Gratitude

Close your eyes and think of somebody who is really influential in your life and/or who matters to you. Why is this person so important?

 

Who matters to me ?

 

Scott Hunter

scottsheri

 

Why is this person so important?

We live in a small town, actually we live in a community of five small towns, each with their own identities and government. As small town America began to crumble, my husband, Scott, stepped up to be part of solutions. He’s been President of Rotary and the Chamber of Commerce (sometimes at the same time) more times than I can remember. Years ago our hospital almost became defunct, but due to Scott’s diligence and research, the situation turned around, and in later years the community worked together to build one of the best small medical centers around. He’s been part of finding ways to build a new school, organizing and helping at the community festivals, maintaining the fish hatchery, building the fishing ramp for those with disabilities, and trying to bring a new community center here. As Publisher of the local paper, The Star, he keeps the community informed on the issues that affect our small towns and our lives. He’s not the only one, because we have many outstanding, active citizens; but I am inspired by the fact that he stepped up and became a leader for the community, always focusing on bringing all of our towns and people together. He amazes me with all he does.

Between the two of us, we have four children and ten grandchildren, and everyone of them would say, Grampa is the best ever. Scott is a sensible person, not a sensitive person. By that I mean, you can bet he’ll find a way to let you know the truth; he’ll give you the facts straight up. All of our family depends on this, a caring father and grandfather who’ll be honest about the problems expressed, or the politics, or any drama he is sure to squelch. “What do you think about…” is a question he gets often, by phone, email, or in person because our family respects his ideas, and the loving and logical way he presents them. He’s always reading everything on every topic from politics to economics to religion to history to black holes. I do believe he’s related to Leonardo da Vinci, although we do hire out any for any repairs. Storytelling, boating, walking the dog, visiting the bat cave, searching for dragons, discussing God: these are the things Scott brings to our family. We are so inspired by his wisdom, humor, and the fun times he gives us. Who wouldn’t be inspired?

And me. Throughout our years of marriage, we two have enjoyed each other’s company in love and respect. He has supported my time, all the extra time, devoted to my teaching career. People don’t realize how much time most teachers give to create a positive and challenging experience to their students. Scott has always supported those times, and even written a few poems about it. Yes, Scott is also a poet; his words wrap images onto the paper and into your mind; they are safely tucked inside a folder, treasured, too personal and powerful to share, but ever uplifting to pull out and remember. He gently picks on his guitar and creates melodies that invite you into new worlds that swirl in music in your mind. And when he sings, his resonant voice fills you with awe. So, I don’t think I have to tell you how easy it was to fall in love with him; so much romance and music, consideration and conversation. With our kids, he’s always made time (see above) to create a home, a family, for our blended crew.  We spend more of our time in intellectual conversations than planted in front of the tube; you’ll find us immersed in our iPads researching on a topic of interest and then discussing what we discovered, often on a hike or walk with our dog, Pooka. And as my teaching world crumbles around me, he is there reminding me to stay the course and do what’s best for my students. Scott fuels my fire, and, by his example and through his wisdom and humor, inspires me daily. I am amazed at all his talents.

So. My husband Scott is ever present and a steadfast supporter of our community. His wisdom gained from continual learning provides a foundation for our family. And I am every day blessed with his consideration and conversation, his prose and poetry, and his love.

He is inspiration.

card

Thanks, Scott!

You’re my inspiration!

Post is a suggestion by Larry Ferlazzo for Thanksgiving

People Power

People Power
Building Community

Without community, a classroom is just a room. Without community, a class is just a crowd. A community of learners starts with discovering each person’s talents and builds on the relationships that develop from respectful discussions and appreciation for the similarities and differences that make our uniqueness add to the day-to-day participation in helping one another learn.

How do we begin discovering who we are as a class?  Here is a summary of six activities to build community and one culminating activity to draw it all together. I’ll be posting details in the next posts.

 

1. SMILE:

Ask students what made them smile this summer. Students use the letters to write a poem of the events or people that brought them joy this summer.

