Remembering Jean Robbins

Posted on November 22, 2015 by conversationeducation

I read an essay, ham of god, by Anne Lamott to begin class this week. I used to read aloud all the time, but as with many good practices we just let them slide to the wayside. I read because I was trying to find some humor, solace and some kind of sense of all that is happening in the world. I read because my dear friend and mentor, Jean Robbins always said, read aloud.

Jean passed away on November 8^th. Jean was one of those people who comes into your life and never leaves. She was kind, generous and incredibly good at connecting people and to people herself. I am forever grateful to have known her.

I attended her service yesterday afternoon, only to be greeted by so many faces from the past. It was as if a timeline of my teaching career spread across the room, from my Maplewood School Ed 500 teacher, Karolina Bodner and Internship principal, Dennis Harrington and fellow intern, Judy George to Maryellen Webb one of my first teaching partners at Barrington Elementary School to Nancy Barcelos, one of my teaching colleagues from Pollard School in Plaistow to Rachel Small, a student I have had in class for LTT to David McCormick who teaches at the Writer’s Academy to Ellin Erwin who’s daughter was in my Writer’s Academy class 2 summers ago to Maryellen Giacobbi, whose work with Don Graves changed the way we taught writing forever.

It hit me that so many of the amazing educators in my life were in some way connected to Jean. This was no accident. I was not alone in this as we stood talking “Jean” people began to make more and more connections…”oh you know so and so….” and that is how the legend of Jean will live on as we each continue to make these connections one at a time, for a lifetime.

You see, Jean and I met while she was a supervisor of interns many years ago at Barrington Elementary School. I had a troubled intern who would often show up to work so hung-over that she could not function. Jean and I banded together and recommended that she not move forward with her career in teaching. (This was not something that was done, as by the time one made it to their internship it was pretty much a done deal that they would go on to teach!) I am not sure what happened to that intern, but Jean and I had formed a bond by making a tough decision, but the right decision.

So when my daughter, Emma, was diagnosed with Leukemia at 3 and a half, I walked out of my 4^th grade classroom at the Pollard School and never returned to a classroom full time again. When I thought my teaching career was over I called Jean about a year into Emma’s treatment as a stay at home Mom with a sick child and her younger brother who never sat still. I was exhausted, housebound and NEEDED something to get me out and to get my brain working again. Jean promptly set up a meeting and introduced me to Tom Newkirk and Louise Wrobleski, two of the most influential people in my life today. They offered me a consultant position at the Sandown school. I accepted as it meant I would work one day a week, a day to be out and be something other than mother and caretaker.

I was so excited that I ran out and bought the very first car phone, the size of a small loaf of bread so that I could be contacted if needed as Mom and went back to work in this capacity. As time went on and Emma got healthier my load increased until one day Tom offered me a part –time position as Field Coordinator for Learning Through Teaching and that is where I have been for the past 15 years. Jean changed the course of my life and for that I am forever grateful.

I always said I wanted to be like Jean when I grew up, always traveling, swapping her home before HomeExchange or Airbnb even existed. I learned at her service that she had been abroad 50 times and her son in law, Gary listed them all. I always knew Jean missed LTT meetings as she was often travelling, but 50 times! WOW!! I guess it is time to grow up, to take and create every travel opportunity I can and just do it!

I started when I walked out that door and had a choice to go home or to follow through with my plans to revisit my singing sisters for a sing along in Portsmouth with Voices From the Heart. I was tired, but I knew that Jean would have gone because she said she was going. As I drove along route 4 towards Portsmouth I noticed the sky was turning a slight pink. The further I drove, the more intense the colors became. I reveled in these colors and pulled over in Newick’s parking lot, the smell of fried everything wafting in the air, to capture it. It seemed like the perfect end to a service where one woman impacted so many people’s lives and while what she did seems short of miraculous, I realize what she did was to fight for children, to stand up for what was right for kids and teachers and to connect people near and far.

Jean’s sunset from Newicks.

I remember Jean telling me a story about being at a train station in Germany and while there was a language barrier, Jean laughed her wonderful laugh and recalled a little boy tugging on his mothers shirtsleeve screaming, “NEIN, NEIN!!” Through her laughter she said, “NO, is one word that is universal and sounds pretty much the same in every language”. And then she listed off all of the translations of no she could remember.

So I salute you, Jean Robbins, Grand Dame of education in New Hampshire, as the sun sets on a beautiful life, a life that touched so many. May we all live with an open heart, listen to each other, reach across our borders and connect with each other and the world.

You are loved. You are missed.

Good Night Jean.

Firsts, Lasts, Forevers and Newkirk

Posted on August 31, 2015 by conversationeducation

“When it’s over, I want to say: all my life/ I was a bride married to amazement.” Mary Oliver

Throwback, Emma (4th) and Zachary (1st) first day of school.

So its that time of the year again, where my FB and twitter feeds all fill with accolades, videos, quotes, sayings, jokes, and images of going back to school; whether it is first grade lunchbox photos or first college drop off dorm rooms everyone seems to be “on their way” somewhere new. Conversations are abuzz with who has what teacher and who is going where.

It is the time of year that I often lament not having my own classroom, but trust me, it is like wanting another baby, and it is gone as quickly as it comes. And while I think about the birth of a new class and all of the excitement that happens on that first day, raising that class has become increasingly daunting since the late 80’s when I started teaching.

So, I finally let my NH State Certification expire. This was a biggie!! I mean I never left the classroom intentionally. It just happened and I believe there was a time when I thought I would always spend all of my days with other people’s kids until my own got sick, so letting this certificate go was the last step in my own process of letting go of a life that wasn’t.

Sample Cairn, many more coming in the mail soon…thank you Heinemann!!

And so I begin my 15^th year at UNH as a Field Coordinator and Instructor for Learning Through Teaching. 15 years! How did THAT happen? And although I don’t have the physical space of a classroom I begin reading and planning and plotting places and spaces in my mind even though I SWEAR every year that I am going to take August off, there I am on my deck with a cairn of professional books at my side…seeking the perfect “forever” book for each of the graduate courses I will be teaching in this coming year. I gather books like eggs and read with great hope that I will find exactly what I need to hatch meaningful experiences for my teachers and their kids.

Zach begins is sophomore year in College.

And so at this time of excitement where everyone returns to school with great anticipation, hope and wonder, I have also been at this long enough to know that soon that fervor will calm and that the day to day will begin to wash away the smell of the new clothes, the bulletin boards will begin to fade in the slowing summer light, the shiny new sharp crayons will dull and break and the real school year will begin.

