A Child's Words Can Change The World: The Journey of Teaching Activism to 6th Graders

There is nothing more invigorating for a teacher than a child who is passionate about what they are learning.  Standing back in a classroom filled with chatter about students' topics, curriculum, or learning inspires each teacher to continue that excitement day after day.  Unfortunately, as every teacher knows (or any person whom has attended school), our best laid plans and intentions do not always come to fruition, and the energy of one day does not guarantee eager to learn the next.  My hope over our extended December vacation was to come back with a writing unit that would engage all students for an extended period of research, writing, and learning.   Isn't that every teacher's hope, at every opportunity, during the year?  But that time to think, and reflect, and panic, and research brought me to an article that inspired me as an educator to further inspire my students.

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After much time thinking, reflecting, and panicking I came across an article on the National Writing Project website.  "Ten Ideas That Get Kids Writing": http://www.nwp.org/cs/public/print/resource/nwp/ten-ideas.html  It was in this article that I read about a young girl whom had been struggling with Anorexia.  She wrote about her journey with this disease and wanted to ensure that other students did not go through the same experience.  It sat with me - that message that a child's words can change the world.  I had often told my students of this important message, but rarely had I given them the opportunity to truly practice.  This needed to be more than an entry or a final draft they created just for me, but there needed to be a way to share this message with the world.  It amazes me how as a creator, and that's what we are as educators - a creator of lessons, once you are inspired you feel this overwhelming excitement and desire to keep going.

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We embarked on the first day back creating lists and short entries about things in the world we wanted to change.  I was beyond impressed by the variety of answers.  Everything from animal abuse to school stress to (my personal favorite due to the sheer humor and innocence) "Boys with long hair.  I mean seriously... What are they trying to say?!"  I reflected with them on the importance of their voice, and the next day we defined the word activism/activist as a class.  For quite some time I had been talking, fruitlessly, about being a "passive learner" - this was the perfect opportunity to reflect on wanting to change the world, or watching the world change.  This was the perfect opportunity to teaching them all of the reasons why their voices matter.

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The librarian/media specialist and I gave the students the freedom to select their own topics, responsibly.  This invokes some natural elementary school teacher fear, as it often requires the move from database searching to true Google searching.  However, these students live in a world where technology is in their faces all of the time, and at some point we have to teach them to search responsibly.  Our students spent a couple of weeks researching their topics on the databases, and those that couldn't find enough supportive information, were taught how to "Google responsibly".  The librarian and I closely monitored their progress, and bounced important lessons off of one another and the students. 

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The second struggle was WHAT to do with these pieces.  It was important to me that they not only feel that they had a voice, but that they understood that other people would hear their voices - that's how you change the world.  And so I found glossi.com.  While I'm sure glossi.com never intended on being a website for educational purposes, it became clear that it was very user-friendly and, better yet, it was free.

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We had previously created a singular GMail account where each student had their own folder on google docs and created any writing that moved through the drafting process.  This made it most easy for my co-teacher and me to revise and conference with students online.  We had the opportunity to offer feedback, students had the opportunity to make revisions, and we instantly knew which students we needed to check-in with at the start of class.  Google docs had given me a sense of sanity during our fiction unit (where sixth graders often feel compelled to write a novel), and was once again one of the most useful tools in my writing class.  Drafting began, online conferencing ensued, and I felt like I had a grasp on the progress of each of my students.  In ten years of teaching, I have never been able to say that I had an understanding of the status of all students during a writing assignment.  Google docs has changed that for me as an educator, and more importantly, for my students.  It was easy to determine where students needed more research, more voice, grammar and punctuation assistance, etc. 