While paper will do, I’ve decided to create a Google Form for students to enter the S M I L E of their summer joys; the summary will show everyone’s anonymously. Look for similarities and differences. Further poetry could result from those.

2. FAVORITES

Make a list of favorites: animal, sports, team, food, book, song, pop (soda), candy bar, after-school activity, weekend activity, movie.

With technology the students could text into a polleverywhere.com prompt created by the teacher. Look for similarities and differences.

3. TRAVEL

Students list interesting places they have been or would like to visit.  Places could be gramma’s house, the top of my tree, Disneyland, Keller Rodeo. Each student then chooses one from his/her list and writes three things they have done or would like to do in that place. Use paper or create a Wall Wisher for recording the travels. Look for similarities and differences.

4. EXPERTISE

On an index card divided into fourths, ask label and draw pictures of things they do well, either as an expert, or as someone who knows enough about it to talk about it. These could be: beading, hunting, dunk a basketball, poetry, running, horse-training, babysitting, making frybread, cooking pot roast, etc. The pictures could be photographed and uploaded to Flickr to share in a slideshow. The students could also, depending on other goals for the activity, search for,  find , and cite Creative Commons images to place in their slide of a collaborative Google presentation.

5. TIMELINE

Students create a paper timeline of their lives — important events from toddler to today. The timeline should indicate two things: age and emotion. The emotion is how they felt with that event. With technology, students can create a Google Spreadsheet from a template. Column A, activities; column B, age; column C, emotion.  Then students can highlight and create a graphic representation of their timeline, trying different styles for the best visual.

6. Two Lies and a Truth

Students make a slide in a collaborative presentation based on the activities so far. Students consider their facts, and create an index card on which they write two lies about themselves (that could be true, but isn’t) and one truth. Students could place their information in a Google Presentation. Each student could do this in the next few days on their own to keep their slide secret. ( Template ) Once completed, the presentation or the index cards are shared, one each day. First students try to guess the person; then they guess the truth.

 Culminating Activity — more than one period

Finally, we bring together our shared parts of lives into team projects. Usually, I don’t use teams of three, but this activity does work well in threes. Pairs or quartets are OK, but threes are more fun and easier. During this time, continue daily sharing of Two Lies and a Truth, which isn’t part of this activity. There are three parts to this activity.

IMG_2767Part 1:

 

The teams of three share all their activities: SMILE, Favorites, Travels, Expertise, and Timeline. Using poster paper (kids often talk about the finished work all year; I display it online in a slideshow and in our hallway), the team draws a three-circle Venn Diagram (VD), labeling each circle with one of their initials to claim it. Students add details from the daily activities, and new ideas as they converse, to the VD. Of course, what is similar is written in the overlapping of the three circles, and what is unique is written in their own circle. Any similarity between two people is written in those shared circles. Students are looking for what makes them unique and their similarities. Finally, the team discusses what they would like to be doing when they are twenty-five years old.

 

 

Part 2:

Each team discusses their similarities and differences, and what is most important to each of them.  Then they decide upon a slogan that represents the team; usually students refer to similarities at this point. This slogan will be the title of Part 3.

Part 3:

IMG_2766

Students create a colorful poster with that title and adding images only to represent the three people on their team. Each team presents their poster to the class, using the VD as a reference to how the team chose their images.

The posters and VD hang in the hallway; a picture of each with names removed are placed in a slide show for sharing online.

Discussions about the project reflect on the collaboration:

  • How did you choose your images?
  • How did the team create the drawing?
  • How did the team choose the slogan?
  • How did you work together?
  • Did one person dominate?
  • How does working together help you?
  • What words did you use to explain your ideas?
  • Do you think anyone felt badly during your project?
  • Do you think anyone felt joy during this project?
  • How could each team work to ensure everyone participates and everyone feels good about the project?

 Connection to Blogging

Before displaying posters and before team presentations, place the posters on separate desks. Students walk around silently with sticky notes on which they write helpful comments (what they like; what could be improved; using positive phrases) to place on others’ posters. Teams return to their posters and read the comments; revisions may occur. Discuss helpful and unhelpful commenting styles. This reviews our blog-commenting strategies.

