Teachers & Parents: Who Deals with the Pressure of Mandates?

“I just don’t know what to do. He has zero interest in the paper books that come home to practice sight words.”

Anxiety. Fear. Worries about falling behind. It was like I was looking in a mirror from several years back when I was stressing about my reluctant kindergartner.

Only this time, as the kindergarten teacher (and as a somewhat-less-neurotic parent than I once was), I was able to offer all the reassurance that I wished I had received for my kindergartner.

I told the parent, “If he is expressing disinterest in those practice books, please don’t push them. It means he just isn’t ready yet, and that is perfectly ok.”

That precise concern was what made me hesitate in sending home those books to begin with. They are part of a program that pushes reading faster and earlier than was ever expected of kindergarten even a few years ago (our state now has standardized testing even for kindergarten that expects them to be reading by the end of the year).

Schools here must comply with these standards in order to keep their doors open. And so, cushioned by as much developmentally-appropriate play as possible, we engage in guided reading, word study, shared/independent reading and writing, and sending home these paper books to practice sight word recognition, in order to coax literacy along.

But just because I’m feeling the pressure of the latest state standard, does that mean I should transfer that pressure to parents, or heaven forbid, to the children themselves?

There are those who believe that warning parents of the growing demands–that if they don’t push, the kids will fall behind–is a kindness; I can see why they would feel that way. They do not want parents to be blind-sided by the increasing pressures from grade level to grade level.

But we can equip parents with tools without alarming them, or putting them in a scarcity mindset with their young children that will only make children hate learning before they’ve even really started. It may be the teacher’s role to shoulder the pressures from educational mandates, but I don’t believe we need to push that on parents. Rather, we can focus on our shared roles as teachers and parents on nurturing a lifelong learner, on preserving and cultivating the innate curiosity we all inherit.

Which is why my weekly emails now include this reminder about those paper books:

“Thank you so much for doing your best to read these with your children at home. These are meant to help your child retain our sight words throughout the year, but of course the most important reading is the kind that makes your child love reading! Stories they choose, text you guys identify as you drive or look at restaurant menus, and other forms of reading are all so beneficial.” 

As I often try to point out, capital “S” struggles–such as developmental delays, disability, and profound lack of access to resources–these are all caveats that should never be dismissed when making decisions on the timing for and types of interventions that might be needed. But barring these extreme circumstances, most children will flourish at their own developmental pace if given the space and resources to do so.

It just so happened that that readiness was closer than either I or my student’s parent thought. Not 2 weeks later, this parent returned and told me, “I don’t know happened! I did what you said and stopped pushing those practice books. And now suddenly he is excited about trying to read everything! It’s hard to keep up!”

And I just smiled to see this beautiful & familiar pattern unfold yet again: when in doubt, go with the child.

Do You Wonder How to Teach Those Bubbly, Curious, Social Students?

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

Do you have a student that is lively, incredibly perceptive, and curious? Do they also struggle with multiple details and things that are too planned out? You may be teaching an ENFP. 

Extroverted
I(n)tuition 
Feelings 
Perceiving 

ENFPs are your students who can get by with little to no planning. In fact, the idea of a schedule or a detailed plan causes them stress, because of their perceiving nature. They are also the social, bubbly, energetic students. Does this sound familiar to you for any of the kids in your classroom?

An ENFP student is usually eager to learn and eager to help others. This can have so much advantage in the classroom because they can be used as a resource to help other students both academically and socially. 

Schools and classrooms are based on policies and procedures, which are two big stressors for ENFPs. They work better in an open, free environment that is theirs to explore. So how you do find this balance with them? First, remember to be patient with them. 

Our schools and careers run on schedules and while this is hard for an ENFP, it’s important for them to learn how to handle. Remember when they start showing signs of stress or having a hard time learning, it may be best to let them have free time to learn and explore how they want. That could be as simple as recess time, or as complicated as a setup station with the means to be as creative as they can. 

Since ENFPs fall into the feelers category, feelings are a big part of their learning style. The more they see the benefit of learning a topic to the improvement of themselves or others, the more likely they are to find excitement on the subject. This is why they end up in professions such as doctors, counselors, or teachers. 