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As soon as we began drafting, I did a brief lesson on how the glossi.com account worked.  I explained to the students that I was showing them the most basic steps in creating the digital magazine, but that they were really going to need to play with the site to figure things out.  In the initial presentation I gave them assigned pages for the layout; these were later taken away as I saw that by giving them a minimum I was ensuring that most students would only do the bare minimum.  By broadening the assignment, and giving them many options, many students pushed themselves beyond what I had originally assigned.  In addition, taking more time to research, write, and revise encouraged the students to really focus on the message for the reader, and take more pride in this assignment than your typical research project completed in sixth grade.  As students asked me questions about the site I often sent them to another classmate for help, or told them it was their job to play around with the site until they figured it out.  (Part of this was because of my lack of knowledge within the site, and part of this was teaching this practical technique).  When more than one student expressed a fear of making a mistake, I explained that there is always a back button, and that sometimes you have to make a mistake to learn how to do something correctly.  To this day, I don't know how one student made his cover page of soldiers' hats move, or another made his background shimmer an orange sunset, but I watched them teach their classmates and I watched them motivated to make their digital magazine the best.

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As in all units, and teaching, nothing is perfect.  While we spent a lot of time having them document their resources on their bibliography, in the future we will need to spend more time having them accurately quoting where their research was received.  Also, a skill that I continue to struggle teaching, and the students continue to struggle learning is putting things into their own words.  At the age of twelve this seems to be a hard skill to maintain throughout the whole piece.  These will be skills and strategies I will work toward improving throughout the rest of this year, and figure how to address when I complete this assignment with next year's students.  With that being said, my favorite moments in teaching continue to be the moments when my students' motivation to learn exceeds the hand holding and teacher-driven instruction they are so accustomed to at this young age.  Teaching them that their words matter and can change the world is the first step in giving them a sense of power through the written language.         

All In A Day's Work - The Emotional Rollercoaster We Call Teaching

Please excuse the bullets that have become my writing on this day.  They seem to be the best way to express the emotional roller coaster that is called teaching nowadays.  This is the just the surface of today, as I would never feel comfortable really disclosing the tough days of my students.  In teaching we have to be very respectful of their confidentiality and privacy.  If you don't feel like reading the whole page, scroll to the bottom - that's the best part. 

• Writing is cancelled today because today is the day that the students receive exposure to German.  Normally this would be frustrating to me, but as I listen to this amazing teacher (that is only in the building for 6 weeks - 4 at this time) speak in only German I am touched by the way the students respond.  They follow her every move, stand up and sing the alphabet and other songs, and really respond to her.  I am reminded of the value my school district puts on multi-culturalism and developing the whole student.

• As a grant proposal my class was granted 5 I-Pads yesterday - I don't know who is more excited me or the kids.  Probably me.  The students divide into groups based on the math concepts they have struggled with the most, and begin to create flipped-learning videos on the app Educreations.  Their goal is to teach other students how to solve these most difficult concepts, while teaching themselves.  It was in this moment I realized how ineffective the binder system was this year, despite the fact the pages are meant to come out of the text.  Oops!  Guess I need a better system next year.

•  I begin to explain to the students that they have earned their award for our behavior management system and we will have a PJ/Breakfast party.  I anticipated telling my students the menu: pancakes, bacon, fruit salad, and donuts, and receiving great appreciation.  Never did I expect them to put in requests: "Can you make chocolate pancakes?"  "I would like pineapple."  "How about I bring in waffles instead?"  Ummm... How about thank you?  I explained to them that I was sad, and they had made me feel very unappreciative - when someone is doing something kind, and being generous, you just say "Thank You."  I thought the message was clear - I was wrong.  

• Every year we hold a "field day" much like other schools.  It was later in the day that I heard some of my students complaining about the events from the previous year.  I stood there appalled.  I once again explained that "field day" was a privilege and many teachers, myself included, had worked hard to plan that day.  We discussed that while they may not have loved every event, sometimes it is better to just be appreciative for what you are given.

