Blog – Page 2

Community Matters: What We Can Do, TOGETHER.

November 11, 2016 by Sarah Plum(itallo) 1 Comment

Turn on the TV, browse your Facebook timeline, or scroll through Twitter… look at the faces of your colleagues and friends as they navigate conversations this week… it’s not hard to see how divided we are right now as a nation. In our own communities. Sometimes in our own schools. Regardless of where on the political spectrum you fall, you’re likely as concerned as I am about how we move forward from this, and how we do so in a way that honors our commitment to our children.

For the children are watching. And listening. And learning.

All of us – whether happy, sad, exuberant or despondent about the outcome of our election – have a responsibility to the children. We have a responsibility to listen, to love, and to protect.

I believe that we, as educators, must turn our focus toward building or maintaining our classroom communities as places where students are safe to express their feelings, where their feelings are honored, and where they learn what it means to grow as a person of character. We cannot do this alone, nor can we do this without a plan, for building a classroom community requires careful consideration and thoughtful execution.

So what can we do? What can YOU do? How do we navigate this uncharted territory?

Create and maintain open lines of communication.

Students that are distressed right now – for themselves, for their family, or for their friends – must feel that they are safe to express that fear. Research tells us that students that are emotionally distressed are less equipped to learn. In the long-term, it can seriously impact their health and well-being. We must do all that we can to mitigate this in our classroom, and that begins with allowing students to express themselves.

I’ve written before about the powerful #IWishMyTeacherKnew movement and how I handle it in my classroom; this is a perfect time to begin implementing it or something similar to provide your students with an outlet. It’s especially important to provide students with a confidential outlet, as they may not always feel comfortable speaking about their thoughts, feelings, and emotions in the whole-group or even small-group settings. Students are aware of how divisive this election has been, and may not want to put themselves at risk within their peer group.

Allow students that need to take a break to do so. If a student is distressed, it’s important to provide them with tools to cope, and those tools can include taking a break from learning. Invite your school counselor into your classroom to provide insight on how to help your students learn to cope with all that they may be feeling – our school counselors are incredible resources that can help us navigate these difficult times.

Communicate and build relationships with students’ families. Students in distress are likely coming from a family in distress – that is to say that their families, too, are feeling complex emotions and experiencing hardship in some way. It is important that families know that you are there to support their child at school, and to support them in parenting their child at home. Regardless of belief systems, we hold a shared responsibility and have a sacred relationship as families and teachers – communicating openly is necessary to preserve that.

Honor students by honoring their backgrounds.

Much of the distress children are experiencing stems from fear of, or actual experiences of, being excluded. Excluded on the basis of their or their family’s race, ethnicity, religion, gender identity, sexual orientation, immigration status, or political affiliation.

Our classrooms must be a place where students’ backgrounds are honored without qualification. In order to learn, students must feel accepted and included.

We can foster inclusivity by utilizing diverse resources and including diverse perspectives in our teaching practice, starting with our classroom libraries. If your classroom isn’t diverse, you can provide a “window” to the world that is out there and allow your students to explore their fellow citizens through text. If your classroom is diverse, you can provide a “mirror” for your students that honors their truth and value to our country. {As a side-note: “We Need Diverse Books” is an incredible resource for educators.}

We can honor our students by being pro-active in stemming the tide of discrimination within our classrooms, schools, and beyond. We can ensure that we do not allow, and roundly condemn, any form of prejudice we, our children, or their families experience. It is important that as we seek to honor our students’ backgrounds that we also protect them in so much as we can. Speaking out against injustice does not impeach our own political beliefs – it protects our humanity, and that of our students and their families.

Cultivate a culture of character.

Prioritizing displays of character is integral to building and maintaining a classroom community. All educators want their students to be successful academically and work diligently to make their success a reality.

I believe that now, more than ever, we must also work to shape our students into people of character.

If your school implements PBIS (Positive Behavior Interventions and Supports) you are already well on your way. If your school doesn’t implement PBIS, learn more about it. PBIS isn’t the end-all be-all, but it is a school-wide framework for focusing on creating a positive learning community rather than putting out the fire of a negative learning environment.

Start, continue, or enhance classroom meetings that focus on being better to one another – being caring, fair, respectful, responsible, trustworthy, persevering, and a good citizen. You can do this through discussion prompts, through read-alouds, through song, and even through short videos. Use your classroom meetings throughout this holiday season to plan acts of kindness in your school community and beyond.

Add to your classroom management system to reflect the value of displaying one’s character. Allow students to recognize the character that one another displays – in the small moments, and in the big ones too. Involve parents in the process by communicating the ways in which their child uplifts your classroom community and makes a difference.