Is your ENFP student struggling to understand a concept? 

Try explaining it two or three different ways to them. They have a better time grasping ideas when they have multiple ways to understand it. 

Are they having a hard time knowing how to regroup when subtracting two-digit numbers? They are active, hands-on learners. Try setting up the math problem using break-apart base ten blocks for them to hold, create, and solve the problem on their own. 

More often than not, concepts are taught to students in the order the process normally functions. Again, looking at subtracting two-digit numbers using regrouping. How many teachers out there have said this rhyme with their students at least 50 times a day? I know I have. In different voices and silly hand and body movements to make it just a little more… fun?

More on the top? 
No need to stop! 
More on the floor? 
Go next door and get ten more! 

This can work so well for so many students, however, if an ENFP student is not understanding it, try jumping around to different parts of the subtraction process and explaining it. This may not make sense to you, but to them, it can make a big difference. 

“ENFPs can also easily grasp a significant amount of information lacking strong conceptual connections. Whether or not material is presented in a systematic and logical way is not of great importance to them.” 

Humanmetrics.com

ENFP students have great strengths and weaknesses. I know that if you take the time to find the ENFP students in your classroom and spend a little more time fostering their specific needs, it can make the biggest difference in your classroom and in their lives. That’s the power of teaching to the student, not to the test. 

Cover Photo: https://www.mbtionline.com/

A Lesson We Can All Learn From Mr. Meyers

I had a teacher in 6th grade named Mr. Meyers. He taught at the school across town for years, then transferred to our elementary school the year I was in his class. As sixth-grade students and especially sixth graders in an elementary school, we were determined to run the classroom that year, since we had a new teacher in a new environment. I’m sure all of you teachers out there know exactly what I am talking about. 

We were constantly testing his patience by requesting irrational things like, let’s only do math once a week! And, let’s have extended recess during our lunch recess since we are the last kids to go inside anyway! He was always working out deals with us so that we were both satisfied, such as, if we worked really hard all week on our math lessons, we would have Fridays off during math for free time instead. 

We all felt so in control. Little did we know, he had complete control and was also teaching us life lessons that I still carry with me today. 

One situation that sticks out so vivid in my mind was our seating chart. He created groups of 4-5 throughout the classroom and somehow planned it so perfectly that not a single person had a friend in their group. After making my fair share of seating charts years later, I am still baffled at how he managed to plan this one so strategically. Every single student was angry about the arrangement of the seats. 

I can still name every student that was in my group. David, Kelsey, Houston, Mitchell, and me. All of us had gone to school together for over six years now, some of us even back to preschool. And growing up in a small town, our parents even knew each other on a personal basis as well. 

Yet, until that day, none of us had spoked a word to each other. The same was true for the four other groups scattered throughout the room. The second each of us realized what had happened, we retaliated. We boycotted the seating arrangement, moved our desks on our own to create the new groups that we liked. We refused to learn or listen to what Mr. Meyers was teaching. 

I’m certain at this point, our teacher had felt like he lost control and probably panicked a little as well. But in time, he pulled himself together and called a class meeting. We discussed concerns and issues in a mature (sixth grade) way, then finally came to a resolution that we didn’t love, but we were pretty sure we could cheat the system on. 

Mr. Meyers told us that if we learned how to work together and be friends, he would move our seats. We whispered to one another that all we had to do was act like friends and he would move us. Simple. 

The next day the class put on our fake smiles and acted like best friends. 

“Hey, Kels! Cuuuuute shoes! Wow, you are SO LUCKY to have them, I wish my mom would have bought me the exact same ones! You’re so cool!” This was a very similar sentence I really did say to the other girl in my group. Kelsey and I were not friends. We were different in every way and I truly did not like her shoes. But we had to convince our teacher that we were friends! 

Our overdramatic talking and fake bright eyes were definitely noticed by our teacher. But not in the way we hoped. He knew better. He knew we didn’t just become friends overnight, but that smart man did not say a word. He continued on to let us speak to one another in chipper voices, pretending like we have been besties from day one. 

