My Name Matters: A Challenge for All

July 18, 2017 by Sarah Plum(itallo) 11 Comments

Each year, usually in the back-to-school season, I see a trend on social media. I’ve heard it in conversations in the teacher’s lounge and even in the Dollar Spot aisles at Target. I’d wager a guess that you’ve heard it too at some point.

It’s name-shaming.

I’ve written about it before (The Top 3 Reasons Name Shaming Harms Students) and spoken about it on my social media accounts (such as this video). I’m not satisfied, though, with just talking about it… I want to DO something about it. I decided that this back-to-school season is a perfect time to launch a simple, yet important challenge that absolutely anyone – in anyone school! – can do.

Meet the My Name Matters challenge.

Our challenge goal? To end name-shaming in any of our spaces – whether it’s in our schools, homes, or on social media.

The challenge has two steps:

Honor your students’ names by learning to pronounce and spell them correctly.
Take steps to eliminate name shaming in your own communities by speaking out.

I, of course, want to provide you with tools to be successful in this challenge! I have some suggestions and thoughts about how to work through each of the two steps below.

Honor your students’ names.

It is so important that we honor our students’ names by pronouncing and spelling them correctly. There is an article published by NEAToday that discusses the lasting impact of mispronouncing students’ names, as well as this must-read from Cult of Pedagogy.

It’s important… we want to do it… but how?

You’ll want to begin by getting your class lists and identifying any names that you’re not certain of pronunciation. This may be names that have multiple pronunciations, or names that you are not at all familiar with. Next you can:

Make contact with the students’ family, introducing yourself, welcoming them to the classroom community, and inquiring as to how they pronounce the student’s name at home. You may want to explain that the purpose of your phone call is to make sure your student feels welcome and valued by you pronouncing their name correctly.
If you’re not comfortable with asking a students’ family how to pronounce their name ahead of time, be sure and ask the student how to pronounce their name upon meeting them. Be sure and repeat the name back, checking it against their own pronunciation – you may not get it right the first time, but you will get it right with practice!
Contact previous teachers and ask how they pronounced the students’ name and compare notes – this is a good stop-gap measure if you’re unable to contact the family and want to try to pronounce the students’ name correctly prior to meeting them. Err on the side of caution, though, as your colleagues may not necessarily be pronouncing it correctly themselves!

Remember: keep at it until you get it right, and if you make a mistake – apologize! Make sure your students know that it is important to you to honor their names and that you’ll keep at it until you do.

Don’t be a bystander.

The saying goes: when we know better, we do better. We know name shaming is wrong, so we’re going to stop doing it ourselves. But… can’t we strive for more? I think we can, and I want to end name shaming TOGETHER.

So don’t be a bystander! If you hear or read someone that’s participating in name shaming, say something.

Confrontation and disagreement can be difficult and certainly uncomfortable, but we can’t accomplish our goal of ending name shaming without doing the difficult work. Here are some suggestions for conversation starters/responses when you encounter name shaming:

“I know ________ may not be a name you’re familiar with or would name your own child, but I bet ________’s family really like that name. I know I would feel hurt if someone criticized my name or my child’s.”
“I don’t think it’s right to judge ________’s name. Names are personal…. ________’s name means something to him/her and their family. When we make fun of it, we make fun of them. That’s not something we should do.”
“It might be difficult to pronounce ________’s name, but I can’t imagine what it must feel like to constantly be called by a nickname you didn’t choose or have your name mispronounced. Have you thought about writing down the phonetic spelling and practicing it?”

It begins with us.

Name shaming is one of many issue facing our students today. Ending it begins with you (and I!) deciding not to accept it in our spaces. It’s one small, necessary step we can all take to dismantle inequities facing our most vulnerable student populations; each step we take propels us forward with increasing momentum.

High Tide, Low Tide: A Teacher’s Year

July 30, 2016 by Sarah Plum(itallo) 2 Comments

I spent this morning at the beach with my family. The sun low in the sky, its warmth just enough to remind you it’s summer. The salt in the air, carried by the sea’s breeze. The water just cold enough to awaken you, while still being warm enough to welcome you.

As I kept careful watch over my two boys – enthralled by the wonder of the crashing waves – my thoughts drifted to my students. Students I do not yet know, but worry over all the same. I began collecting shells, sea glass, and rocks, thinking of each of them as I plucked each treasure from the shore.

Each a treasure – no matter rough or smooth, broken or whole, big or small. Each a treasure.

