring back the “moral rudder” to our students? (Xvi)
3. What are some project based character building activities that you do in your school? (Xviii) There has to be a way to bring this amazing activities into our schools.

Wow!! Chapter 1 is up next! I have never read such a passionate and moving introduction ever! I’ve been sharing this book with my neighbor and I can’t help by get chills when I think of how this book, in the right hands and at the right time, can move mountains for some of our toughest students. 

Kelli

Unselfie

I can’t even begin to describe to you how excited I am to dive into this book! This story is not just another book that talks about character and rather than focus on the same traits, this book takes it a step further and focuses on one of the main traits that can help out youth, empathy! I can't wait to see what unfolds and see how I can apply this to my students in our classrooms and schools this upcoming year!



There is still time to sign up for a blog chapter and to grab a copy of this book! See you all June 11th!

Visit the site to sign up! https://bit.ly/2sCHmDu

Kelli

Mystery Book Club

Soooo I must say that this is my most favorite unit to teach, which is why I have always admired the older grade levels because they get to book club more often and all year. <3

When students learn how to read, it is so much fun teaching them to love reading and watching them fall deeper in love with reading each day.

To begin this year's book club series, I had the pleasure of doing the Cam Jansen and the Mystery of the Stolen Diamonds chapter book. This story is captivating and simplistic (72 pages) at the same time. 

As many of you know, I have been in 2nd grade since the move from my old district. I loved 3rd grade, however it is nice at times to refresh myself on the level before to ensure I continue to remember what it takes to get to 3rd. 

I love a new challenge and this group this year, has truly been a wringer, but a blessing at the same time. As readers, we have truly had to become self motivated in order to select books that are "just right" rather than grab the largest book you can find. (HA!!) Now that they are growing swiftly into chapter books, completing the first of many whole class book clubs is wonderful as we are now able to truly read and digest tougher text. (Thanks to Lucy Caulkins, for Amping Up our Reading Power)

During book clubs, my main goal is to have students develop a deeper understanding of the text, while incorporating the skills used in class settings along the way. This is a great way to cumulatively practice what has been taught all year in isolation as well as cumulatively through picture books now in a chapter book. 

Group Selection

Reading groups were teacher selected. I began by thinking of students who would work well together without temptation to play, and then I gathered them on paper. I then took those students and wrote their reading levels next to their name. (While the reading level does not define them entirely as a reader, it helps me to know student word solving levels, their level of comprehension, and it gives me a hint of their level of discussion. Students who tend to struggle with comprehension, tend to have a challenging time discussing a book they may or may not have understood.)

Group Questions

Initially I used to be the teacher who use the questions that had come with the story, however I have really come to love that we have some AMAZING TPT teachers who have resources that are brilliant online. I now choose to support teachers and use their resource. I selected ____ to use her questions as they were comprehension questions that could still evolve into a discussion whether a student was sharing their opinion or adding more detail to a situation in the story. 

Group Management

Student are expected to work in groups and speak according to ground rules preset. They then were able to all partake. As I actively monitored I was able to see this come to life! I enjoyed being able to rotate around the room and monitor progress of group work. The students discussed specific questions as well as generated some of their own. (Questions that we’re self created were generated based off my suggestions and my previous questions, emulating.) At the conclusion of this assignment, students graded themselves and each other on their grou performance. I must say, that I had students being very honest and hard on themselves. It was a good conversation to have about preparedness and performance.

Happy Reading!
Kelli

Wow!! Is this thing on?

Leading into 2016 and 2017 there have been so many amazing changes! 

• New school district
• New school
• New house
• Got married
• Had our first baby, a baby girl!
• Graduated Grad School for School Counseling

And while they distracted me from blogging, all of these changes have helped to grow me as a person. I am so excited to rejoin the blogging world continuing to share what I do daily, and some new materials while sharing it from my teacher perspective as well as from the perspective of a wife, Mom, and counselor.

Currently - October

OH MY ITS OCTOBER! We have made it through a month and a few weeks, WOW! Time is flying!