• These last two bullets lead to this a version of this conversation (lecture):  "You know I love each of you very much, but today as a class I was sad.  I have made a decision to continue with the PJ Party and movie time, but I will not be buying and making you breakfast.  You may bring in your own small snack for yourself during that time, but I do not feel very much like giving you anymore than what you already have inside of this classroom.  I am here to teach the whole student, and this lesson is different than the typical math, writing, or reading lesson.  I am sorry to those of you whom appreciated from the very beginning."   One student raised his hand an apologized, while the others sat very serious.  What I love about my students is that they listened, but they didn't seem upset with me... It was like they knew it was coming. :)

• At the very end of the day a former student walked into my room.  I hadn't seen her in years, and now that she was in 11th grade it was fun to just catch-up with her.  She got tears in her eyes when I said I was engaged, and we spent a lot of time talking about the joys of being an aunt.  Her visit touched a place in my heart, and I was once again reminded how lucky I am to be able to watch these amazing people grow beyond my classroom.

• And now for one of my TOP favorite moments in the last ten years:  As this young women walked with me toward my next meeting, an additional former student was waiting for me.  He gave me a big hug, and said "I came to invite you to something.  What are you doing May 18th?"  I told him I wasn't sure and it may be a bridal shower off of the top of my head.  He looked at me and said, "I wanted to invite you to hear me sing at Carnegie Hall."  I don't think there are words to express the moment when you know one of your "kids" is doing something above and beyond the norm, and even greater when they include you in the moments. 

Most days in teaching are a roller coaster.  You watch the kid who doesn't get food at home, and know that his only meal is the one for breakfast or lunch in the school... The kids who wear all of the name brands, but are just screaming for attention at home, or at school... The ones who could care less about education, or just want to play video games/ or sports... You watch the kid fighting off the urge to cut, or flip the desk, because life is harder for him/her than the rest... The one who sails into the school day always trying their best... And the one who struggles just fighting off and covering their disability.  And you teach them all with love.
But every once in a while, you end up with a visit from Carnegie Hall.  

Teaching Has Saved Me

On more than one occasion teaching has saved my life.  In those moments when I found it hard to breath, to get out of bed and face life, I have walked into my classroom and forgotten the outside world.  When my heart has been smashed into small pieces, or those that I loved have disappeared from my life... When I have been beyond disappointed in myself, or couldn't stand my own thoughts... Teaching has saved me. 

This was not that different just a few weeks ago.  I was in a place where I couldn't understand life, and was hurt, angry, and frustrated with fate for taking a friend, and piece of my future, from my life.  I was overwhelmed with concern for my future husband, as he had suddenly lost a best friend whom was more like a brother.

I spent more than one day looking through my students, unable to really listen to their words, and understand the conversations.  I was going through the motions of teaching - something I don't believe in, and yet we've all experienced.  I vividly remember a friend saying, "How were your kids today?" and I was befuddled.  I didn't have an answer, except to say honestly, "I don't know.  I mean I guess they were fine, but I don't really know what happened today."  What I love about teaching sixth graders is the honesty we can have with one another.  My students knew that a dear friend had passed, and were sensitive to the time and space I needed.  Telling them the truth, and requesting from them some patience and understanding (as well as good behavior and hard work) really allowed me to take care of what I needed to in my personal life.  I wasn't able to see their concern for me in those moments, but it came through in the days that passed. 

They asked if they could help me pick out the substitute that would be teaching in the days that followed (partly because they do not like having substitutes, and partly because they knew they would behave and have fun if it was someone they like).  When I returned from two and a half days out ( 1.5 for services, .5 for a meeting), one student asked if I was his teacher again.  When I smiled and nodded, he wrapped his arms around me (in a hallway of about 65 sixth graders) and told me he was so glad I was back.  It is in those moments that teaching saves me from my own thinking.  It is in those moments that I can breathe again. 

We dismissed early that day, and the next day was a potential snow day that led to an extended vacation.  It was hard for me to wrap my head around saying goodbye to them for the vacation after so few hours together, and still deal with the world outside the school building.  As I took a deep breath, and walked toward my desk, I noticed an envelope on my desk with a note on the outside:

Dear Miss Sisto, 

Your students were very worried about you, and wanted to write you some notes.  So sorry to hear of your friend.   Try to enjoy your vacation.

