Carpe Diem and Rose Colored Glasses

This week in British Literature I read and analyzed sixteen poems. The common theme - Carpe Diem.

I love movies that show teachers teaching with passion. This one and the movies, "Freedom Writers", "Akeelah and the Bee", "Stand and Deliver", "Lean on Me", and "The Great Debaters" are all great movies. I do caution that some have language and tough issues but don't we face that every day in school. I think I say this at least 5 times a day to various students - "Is that language school appropriate?"

This clip and the Carpe Diem clip speak volumes to me. Why do we do what we do? Why do you? Surely it wasn't the lie that is spewed - those that can't teach. That is NOT why I do what I do. I still have a deep belief that I can change the world one student at a time. That I can teach more than academics and that I can love and help the most needy of students. Some say it is a lost cause and they teach...makes my heart sad. But maybe, I can be the spark that sets fire to the dying embers that lay deep inside them, that reignites the why behind what/why they teach. 

One thing that I do know through observing, assisting and education classes...we don't just teach math, science, English and social studies. I also know some days are glorious while others are tough. When we are deep in the trenches with a student that has given up hope or doesn't see the value of education; we dig a little deeper in ourselves and love them through it. 

The one thing that speaks volumes to me is the idea of students "thinking" for themselves. Isn't that what guided questions are meant to do? Meta-cognitive conversations?
The bigger concept is his passion. He got quieter when he really wanted them to lean in. I LOVE THIS CONCEPT. I do this a lot. It may look weird but it does cause them to lean in to what you are trying to convey. (I do this on Sundays as well when teaching students.)

Huddle up -
I honestly hope that our passion never dies, our love for students(even the difficult ones) never dies  and that we seize the day - every day we are afforded the opportunity to make an impact, ignite a spark or encourage someone (student, staff, admin, peers) to press on.

Hey - those rose colored glasses look good on you!
Seize the day and remember you are making a difference one student at a time.

If I Only had a Brain

"I would not be just a nuffin'
My head all full of stuffin'
My heart all full of pain
I would dance and be merry
Life would be a ding-a-derry
If I only had a brain" - Scarecrow
(If I Only had a Brain lyrics)






In Education 198, I am currently reading a book that keeps inspiring me, more like affirming me and my belief system regarding education and students. The book is small and well worth the read.  In his book, "Teaching with Poverty in Mind" Eric Jensen shares insight, research and HOPE on the effects of low SES (socioeconomic status). 

I am a product of the action steps taken by teachers who believed that I could overcome my very small world. They called out and pulled out the positives in my life that were stuffed deep inside me. I am 40+ and there are still people in my life that speak life and call out things that are in me that the world needs. 

My biggest takeaway from this weeks chapter (chapter 3) is that Brains are designed to change. "Neuroplasticity is the quality that allows region-specific changes to occur in the brain as a result of experience."  He shares how grasping this concept could be a catalyst in the lives of our students. The case studies are intriguing and I look forward to sharing the rest of the 


"In school, embody the change you want to see in students." (p. 65) We can and should help students rise above the labels and stereotypes that have been placed on them by society. 

Things we must STOP doing in order to start doing: 

• Using low IQ as an excuse for giving up on students
• Complaining in the staff lounge about little "Suzy" or "Johnny"
• Doing what you have always done

Things we must START doing in order to see change:

• Provide positive, enriching experiences
• Believing that change is possible
• Value students over processes

What does the Wizard of Oz give the scarecrow at the end of the film?
- a diploma

- encouragement

The prefix en- means to within, in

So, what was he showing the scarecrow?
- that he had it in him all along, he pulled out what was ALWAYS inside the scarecrow. The scarecrow was quite intelligent. He needed those around him, Dorothy, the wizard, the tinman to help him see what he couldn't see own his own.
We have the awesome privilege of pulling out and showing students what is on the inside of them. If we must use labels use positive ones. MODEL the change you hope to see. They have brains, their brains can change and we have an awesome responsibility. 

Teachers what you do matters! 

Lensing for Perspective

Leveling lexical or linguistic lenses lends to limpid learning and literacy. Say that 3x fast...go!

My biggest takeaway from last nights class was: Perspective! Once we realized through what lens we were viewing the activity on the shrubbery house on the corner lot, we had a-ha moments.
We could all use a good dose of this from time to time.

I heard this phrase about six years ago and it has had a lasting effect: "Everyone's behavior makes sense if you have enough information" We all come with our own view of the world from the context of our beliefs, prior knowledge and life experiences.  How do we know what we don't know? We build relationship.

Because we want the best for every student and every student is unique, we must build relationship with our students. They all come from various home situations, socioeconomic statuses, ethnicity, they all have differing learning styles, natural gifts, interest...the list could go on but I think you get what I am trying to say. Differentiating instruction looks a lot like the equity side of this picture. We scaffold for various students, for various reasons and I think by doing so, it helps level the field for each one of them. It gives each one of our students a better view of the educational landscape.

