An Investment in Book Love: Reframing My Perspective #TeacherMom

Ahhh, book love. There’s nothing quite like watching my kids wade through stacks and stacks of books.

With 3 tiny humans in the house, I’ve long-since determined that all the frayed corners, torn pages, and disheveled shelves are simply signs of love and affection. Plus, I figured that, given that any attempts at order look a LOT like the meme below, what was the point?

I also firmly believe that to teach responsibility, we can’t be constantly cleaning up after/solving problems for our kids — if they want to be able to find all their books and keep them in good shape, they need to learn to take care of them, right?

But recently, all of this was set aside with a bout of spring cleaning which extended to sprucing up the books.

We sorted them by size…

…authors…

…and collections.

 

I knew it likely wouldn’t last, but it still felt nice to have them organized.

To my delight, I discovered an unexpected outcome after nap time/school. Though I didn’t add a single new book during this clean-up process, it was as if my kids were seeing them all anew. They spent the rest of the day exclaiming over books they thought were lost and enjoying entire collections or author groups.

Though I know details like right-side-up and spine out will still fall mostly to me, this experience has shown me that I can view my time spent here with a fresh perspective.

Until the day comes that my kids can fully exercise fine motor and organizational skills, shaping their reading environment is an investment on my part.

Meanwhile, I can still teach them responsible book care within their abilities — it does not need to be an all-or-nothing kind of approach. But if I get a new idea to present their books in a way that will spark renewed interest and book love, nothing should get in the way of that.

After all, if “doing for them what they cannot do for themselves” doesn’t extend to fostering deeper love of reading, what does?

featured image: DeathToTheStockPhoto

Ode to a Newly Crawling Baby #TeacherMom

“We call the early years formative. What is firing the brain? It’s nothing less than a sense of self. How does it feel to be me? How does it feel to be human? That’s what’s forming. Our sense of self and our sense of the world.”

via Case Wade

I see your joy. You sit up with a straight back, surveying the world from a perspective you’ve never seen.

I see your deliberation. You make a bee-line for the dog bowls every time we set you down, already knowing that if you do so stealthily enough, you’ll find a prize.

I see your intensity. You move from room to room and object to object, patting, squeezing, raspberry-blowing, all with an astonishingly palpable focus.

I see your relentlessness. You already possess an uncanny sense for the moments your parents most need a break, and will do just about anything to ensure you have our undivided attention.

“Learning isn’t having an agenda. It’s forming associations, recognizing when they discover. When they put things together they’ve never put together before.”

Most of all, I see your connection-building. You are already laying the foundation — with a magnitude I can scarcely comprehend — for the learning that will take place for the rest of your life. These connections, these moments of comprehension, are like golden threads criss-crossing all over our home, constantly reinforced as you feel your way across them again and again.

“The most important ingredient is the people who interact on a regular basis with young children. A baby does something, and the adult response to what the baby’s doing. It’s this back and forth responsiveness that’s absolutely essential for brain development.”

That I am an integral part of this process is humbling. You are reminding me of the connection between learning and relationships; of the need to learn when to set down the lists and sit down with the people. In this way, you are strengthening my ability to connect with those around me — as a parent, teacher, and human being.

So, little one, although I wish you’d sometimes slow down, I look forward to all we will continue to learn together.

Quotes from the documentary, The Beginning of Life, (streaming on Netflix) by filmmaker Estela Renner.

featured image: DeathToTheStockPhoto

Taming Those Housekeeping Routines #TeacherMom

When we moved to our new home two years ago, I vowed to stick to the plan for keeping things tidy. It went something like this:

  • Mondays: Deep clean the kitchen
  • Tuesdays: Sweep and mop the floors
  • Wednesdays: Clean the bathrooms
  • Thursdays: Vacuum
  • Fridays: Laundry and dusting

My reasoning was that if I kept to a regular routine, I would keep things “covered” and under control. There would be no backup of forgotten chores, because it was already built into my everyday. Seems pretty reasonable, right?

I did manage to stick with it — for a few months.

But then life happened. My husband’s surgery, another difficult pregnancy, welcoming a newborn — gradually, the cleaning routine fell apart, and I instead had to go with sporadic cleaning according to my limited energy and time.

Now, the way I see it, I have two choices: I can look at this as a failure & berate myself into getting back into the groove, OR I can reevaluate my approach & look for learning opportunities and extended applications.

I’m going to go ahead with the latter.

Trying to turn everything into a routine in an attempt to keep things “covered” and in control often leads to things becoming…:

1. Arbitrary/Redundant: Attention getting divided up equally among unequal tasks.

2. Limiting: A reverse effect where rather than getting life more in control, we wind up feeling more controlled by the very routines we create.

3. Rigid: Reduced tendency to notice when things aren’t working, or when there’s a better way.

Routine-izing life to preempt failure is often an appealing temptation, and in far more spheres than just housekeeping. I see it in education, too:

1. Arbitrary/Redundant: Early education programs that devote one whole week to each letter to cover the alphabet, though it’s more logical to dedicate much more time to trickier, high-frequency letters like vowels (and a lot less time to those rarer letters like Q, X, & Z).