Nancy

Nancy is our building support teacher, so she is familiar and loves all of the staff and students at our school.  I smiled with tears in my eyes knowing this had come from not only her, but my co-teacher whom had been checking in on me all week.  This was exactly what I needed.  I packed it in my bag, eager to get home from the never-ending snow falling outside the windows.  I needed to be in my own home, and in my own space, before I read any of these letters.  

I don't have to explain how or why teaching saved me in this moment, because there are simply no words.  It's all in the letters. Take a look below and you'll understand.  I write this with one disclaimer: Walk away from reading this article with the understanding that these letters aren't about ME.  These are letters each educator that listens and loves their students receives.   

The Benefit of Sporadic Vacations

Yes, I know I am a teacher and I am beyond lucky at my vacation schedule.  NO TEACHER in the world should argue the fact that we are lucky to have three week-long vacations, as well as July AND August off.  I will absolutely agree with you.  I know I am a better educator because of these days, and often wonder why other professions don't follow a similar path.

Snow days?!  I will promise you that we love those days as much, if not more, than the kids.  Sorry. I know that as parents you hate those days - childcare, snow, screaming children, ice, screaming children, sledding, snow, screaming children... I don't argue that you are amazing people as parents.  As I am in the safe comfort of my home, cleaning my floors, catching up on my laundry, or snuggling with my dog I do think of you and your children.  (90% serious, 10% gloating) 

More important than snow days, though, are these sporadic vacations.  No, these are not important because I get time away from your children, and away from my job.  Because if you really know a teacher, you know that they are NEVER really away from their job.  You know that we wake up dreaming about lessons, and students.  You know that hugs from your children are as significant as those from our own family.  You know that we are grading and/or planning at almost all times, if not in person than in our heads.  And yet, the importance of vacation IS about time.  It is about the space from chaos to clear my head of the minutia.  It is about taking the time to figure out what I can do to make myself a better teacher, and a better person. It is about reflecting on what I have already taught, what has worked well, and what I can alter in the future.  Vacations allow me time to sit and think about how to help "Bobby" because what I am doing is not working, and that is not an option for me.  That time is not given during the school day, and amazingly enough, life is in full swing when any teacher gets home.  I do not mean, for an instant, that you do not have these same issues in your career.  You have a work problem that you are focused on while you sit at dinner with your children chattering on... You have an argument with your spouse that really stems from aggravation at work.  Teachers are no different than others, except that, we are. 

We are different because we work with your children each day.  We are different because we have to be so careful with our language, because young learners will easily become unmotivated and shut down in learning.  When children shut down on learning, we shut down OUR future.  We are different because what we do each day, with each student, will affect who they are in their future.  We are different because we have to teach them to read, be kind, write, use your manners, math, compassion, science, respect, history, perseverance, etc.  We are different because we are teaching future doctors, custodians, servers, philanthropists, lawyers, teachers, criminals, and so much more.

We are different because we often cry with your children, when you don't even know they are crying.

Before you sit and judge teachers for their time off, think of the benefits of giving teachers these sporadic vacations.  After ten years of teaching, I came back from Christmas vacation more rejuvenated than ever about a new unit - Activism - for my students.  I needed the time and space to reflect and research this topic (and it took me a full two weeks).  My students came back and worked harder than ever.  I learned from this unit that I had been underestimating them for quite some time.  During this most recent vacation I got to visit my parents.  I will be a better teacher because I had the time and space to be grounded with those that first taught me strength, morals, and hard work.  I watched my retired father work endless hours (including traveling for 4 days) to improve the healthcare system.  I was reminded that no matter what stage of life, you are never done learning and working towards your true passions.  I watched as my mother doted on me, and took care of me as only a mother can.  I was reminded of how much love you each have for your children.  Thank you for trusting me with them each and every day.   