"The assumption is not the product of wishful thinking or unrealistic ideals...[but] from a new focus on the special literacy needs of adolescent students;" (p 12 Ruddell)

Dead cats and curiosity

Inquiry and attention to detail can derail me as a student from time to time. I could not let the "inferring" activity go. I read a rather large article and came up with another use for our "Curiosity killed these cats" cartoon. When standing at the door of new knowledge, hard math problems, science theories...don't be afraid to ask questions. Learning won't kill you. Curiosity can compel competence. It might be hard, you might need to take notes, but it will not kill you.

Wizard of Oz 
St. Louis Muny Shows to be presented in 2016 are:

“The Wizard of Oz” June 13 – 22
“42nd Street” June 24 – 30
“The Music Man” July 5 – 11
“Young Frankenstein” July 13 – 19
“Mamma Mia” July 21 – 28
“Fiddler on the Roof” July 30 – August 5
“Aida” August 8 – 14.

RA - Resource Anonymous

Hello My name is Stacy Waldmann and I am a resource junky.

I thought it would be great to have a spot to share resources that I have discovered during my courses and school observations.

Here are the newest finds...
FREE, but need to register

ed.ted.com
readworks.org
quizlet.com
erasemeaness.org


School account needed -

Brainpop.com
jr.brainpop.com
explorelearning.com
noredink.com
popplet.com (I believe you can do your first 5 free)

Here are a few of the many educational sites out there.

What sites do you use or have you heard about?

Don't Waste It

Trying to develop a unit and my lens is always literature. I would love to venture out of my comfort zone on this but not real sure where to start. I am currently a para in a SPED classroom of 6-8th graders. I am personally responsible for three eighth graders and one sixth grader, then there are several that float in and out. I teach them science, history and they float out for math/reading. We are currently learning mass, periodic table(8th) and motion(6th). We are learning about Lewis and Clark and Sacagawea on different levels for all students. 

The seventh graders that I am observing just started a "perseverance" unit with nonfiction text. I love the idea of literature circles. 

I would like to keep whatever I choose for later use. 

Stay tuned for which direction I go...

Horses, Cows and Students, Oh My!

If I was to use the frontloading strategy for this blog, I might ask "What do you think this blog will be about using only the title and the video??
You might say, Wizard of Oz because we talked about it during our class. You might say, I think you have it wrong, because it was a lion not a horse and it was a tiger NOT a cow. You might also say, I don't know. Hopefully I have you thinking...do I? As a teacher, we want our students to inquire, research, infer...we want to get them thinking for themselves.
One of my favorite scenes from The Wizard of Oz is when Dorothy, Scarecrow and The Tin Man go through the dark forest and meet the Cowardly Lion for the first time.

Here is what I don't  want to happen in my future classroom -
1. I don't want students to lose heart. (I want them to excel and take heart, I am for them!)
2. I don't want students to be afraid of asking questions, of failing, of ANYTHING! (They can be courageous)
3. I don't want my students to never THINK for themselves. (They have brains, gifts, talents and abilities)
4. I don't want them to always wish they were somewhere else. I want them to enjoy the journey of learning.

Mrs. Waldmann, so what does horses and cows have to do with students??
I am glad you asked.

I don't want my students to become so reliant on me for all the answers. I don't want, as page 22 calls me, to be their intermediary. I want them to be independent readers. Sure I will have to scaffold and fill in gaps. But I don't want them to only have what I have "chewed" on and regurgitated for their learning. I want them to investigate for themselves, prove things for themselves. Cows have a four compartment stomach...they chew, swallow and regurgitate. I want my students to "chew" on the text for themselves.

Embedding strategies in the Classroom
1. Frontloading learning
2. Guiding Comprehension
3. Consolidation Understanding

"The classroom strategies in this book do not lead magically or inevitably to success." (Buehl, pg 49)

"You can lead a horse to water but you can't make it drink...unless you salt its oats." (Old Pentecostal Preacher, 1992)

Metacognitive Conversations helps us (teachers) salt the oats. We are the additive. The purpose of this last strategy is to hopefully make students privy of the insider thinking that happens when reading. Eventually they will no longer depend on us to tell them everything.

Dear Future Students-
To my future tin man, don't lose heart - you have so much in you (gifts, talents and abilities) and the world needs to see it!
To my future scarecrow, stop saying you don't know, you are dumb, stupid, you have no brains or that your brain doesn't work - instead let me help you explore strategies that cooperate with your learning style.
To my future cowardly lion, you are a leader - don't be afraid to fail, that is how we learn. All the greats learned by failing first. Fail Forward!
To my future Dorthy - enjoy the journey! Readers are leaders, leaders are readers. Keep asking questions!

I am for you,
Mrs. Waldmann