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Historical Teaching

When I was in school, my absolute least favorite subject was history. Ugh. Every year I received my school schedule (back when it was mailed to you, not just found online), and would roll my eyes when I saw my history class. It didn’t matter what type of history! U.S. history, World History, Ancient history. Nope. I just couldn’t stand any of them! 

Until one day… 

I walked into my American History class in 10th grade to a teacher that was new to the school. She sat at the front of the classroom like she meant business, and I respected that but also went in with the knowledge that I already hated her class and everything she taught. The first few weeks were just getting to know the classroom and procedures, but eventually, we got into the thick of American History. 

This time the history I was learning was different… I actually cared and enjoyed it. 

No, this couldn’t be right! I hated learning about history! But this time when we got into each different unit, I cared about the people and their background and what they had done for our country. What changed? Had I suddenly become a history guru?? 

Here’s what I noticed. I was caring about the Wild West and the California Gold Rush because my teacher cared about it. She had a light in her eyes when she taught that she genuinely loved what she was teaching, and passed that passion along to us. 

She cared about her students. 

She cared about the content she was teaching. 

She didn’t just recite historical facts to us, she told us stories about history. 

She made me realize that learning and teaching about history and social studies can be exciting and more than facts. It can be full of story telling and looking up to idols, not just memorizing dates and people. 

She also taught me a new way of teaching, that we aren’t there solely to cram information into student’s brains, but to build relationships and have them learn to love the material as much as we do. All because she cared. 

Check out this TedTalk about teaching history in the 21st century.

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The Christmas Book List Of 2020

Christmas books! I’m giddy about putting together this post! The Christmas season is my favorite time of the year, and books are one of my favorite subjects. Let’s put the two together! 

Pick A Pine Tree: We don’t own this one yet, but I’m looking forward to the day we do! 

Dasher: Doesn’t the moody cover of the book just invite you in while you sit under a cozy blanket with a cup of hot cocoa?

Red & Lulu: The same author as Dasher. The magic of New York during the Christmas season is captured in this holiday book. 

The Crayons’ Christmas: A holiday twist on The Day The Crayons Quit. 

What books would you add to this list? Need some good book ideas for the holiday season that aren’t Christmas themed? Stay tuned for next week! 

Featured photo: pexels.com

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Swim Lessons Taught My Kids More Than Swimming

In the spirit of writing blog posts about independent children like I have been recently (you can read more of the posts here), I wanted to talk about one more way I’ve worked hard to give my kids independence and let them explore the world freely. 

This time, it was with swim lessons. I placed my children in ISR (infant swim rescue) lessons at the ages of 10 months for my son and 2.5 years old for my daughter. They were both able to self-rescue and swim by themselves in the water after a few weeks of lessons. Here are some of the educational benefits I’ve found from placing them in these lessons, beyond just swimming and floating.

They learned they can do hard things. It’s hard to learn something so scary and different, especially in an environment like a swimming pool where you can feel so vulnerable. But once they mastered it and felt more confident in the water, they both realized that they worked hard to accomplish something really hard, and that’s absolutely worth noting. I saw them be less fearful and more willing to try hard things later.

They gained confidence in themselves. Because they learned something hard, they grew in confidence. Not only in the pool, but in other activities and learning environments. 

They learned to problem solve. By practicing problem-solving in the water, I watched them apply it at the park on ladders and slides, at home in their play, and everywhere else they needed problem-solving skills. 

They gained respect for water. They didn’t just learn how to swim and go run into any body of water they saw. They learned that water can be dangerous and fun, all at the same time. They learned to respect the nature of water and the consequences that can come with playing in it. 

Giving my children the tools to be independent in the water without floaties or other swimming devices gave them more than just the ability to float on their back, it gave them multiple life lessons they will carry with them. It gave them another tool to grow into independent human beings, who are free to explore the world around them. 

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Why Picture Books In The Classroom?

Between Mary and I writing blog posts over the last few years, I think we’ve put together somewhere around 100 book lists. What can we say?! We are both book lovers! You can see Mary’s book round-up here. And I’ll be working on one in the coming months! 

But maybe we need to step back and focus on the why. Why books in the classroom? Why have Mary and I written endless lists and posts about reading and books? Here are a few reasons.