So when I am reading I am asking myself, what professional book can I find that will actually sustain my teachers throughout an entire year? What will help them to think more deeply? How do I find a text that will “speak” to everyone? Can I find a “forever” book for someone?

And so here I have decided to pay homage to those tried and true texts about the teaching of Reading; the ones that have changed me. The ones that are forever on my shelf through yearly discards and endless book drops. I have also decided to limit this list to 5 books and I realize that was much harder than I thought it was going to be!! That is good news.

Mosaic of Thought by Ellin Oliver Keen and Susan Zimmerman

In the early 90’s, I was part of a committee in Barrington, NH and Grant Cioffi was on the committee. I had his son in my 3^rd grade class and had taken several courses with him at UNH. He was nothing short of brilliant and his death was a loss beyond comprehension. He is loved and missed by so many.

We were working on reading interventions and I remember saying, “I wish I could just ‘see’ inside the minds of my kids.’” Grant and I spent overtime batting this idea around but always came up short. Enter Mosaic of Thought. Never had I read a book on reading that actually created a way to begin to make thinking visible. And while I fully admit to my “teacher crush” on Ellin, she remains an icon of change in the teaching world. During that time the PEBC out of Denver was a force to be reckoned with and many other great work came out of this collaboration. (Oh I want to include Cris Tovani here too!) If you have not read this book and the new edition then you are truly missing out! Read it as a reader, just purely READ it and savor it.

In The Company of Children by Joanne Hindley

For many years this book was a fall back for me!! Whenever I couldn’t find anything I would seek out this purple, pink and blue gem and find what I needed! Joanne brings both the Reader’s and Writer’s Workshop to life in between these covers and allowed me to see that this rewarding work was something that anyone could do. If you don’t know Joanne, she was part of The Manhatten New School in NYC where Shelley Harwayne (Oh man, how can I not include a Shelley book?) was principal. Upon visiting this school it was apparent that EVERYONE was a reader, from the security guard sitting at the door, her stack of books beside her, to the bathrooms that were wallpapered in book jackets. Reading was valued, adored and respected and it was something EVERYONE did! Joanne’s book oozes with this collaboration and connection. Thank you Joanne.

You Gotta Be the Book by Jeffrey D. Wilhelm

If you know anything about me then you also know that I have this affinity for dressing people up in hats and props and bringing reading and writing to life using drama. Enter Jeff Wilhelm. He wrote the book that affirmed all of the “silliness and fun” in my teaching. He validated and gave language to what I intuitively knew was good teaching. We brought him to UNH years ago to our annual Learning Through Teaching One Day Workshop and he had teachers eating out of his hand, playing historical rolls, futuristic rolls and all with great depth and meaning. Thank you Jeff!

What Readers Really Do by Vicki Vinton and Dorothy Barnhouse

Reading this book was a breath of fresh air that I didn’t know I had been craving. Vicki and Dorothy combine the language of writing and the ideas of revising to thinking and distill the strategy work started by Keene and Zimmerman into a holistic approach to thinking. The simplicity of noticing and naming are at the foundation of this brilliant book that again, aims at getting at the thinking of our kids! Thank you Vicki and Dorothy for this masterpiece! I have already used it with several of my graduate students and it is always a hit!

The Art of Slow Reading by Thomas Newkirk

I remember sitting at a Learning Through Teaching meeting and Tom laughing at himself saying, “Who am I to write a book on reading?” And yes, in perfect Tom style then went on to rehearse this book with our group. He “outed” himself on the first page as a slow reader and invited the rest of us who are slow readers into the conversation. When I read this manuscript I sat down with Tom at The Bagelry (and yes it WAS still the Bagelry then!) I told him that what I read felt like his love story with books, it is passionate, heartfelt and brutally honest. Per usual, Newkirk did not disappoint with this book and his uncanny ability to put into words what so many are thinking, but are afraid to say. In this age where speed is king, Newkirk demands that you stop and think…

And it is no mistake that I end with Tom. You see, Newkirk just retired. Tom has been my mentor, my boss, my friend, and best of all a man who always laughs at my jokes. (Something you don’t want to live without!) I cannot imagine what our Learning Through Teaching group will be without him. (This too is a biggie!) So I write this out of the deep respect and gratitude as I reflect on my professional life and how forever blessed I have been! You see, I have met many of these authors in some capacity and that is because of Tom. Who knew when I left that classroom so many years ago that I would find myself where I am today. So Tom Newkirk, I dedicate this blog to you as a Thank You for allowing me the autonomy to teach, the respect to grow and the humor to bookend it all. My professional life would never have been as rich had I never met you. (And of course a shout out to the Grand Dame of Education herself, Jean Robbins who started Learning Through Teaching and introduced me to Tom!!) It is because of you that I have been able to live “married to amazement” and there is really, no greater gift. Enjoy your time…. You have not seen the last of me!

What We Do In New England: Talk about The Fickle Nature of Winter

Posted on February 17, 2014 by conversationeducation

The Day in January that Snow Patties fell from the sky!
by Tomasen

Life in New Hampshire is such that when the end of January comes along, many of us look pale, tired and have large dark circles under our eyes. Others are sick, have been sick or are getting sick. Many are irritable, between vacations and stuck inside without recesses because somewhere along the line we stopped letting our kids out to recess if it goes below 32 degrees. We LIVE here! Let the kids out, if even for 10 minutes to get blasted and blessed with some fresh air, be it arctic air to bring them back to life disperse some of those germs into the great outdoors.

Even the trees feel Januaryied!

So this year it occurred to me that everyone looks and is “Januaryied”. Yes, Januaryied. It is my new verb and the funniest part is that when I ask the simple question, “Are you Januaryied?” most just respond with a look of “why yes, I am totally Januaryied.” No explanation needed.

It is at this time that most of us dream of white sandy beaches, palm trees and yes those lovely drinks with umbrellas in them. And in this age of Face book we can see others who ARE on sandy beaches, wearing bathing suits, and nursing sunburns…oh the sting of envy is a painful one indeed.

A Walk in the Woods by Tomasen

Winter Sky reveals a glimpse of light.
by Tomasen

We can’t help ourselves. We are stuck in the tundra with no escape from the frigid temperatures we have lived in and through, with smatterings of 45 degree days that melt away the snow leaving the next frigid 10 below day with ice everywhere and very little white snow to adorn much of anything, leaving bare, grey tree branches poking the underbelly of the sky. It is dreary. It is forever grey. It is January.