Slowly, over time, our attitudes changed. Our group would always ask Mitchell for help with math because we realized he was really good at it. And of course, Mr. Meyer had to be noticing that we were using one another as a resource! Look! We’re friends! 

Eventually, we found out that David was excellent at storytelling, although sometimes we questioned how much of it was true. Houston had a unique sense of humor that constantly had us laughing out loud, sometimes even when we shouldn’t have been. And although Kelsey was so opposite from me, we ended up finding out that we both loved to dance. 

The day came when Mr. Meyers announced that we would be moving seats. For a few seconds, the room was still. Silence hung heavy in the air as the class processed what was happening. We were supposed to cheer and be happy! This is exactly what we wanted! But what followed was everyone exclaiming, NOOOO! Please don’t! This isn’t fair! We love our groups! And the kicker is, this was all genuine. We really did come to love the people we were around and the friends we truly had made. 

Mr. Meyers pulled a fast one on us. 

He told us to become friends, so we pretended to be. In the process, we did find great friendship and positive aspects of each and every person. 

The rest of the school year our seat assignments continued to change over time, but our new friends were still there. Even continuing into middle and high school, they remained. 

David, Houston, and Kelsey eventually moved away before high school graduation. But Mitchell and I were still there. After the ceremony when the hugs and pictures commenced, Mitchell and I gave each other a look from across the way, because while we didn’t stay close through the years, there was always a little light of a friendship that never quite burnt out. And we owe that to Mr. Meyers. 

So why am I telling you this? Because my teacher my sixth grade year taught me crucial lessons that I have carried on to this day. 

First, I am capable of working with anyone. I have worked with my fair share of co-workers in a school setting and unfortunately, we didn’t always see eye to eye. But because of one situation in my elementary school days, I remember to look for the positive in others and can make a friend. 

I also learned how to be a better friend, because friendship goes both ways. 

The most important lesson, however, was that he was aware of us. He saw our strengths and weaknesses, then placed us in groups that strengthened each other. He wasn’t just there to make it through the math textbook with us, or make us write over and over. He looked beyond the standardized testing and taught us how to become better humans. Mr. Meyers sent us into 7th grade not only smarter, but more compassionate, more empathetic, and with more friends. 

He taught me what a difference one teacher in my life can make, and how influential they can be to students. Each student I now come in contact with I think to myself, will I make a positive impact in their lives? Or will I just be another adult that gives them a test at the end of the year? How I treat them is ultimately the deciding factor.

Let’s all keep a little Mr. Meyers in us. Let’s send our students on with not only the tools they need to solve problems and take tests but to make and keep friendships, even the unlikely ones.  Let’s make a difference in our student’s lives.

Cover Photo: Pexels.com

A Quick List of Fall Books For The Classroom

We are now well into fall and a fall book list is a must. I always say if I could live in one season forever, it would definitely be fall, hands down. I’ve often wondered if there is a place that exists where autumn lasts all year, and then I recall the life cycle of trees and how it is not possible for them to forever be in this state. But of course, Anne says it best.

“I’m so glad I live in a world where there are Octobers.”

-L.M. Montgomery
Anne of Green Gables

A few picture books that are perfect for any fall day in the classroom:

Fall Mixed Up! 

I will warn you. Only read this book to your students if you’re prepared for continual laughing. This book is wacky and silly and so perfect for when you just need a change of attitude in your classroom!

Fletcher and the Falling Leaves 

This cute story tells of a fox showing empathy for a tree losing its leaves. He is deeply concerned for the tree, up until he sees how beautiful it is on the first day of winter. 

There Was An Old Lady Who Swallowed Some Leaves 

We all love the old lady who swallowed a fly, but now she’s swallowing leaves! What is there not to love about that!? If you’re into felt storyboards, this book is perfect for one. 

Room on the Broom 

A fun Halloween based book about a witch that adds more and more friends to her broom. Again, another great felt storyboard book! 