**Above all, remember it is about them.**

To be completely transparent, I am one of the people I am writing about. I am one of the Americans that are scared, sad, and just down-right exhausted by what’s happening. It’s personal to me, on many levels, as so many that I love and care about – my students included – feel threatened right now.

But this isn’t about me, and it can’t be. It can’t be about you, either. It’s about our kids. It’s about making sure each of them – regardless of where they come from, who their parents are, or anything they believe – feels safe, loved, and protected. That’s something that we can all agree on and work toward.

Please join me in this fight for our shared humanity. I need you. They need you.

7 Must-Watch Videos for Building Character

August 12, 2016 by Sarah Plum(itallo) 1 Comment

One of my greatest passions in the classroom is building a student’s character by taking the time to know my students. I live for the “teachable moment” – some more frequent than others. Sometimes you can’t wait for a teachable moment, however, and need authentic ways of talking about character. Read-alouds are wonderful ways to do this, but sometimes a video provides another level of engagement and meaning that is necessary to further the discussion. I’ve compiled seven videos that support teaching the seven character traits I teach in my own classroom. You may recognize them from my classroom management system, Clippin’ for Character.

Caring

In the classroom, caring can mean many things. In my classroom (and in my character education units), I loosely define “caring” as displaying compassion, kindness, and grace to all we encounter. The below video from Life Vest Inside (a great organization!) is a perfect way to show how a single act of compassion, kindness, and grace creates a ripple effect – or what they call a “kindness boomerang.” I like to have students see if they can catch all the examples of having a caring character in a single viewing; we then re-watch to catch any we miss and briefly discuss each. This is a particularly good conversation starter because all of these examples are real-world and opportunities to display a caring character in their own lives and communities!

Fairness

In the classroom, fairness is a frequently discussed topic – particularly in the primary grades. It’s also one of the toughest character traits to develop, and requires repeated practice. I know that sounds silly, but truly, we have to really practice being fair – and it often requires guided practice on the part of teachers {speaking of which – this video is a wonderful one to share with colleagues to get that dialogue started}. In my classroom, I loosely define “fairness” as being open to new ideas or perspectives, sharing resources, and treating others equally. I like this particular animated short because it opens up a number of conversations with guiding questions: What does it mean to be open-minded? Can sharing mean more than just things, but also time, and friendship? How can I recognize inequality?

Respect

We often think of respect as being “compliance” in the classroom – following directions, being quiet, etc. I like to focus on respect in a more global sense. In my classroom, I loosely define “respect” as using manners, resolving conflicts peacefully, and considering others’ feelings when we speak or act. One of my favorite videos to use when talking about respect is the Pixar short Boundin’. I like using this particular video because it shows a stark contrast between disrespect and empowerment. It is a great way to have students think about consciously choosing to consider others’ feelings and empower them rather than disrespect them.

Responsibility

We often think of “responsibility” in our classrooms as we do respect – in terms of completing assignments, remembering things from home, etc. I, again, like to think more globally about the concept of being responsible. I also like to tie responsibility to not just being responsible for yourself, but being responsible to others. In my classroom, I loosely define “responsibility” as being prepared to learn, holding ourselves accountable in our words and deeds, and always giving our personal best. Students respond to the idea of responsibility in particular when we think about beyond the task level – they feel empowered to make better choices and strive to meet their potential. This video is a true discussion starter, and I guarantee it won’t take students long to exclaim – “Why don’t they just walk up the stairs?” This is a wonderful way to have students think about how they are in charge of empowering themselves and taking ownership of their lives!

Perseverance

This trait is hard. It’s hard on purpose. When we persevere, we grow. But that growth is often painful and accompanied by so many opportunities for an “out.” For students, perseverance will vary wildly. What comes “easy” for some seems near impossible to others. This isn’t just academic – socially, emotionally… Perseverance is hard. But it is important because it’s an indicator of future success. To persevere, even in the “small” moments is to persevere over the long-term. In my class, I loosely define “perseverance” as striving for excellence in the face of adversity, and never giving up on a goal. While there are many real-world videos you could watch for this trait (like this timely Olympic one), I really love the animated short “Soar” by Alyce Tzue. Its wordless nature makes for great discussion {and connections with literacy – inferring!}, and the message is pure perseverance – with a side of caring.

Trustworthiness

Ah, trustworthiness. Like fairness, this is one that requires a lot of guided practice. It also requires lots of community-building, as trustworthiness is important on so many levels in your classroom – not just between you and the students, but between the students and each other. In my classroom, I loosely define “trustworthiness” as being honest in your actions and words, loyal to your friends, and doing the right thing especially when it’s hard. I’m going to cheat in this video selection, as it’s not a video as much as it is a read-aloud. The Three Questions by Jon J. Muth is one of my favorite texts of all time; the message, based on a work by Leo Tolstoy, moves me to tears each time I read it. The read-aloud video is a wonderful way to touch of two of the hardest parts of trustworthiness: loyalty… especially when it is not easy to do “right.”