But alas, we made it through January and now find ourselves in February. And this February has been a doozy. Another day, another snowstorm and what used to feel magical now just seems like another chore that has to be dealt with. Snow shoveling, roof raking to avoid those incessant ice dams, and clearing off the car just one more time before leaving. February, where one would think we are that much closer to the end of the long winter. The days begin to lengthen and one can actually see outside at 5 o’clock.

Miss Ruby Frolicking in the snow.
by Tomasen

This winter I have attempted to walk my dog, Ruby where I end up in the field in time to watch the sun set. I can’t see sunset from my house, and this new routine has allowed me to see that additional minute or so that we begin to gather each day. What I have noticed most is the light, the evening light that inspired this poem:

In The Blue Hour of Evening Light

evening light

comes too soon

against the blue hued

mounds of snow

the light no longer lingers

but quickly dips and dives

into the warmth of the horizon

Evening Light by Tomasen

evening light

a glowing luminous light

proclaiming the passing of yet

another day

evening light

hangs in the distance

momentarily suspended

as my cold feet stand rooted

Evening Light
by Tomasen

in the deep snow holding me tight

from diving down to catch the light

and hold onto it desperate to

keep the dark away

evening light

casts short shadows that

play with the snowlight

broadcasting indescribable pinks, purples

More Evening Light by Tomasen

Hues of Blues
by Tomasen

and so many hues of blues

for all to watch

if they are looking

evening light is the light I choose

to walk the pup

to pay homage to the end

of yet another day

to rejoice in day’s visit

that lingered a little bit longer today

evening light

I dream of your summer stays

when I come to life

and I can dillydally with you

into the night.

evening light…

There is hope in February and that hope is even better when coupled with a bonus snow day like today. Kids are giddy with the prospect of no school as they wait in anticipation of that final phone call, or these days, tweets! Teachers can take a breath and slow down and let their defenses down for a day of home in an effort to ward off all of those nasty bugs, and flu’s spread so easily within the brick and mortar of schools where kids are constantly coughing, sneezing and wiping their noses on their sleeves. Man, those noses just never seem to stop running. Blech!

I still get that excitement about a snow day because a snow day is a lazy day: it gives me permission to read and write and build a fire and just “be” all day long. Like a kid I can’t wait to go out into the newly fallen whiteness and feel the wonderful moisture in the air. Snow is magical again. And as much as I have been dreaming of those warmer climates, I don’t know if I could ever imagine living in a place where there was never snow! But if you ask me this when I am Januaryied, you can be sure my answer will be that I can’t wait for the day when I move to a warmer year-round climate, where I don’t have to endure the harsh, frigid everydayness of winter.

Zach and Ruby on one of MANY snowdays.
by Tomasen

And so in honor of this snow day I leave you with Billy Collins and his poem, Snow Day. Enjoy.

Snow Day

BY BILLY COLLINS

Today we woke up to a revolution of snow,

its white flag waving over everything,

the landscape vanished,

not a single mouse to punctuate the blankness,

and beyond these windows

the government buildings smothered,

schools and libraries buried, the post office lost

under the noiseless drift,

the paths of trains softly blocked,

the world fallen under this falling.

In a while, I will put on some boots

and step out like someone walking in water,

and the dog will porpoise through the drifts,

and I will shake a laden branch

sending a cold shower down on us both.

But for now I am a willing prisoner in this house,

a sympathizer with the anarchic cause of snow.

I will make a pot of tea

and listen to the plastic radio on the counter,

as glad as anyone to hear the news

that the Kiddie Corner School is closed,

the Ding-Dong School, closed.

the All Aboard Children’s School, closed,

the Hi-Ho Nursery School, closed,

along with—some will be delighted to hear—

the Toadstool School, the Little School,

Little Sparrows Nursery School,

Little Stars Pre-School, Peas-and-Carrots Day School

the Tom Thumb Child Center, all closed,

and—clap your hands—the Peanuts Play School.

So this is where the children hide all day,

These are the nests where they letter and draw,

where they put on their bright miniature jackets,

all darting and climbing and sliding,

all but the few girls whispering by the fence.

And now I am listening hard

in the grandiose silence of the snow,

trying to hear what those three girls are plotting,

what riot is afoot,

which small queen is about to be brought down.

Bad Raps: In Poetry, Social Media and Of Course, The Common Core

Posted on January 20, 2014 by conversationeducation

Poetry and Social Media have both had their share of bad raps.

The poetry of our (collective) past was often presented as something that was only available to those chosen few who may or may not find the many levels of hidden meanings tucked in between the lines. Every time I bring poetry to my teachers, there is a group squirm in the room as everyone shifts in their seats and falls back into their past experiences with poetry.

You will find poetry nowhere unless you bring some of it with you.
– Joseph Joubert

Poetry was not available and many hold fast to the belief that it still isn’t. But thanks to modern day poets such as Billy Collins, Mary Oliver and even those of old such as e.e. cummings, poetry can be accessible to all. With a little patience and practice some even come to enjoy poetry.

We just need to shift out of our old habit of thinking we “won’t get it” and realize that what we take from the poem is enough. It may just be the sound of the words or how they are arranged; it may be a line that strikes the soul, or an adverse reaction to an image. Whatever it is, it is for us. Poetry can move people to their own “edges” if you will, asking them to work and think a little bit more and little bit harder, what does that mean?

“Poetry is a deal of joy and pain and wonder, with a dash of the dictionary.” Khalil Gibran

Social Media has also gotten a bad rap, especially when we are having conversations about our youth. And while we might be concerned about the growing evolutionary thumbs of this next generation and their inability to communicate face to face without a device are worthy concerns, there is the upside to this wonderful world of technology.

Credit to http://www.thedrum.com –

One is the meeting of poetry and social media I encountered these past couple of weeks as poetry swept it’s way onto Facebook and flooded my feed with fabulous poets and poetry. The way it worked was simple. Read a poem posted by a friend and if you liked that poem they would send you a poet and you in turn posted a poem by that assigned poet.

I can only wonder how many hits poetry.org and other such sites got this poetry month. It was a treat to go onto Facebook wondering what poem or poet you would see next. It was also interesting to see what new poets might come up. And even if the poem was one I knew, it was nice to be revisited by old favorites. Some even went so far as to research their assigned poet, posting photos and biographical information as well as a poem. There were side conversations about how many poets some knew and how thrilled others were to be introduced to new poets. Others felt “out of their league” but quickly immersed themselves in finding the perfect poem. Some began the process of identification as one who likes and dare I even say might consider writing poetry.