Our students are not unlike these treasures. Some come to us whole, some broken. Some come to us rough around the edges, some smooth. Some come to us with big dreams, some with small hopes. But one thing is for certain – they are all treasures just the same.

This school year will not always be calm seas.

Just like high tide and low, we too will have moments when we feel ourselves drifting out to sea – overwhelmed by data, report cards, lesson planning, and so much more. It is in these times that we must look toward the beauty at our feet – the treasures revealed to us in our students by the receding waves of adversity.

I gathered one treasure for each of my precious students to come. I do not yet know their names, dreams, hopes, and fears. They, like these treasures, each unique in what they need from me and what they will teach me. I have in mind a place in my classroom to keep these treasures, a reminder of my students’ beauty and promise… So that I can look to them each day and in each season when the tide is low – I can remember why it is that I call myself teacher. A tangible reminder that will become theirs at the end of our voyage together this year.

Above all I know this to be true – that in high tides and low, there are treasures to be found. You need only look for them.

Every Child Deserves to Be Heard

August 19, 2015 by Sarah Plum(itallo) 2 Comments

Last spring, a community-building lesson by a Denver third grade teacher, Kyle Schwartz, went viral. Ms. Schwartz gave her students the sentence starter “I wish my teacher knew…” and received eye-opening responses, which she shared on Twitter using the hashtag #iwishmyteacherknew.

I, like so many of you, was deeply moved by this lesson — though it is not unlike many community-building exercises used in classrooms across the country each day. This movement, however, served as a reminder of the importance of HEARING your students. The importance of validating their human experience.

As I’ve grown as an educator, I’ve come to know my core truth: Every child deserves to be heard. You have to know a student’s heart before you grow their mind.

I was so drawn to the “I Wish My Teacher Knew” movement because it spoke to this core truth of mine. It embodied the idea that children deserve to be heard — whether it’s anonymous or signed, whether they want to share it with their friends, the counselor, or just you. Children need a safe space to express the complex feelings that fill their hearts and minds. Without the validation of being heard, the space for all of those wonderful lessons you’ll teach will be insufficient.

Now I know you might be saying — “I did this. The kids didn’t ‘GET’ it. Their responses were silly. Can this really be worthwhile for my kids?” I think so. I’m not going to say emphatically that it will. You know your students best.

But I will say this — “I Wish My Teacher Knew” isn’t effective as a one-time event. Every child may not feel comfortable or know how to express their feelings and thoughts the first time around. Every child may not need to tell you something the first time around. Every child may not trust you the first time around.

This, like anything, is a process.

I created a create-your-own “I wish…” station to go along with the movement so that it is easier for teachers at all levels to open the lines of communication year-round — not just once or twice, or only at the beginning of the year. After all, life happens every day and a child’s circumstance can change rapidly.

BEFORE YOU BEGIN

Before you create your “I wish…” station, I recommend discussing confidentiality with students. This will, of course, look different depending on your grade level/maturity of your class, and your personal take on the subject. I give a talk about privacy and confidentiality at the beginning of the year in which I’m up-front with students about the scenarios in which students’ trust will need to be broken: if they’re being hurt by someone, if they’re hurting someone, or if they’re hurting themselves. This has never deterred a student from confiding in me, but it has strengthened our relationship as they are fully aware of the limits of my confidentiality.

Next, you’ll want to talk to your school’s counselor. One of the best allies we have as educators are the amazing counselors that we have at our schools that day-in, day-out, take on so much to keep our kids healthy, happy, and safe. Bring him/her into the loop — let them know you’re starting this initiative in your room, invite them into your classroom, and open the lines of communication. Odds are, you will need them.

Then you’ll want to decide if you want students to have the “share out” or “reply to me” options on their “I wish…” notes. While I personally love the idea of allowing students to request and receive peer support, there does need to be a clear structure and expectations for the interactions in place. For my classroom, that means my students need to know how to discuss sensitive issues with one another, know how to display empathy, and know how to help each other problem-solve. Our amazing school counselor (love you, Mrs. Gruman) teaches lessons throughout the year that guide students in peer-interactions so our kiddos have a knowledge-base to draw from. This is where the above step becomes CRITICAL!