Well Enjoy!! Posted some items on the blog, some questions, and added a math talk homework goodie! 

Have a wonderful week! Check out my Currently with "Oh Boy it's Farley"

Rule #2 - Just Grade it - - Don't let it pile!

This seems to be one of the hardest things for me to do at the beginning of the year. Getting back in the "swing" of things and I can convince myself that I don't need to grade one day because I will grade it tomorrow. Well tomorrow never comes and a week later, I am forced into my room to grade for what feels like an ETERNITY. (And as much as I love my precious children, after deciphering the hieroglyphics we call handwriting, I am a little frustrated at myself.

So.. Rule #2 is - Just Grade it! (It's kind of like NIKE and how they say "Just do it" teachers have to do that too. ) Just get it done, one more thing off the list and then we can send it home.

Grade it as soon as they return it. This may be the simplest rule, and YET the hardest one to follow through, because on Friday afternoon as your sprinting out the door, no one thinks to take home papers or notebooks to grade. If you need a solution, pick one day a week after school, and shut the door and grade. Pick that one day when you have nothing else going on and assign yourself an hour of grading weekly. ( If it was me, I would pick a Monday because graded papers go home on Tuesday.)

Hope this help someone! We all do it, but it doesn't make it a good thing. :-p

HELP!!! - - Math Talks and Sentence Stems or Frames

Hey Teachers!!

So as we know, talking about math is the HUGE push right now and I am agreeing that it does help with student "digestion" of information. It gives them a stronger sense of understanding and it helps them to be the teacher to someone else. I do believe that when students understand what they are doing they can teach someone else.


I am here looking for  HELP from someone who has some awesome and engaging math sentence stems or frames that I can use for math. Maybe any examples for rounding, place value, or just in general everyday math. Thank you in advance! :)

Please note below the math journal or homework assignment I read about in a book. This is a great tool from the Building Mathematical Comprehension book by: Laney Simmons.

Click on the picture below for a replicated example to use in your room. I am eager to see how the relevance of math and the connection of everyday life will spark interest in students. 

(Text-Self and Text- World Connections)

Rule #1- Always Pay Attention- (Especially during Dismissal)

So I'd like to think I am a very attune and attentive teacher. I really listen to most of what my students have to say because I want them to know that I care. 

It was about the 2nd week of school, and  the first day for our (my partner teacher and I) Intern to be with us for a full day. After what I would call a "pretty darn good day", dismissal comes... so we are lining up the bus lines and sending the students down line by line, as the time changes from 3:30 to 3:40 to 3:50 and we begin to question bus 66. (It's usually one of the first buses to arrive.) 

Needless to say, they called it and we MISSED it. Which brings me back to this being the first rule, ALWAYS PAY ATTENTION. 

We quickly found ourselves stuck passing glances at each other, to our intern, and back at 2 of our precious kiddos (who at this point one is tossing his backpack around and the other is calm as calm as can be expected when he realizes he's been left) #nochildleftbehind 

After walking the halls and calling parents arrangements were made and all was well again.

But we couldn't help thinking... How did we miss this bus?? How did the students not hear their bus?(Rhetorical) How did we only have 2 kids from bus 66 left behind?? These questions go unanswered, however; we learned that there is a first time for everything, and unfortunately We fell victim to paying attention.

Rules are established by not only our mistakes but also our successes. -me

-Kelli

R is for Rules!

Each year, at the beginning of the year we, as teachers, establish "Classroom Rules or Expectations" for our students. We write these rules in such a way that they can only be viewed in a positive light, such as "Always walk in the halls" rather than saying "Do NOT Run." We change the way we word them, so they say what we CAN do versus what we CAN'T do. 

But when I sit and think, it is amazing to me how many rules there are for students. This year I want go out on a whim and write about the rules of teaching, focusing on what we CAN and should do rather than saying what we CAN'T do. 