I can’t tell you how many poems I added to my poetry folder for future teaching! There was a crazy wonderful poetry community created through social media with people across the country that never would have been possible without social media. It was, if I may say so myself, pretty damn cool!

And then we come to the Common Core where poetry is not mentioned, named or listed in any categories in the entire document. And while the intent was not to eliminate poetry, that is the interpretation of many. Schools are reading this document as a curriculum even when it clearly states that it is NOT! But the subtle, or not so subtle message underlying the omission of poetry is that what is not listed will not be tested; therefore precious time will not be wasted teaching it. Schools without Shel Silvserstien, Prelutsky, Roald Dahl, A.A. Milne, and Sharon Creech will be very sad places.

While I realize you have all heard me rant and rave on about the CCSS nation wide hold on education, I do not believe I have given it’s history justice and so I direct you here to a link where Diane Ravitch lays out the history of the Common Core and it’s daunting predecessors.

Diane Ravitch

I believe this history gives context to why we are where we are and how incredibly insipid it is. I believe anyone who has any stock in the public educational system needs to read this. I would like to see this article go viral. The more we know the more we can begin to understand what is at stake.

And so I leave you with my assigned poet (by the fabulous Children’s poet, Amy Ludwig VanDerwater, who you must check out at this link) and the words of ee cummings: enjoy, savor and just take it in for what it is, let it linger on your tongue for the sweetness that it is and nothing more or less.

e.e. cummings

E. E. Cummings (1894 – 1962)

I Will Wade Out

i will wade out
till my thighs are steeped in burning flowers
I will take the sun in my mouth
and leap into the ripe air
Alive
with closed eyes
to dash against darkness
in the sleeping curves of my body
Shall enter fingers of smooth mastery
with chasteness of sea-girls
Will i complete the mystery
of my flesh
I will rise
After a thousand years
lipping
flowers
And set my teeth in the silver of the moon

And as the world goes, I read this post to my daughter, Emma and she reminded me that her choir in High School sang this poem as composed by Eric Whitacre. Love the connections! And while we don’t have a recording of her choir, here is a youtube link to another choir singing it. Glorious!

I Will Wade Out

Stupid is as Stupid Does: More on The Common Core

Posted on November 19, 2013 by conversationeducation

The other night we stumbled upon the movie Forrest Gump. Man, I forget what a great movie it is on SO many levels. The scene that really made me pause was when Forrest’s mother, played brilliantly by Sally Fields, is at the local public school and the principal holds up a life –sized graph with 3 sections. He points out the top section and says this is Above Average, then to the middle section indicating Average (duh!) and then to a point in the Below Average section stating, this is where Forrest lies. Her response is what I wish all of our responses are to the numbers we use to sum up our youth, our schools, our teachers and beyond. She looks at the Principal like he has lost his mind when he says Forrest will need to attend a special school where she retorts in her perfect southern accent, “Oh for God’s Sake, It is only 5 silly little points, the boy will be going to school here.” And that is the end of the scene. Soon after you see Forrest getting on the big yellow school bus.

Of course as you watch the embedded history lessons and how Forrest had a hand in so much that we never knew the one line that really sticks out is “Stupid is as stupid does.”

And that is where we are in education right now. Stupid is as stupid does. We are so caught up in those graphs and charts and data that we cant even see what is right in front of us. The more I hear the more stupid it all becomes and I think we need to be more like Mrs. Gump and stop giving these tests and everything that surrounds them so much energy and weight. Part of the problem is that there are so many stories, myths and misconceptions around the Common Core that nobody even knows what is going on.

See here to read “Ten Colossal Errors of the Common Core Standards: http://blogs.edweek.org/teachers/living-in-dialogue/2013/11/common_core_standards_ten_colo.html?cmp=SOC-SHR-FB

Did you know there are some schools here in New Hampshire who are saying “NO” to the Common Core? And while they ARE being penalized in terms of funding, losing about $100,000.00 they are looking forward realizing that to implement the tests surrounding the Common Core is going to cost their district over $200,000.00. Why are we so incredibly short sighted when it comes to these top down mandates. What are we so afraid of?

I have said it before and I will say it again, if my kids were starting in public school right now I would get them out! Or in the words of Jenny, “Run Forrest Run!” Run from the shackles of numbers and testing! Our kids are being used as lab rats and caught up in a sea of bureaucratic and political snares that have nothing to do with a better education for each. Our educational system is being bullied into the dregs of privatization where companies can and will dictate what happens in our schools.

Pearson already is! Pearson is an enormous conglomeration that has tentacles that reach into more areas of education than you cannot even imagine. This octopus of a machine has created the tests that children will take that are too hard on many levels. The other day I was sent a link to the Smarter Balance site where I could go in and “take” the test at many different levels. I chose 3^rd grade and went to the LA section. Immediately, I thought of all of the hundreds of 3^rd graders I have worked with and my anxiety level started to rise. The first question is about a Chinese child, Little Lang, who is learning his or her characters. I think of those who don’t have the background knowledge that Chinese characters are letters. This character goes off with his brush…how many 3^rd graders “write” with a brush? And it just goes from there. At the end there were multiple questions to answer and of course lots of places for written responses.

As a highly analytical person I can often see at least 2 very distinct answers that “could” be true or right. And after that question I went on to the second one and then realized this was only 2 out of 50! And that is JUST the Language Arts section.

Here is a link to the test. See for yourself!!

https://sbacpt.tds.airast.org/student/

And once the numbers come out we will see exactly what these tests are designed to do, to create a new narrative of the epic failure of our public school system. But as with every magical story there will be the night in shining armor who will show up in shiny new textbooks wrapped in bubble wrap, a colorful collage of books and workbooks to fix all of your districts woes in one fell swoop. And the publisher will be….yes, you guessed it, Pearson. The one who set up the tests in the first place.

And even more disturbing is that if you are really worried about test performance Pearson has test prep materials ready for sale to get all of your little lemmings in line. In fact one teacher in New York City found one of the exact prep test questions on the “actual” test! The message again? If you want to do well on these tests then you must have Pearson test prep. Do you see the irony here? Do you taste the incredible conflict of interest?

There are many things that have started to rumble around the country that give me hope! One group of parents in New York State sent all of their kids test scores back to the school and the company. Great! But the kids still had to suffer through the tests! Other groups are opting out of these tests and the more we get on board with this the more likely is that we can take back our educational system and begin from the ground up to rebuild it. Top down…stupid is as stupid does.