Finally, decide how often you’ll check-in and respond, and what your next steps are if a child needs additional help. It’s important to know what you’ll do in a situation where a child has disclosed something that warrants additional attention, resources, or discussion. For instance, I had a student disclose that their clothes hurt because they didn’t fit. I was able to connect that child with resources that provided them with some appropriately-sized clothing. I wasn’t able to specifically remedy every situation brought to my attention, but I was able to address many of my students concerns or find someone who could.

CREATING YOUR STATION

I highly recommend creating a dedicated place in your classroom to house your “I wish…” station. I chose to put it in our classroom library, which is tucked away and more private than other areas of our classroom. This is also an area where students feel comfortable, which was important to me. I didn’t want students to have to write at their desks or in the writing center, which can sometimes be high-traffic (it’s a popular choice and right next to our sink).

I use a set of heavy black cardboard boxes I got at Michaels as our “mailbox,” but an empty Kleenex box will surely do the trick! To spruce up our box, I used this transfer method to create a chalkboard-look. I wanted to include the statement “You’ve been heard.” I also placed an anchor chart above the box so that students could refer to it, and placed a smaller black box within it that contained a few notes options (lined and unlined) and my “receipts” next to it. For ease of use I also placed some pencils and erasers next to it and two clipboards, so that students didn’t have to return to their seats in order to write their notes.

USING YOUR STATION

Before you allow students to use your “I wish…” station, have a class meeting. This is the time to set expectations and boundaries with your students — the time to talk about confidentiality, both between you and them, and between them and their peers. It’s also the time to talk about what it means.

Whenever I have to explain a tough topic, I use a read aloud. Pick your favorite fiction text that includes a character experiencing a real-world problem. (When we began using this station last year we had just finished reading The One and Only Ivan, so that is the book we used.) Read aloud the text with students, stopping to jot — either on a chart or with post-it notes — about how the character may be feeling.After reading the text initially, re-read and stop at the same points. This time, instead of identifying the character’s feelings, work with students to brainstorm what the character could write on an “I wish…” paper. For example, we talked about how Ivan felt seeing Ruby, his elephant friend be mistreated. We brainstormed the sentence “I wish my teacher knew that I feel helpless watching my friend be hurt by others.”

Allowing students to use literature as a model for this exercise takes the pressure off. Students can try out what it feels like to share some very raw and personal emotions without sharing their own. Because most students are already used to talking about a character’s thoughts and feelings, this will come naturally.

Next, model from your own life experiences. Think about an experience — happy or sad, you decide! — that you can share with your students. I shared with my students that when I was in elementary school I had to have surgery and miss a week of school. I felt scared and missed my friends. “I wish my teacher knew that I’m scared to have my surgery because I don’t know what to expect and I’ll miss my friends.”

Now listen. Using the procedures established — such as when a student could go to the station — let students write when they need to. Check the station at whatever interval you decide (I did it every 2-3 days) and respond as appropriate. Let the information students share guide your practice. I was surprised at how much of what my students shared enabled me to further shape our classroom to meet their needs… trust me, if they don’t like something (or like something a whole lot), they’ll tell you!

Building relationships with our students is one of the most important parts of our profession.

The teachers I remember the most about, the teachers that lit a fire in my heart for this profession… they are the teachers that made sure I was heard. They listened when I talked (or wrote) about new barbies, and they listened when I tearfully talked about my grandmother passing away. They heard my voice cry for help when I was bullied, and they heard my voice say I needed to be challenged.Hearing our students’ voices may not be a Common Core standard, but it should be THE standard I set for myself. My students deserve it.

Click here to download all of my station materials for free.

I’ve also included options for using this for your colleagues, and if you’re an administrator, your staff. Opening the lines of communication is SO important for a positive school culture!

Make the First Week a Rockin’ Success

August 17, 2014 by Sarah Plum(itallo) 6 Comments

Going into my third year I feel MUCH more comfortable than I did my first two — but I still have those beginning of the year jitters much like any teacher does!

One thing that I felt was missing my first two years was cohesion that first week of school. There are so many tasks that need to be completed — paperwork, baseline assessments, learning routines, learning and practicing procedures, getting to know you activities, etc. — but there’s nothing that really binds it all together naturally!

Last year, at the end of the first week, I swore to myself that next year — next year there’d be a theme. Bear with me here, but I have #reasons. Here are my top two:

Engagement. Thematic teaching — even of procedures — ENGAGES children. And that’s the most important thing, I feel, the first week. Hooking them into the power and awesomeness of your classroom and learning!
A back-up plan. When you’ve got a theme, there is SO MUCH you can do with it to extend beyond what you’ve already structured or planned. Did those lunch-line procedures take a lot less time than you’d planned? Awesome, well it’s rockstar week, so let’s have a silent air-guitar contest!