Note About Teams:

In choosing teams, students can use  a random picker to pick random teams (can do random boy and random girl teams), or students can work with their friends. Many students want to repeat the project, which demonstrates the community building aspect of the project. Starting with random or friends, allows for another project to be done using another team.

Citizenship and Collaboration:

An important aspect of this project is the collaboration. Are the teams collaborating? How will the teacher encourage this? While students discuss similarities and differences, they consider what is similar and what is different, where should those items should be placed in the VD, and does it matter if they are the same or different? We’re working toward building a community of learners where we can all work together even with someone who is different. We’re being polite and kind, practicing the skills of citizenship in a real-world project so we demonstrate our ability to do so before we advance to online work as digital citizens. Collaboration helps us all succeed. Our class goal should be to help each other succeed. This project allows the teacher to guide students to practice civil behavior, a key to encouraging that behavior online.

Reflection

After completing the project and the discussions on collaboration, ask students to complete a “Critical Incident Report,” which allows them to reflect on their own actions during the project based on some incident that occurred to which they were a part. By reflecting on what happened, and what could have happened, students can plan for similar events in their future.

Process, Procedures, Requirements:

During these projects students learn the processes of a project, the procedures for independent and group work, and the requirements for effectively completing a project. They develop a habit of self-evaluating during an activity that also builds community with each other; we become a community of  learners. And that’s why, “Writing class rules!” according to many of my students. (Pretzel Art by A. Stanczek during a writing class celebration)

 Final Note:

How do you build community in your classroom?  How do we help ourselves remember we teach children, and each child and his/her talents should be discovered, nurtured, and celebrated. It’s important to remember that we teach people, not programs and citizens, not statistics. Have a great year with your community of learners, and please share some of your favorite community builders.

 

Comment Considerations

Are you anxious to blog? Are you wondering how to start?

Helping Each Other

Think about it: you blog so others will learn from and share your ideas. Someone might add to your ideas. This happens through commenting. Think how excited you were when our mentors commented on our wiki. Just like everything else we do, if we want something, we need to give something.

So our challenge as beginning bloggers is to give comments to those blogs we read. If we want comments, we’ve got to give some. But what is a good comment?

A blog comment is your footprint…

leftfoot

a path back to you…

rightfoot

prepare your path wisely.

A great blog comment ?
How to write one:

•    What’s the best part of blogging?
•    Comments !

Let’s practice the best strategies for blogging by writing great comments.

1.   Be safe. Be kind. Provide no personal information and always be overly positive and kind. Remember our Netiquette.

2.    Read a post. Make a connection. While reading a blog and its comments, think about what you like, what you connect with. What idea most interested you? Be sure to read the other comments so you don’t repeat what someone has already said or asked. What was well-written and what ideas did you like? On what can you compliment the author? And, what can you add (see Number 4).


3.     Write a comment. Write it like a letter.

Example:

Hi ___[author name]___.

[Your Content– see next tip–4.]

Thank you.

4.     Share a compliment. Share a connection. Appreciate something specific. Compliment the idea, image, or other part you liked. Put it in quotes. Add new ideas with your connection (agree, disagree, experience, idea, link, question).  Add the idea you considered — your connection, agreement, disagreement (Although your idea is interesting, I’d like to add another side…). Do you have a link to share? an image? a question? How will you say it kindly?

5.    Check your ideas. Make them flow. Read your comment aloud to yourself; do the ideas flow one to another? Does it make sense?

6.   State your ideas and opinions only.  Write nothing personal. Review our Internet safety rules for keeping private and personal information off the internet. Netiquette

7.    Check spelling. Check punctuation. Edit your writing for spelling, punctuation, grammar, format so you are readable and believable, BEFORE you submit.

8.    Give one. Get oneIf you get a comment, be sure to comment back.

Remember: like handwriting, your comment represents  you!



What path will you take to write great comments? Which step to commenting do you think is the most important? Write a comment explaining the step or steps to commenting you think are most important. Have we forgotten anything?


Comment Poster

Steps to Great Comments

Steps to Great Comments