A link to Fair Test listing the many ways to Opt Out locally and Nationally: http://www.fairtest.org/get-involved/opting-out

And although this video is showing up all over my Facebook feed I am going to link to it here as well because this kid has guts and makes some great points!! Again, he gives me hope. Imagine if more of our students stood up for what they think is right and just and fair.

http://youngcons.com/legit-tennessee-high-school-senior-decimates-common-core/

He is something huh? And as Forrest says “Momma always says life is like a box of chocolates, you never know what you are going to get.” In this case, if you dig to the bottom of the box you can see quite clearly what we are gonna get, and it tastes nothing like chocolates!!

THINKING is Passionate, Purposeful and Playful

Posted on June 18, 2013 by conversationeducation

Lately I have been thinking about what creates real readers and writers. Much of this thinking comes out of the work I am doing in creating and planning a graduate course I am teaching this summer called: Passion, Purpose and Play: Creating Real Readers and Writers.

(See here if you are interested in one of our UNH Summer Literacy Institute courses as we still have some openings.) http://www.unh.edu/english/media/pdfs/Archive%20NHLiteracy/2013SummerInstbrochure.pdf

I think back…what made me a reader? A writer? And there are sharp moments in time that changed my thinking and the way that I saw myself forever. One of those moments was when I was a sophomore in High School and my teacher was Mr. Dave Krauss. We were reading Lord of the Flies. Nothing revolutionary as many high schools today are still doing the same thing and reading many of these same classics some 30 years later. But something in this experience for me was different.

I recall heated class discussions and at one point I even remember my face flushing to a bright crimson red as I stood up and shouted out, “That is NOT fair!” The entire class stopped and looked back at me and Mr. Krauss said, “Tomasen, I need to see you after class.” I was mortified. As a resident “good girl”, always sitting in the back of the class, don’t make any trouble kind of student, I felt as if my face might pop as it got even redder and my eyes begin to sting with tears.

Photo Credit: esioh.com

After class I walked up to Mr. Krauss’s desk full of shame and defeat he asked me to sit down and asked me what was so upsetting. Our discussion started with the idea of fairness and he assured me that “nothing in life was fair”. I argued that life should be. He did not disagree but talked about how there would be merit to thinking about things not in terms of fairness, but in terms of how each individual person is in this world. He didn’t yell at me. I didn’t get in trouble. In fact, it was the opposite. He encouraged me to speak my mind more frequently and the he welcomed my thoughts and ideas just like everyone else’s. For the first time in my life I realized that perhaps I had something to say “in class”. This was huge for me. My thinking mattered for the first time in my entire school career.

Photo Credit: Facebook

Fast forward 30 plus years to where I am planning for this course and out of nowhere jumps into my hands the original copy of Lord of the Flies that I read in High School. For the life of me I didn’t remember ever even having it, and yet here it was. The cover looked outdated and as I opened the book the spine cracked with a pop as the old book cardboard smell wafted into my head. What was revealed inside was sheer magic.

Marked in red pen and some pencil and then some blue pen was MY thinking as a sophomore in High School. Words and phrases were underlined and in the margins were the words, authority, changes in attitude, role of society rules? It had never dawned on me that perhaps the reason this book stuck with me, that this experience was one of great magnitude might also have been because I was able to actually WRITE in this book and keep track of my thinking.

I wish I could remember the circumstances around this annotating. Was the school getting a new set because these were worn out? Was this common practice? Not that I remembered. What did Krauss know that nobody else did? And as I looked at the red ink I was instantly transferred back to remembering the actual red pen, the one that I used to use in my practice teaching in my bedroom. “The” red pen of authority. It was old and clear and the ink was clotty. As I looked at my own handwriting I could recall moments of writing in this book and feeling so “grown up”. Grown up in a way that made me feel smart. I recall writing things just because I could even if they were not great thinking. I loved the act of writing in this book!! I don’t remember doing this again until college and again the nostalgia of marking and writing in between and around the lines makes me feel giddy!

So could it be that something as simple as annotating a text is playful and inspires passion and great purpose? These words, in our schools, are not in vogue. It is rare we talk about the passions, the purposes or the play anymore. And while I have always hated the red pen as a student and teacher of writing, it was this old crimson that recorded my thinking and allowed me to participate in discussions that made me a real reader with authority.

It was during this course that I decided I would be an English major. I wonder if Mr. Krauss understood the power of what he was creating for me as a student in the name of passion, purpose and play? And underlying all of these “p” is thinking. Thinking is fun! It promotes passion, creates purpose and is playful and discovering one’s own thinking is priceless.

Photo Credit: jackgallery.wordpress.com

I would love to find Mr. Krauss. The last I heard of him he was working at the Admissions office at UNH and when I was a student I visited him. He has long been gone and I have no idea where he ended up. As a fellow educator I wish he could read this and understand just what he did for me and how it created the path that I am still on…one that is still seeking equality. One who still stands up, turns bright red and shouts, “That’s NOT fair” regardless of the lessons learned years ago that we live in an unfair world.

Somebody’s gotta do it!

It’s only fair.

Think about it.

Let’s Simplify, Not Justify: In Defense of the ART of Teaching

Posted on June 11, 2013 by conversationeducation

“I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit. “

John Steinbeck

What is the art of teaching??

In the children’s book of the Three Questions, a retelling of the original story by Leo Tolstoy, a young boy is on a quest to find the answers to these three questions:

When is the best time to do things?
Photo Credit: kellykorenek.wordpress.com
Who is the most important one?
What is the right thing to do?

As Nikolai goes off to meet with the wise old tortoise to find the answers to his questions he discovers that when he is not searching for the answers, he actually finds them. He rescues a mother panda bear and her baby from a terrible storm as the tortoise looks on and observes the boys actions.

Nikolai is still disappointed at the end of this ordeal because he is frustrated that he has not been given the answers. The tortoise wisely tells him that his questions were answered through his actions. He ends the story reminding the boy.

Photo Credit: bookimagecollective.blogspot.com

“Remember then that there is only one important time, and that time is now. The most important one is always the one you are with. And the most important thing is to do good for the one who is standing at your side. For these, my dear boy, are the answers to what is most important in this world. This is why we are here.”

This is why we are here and this is why I love to teach in a workshop because this kind of teaching and learning requires us all to be present. These are the essential questions that matter in my teaching in the moment, an essential part of the “art” of teaching. Keeping true to this art of teaching requires careful listening, intuition and improvisation on the part of every person in the workshop; most importantly, the teacher. There is no guidebook to where you can check off what you are going to do because the truth is that you don’t know what you are going to teach until you are in that moment with that child. Terry Moher, in her work on conferring refers to this as “teaching not knowing.”