As this vacation comes to an end, I am eager to see my students.  I missed laughing with my students, watching the light bulb go off, and those moments of genuine caring.  This point in the year is one of my favorites - my sixth graders begin to prepare themselves for seventh grade, and yet they hold onto us tighter than ever.  I have missed my students and will be a better teacher because of my week off.

On Monday I will enter my classroom, and take a deep breath, feeling a place of comfort, safety, and home.  How many of you can say that after a week off from work?

The Variance In The Philosophy Of The Teaching Of Writing

From a young age we are taught to "do as we say".  I don't have my own children, but I watched my parents and now my siblings, set the examples as members of positive and functioning members of society.  It was in these moments I learned forgiveness, patience, strength, courage, and the kindness of our words - through watching their practice.  It was then that I learned that to teach, I had to practice.

The teaching of writing in this country has always baffled me - in so many ways that a singular blog entry post does not apply, nor does it give it justice.  One of the most intriguing ways, however,  is the philosophy of writing as educators.  As an elementary teacher, I have the overhwhelming priviledge of teaching students in several content areas.  I currently teach reading, writing, and mathematics.  This is fascinating to me for two reasons: 1.) Seeing students' brains function in different capacities, with different strengths and 2.) Reflecting on the practice of teaching, different content,  in very different ways.

Ask most people in this region if they are a reader, and you will get a variety of answers.  Many will say something like, "I don't read often, but I certainly can read and understand".  A few might say, "I read everything I can get my hands on... If it's of interest to me" or a resounding, "Yes!"  And a smaller few may admit to not being a reader in "any capacity".  When you look at teachers, however, this is different.  Most teachers are in the previous groupings.  They read - many genres, and often.  But most importantly they read their content.  They do not assign a new text without thinking and analyzing the piece, much like a science teacher doesn't assign a lab without practicing the lab on their own; much like a math teacher doesn't begin teaching without refreshing their minds, and practicing statistics.

That thinking always  leads me into the area of writing.  The area that is most contradicting to all other practices.  Why is it that we, as educators and a society, are willing to challenge ourselves to read, to solve a math problem, to analyze social nuances, and yet we are unwilling to challenge ourselves to write.  Teachers of writing have actually defined themselves as "non-writers", or "scared to write".

When I plan for math I very often have to analyze each problem.  Which ones apply?  Which ones can I skip?  Which ones will I have to slow down and work through step-by-step?  And the most challenging questioning of - The HOW?  I have to anticipate every step.  And yet, if you are not a practicing "writer", how do you truly know which skills really apply to that writing assignment, beyond your assumptions?  Which ones were challenging?  Where did you get those resources?  Where will students stumble?  And once again - The HOW?

My life changed as a person and, more importantly, as an educator in September 2008.  I came off of a summer spent with other educators analyzing teaching, but more importantly writing.  I sat in a group, of which originated as strangers, and shared through written word my deepest secrets and inner-most thoughts.  It was in those moments that I learned how truly vulnerable writing was; and how often I was asking my students to be vulnerable, without ever putting myself out in return.  It was my first step in understanding that I can't ask my students to do something that I am unwilling to practice myself.  I was then reminded - "do as you say." 

As we embarked into the chaos of September 2008 and a couple of years after, I accepted the inner challenge of writing every single time my students were writing.  While I soon realized that this was impractical because I was struggling to evaluate each students' understanding of the written word, I did develop a classroom of writers.  They came into my room and expected that I would write, and so they wrote.  They knew it was valued, and they knew it was expected.  They knew that to write you had to be brave, and that writing was an experience in and of itself - an experience that changed you and your thinking.

In the most recent years, my teaching has had to change and adapt, but my philosophy of writing has remained the same. With the Common Core Standards, this has been a struggle, but I refuse to let my standards and philosophy of teaching little people change... People of all sizes need to learn and think through writing.  All of us need to define ourselves as "readers" and as "writers."