Create your own rules, and always know the only rules in teaching are the ones that work! (Until told otherwise)

-Kelli

The Gift

"98% of what you say, isn't coming out of your mouth." -Hitch

Today I was gifted the opportunity to be away at a retreat. While there, we had a guest speaker, and if you have any prior knowledge on guest speakers, they love to ask for volunteers. Well... she did ask, and me I was too eager to be her 1st volunteer. (Lesson learned) I quickly stood up and without background info, she asked me to tell her "what is branding?"... So before you begin to ask why... Focus on the word and think about how it has multiple meanings. (As a veteran teacher it amazes me at how my brain approaches topics, words, and thoughts these days. I see a word and view a teacher's perspective, I think of a math concept and can have a song in my head to connect with it.)

So anyway, I stand up and say "I think a brand is something that is trademarked, a brand is something that is popular or well known in stores." If you think like me, you're thinking good answer, right? Well, unfortunately, the presenter was not looking for that definition, she proceeded to get another definition from another lady and then complimented her with a gift. CRAZY! Right??? Yes, I was shocked to say the least, bc I know that I gave her a definition of branding. (FYI- in my mind, I'm really mad at this point, bc I know there are at least 3 definitions off hand) So basically, ... she got the prize and I didn't... although I DID give a correct definition. (You hopefully can imagine how I felt.)

Point is:

As teachers we are often searching for specific answers to questions asked. We ask our students questions based on what has been taught and we encourage them regardless, whether right or wrong. This moment gave me a glimpse into how it feels to be the student(s) who may not have/give the right answer. This made me think of all students who do not receive "class cash" or "tickets" for right answers. The strugglers, the behavior problems and the quiet ones who fear being wrong. If students feel inadequate they will not be their best, they will shut down and hold it inside, just as though I found myself doing today. I can easily see how trust can be broken and how student-teachers relationships can fall apart based off one encounter.

Charge for all:

I charge all teachers and parents to continue to build up your students/children. Encourage them through the struggles, speak positivity into their lives,and should you choose to reward students for answering questions, give them something for participating. Always show that you support them, and are thankful for their hard effort, they may not be right but they ARE trying.

This post is dedicated to all those who have ever felt inadequate. Those who have ever felt wrong and were truly hurt. We as PEOPLE have the power to make someone feel supported, and it doesn't always come from what you say. (Body language)

Night!

Math Madness!!

Okay ladies...  11 days down! We can do this! I think the hardest part is not settling into the summer fun too soon!

In hopes to help give some rigor to these last few days, I would love for you to try out this new page. I have posted a new math madness page for math review!! It is now on sale until Saturday night! However, for a limited time I have it as a FREEBIE under my freebie tab!!

This is only a preview! I have an entire bundle to be released this summer! :) Thank you for your feedback!!

Destination June 5th.. ETA 18 days!!

Once February/ May hits, it amazes me how sometimes I can allow my energy level to decrease dramatically. Not that I love teaching any less, it's just the weight of the work and the pesky student behaviors drain my mental ability and my patience. The daily frustrations and exhaustion, can sometimes hide my excitement of going to work each day.

As end-of-the-year nears and as your students "test the waters", continue to think about the best that they have and the best that they can be. I have learned that when I acknowledge the best in my kids they continue to be their best. And as the year ends I find myself noticing more often their bad habits. (Because I've grown aware of them) I challenge you to locate something positive in each child during these last couple days with them. Tell them when they are doing something right and make sure they see how proud you are of them. It's easy to over look the positive traits and only point out what needs work, however; would we feel excited to come to school if someone was pointing out our flaws? If our principals only told us when something went wrong, how would we feel? Let's be teachers who focus on what is going well and FILL our student's buckets. We are one of our student's biggest "cheerleaders", and if we don't encourage them, they may not see just how awesome they truly are.

We only have 18 more days left of school, and I truly believe that you can do anything with enthusiasm. Find a reason to smile every day, make yourself laugh (even if it means you're laughing at yourself.) Find any reason to be enthusiastic about what you're doing every day and it will make your ending much sweeter.

Think of this school year as a LONG EXCITING car ride, and we're almost home. Think about the way you feel when you have traveled a long distance in a car with your family, even the ones you love most, and think of the feelings you feel when you are almost at your final destination.