Photo Credit: wondergressive.com

One problem is that there is so much noise and distraction in schools right now . I would love for every person, administrator, parent, citizen and politician to go and just shadow a teacher for a day. Yes, one whole day so that they can see first hand just what is being asked of teachers. So much of what is deemed necessary is done so by others, it has become more about justifying every action, each student, their numbers, their percentages, their scores and less about “who” that student is and what is is they might need.

The distractions away from the simplicity of teaching our students are more numerous than you can even imagine. There is a hurried frenzy that seems to buzz through so many schools. Lost is the feeling of nurturing, slowness and taking each moment at a time. Disappearing from early childhood classrooms are blocks, dress-up centers, imaginative play areas, sand tables and any element of play. Teachers are more frazzled and students, if they buy in to this system, are as well. The pressure to perform is on and yet…to what end?

Photo Credit: magazine.byu.edu

When I model lessons in classrooms one of the most common responses is, “that was great, BUT, I don’t have that kind of time to allow kids to think things through.”. I would argue that we don’t have time NOT to let them think!! And in this I believe that we all must make choices and for me it is as simple as asking myself and grounding my teaching in these 3 questions, When is the most important time? Now. Who is the most important one? The one I am with. And what is the right thing to do? It is to do good for the one at my side. What if we just made it that simple? What if that was at the very CORE of what we were doing in all of our schools with all of our kids?

More time to simplify. Less time to justify.

It just simply makes sense to me.

Photo Credit: http://www.etsy.com

Reflections on Drama, Drama Worlds and the Land of Misfit Kids

Posted on June 4, 2013 by conversationeducation

“All the world’s a stage, and all the men and women merely players. They have their exits and their entrances; And one man in him time plays many parts.” William Shakespeare, As You Like It.

I have always been a great fan of using drama and movement in the classroom. Here I look at the dramas that unfold regardless of what we do or don’t do.

As I enter the room I look around. Who is here? Who is not here? Who is talking to whom and who is not talking to anyone? What is the “pulse” of the group today? Is the energy high? Low? Medium? Do I read stress, playfulness, and exhaustion? What does this group hold today? What dramas are unfolding before my eyes? What will happen in this class today?

Photo Credit: hobbinol.wordpress.com

By observing drama worlds within our classrooms we then invite our students to “read” the drama actions going on in their worlds with a heightened sense of awareness, reflection and learning. Each classroom is unique just as each individual within each classroom is unique. Understanding one’s self, the group and being able to “see” from someone else’s point of view allows us to teach empathy and real life skills that will be forever invaluable for our students. We can call this “dramatic consciousness” where we ask of our students and ourselves to be aware of what is happening in and around us, within the books we read, the characters we create and the meaning that we ultimately make for ourselves.

“Dramatic consciousness means bring aware that there is dramatic action taking place in one’s life, in one’s work, in the lives of the people who make up the school community. It implies being present to that drama, engaged in its passions, struggles and adventures, rather than being psychologically distant, removed from the action.”

Robert J. Starratt, The Drama of Schooling: The Schooling of Drama

Photo Credit: http://www.adaptastraining.com

One year, my first year at a new school I had the privilege of getting a class of “misfits”. I say this with love for each of these children, but the truth of the matter was that I had gotten all of the students whose parents had not made requests for other teachers. I was new, the unknown and the keeper of all of the students whose parents did not know to make requests or were just not interested in doing so. This group of kids was one of the most challenging and consequently rewarding groups I have ever worked with. We spent much of the year working on group dynamics and accepting people for who they were. When I say misfits I am talking about all of those kids who had something incredibly special about them that had yet to be nurtured. They were a group for whom school was not a comfortable stage. They were a group, who by the end of the year became the tightest knit group of students I have ever had.

“And so faith is closing your eyes and following the breath of your own soul down to the bottom of life, where existence and non-existence have merged into relevance. All that matters is the little part you play in the vast drama.”

-Anonymous

As individuals they were as different as they were talented. The everyday work of school, sitting at one’s desk and performing a series of tasks was not going to work for not just a couple of them, but literally for none of them. If they were not coded then they were labeled with some kind of something that supposedly hindered their ability to learn. They were also the group that took to drama more than any other. It was a way for them to be and to show their learning through movement. It was what eventually made this group do things that were beyond comprehension. Every day was filled with dramatic activities and chances for kids to “become” someone other than themselves. Puppetry, theater, role-playing, Picture Book Dramas, Joke – Telling, Songs, Poet’s Theater were parts of every day often inspired by the students themselves.

One beautiful spring day I was called to the principal’s office to discuss an upcoming “fight” that was to take place the very next day. The rumor was that many of the kids in my class were involved. Involved? That was putting it mildly. They had all gotten together as a class for each recess for weeks and worked on the planning and execution of this upcoming “event”. It was to be a showdown between two boys in our class who had agreed to “fight”. There was a marketing committee who went around at each recess talking up the upcoming event. There was a sales committee that created and sold tickets to the event. There were judges, participants and even prizes to be donated by various other students in the class. There were flyers made, and all of the the other third grade classes were buying the tickets and oh yes, did I mention, they were also placing bets on who would be the winner? In their own time they had created an entire drama world where each of them were the stars. The organization, thoughtfulness and planning that went into this event was amazing. But, we were at school and what were we going to do about this? The fight was cancelled, much to the relief of the contenders and monies were returned to the rightful owners. Letters of apology were written and yet, through it all there was a part of me that was actually proud of these kids and what they had almost pulled off.

“I love acting. It is so much more real than life.”

-Oscar Wilde

Photo Credit: http://www.tumblr.com

So, I took the pulse of the group and ran with it. We broke down the drama of the event they had planned, unpacked it and gathered on the carpet and discussed all of the skills they used to plan and eventually execute such an event. After mapping them out I proposed that we use all of these skills in order to plan an event that might actually help someone or a cause. The thinking began and the ideas started to flow. What would we do? At the time we were studying the rainforest and after careful consideration it was decided that we, as a class, would buy a portion of a rainforest. The efforts to raise money began as the kids headed up different committees and the money was eventually earned and we purchased an acre of a rainforest that would never be destroyed. We received a picture and a document stating it had been saved and the best part was that out of this planning and execution nobody got hurt and even better part of the world was saved.

“Life is like an overlong drama through which we sit being nagged by the vague memories of having read the reviews.”

