I got to spend a gorgeous three days of Fall with about 95 sixth graders at the Pocono Environmental Education Center. OK, I’m going to say up-front that I wanted a cocktail about seven times a day for the three days we were there. It was pretty exhausting.
It was also amazing to see my city-kid students engaging with nature and with each other in such playful ways.
This is where we were. Continue reading
I recently wrote about wanting to encourage a playful spirit in the writer’s notebook, but also about my expectation that my 6th graders write words. Lots of words. It can be hard to feel like I’m being clear about what I think should be happening in students’ notebooks in order for them to become stronger and more confident writers, and to have lots of raw material for making things outside of their notebooks.
With help from colleagues and a couple of parents, we created this rubric for our 6th graders: CopyofGr6WNBRubricV3 It’s still being revised a little at a time, but this is our current version.
The rubric itself is not that helpful unless we all agree on what certain terms mean, such as “thoughtful and/or reflective.” In order to make sure that our other 6th grade Humanities teacher and I were approaching this the same way, we looked at students’ notebooks together. When we were ready, we then made a slideshow for kids to walk them through what it looks like to meet or exceed expectations in some key areas of the rubric.
Gr6 Understanding the Writer’s Notebook Rubric
When students got their first rubrics of the year, they were all able to understand their feedback, and work with me to set personal goals for themselves as writers.
I’m back from a year off of posting. Long story.
Why are some kids tortured by writers’ notebooks?
I got an email from a parent the other day, at her wits’ end because she said that getting her son to write entries in his notebook was like pulling teeth. It was miserable for them both. Now that’s not the feeling I want to encourage in young writers!
Later that day, I sat down with my own third grader to write an entry in his notebook, which had been assigned for the next day. It was the first entry of the year he’d be writing at home rather than in school. He’d been putting it off.
He whined a bit, and complained that he had nothing to say. He tried to bargain with me. Then he got angry. I thought about letting him just not write the entry and take the consequences at school. It was an important moment, though, and I wanted to have some input into how his attitude toward writing would be affected, negatively or positively, by this experience. So I held firm. I saw an entry he’d done in class, which was a page full of small drawings of memorable experiences he had had. His teachers had clearly taught the class that this was a tool they could use to generate ideas in times such as this, when they can’t think of anything to write. We looked at all the pictures, and he told me the stories contained in them. He chose one to write, and then wrote it. The tool worked. Continue reading
This year brings some firsts to me and my school:
- First year with 6th grade (and everything that now having middle school means for our eventually K-8 school)
- First year departmentalized, which means
- First year for me teaching humanities and
- First year for my partner, Melissa, teaching only math
- First year for my students following their own individual schedules
- First time I’ve had more than one class, and 66 students to know (I know this isn’t many in the grand scheme of things)
- First time I’ve had an advisory group (11 students)
As part of this, Melissa and I, the two main core teachers for this grade, wanted to start our year in a completely new way, both for us and for the students. I’ll be writing here about our first couple of weeks, mostly copying what we’re sending to parents (sorry, I just don’t want to write these entries twice for two different audiences, but I wanted to have it here to get feedback from the larger world). Continue reading
We gathered as a group to talk about play and the effect it was having on our learning and thinking. The first conversation got pretty complicated, and our notetaker was having a hard time tracking our shifting ideas. We opened Popplet, an app to help in just such circumstances, and started a web. We revised the web each time we returned to the topic. This is the final version.
I’m going to let it speak for itself for now.
I’m on vacation!
A small clay man hangs from a gallows. I wonder what he did.
I’ve been doing a little reading about the importance of play in children’s learning and development. In particular, I’m trying to learn more about the role of play in tween and adolescent development. I just read a series of blog posts by Dr. Peter Gray. He is a research professor at Boston College and the author of the books, Free to Learn (Basic Books) and Psychology (a textbook for college courses). His blog is called Freedom to Learn, and explores a lot of ideas about play. In the first of a series of posts from a few years ago about the value of play, Dr. Gray offers a list of characteristics of play:
“People before me who have studied and written about play have, among them, described quite a few such characteristics; but they can all be boiled down, I think, to the following five: (1) Play is self-chosen and self-directed; (2) Play is activity in which means are more valued than ends; (3) Play has structure, or rules, which are not dictated by physical necessity but emanate from the minds of the players; (4) Play is imaginative, non-literal, mentally removed in some way from “real” or “serious” life; and (5) Play involves an active, alert, but non-stressed frame of mind.”
Gray’s writings about play led me to the work of George Eisen, author of Children and Play in the Holocaust: Games Among the Shadows (Amherst: University of Massachusetts Press, 1988). Eisen interviewed survivors of the Holocaust about the kinds of play children engaged in while in work camps or concentration camps, and found that they created games that enabled them to cope (as well as one can) in horrific circumstances. Some of their play actually developed survival skills, some of it involved fantasizing about overcoming their captors, and still other play helped them make a kind of sense out of their experiences by removing them from reality. I thought about how children who have been traumatized often “tell” others what happened to them by role-playing the trauma with dolls- it’s less threatening to have toy characters experience the difficulty as surrogates than it is to retell the events as they happened. Children use play NOT as a way to escape difficulty but to survive it, to understand it, to have a way to deal with it- the opposite of escaping it, actually.
All of this has been knocking around in my head for a while, and I’ve gone back and looked at some of our block play through a newly refined lens. Continue reading