I’ve been mulling over my first week of school theme ALL summer. I’ve been eyeing some clipart sets… and brainstorming… but nothing special was happening.

Then Krista Wallden {from Creative Clips} posted her Rockstar Kids. I literally GASPED in the middle of Target. I looked kind of like this:

I posted a little about this on Tuesday, but believe it or not {and those of you that know me will BELIEVE it!}, I couldn’t stop thinking about this theme.

So I kept creating… and creating… and creating…

And now I am SO. STINKIN’. EXCITED. about the first week of school!

So that’s my little dude. Modeling his own first day sign. That I added to the pack. {Let’s just ignore the fact he’s seriously going to Kindergarten.}

I said to William, “Which bracelet do you want to model?” and without hesitation, “THE DUDE WITH THE GUITAR!” Alright then, son!

Guys. Guys. I originally made this craftivity and made a sample, and then I thought to myself, “Self, why don’t you make one for you?” So I totally made my own as a goal-setting/tone-setting for the year and I can’t wait to share it with my team and my kiddos! Then. Then my husband showed me a video of kids reacting to technology and stuff from when I was a kid, and I had this brilliant idea:

Summer%2BMixtape%2BCraftivity%2B(Collage).png

I’m just going to let you soak it in for a minute. Seriously, who remembers waiting for your favorite song to come on the radio and then scrambling to hit record?! Me. This girl. And that song was totally from New Kids on the Block. I cannot wait to explain what the heck that thing is, and what a mixtape is! {Also? I totally loved reflecting on what an awesome summer this has been!}

I also — in my #can’tstopcreating glory — added a few other gems:

I’m lovin’ the editable note paper and important dates sheet! I’m already loading mine up for Meet the Teacher so that parents have it in hand LONG before Back-to-School night! {Also, how cool is it being a Tour Manager for a week? In my mind I’m in some cool European city!}

I also cannot wait to have parents fill out little notes of “Fan Mail” for their kiddos during Meet the Teacher! Some kids, especially those that are new to the school, really need the extra encouragement and lovin’ that first week, and I am so excited for their families to be able to provide that!

Our first Social Studies unit is our district Code of Behavior/Citizenship — and one of the first assessments we do is a quick check of student understanding of our rules. This really gives me an idea of who is internalizing what we’ve talked about this first week, and where I need to do the most re-teaching and re-modeling! I also made posters. Because I can’t help myself and someone needs to take away my computer. Who’s going to volunteer?

I’m going to leave you with the VIP passes I made for myself… I’m still deciding what color ribbon to attach it with. Thoughts?

{2-For-Tuesday} When Inspiration Strikes…

August 12, 2014 by Sarah Plum(itallo) 2 Comments

I’m linking up today for the first time with the Teaching Tribune for 2-for-Tuesday! I’m putting two resources 50% off for today only.

Have you ever been so inspired you just can’t sleep until you’ve completed your project? Well, that happens to me A LOT. Way more than I’d like to admit! It happened to me tonight when Krista Wallden {of Creative Clips} posted these new Rock Star Kids:

I was instantly inspired. I mean to tell you my brain was FLOODED with ideas.

And so this was born – We Will Rock You {Activities for a New Year}:

Seriously. Seriously. I was over the moon!

This resource is PERFECT to supplement your first week routines and procedures — and includes options and differentiated activities that truly can be used from Kindergarten through Fifth. I’ve also included what seems to now be a recurring theme in my packs — fun reward bracelets!

Why yes, that *is* a craftivity that looks just like a CD case. You can use the included writing prompts underneath the CD, or customize your own with the blank template! {Excuse the Instagram photo — I’m headed out to training this morning and the light wasn’t there since it’s still dark out!}

To continue with the Back-to-School theme, my second item for 50% off is my Place Value Through the Year: Back-to-School edition. I haven’t blogged about this yet, but I will at-length soon — once my room is setup and you can see the dedicated center. SO MUCH love was put into this, though, because place value is near and dear to my heart!

This includes FIVE fully-differentiated centers with recording sheets and extension options. The centers will remain the same in future editions so that students do not have to relearn procedures or a new game! What will change is the level of difficulty, and of course the theme! It’s a great way to keep students excited and engaged about math.