John Updike

It seems to me that too often in our school worlds we see things in black and white. Sure, what they planned was inappropriate for school, but as a group it was an amazing feat. Here was a group of kids who lingered on the outskirts of the popular kids, who became, as a group, the focus of the third grade recess. They had planned an event that every other third grader wanted to be a part of. As a group these students created and made a drama world where they were center stage and not behind the scenes where most of them had been most of their school careers. And even as I write this I realize that this is not completely true because many of those kids were front and center, but not in a place that was helping them. Many were in trouble with the “law” for numerous accounts and even in this we need to ask, what is the drama action that is happening and what need is it fulfilling? Attention. Working together they were able to get this attention in a positive way.

We spend a great deal of time focusing on everything that is wrong. What is right? These kids were brilliant….but school was never a place where their genius was discovered. I just think we can do better. And part of better is helping kids to see their roles in life, in school and as individuals. Lights, Camera…ACTION!

Photo Credit: shakespeareinaction.wordpress.com

The Joys of Teaching: Bringing Back the Poetry, the Puppetry and the People

Posted on April 1, 2013 by conversationeducation

“Imagination is more important than knowledge”

~Einstein

Sometimes life it just too much. Things come flying at you faster than you can handle and the goal becomes to just get through each and every day and to do the best that you can. In the midst of great busyness you check things of the list and move on. But at some point you stop and realize that you are not living as much as creating a record of living. I may be “doing”all of the mechanical movements to get through a day, but the mundane checks on the list mean very little in my life.

I believe that we get what we give, you know, karma and all of that great stuff. And as I read through my blog posts I realize how much power and energy I myself have given to the Common Core State Standards. So I decided to devote one entire class with my graduate students of teachers and devote it to the joys of teaching. I asked each teacher in my group to think about and come to class with a unit, an idea, collaboration, a lesson that they loved.

And I wish you could have felt the energy, the laughter, and yes even the tears that came out of this discussion. One teacher talked about how she had her students make toothpaste. Students would bring in ingredients that they then combined with baking soda and water. One teacher chimed in talking about how her daughter was in that class and how they brought in chocolate extract and how disgusting chocolate toothpaste was. She laughed at the great messiness and engagement and sheer joy in this experiment.

Others talked about great units they had planned with colleagues and how those units moved children. Another spoke of her grand puppet making and how those puppets were then used to create and show meaning within a social studies unit. I wish I could have bottled that energy…but there is no way to measure that energy so it is deemed useless. But at the same time it was the excitement behind the thinking that went into the planning and execution of these lessons, units and projects. And if these teachers were this excited just talking about them they you know the execution of them was the same…and that energy then becomes the energy of the classroom!

I talked about one of my all time favorite units when I was a third grade teacher in Barrington, NH. Our team created the most incredible unit on the history of Barrington. It included storytelling as we brought in the Calef’s and their descendents and neighbors who told great tales of the grist mills and the endless springs walking to school in feet of mud. And what incredible storytellers these elders were! Students would hear these stories and then research and read stories of their own to tell at a celebratory tea where parents and townspeople were invited to hear their stories. They were also asked to interview someone in the community and we compiled these interviews into books to be shared with the town. Every day was filled with Barrington history as I read through the town history book and uncovered more great tales to tell. The month long unit ended with the great town tour. This was more of a scavenger hunt really where we handed out riddle books with clues and questions. This book was their guide and they had to think to figure out where they were going. Small groups would pile into parents cars and off they would go to the Isinglass Riverbanks to the old schoolhouses, where they would be invited in and given a brief history. I can’t even tell you how much the townspeople welcomed our kids into their homes; some even made snacks and drinks in preparation for their day of visitors.

I have heard that parts of that unit actually still exist in Barrington Elementary, but that the big parts, like the town tour are no longer allowed because of liability. How sad that litigation gets in the way of good learning? Once again it is the checks that matter…no more unsafe driving conditions for kids. (Ironic if you have ever ridden on a school bus with no seatbelts really!) Never mind how beneficial that town tour was and how it connected the taxpayers to the students and was a starting point in bringing the town together, creating connections and community between the young and the old. What matters are the details (the devil lives there doesn’t he?) and all of the other minutiae that clog up each and every day.

And so after each teacher had a chance to talk about their joyful teaching we gathered into small groups and I asked these teachers to go through the Common Core State Standards and begin to plug in the standards that were actually covered in those units. In no time at all they were listing standard after standard. There is very little that is new in these standards but we are coming at it from the wrong direction. Why? Because there is money to be made by large corporations (Pearson) and why consult the experts in the field when you can have people who have nothing to do with education create what you need?

And so I ask, why don’t we spend more time in these joyful spaces talking about what we DO DO instead of always what we don’t do? Why can’t we bring back poetry, and puppetry and create spaces where people want to be? Why can’t we create thematic units where students look forward to 3^rd grade and the town tour almost as a right of passage? What is missing in the efforts to implement these standards is the whole. We are so concerned with each little increment and how to “cover” that small piece that we are not doing anything that is connected to anything else…the whole is gone…and without the whole there are just a bunch of pieces floating about randomly in space never to be connected.

And so I am going to attempt to remain in a place of joy through National Poetry Month. My goal is to read and write poetry each and every day of April. I will start today and each day I am with students, children and teachers I will have a poem in my pocket to share. Not so that I can check something off the list, but just for the sheer enJOYment of it.

I will leave you with one of my all time favorites:

The Summer Day by Mary Oliver

Who made the world?

Who made the swan, and the black bear?

Who made the grasshopper?

This grasshopper, I mean-

the one who has flung herself out of the grass,

the one who is eating sugar out of my hand,

who is moving her jaws back and forth instead of up and down-

who is gazing around with her enormous and complicated eyes.

Now she lifts her pale forearms and thoroughly washes her face.

Now she snaps her wings open, and floats away.

I don’t know exactly what a prayer is.

I do know how to pay attention, how to fall down

into the grass, how to kneel down in the grass,

how to be idle and blessed, how to stroll through the fields,

which is what I have been doing all day.

Tell me, what else should I have done?

Doesn’t everything die at last, and too soon?

Tell me, what is it you plan to do

with your one wild and precious life?

Stories as Community

Posted on March 27, 2013 by conversationeducation

I come from a long line of great storytellers. It started with my grandfather. Some of the best stories he actually wrote to me in letters while I was at camp. Stories about the snake that had invaded our play schoolhouse in his yard and how he had tricked it with magic snake dust and was laughing hysterically as he watched that snake cough it’s way down the street never to return. I still smile at this image.