TO BUILD RELATIONSHIPS

With the books, the characters in the books, and with reading. To see more on this idea, read Looking Into The Bond We Make With Literature.

TO SET THE FOUNDATION FOR LIFELONG READERS.

Especially in those early years, having the example of being read books can help curate a love for reading in children. 

TO LEARN HOW TO VISUALIZE

Reading books with pictures leads to reading chapter books and seeing the pictures in your mind. 

TO TAKE A BREAK

What better way to switch up the mood of the classroom than to pull out a picture book and get lost in a new world for a time? 

TO LEARN A LESSON 

Sometimes a good solution to learn a needed lesson is to let a beloved book character do the teaching. 

Here’s what Mary has to say on the subject: 

“[Picture books] make for outstanding anchor texts for students to learn small, targeted skills, both for writing and for social/emotional learning. Everyone should check out Jill Heise’s #classroombookaday for more on daily picture books! And regular fifth grade books for grade level texts to build up and transfer reading skills.”

What is your reason for reading picture books in your classroom? 

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Putting The Remote In My Child’s Hands: More Thoughts On Self-Reg

It was 4 pm and the TV in our basement was blaring. Almost in a daze as I made dinner, I tried to calculate how many hours of screen time my daughter had for that day. 

“The entire movie of Frozen, plus four episodes of Mickey Mouse Club House. Or was it five episodes? Maybe this was episode six for the day…?” Regardless, I don’t know if the TV had ever actually been shut off, and for that, I was ashamed. I always thought I would be better at regulating screen time with my kids, but right then, I needed to make dinner, and keeping the TV on was the only way it was going to happen. 

Now repeat this same situation for a week. Something needed to change, and soon. 

I threw around the idea of TV time tokens with chores and such, but it felt like so much work that I wouldn’t actually follow through with it, and to get my husband on board seemed impossible. Simply saying “one episode and one movie a day” as we had in the past didn’t feel like it would work either, because here we were at this point, needing a new solution. 

One day, I finally found our core problem. Who was addicted to the constant noise of the television? It wasn’t my daughter, even though she was the one watching it. It finally clicked in my brain that it was me who was addicted to screen time, not her. I was the one not wanting to take time to manage it and tell her no. It was easier for me to just tell her yes to Mickey Mouse and not deal with the fight of saying no, or the boredom that would follow if I didn’t allow it. She kept asking for shows because I kept letting her watch them. I needed to change. 

Again, more and more brainstorming on the best way to manage the screens in our household ran through my mind before I found a solution. It needed to be easy and convenient because if it was too much work for myself, I knew I would cave. 

It was about another week later when the solution hit me. 

Let her manage her TV time by herself. Bam. It was that easy. With the proper settings in place, why couldn’t she? Why did I need one more thing to worry about as a mom? 

Here’s what I did. (Please keep in mind, none of this is sponsored, it’s just what I chose to do/use). 

We have an Amazon smart TV, which comes with a kid’s FreeTime app. On this app, I am able to set which TV apps my daughter has access to and how much screentime she is allowed. We gave her access to Disney+, PBS, and Netflix kids account. Considering that we were at 5+ hours of TV time a day, we set the time limit for 3 hours a day to see where that would get us. 

Then came the time to teach her how to use the TV on her own. I spent time showing her the power button and how to use the navigation to move around to which app she wanted. I taught her how to specifically get into the FreeTime app and then navigate from there. And I explained how she only had so much time to watch her shows. Once the time was up, that’s all she had for the day, and would have to find something else to do.

One week of this in place and we never even hit the 3-hour time limit. I moved it down to 2 hours and occasionally she would hit her time limit. If she ever did, she would be sad for a minute, turn off the TV, and then find another way to occupy her time. We are now at a 1-hour 25-minute time limit for a day and it seems to be just the right amount of screentime for us. 

In a matter of weeks, we went from 5+ hours of my daughter in front of the TV, to 1 hour, 25 minutes. If that. And the biggest contributing factor was that it wasn’t me micromanaging it, it was me placing the responsibility of the TV in her hands, with a little help to stay in the correct apps and managing the time. 

Here are a few reasons why I think it worked so well. 