My philosophy as a teacher of writing, and I challenge you to join me, is to "teach as you say".  My Standards: 1.) Before you challenge your students to an assignment and project, practice it yourself.  Hurdle through the unexpected easier times, and struggle through the hard times.  See how long it takes you, as an educated adult, and multiply that - BY A LOT (your struggling students will appreciate that moment more than any other).  2.) If you reach the point in an assignment or project where you have lost stamina - assume that your students will too.  Either adapt your teaching, or change the assignment.

I guarantee you will not have a true understanding of what is difficult or challenging for a student until you make that practice yourself, and you will know how to help them because you have struggled through it on your own.  You will not understand true vulnerability until you have given yourself, and your thinking, to your students.    I do guarantee that your teaching will change, and your classroom community will shift, when you "practice what you preach" and "do as you say."  My favorite quote last week was, "Miss Sisto, what are you doing your project on?"  Not only were they curious, but they knew I was teaching and learning along them on the journey.

Unseen, She Stood Beside Me

I sat, over Christmas break, completely baffled about what to do with my sixth grade writers when we returned in January.  It wasn't just one sitting that I contemplated and analyzed this concept.  It had been prior to vacation, and all throughout.  We had just finished a fiction unit - the one unit 95% are most eager to participate in due to their love of fantasy, mystery, and/or drama.  But now I was stuck... How could I get them as excited about any other piece of writing as they were about the genre of Fiction?  Sitting in the sushi restaurant where I do my planning (yes, I find that lesson plans over sushi is much easier than planning at home), I had an instinct that spoke to me louder than ever about where to find my answer.  The National Writing Project.  Of course.  How could I not have gone there two weeks ago when I was stuck?  It is the place of endless creative ideas.  It is the place of security, and like-minded people.  I can't tell you what I searched, but within moments I had the emotional connection I was looking for in my teaching.  I read of a high school student whom had written a report on eating disorders because she wanted to change the world, and ensure that no other young woman or man encountered the same debilitating disease she had been suffering with for years.  At the end of her research, she checked herself into a hospital-setting for rehabilitation.  She had begun changing the world by educating herself.  I knew my students were capable of the same.

Activism.  I was going to challenge my students, and myself, to change the world with knowledge and passion.  This was not an easy task since they are 11 and 12 years old.  Knowing full well my school librarian would be eager to participate, I began to brainstorm what this would look like as a teacher, and as a student.   After a few lessons of listing and writing what makes you angry, what needs to change, what makes you sad, who is an activist from history/in your life, and how to create a strong angle the students picked their topics and we headed to the library.  The librarian had taught them several lessons about databases, and safe searching, and was eager to collaborate with me on this unit.

It was during my second class that I looked around and had a deep feeling of familiarity.  Despite having never done this assignment, the enthusiasm and passion from my students made me feel that I had been here before, and yet I hadn't.  And then I had my flashback.

I was sitting in Provence with my still intact writing group - PWC (Professional Writing Cohort).  Each of us were sharing what we most wanted to explore and learn about as educators.  Kathryn expressed a great desire to share with her students the need to delve into information, research, to learn more about a given topic.  "I want my students to WANT to learn more about the world around them... I want to say we are going to do research, and watch their eyes light up, rather than the groans heard around the room.  They need to know that it is important to want to learn more and go deeper with your thinking.  I am going to spend this time writing and reflecting on different strategies to motive students as researchers, learners, and writers."  It was in that moment that Kathryn was in my teaching.

See, Kathryn passed a mere 8-months after this conversation.  It was truly a devastating to blow to our writing group.  She didn't have ample time to delve into this critical area of teaching and learning.  We as a writing group didn't have ample time to have her depth of thinking and questioning.  But as I stood in the library, watching my students, I felt her standing beside me, nodding her head, and telling me we were onto something, and pushing me to keep going.  Kathryn may be gone from our physical world, but her dreams and lessons continue to live on in the world of teaching.