Citizenship

A culture of community – that’s really what we strive to foster in our classrooms. That requires citizenship, which is the “spine” of all of the rest of the trait… a desire to do and be better for others. In my classroom, I loosely define “citizenship” as being a team player, helping to make decisions, and obey community rules. I prioritize helping to make decisions over obeying rules, as my hope is always that “doing the right thing” will be self-directed; the more students invest in our community, the more they dedicate themselves to doing right by their community. The final video I have to share with you is about geese. Yes, geese. When I first heard of this analogy I was speechless; it’s so simple. One of my classroom themes this year is “fly in a V” – a reminder to stay together and be there for one another.

I hope that you’ve enjoyed watching these videos, and I want to state for the record that I won’t be reimbursing anyone for Kleenex. In researching this I went through an two entire boxes of Kleenex in the course of a few hours. Character education isn’t just surface-level, it’s deep-strikes-you-at-your-core stuff. I hope that with these videos to jumpstart your classroom focus on character you are able to grow your student’s character this school year… the impact it will have on them will last a lifetime. The time is always right to be better.

If you’d like to read more about how I manage my classroom by focusing on these seven traits, please read my blog posts here and here. You can purchase my positive behavior management system, Clippin’ for Character, in my TeachersPayTeachers store.

The Top 3 Reasons Name Shaming Harms Students

August 10, 2016 by Sarah Plum(itallo) 4 Comments

You’ve seen the memes. The late night comedy bits. Maybe you’ve even been a part of a conversation or laughs in the teacher’s lounge. Odds are, if you’re a teacher, you’ve encountered name shaming. You know – “Did you SEE my class list? How do I even pronounce half these names? What were their parents thinking?!” or “You’ll never believe it. Another Neveah.“

I’m here to tell you that name shaming needs to stop.

A fleeting giggle or likes on a meme are not worth the consequences of shaming children (who become adults) about their names.

Here are my top 3 reasons name shaming harms students and must end.

1. Name shaming sets you up for a failed home-school relationship.

You can’t laugh about, joke about, or roll your eyes at a student’s name without passing judgement on their family. (And that judgement? It can impact their educational attainment. Here’s another source if you don’t like the first one.) They did not choose their own name – their parents or guardians did. Odds are, if you’re comfortable enough to laugh about a student’s name, you’re going to begin to make other judgments about that family. Think about it: if you’re making fun of someone, do you have a lot of respect for them? Empathy? No, you do not. Respect and empathy are two keys to successful home-school relationships. Without them, you’re facing an uphill battle.

2. Name shaming impacts student outcomes.

Students with uncommon names are more likely to be bullied, more likely to be suspended, and less likely to be found to be trustworthy. These things are not because of a student’s name – it’s because of our response to their name. We – the adults, the teachers, the other parents, other students – create situations in which students can develop low self-esteem, want to distance themselves from their culture, etc. all because of how we respond to their name. When we name shame, we demoralize – and we all know as educators that if there isn’t mutual respect and a relationship, student outcomes suffer.

3. Name shaming is entrenched in ethnocentrism and contributes to institutionalized racism.

Yes, I went there. I went there because the research goes there. If we, as teachers, feel free enough to name shame (whether it’s in the teacher’s lounge, on social media, or just in our own heads) – what do we think goes on behind closed doors in human resources? The more acceptable a practice name shaming is, the longer we perpetuate hiring Emily over Lakisha despite the fact both are equally qualified. We cannot participate in perpetuating the practice of determining the worth of someone based upon our own notions of what is an “acceptable” name. Picture a student you’ve had with a unique name. Do you want them to be passed over for a job that they are qualified for?

If you find Reagan or Kerrington an acceptable name – one you wouldn’t make fun of in the teachers lounge or giggle about on an Instagram meme – but you would roll your eyes, laugh, giggle, or give a passing glance to names like Neveah, Princess, or Chiquita, ask yourself why. Why are those names unusual to you? Why are those names less deserving of respect? We tend to “default” to names like Sarah (mine!), John, etc. because we accept white culture as the default. We view, analyze, and judge cultures through that lens and tend to assign judgments – in this instance, negative ones – because of what we consider our “default.” We must get away from this because…

There’s no place for this in our profession.

This is not “all in good fun.” We are not just “making an observation.” We are actively ‘other’-izing our students, demoralizing them, and disrespecting them. We are disrespecting their families. We are devaluing our profession by stooping to the low of a school-yard bully or crass comedian. We should be striving to be better than that – we must.