18 miles to go… we're almost home, but enjoy the ride because once it's over, it's over!

Have a great 18 days!! :)

Only the beginning...

Today was the first day that I decided to reach out to others besides people in my social circle and seek help for my classroom. I am a teacher who strangly believes in the use of technology for all students and I a want every child to be able to have that experience. I have attached my first donations box to the top right of my blog page. If you could please stop by and view my page it would greatly appreciated! With these funds I hope to purchase technology as well as proper storage for the devices I am able to purchase! Thank you so much!

Kelli Love

April Already?!?!

Linked up with Farley 4th Grade for the April Currently!

Science Brain Break Success!!

I can't believe these mini-labs are becoming a great incentive/enrichment!! I'm loving that is making my kids love science and behave in order to complete one of these labs!! JACKPOT!!

We observed a chemical reation between the hydrogen peroxide and the yeast. It was great to talk about! This experiment became a hit instantly and kids were asking for a list of ingredients to do it at home.

I have listed information below, let me know how it goes!! @ Loven3rdgrade or comment below :)

Materials Needed:

• an empty plastic soda bottle (about 16 oz)
• 1/2 cup of hydrogen peroxide 
• 1 pkg of yeast
• 1/4 cup of warm water
• dish soap
• a cup
• optional: food coloring

Adults: Pour the peroxide into the bottles

1. Have the kids place a few drops of food coloring into the bottles with the peroxide.

2. Add a squirt of dishsoap and swirl the bottle to mix.

3. In the cup, mix the water and yeast and stir for a few seconds to combine.

4. Then have them pour the yeast into the bottle with the peroxide and watch what happens!

Afterwards, talk about what they observed.

Warning: Food coloring will turn fingers colors, and it will come off. :)

Estimated time of completion: 10-15 minutes - Do outside to avoid mess!

Seeking relief from the wiggles, and giggles I like to call "spring fever"!!

Alright teachers.. It is February 17th and if we're honest with each other for just a few minutes, we will agree on some things.

1. Our kids are more hype now than ever.
2. The students are beginning to act like brother and sister and get too comfortable. (Result = more drama)
3. The learning material is getting harder, so students get frustrated more often.
4. The wiggles and bathroom/water breaks for movement and a "brain break" are becoming more common.

If you're like me, you have tried making learning more engaging as well as incorporating time to move and breathe, and maybe a little time to do a craftivity. :) However, my group of kiddos, cannot seem to "come back together" after too much movement and while I want their brains to rest, I want them to be exposed to something soooo exciting they don't see it as a lesson.

After trying some different things and thinking about what to do, I have decided to attempt to try various science labs, as a whole group in order to encourage a time to enrich, move, and discuss things that are educational and interesting. 

Today was the first day of this and I have to say the students and I were so excited!! I allowed the containers of water and the flowers to sit in the back of the room as the students were inquiring. As the day went on, we were able to predict, discuss, and then add the food coloring. Students would stay focused and finish their work because they wanted the time to talk about them, walk up and observe them, and then draw and write about it in their science notebooks. I was SHOCKED at how much they enjoyed it and how much more work I got out of them by allowing them to take a "detour" from their everyday learning!! Little do they know this is a real life skill and they will be seeing physical and chemical changes the rest of their life, however for the moment they were "tuned in" and all they wanted to do was know more. They learned so much about physical changes and by the end of the lab students were able to give me other examples. (Tomorrow students will write down the full color changes due to the overnight absorption time. - however the flower petals were already changing during the day.)

I just had to share, I am sure this is not something I invented, however I have looked online and my coworkers have suggested various videos. While those were awesome for the moment, I was trying to find something that we could all participate in together in order to stretch our mind. As I continue to look at experiments, I will be looking for enrichment labs based on our concepts in science. Labs that may be an extension of what we are learning in class, however it would be a mini-lab/demonstration they can be involved in.