A letter from Grandpa

Then there is my father. I remember it was as if everything in the room would just stop should he begin to tell a story. You see he doled these stories out like little crumbs. They were told so infrequently that when they did come you knew it was time to stop and listen. He tells stories with the greatest sense of anticipation. It is like he takes you on this wonderful ride and you go through every up and down and turn with him word by word. It’s funny, but now that he has gotten older, he falls into his storytelling mode daily. He loves telling them and although you may have just heard it the day before, you still want to listen as it is in the telling that you find great joy. And he knows this and so he prefaces each story with, “I may have already told you this but…” and he tells it again.

Dad

Then there is my sister. She can take any mundane daily activity, like feeding her chickens and turn it into a tale. Honestly, I am always amazed at how she can take anything and make it fascinating. I always think she is truly living life like nobody else I know for in the retelling of her days there are countless short stories and anecdotes. And I wonder, is she crafting these stories as she is living them or does that come after the fact? Imagine living as if each move that you make is one to be retold in a story later. Everybody loves to be with Lisa because of her great energy and ability to find the humor is EVERYthing!

There are days she and I will be out in the woods hiking or on the ski lift and her narratives unwind one after the other. Even better is after she has a couple glasses of wine and the stories flow right along with it. Together we often rebound off of each other with our stories and we entertain ourselves endlessly. My Dad always says we sound like a bunch of old hens cackling away. We tickle ourselves with our tales and then go on to the next one. We amuse each other.

Tomasen and Lisa Hiking

Then there are the family legends. You know, those stories that start out simply and then grow and grow with each telling. One of the classics is from the summer of 1978, a brutally hot summer when my parents decided we would take one of our only family vacations. Visions of amusement parks, Disney and swimming pools danced in our heads as we all went running to our rooms to get ready for the 3 am departure to none other than, Newfoundland. Yes, 3 kids under the age of 15 all crammed into the green, side paneled Pontiac station wagon for a two week, 4,000-mile road trip to Newfoundland and yes, even a lovely Atlantic crossing over to Labrador. There are so many stories from this one vacation from it being the first time I ever hearing my Dad “swear” telling us kids in the back that all we did was eat, fight and fart, to the hotel room with the one bare light bulb, bed bugs, drunkards wandering around and the beach front where we played amongst the jellyfish and broken glass for hours.

Then there is my brother who is also a master of words. He can spin a yarn and sell anyone just about anything. He is masterful with his superlatives and relentless in his enthusiasm. His stories are often filled with small bits of information that nobody knows. As my Dad says, he knows more about everything than I know about even one thing. He too can keep you entertained and on the edge of your seat for hours.

Tomasen and Jamie

Stories provide us with a sense of belonging to something that is bigger than ourselves and each time one of these comes up there is an energy that surrounds them. We all laugh as the telling begins and those who have married into the family often find the need to leave as once we get going there is no stopping us. They exit the room saying, “Here we go again, the one bare light bulb and the drunks in Labrador stories…”

Then there are the stories that were told at Jimmy’s celebration of life last weekend. Jimmy, 23 years old passed away from Ewing’s Sarcoma on March 16^th. (See previous post) In lieu of a funeral his family organized a service of stories. One after the other were people who took the stage and told of a boy, a man, a son, a brother with the biggest heart of anyone I have ever known. It was not just a rambling of how wonderful Jimmy was…you know the words that anyone could say about anyone, but detailed stories that I find I play over and over in my mind. Stories that punctuated who he was and what he believed in.

And then I meet with a group of teachers and they tell me that they do not have room in their schedules for read aloud anymore. And my heart sinks and aches for all of those stories that will not be told, read, discussed and written. For some kids these will be the only stories they will hear. There is scientific research in the area of stories and how those enrich and actually activate our brains in ways that we don’t even know.”

See here for Your Brain on Fiction, http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all%3Fsrc%3Dtp&smid=fb-share&_r=0It states, “By simply telling a story, the woman could plant ideas, thoughts and emotions into the listeners’ brains”

See Vicki Vinton’s latest post here to see what is happening and the kinds of texts 3^rd graders are being asked to navigate independently, and all this without daily practice with stories. http://tomakeaprairie.wordpress.com/. This post speaks about what so many of us are so heartbroken over.

And in the end, I ask, what stories will be told after we are gone? They will not be stories of the scores we got on what tests, or the achievements we made or the trophies we accumulated. They will be the stories of connection and what made us unique and individual, the stories that demonstrate how we were part of something larger in this world, how we touched others, the humorous stories, and how we integrated ourselves independently into a larger sense of the world. Those are the stories that will live on.

So how do we change the narratives that are being played out in our schools? In another article, The Stories That Bind Us, http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html?pagewanted=all&_r=0,

Bruce Fieler states,

“The last few years have seen stunning breakthroughs in knowledge about how to make families, along with other groups, work more effectively.” He goes on to say, “ The single most important thing you can do for your family may be the simplest of all: develop a strong family narrative.”

And this idea of narrative is taken even further as corporations work to develop community. Developing community is one of the hallmarks of a great teacher. Time in the beginning of each year used to be devoted to creating these communities and creating the narratives where each student became a part of a larger story. These days, there is no time to create community because there is testing in October so often Community building is replaced with test prep.

We are only as good as our stories and I am finding myself feeling almost embarrassed on some level to claim that I am in education, that I believe in the right to a fair and equal public educational system for all when this system has taken on a life of its own and missing is any sense of story that I would ever want to be a part of. It is the story of money and corporate power. And so we must work together to re-write this narrative into one where each character matters and has a part in the larger story, because the alternative is a sterile ground with words on a page that nobody wants to read.

And it begins like this…Once upon a time there was a girl who wanted to go to school everyday to see classmates, to discover new ideas, to create, to sing, to play, to explore, to inquire, to wonder, to read and write and be a part of her larger school community…

One story at a time…

Conversation Education

Talking through what it means to lead a literate life and beyond.

Category Archives: Engagement

Remembering Jean Robbins

Firsts, Lasts, Forevers and Newkirk

What We Do In New England: Talk about The Fickle Nature of Winter

Stupid is as Stupid Does: More on The Common Core

THINKING is Passionate, Purposeful and Playful

Let’s Simplify, Not Justify: In Defense of the ART of Teaching

Reflections on Drama, Drama Worlds and the Land of Misfit Kids

The Joys of Teaching: Bringing Back the Poetry, the Puppetry and the People

Stories as Community

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