Charlotte’s Web

This literary classic is a must-read in every classroom. The setting starts in the early fall, then reaches into early winter, making it a great read-aloud book for this time of the year. 

What autumn books have you read to your class this year?

Teaching Students Who Are Naturally Organized, Responsible, and Leaders? You May Be Teaching An ENFJ

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

Extroverted
I(N)tuition
Feelings
Judgment 

ENFJ. Do you have a task-oriented student, who strives to be a leader, and shows empathy to peers? You may be teaching an ENFJ. Let’s break down each of the categories. 

Extroverted- These students love the interaction with other students. Group work is great for them, but they can also strive in personal work as well. 

Intuition- This means they are very future-thinkers. These students will plan future projects and ask what the next step is. They are also big-picture thinkers, meaning they may have a hard time analyzing small bits of information. 

Feelings- (Omit for students younger than 12) They can be very empathetic towards others because they make decisions mainly based on feelings. This can also cause them to take criticism harshly. 

Judgment-  These students are very organized and need structure. It’s not very common to find an ENFJ student with a messy desk or backpack, because they have a hard time functioning without order. 

So how do you teach these students? First, you need to understand that they need human interaction for energy. Allowing them time to work and talk with other students can do wonders for their attitudes. Too much independent study time can cause stress for them. 

Another thing to remember is that they are very into future thinking and planning. This can lead to daydreaming and idealistic thoughts, that can possibly be discouraging to them when realized that it cannot be carried through. It’s also typical for them to be put into positions where projects can become overwhelming or impossible for them because an ENFJ will go above and beyond what is asked to create something greater. 

(For kids over 12) being a feeler, ENFJs are incredibly empathetic, which is a great tool in making and keeping great friendships. Being extroverted and a feeler gives them the idea that everyone they come in contact with is a potential friend. However, they can be overly selfless and end up taking on more than they can handle in both their schoolwork and socially. 

You should also be aware that they are often asking “Who will this benefit?” They love to see the why behind their work. Once they have understood the whole concept, studied it, and internalized the information, they find excitement in their new-found knowledge. Sometimes to the point where they strive to assist others in learning it as well.

ENFJs need opportunities to lead, as well as possibilities to assist other peers. They are helpers with common future careers that involve teaching and helping others. Foster this need in them, let them lead and help where you can. Be wary with criticism, they may not take it well because of their emotional thinking since they never want to let anyone down. 

Do you teach any ENFJ students? What other tips do you have for teaching them? 

Do You Teach Early Childhood Ages? This List Is For You

Around the time my daughter was 18 months old, I had an epiphany moment. I was a full-time stay at home mom. The majority of my focus was on raising and teaching her, so I needed to treat it more like it was at least my part-time job. I spent my day running my own errands, dragging her around with me, and when I needed to accomplish tasks around the house I would try to pawn her off to her room to play with her toys. 

Well, her toys eventually were boring to her and she spent more time clinging to me than ever before. That’s when I realized something needed to change. If my job was to raise and teach her, then that’s where I needed to shift my focus. 

I researched age-appropriate, educational activities for her, built up a good stash of supplies, and got to work. In the year I have been doing these with her, I have also come up with a decent list of tips that I believe can benefit everyone, whether you’re also a stay at home mom like me, a working mom, or a teacher of littles. 

Without further ado, here are the crucial tips I’ve learned. 

1. Everything can and will be cleaned up- Sensory bins are messy. Painting for the first ten times is messy. Even playing with stickers can be messy. This was so hard for me and I would have to just take a deep breath and remind myself that it will be cleaned up, but for now, she’s learning. 

2. Cleaning is fun for toddlers, take advantage of that- My daughter LOVED wiping up the table after a small sensory activity. She’s two years old now and still loves it. I’m taking full advantage of her help for as long as possible. It’s also teaching her some cleaning skills. Double win!  

3. Don’t overfill the sensory bin with too many tools- The first sensory bin I did with my daughter was a giant bust. I filled it full of fun tools she could use to play in the water. Right away she became overwhelmed with the number of things in front of her and refused to play with it. Too many options and information can overwhelm any child, even into kinder and first grade.