This mini- lab (SOD- Science of the Day) is what I call it, was only $4 ($2 flowers from grocery store clearance) and took 5 minutes to set up. Students were able to look at it and continue to think about it throughout the day. I set the timer, we talked for 15 minutes, (because that is all i could spare) and then students talked in their free time when they finished work, and wrote about it in their journals! (students will be able to write their results in the morning, due to the need for absorption time.) I definitely got more "bang for my buck," the kids learned something new including my GT, my average and my low.

Helpful Hint: If you're thinking, "yea thats great, but where do I get these experiments." Try condensing one of the science labs that you may not have gotten to do this year. (Yes we all have labs that we skipped :-p )The kids can always use exposure, even if you have already covered something. Call it a review! :) I myself, will go back and look into my AIMS curriculum for science experiments I didn't get to do earlier.

I can't wait to do another tomorrow! :)

Thanks for reading! 

Contraction Surgery and a FREEBIE!

I can't believe that we are officially past the 100th day of school! What a great moment!! There are days when we feel like the days aren't passing and unfortunately I feel like they may be passing too quickly noW! :)

Any whoo!! I wanted to share this activity. I have been "racking my brain" about ways to make word work and language fit into my schedule. A coach of mine suggested Contraction Surgery activity and I am pleased to say it was fun! BEWARE that the kids loved it so much that they were loud, however I think they understand contractions a little better. 

Can't wait to finish out the week!

Now on to the freebie!! 

Context clues!! This is something our kids need and can always use. I am can't wait to have feedback on what your kids think. This was a good thing to do in groups and then discuss whole group. In my class it kind of became a game because they were so anxious to guess what they were! :)

Click on the pic to grab the freebie! 

Night teacher world!! This teacher needs some sleep!

 One hundred and 1 days down.. and many more to go. 

Kelli

Area Freebie

It's been a while since I have posted a freebie!! 

Click below to download!

Thanks!

Tickets Please!!

Tickets Please!! 

"A kid stands up in the hallway, walks into the room quietly unpacking their things and begins their morning work. I walk by only to hear the student say "Did I earn a ticket? I came in the room correctly."

It amazes me to see how different children are these days. Back in the day, when I was elementary school age, kids behaved and followed the directions because it was the right thing to do. We always aimed to please our teachers and parents by not having any conduct marks. (For me, I aimed to please with the fear of not getting it right. -- At home motivation) My parents always had a way of motivating me to do the right thing, whether it was a negative reinforcement or positive, however the frequency of these reinforcements, were not as frequent so I appreciated it more. (Or not)

Now a days we are in the world of instant gratification and rewards. Many kids play games on phones and computers and immediately after they win they are congratulated by a noise/graphic, points or both. As teachers these devices and these sounds are what we are competing with in the classroom. We are expected to give rewards for all types of behaviors, including the behaviors that students should already be doing.

When I think about young children and classroom behavior, I picture a time when students are young and they need to be taken to the "treasure chest" or the prize box in order to continue doing well. I also see a time when students need stickers to track progress. However, I am lost on when exactly we as teachers should teach our children when it is time to do the right thing because we want to feel good. When do we do the right thing so that we can learn and be smart. When do the classroom rewards end?

As a teacher who gives out tickets, I have become critical of myself, for I am not certain if using tickets are benefitting the students or hurting them in the long run. Teaching character is just as large as a topic as any other in my opinion, for that is something they will use in their everyday life.

Do others see this as a potential problem? What classroom management techniques do you use, and when do you think it is important to begin to ease off of these incentives? I sometimes feel that by giving trips to the "treasure chest" and trading in tickets too much is hurting the students for later on. Next year, teachers may not do rewards as often and I want them to be able to understand the reasoning. I love rewards, however should we reward kids for things they should already be doing? I feel like the kids who already do these things sometimes get left behind, because they are ALWAYS doing the right thing!

As an adult, we do get rewarded (Jean Passes), however they come far and few in between. By being intrinsically motivated, I am able to be so much more positive without the disappointments when I am not given a reward for something I should already be doing.

Thanks for reading! Tuesday's are for THINKING out LOUD!