  1. Just knowing there was a time limit helped all of us remember not to just turn it on anytime we wanted. Everyone was more mindful about when to use the TV. Especially myself, when I knew that the TV running while I made dinner was my biggest saving grace, I needed to use it as a tool at this time, so I didn’t want her time limit running out before 5 pm. 
  2. We were lucky enough to have the ability to use the Amazon FreeTime app, which came with all of the settings we needed. Once she was in the app, she couldn’t get out without the parent password.
  3. We didn’t use her time limit on family movie nights. If it was a movie we turned on for all of us to enjoy together, that time was on us. 
  4. The fact that we trusted our daughter with the TV remote and gave her the responsibility of regulating it for herself made all the difference to her. She hesitated to complain about her screentime coming to an end because she was grateful we let her run the TV herself. 
  5. We also set time limits that she could not watch shows before 8 am or after 8 pm.
  6. At one point she figured out she could watch TV longer if she didn’t get into the FreeTime app. After a firm talk with her about why that wasn’t okay and that she needed to only use the FreeTime app, we haven’t had any problems since. 

We’ve been using this method for over two months now and it still seems to be working great. My favorite part is that once screentime is over, she silently resigns the remote to its designated spot on the shelf and quickly finds her way to the toy shelf to find a new way to occupy her time. There’s no screaming, no fighting, no trouble!

She has less TV time, I am not constantly trying to keep track of how long the screens are on or changing from show to show for her all day. The TV remote is in her hands, it’s her responsibility, and we all win! 

Just another great example of self-reg and why teaching children how to be independent can be helpful to everyone involved. 

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Feature Friday: Isaac Stone

teaching geography

Welcome to Feature Friday! Today we are interviewing past scholarship winner, Isaac Stone. Isaac won our scholarship in 2018 when he created a prototype for an invisible cane. You can see more about his project here. 

https://www.youtube.com/watch?v=tF4BPJzlsJ8&feature=youtu.be

I have been in contact with Isaac to get an update on where he is now. He is attending Washington University in St. Louis, MO. where he is double majoring in computer science and mechanical engineering and has kept busy with multiple projects and service opportunities throughout his time there. 

Related to his project, he has been teaching students with disabilities how to code via Skype and Zoom. He has been able to assist in writing and suggesting curriculum for this program, and also adjusts it to each student’s particular needs. 

Isaac writes, 

“I’ve been teaching a tenth grader on the spectrum for over a year now, and I have taught two other students with various obstacles and abilities in 7th and 8th grade respectively.  I work as a volunteer, and have greatly enjoyed watching as my students have learned not just how to program, but also valuable computer skills, such as how to make computers accessible to them, whether it be using an editor with high contrast and dyslexia fonts, or learning how to scroll over items for alt text and learning how to intuit what different icons and buttons do.”

Isaac has been working with CodeConnects which primarily serve underrepresented youth by providing one-on-one lessons. All of this was online before COVID, so he is excited to continue doing this. He found this group while doing research for his invisible cane, the project that won him our scholarship in 2018. 

Isaac also writes, 

“As AR technology becomes more prevalent it may become easier to write simple AR apps and test them without going through licensing processes to get access to the full backend of an iPhone, and I hope that will be the case since AR technology necessarily measures distance using vision recognition software.  I have certainly thought about how to expand this project. However time and energy constraints have held me back, partly because the technology necessary already exists but it’s not easily accessible yet, and partly because my other endeavors have very visible impacts on individuals.

Other notable achievements Isaac has been doing at college is being the aerodynamics team lead for his school’s design, build, fly team. Playing bridge with fellow students. Singing bass for a school acapella group. He was involved with a full-time internship with MITRE Corporation this summer, as well as another internship with a startup company called Apptronik the previous summer. He is also a regular member of washU composers club. 

Isaac is accomplishing great work in college and we are proud to have him as a past scholarship winner! 

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High School Read Alouds: Books For Fun!

If you search book lists on our blog you’ll find multiple posts full of lists and lists of good read alouds, books for certain subjects, etc, etc. This blog is chucked full of book lists! What it’s missing is a list of read alouds for high school. I’m not talking books approved for English class to read and pick apart, but just a fun book to read to your students, no matter what subject you are teaching. Here’s my favorite list of chapter books you can read to your high school students. 

I Am Malala

What books do you like to read aloud to your high school students?