4. Just because they weren’t very good at a certain activity or bin the first time, doesn’t mean it’s a bust. They’ll get better and have more fun every time you pull it out.  

5. “Taste Safe” does not mean it’s an afternoon snack. It means you don’t need to try poison control when it’s put in their mouths- Especially small kids are notorious for eating EVERYTHING. So taste safe can be best, sometimes even into Kindergarten, because five-year-olds are just as guilty at placing anything in mouths, noses, and ears! This doesn’t mean they have free reign to eat cornmeal. It just means you don’t need to worry when it’s in their mouth, you just need to respond with, “yuck!” so it doesn’t continue happening.  

6. Don’t underestimate their abilities. 

7. Messes mean their learning. It’s hard, but it’s true.  

8. They don’t have to do an activity exactly how you envisioned for it still to be fun for them.

9. Some activities are a bust, and that’s okay. Try again later. 

11. Tape. Construction paper. Markers. You don’t need a lot of supplies, or even expensive supplies to make it fun and educational. In fact, the activity on repeat in our house is painting with water on construction paper. This takes construction paper, some sort of paintbrush, and a cup to hold water. So. Easy.

12. 1-2 drops of food coloring is all you need. 

13. Water play is the cleanest play. Nervous about sensory bins in your house or classroom because they are notorious for being messy? You’re not alone. If you have access to a non-carpeted area, water sensory bins are great because they can only do the floors a favor when all it needs is a good mopping when it’s over. 

14. They’ll never learn the responsibility of playing in a sensory bin or with messy activities if you never give them the opportunity to. 

15. You don’t have to understand what concepts they are learning, you just have to understand that it’s important that they really play. I used to be nervous about making hands-on activities for my daughter because I wasn’t exactly sure what she was learning or how to explain it to her. The good news is- you don’t need to either. In this photo, my daughter is experimenting with baking soda and vinegar. She doesn’t need to know that what’s happening are the hydrogen ions within the vinegar react with the bicarbonate in the baking soda, causing a reaction, creating new chemicals, which lead to a second reaction. All she needs to know is that when the vinegar hits the baking soda, it makes bubbles. Don’t feel daunted by the minute details. Just let them play. 


What Are the Seven Habits? An Inside Look on How They Can Help Your Students

Many schools across the nation are using Steven Covey’s The 7 Habits of Highly Effective People in their framework for better classrooms. Or more popular, his son Sean’s book centered around the same idea, but for kids. There is also a version for teens as well. Whichever you choose, these books hold the same idea that there are 7 habits we as humans can adopt to foster a more successful life. 

If you are not already using this book as a tool in your classrooms, I suggest you start. Not only creating these habits in yourself but also encouraging your students to use these habits as well. 

The habits outlined in the books are: 

  1. Be Proactive
  2. Begin With The End In Mind
  3. Put First Things First 
  4. Think Win/Win
  5. Seek First to Understand, Then to be Understood
  6. Synergize
  7. Sharpen the Saw 

The children’s version of this book is fun and playful, watching different animal friends carry out the seven habits, seeing how each can benefit their community. Not only is it an informational book that is a vehicle for great discussions with your students, but also fun and engaging with kids. 

They have a whole website of resources, plus a series of books to dive deeper into each habit. They are striving to create leaders at a young age- This is something all of us need to get behind. 

The teen version of the book is geared towards trials and situations those in middle and high school may face and how the seven habits can be applied to them, aiding in better outcomes. They have also created a workbook to go along with the original book. 

The key to these books is that they are habits, which defined by Oxford is, “a settled or regular tendency or practice, especially one that is hard to give up.”
A regular tendency that is hard to give up. How powerful. These authors are implying that being proactive and thinking win/win can and should be a tendency, not something that needs to be thought about. Their books can help you, your students, your classrooms, and your schools accomplish this. 

Are you a 7 Habits or Leader in Me school? How have you witnessed it working well? Have the 7 habits become habits for you or something you still need to consciously make an effort to do? 

Cover Photo Credit: Goodreads