2. Limiting: Reluctance for teachers to adopt more student-centered inquiry approaches for fear of deviating from/not covering the plan.

3. Rigid: Invariably covering history in chronological order year after year, rather than looking other possibilities such as approaching it by concept

None of this is to say that routines don’t have their place. I wouldn’t give up the weekly routine of class meetings any more than I would give up daily tooth-brushing. Furthermore, my original cleaning routine now informs what needs to happen; it’s just more fluid as I evaluate factors such as urgency, whether we’re having house guests, etc.

But in the end, we should be wary of any routine we construct that causes our practices to become arbitrary, redundant, limiting, or rigid.

featured image: DeathToTheStockPhoto

#TeacherMom: Who’s Creating the Literacy Environment?

“Mom? Book?” [My two-year old suddenly chooses a book for me]. “There you go.”

[Walks over to the sofa and pats on a cushion] “Sit. Sit.” [I sit]. “You’re welcome.”

[Settles on the other side of the sofa with his library Lightning McQueen book].

A short time later, he also carefully arranges his stuffed fish with its own book about whales. 

His self-satisfaction is palpable.

Though literacy development has been of particular interest to me as a teacher, this exchange was just the latest in a long string of surprises in my teacher-parent-table-turning saga. One might expect that a teacher would always be anticipating and orchestrating the “next steps” in their own children’s academic growth. But the truth is, it blows my mind on a daily basis to witness the juxtaposition of what I think I know as a professional with my kids’ applications with the realities of daily life.

For instance, I knew that parents modeling reading for pleasure is essential for literacy development.

I knew that providing an abundance of books is important to provide my children with the access they need.

I knew that library books are key in providing that access (I actually counted the books in our house after reading the above-linked article, and I know that if my family depended on our book budget alone, we’d be in trouble).

But I didn’t know how quickly the busyness of life can overtake these practices.

I didn’t know just how much of an impact even our imperfect practices can have on our young children.

And I didn’t know how exceptionally dictatorial assertive my toddler could be when it comes to books.

So even though I should be the all-knowing teacher/mom taking the lead on all things involving academic development, it’s clear that this has already become a shared, symbiotic kind of culture. Truth be told, I think I like it better that way. And I looking forward to that application with future students.

By the way–the book he picked for me? It was was actually one I’d been meaning to read for a couple of weeks, but hadn’t yet gotten to. Thanks to him, I got just the jump-start I needed.

featured image: DeathToTheStockPhoto

Come back next Wednesday for another “#TeacherMom” post. Read here for the rest of my weekly blogging topic schedule/background.

An Epiphany: Blog Posting Topic Schedule

You know when you get those moments of clarity that make you giddy with excitement? I’m currently in the thralls of one of those right here!

I’ve been reflecting lately about my blogging habits that I know are holding me back. Like the fact that my brainstorming process reminds me of chicken feed scattered thin across a yard (I have several dozen Google Documents of ideas I start and then abandon to jump to something else). Or the time I waste second-guessing myself before I hit publish. Or the mental energy I squander with worry that since I’m not currently in a classroom, my ideas are less valuable.

But today, I’ve had a stroke of inspiration that I hope will help me better organize, focus, and refresh my thoughts and time. I’ve decided to try joining those bloggers who create weekly topic schedules for their posts:

Mondays: Inspiring Inquiry

Wednesdays: #TeacherMom

Friday: Learning Through Reflecting

Some background on each topic:

Mondays: Inspiring Inquiry

I feel like I’m constantly stumbling across beautiful and thought-provoking images, articles, or videos that I think would make incredible Provocations or conversation-starters for students (for those not familiar with International Baccalaureate or the PYP–Primary Years Program–a Provocation is a component of an inquiry unit that provokes students’ questions and thinking, hopefully orienting them toward that unit). Sometimes I’ll tweet them and sometimes I’ll bookmark them. But I’m generally left with a nagging, back-of-mind worry that I’ll want to find that one resource again for my future students, only to be thwarted by my hopeless lack of organization.

So I’m setting aside Mondays as “Inspiring Inquiry” as a personal goal to not only better organize provocation-worthy material, but to share with my fellow teachers. In addition to publishing my favorite resource of the week, I’ll also plan on listing open-ended questions you can have students consider.

Wednesdays: #TeacherMom

I’m particularly excited about this one. I’ve often heard the advice for bloggers to “write what you know.” As a teacher writing for an educational blog, I never anticipated this being an issue (after all, despite being on year two of my extended parental leave, I still can’t seem to turn off “teacher mode”).  But the longer I’m away from my classroom, the more difficult it’s becoming to reach back to write about my experiences in the classroom. And if I’m not reflecting about personal teaching experiences, I worry about originality–I don’t want to just recycle other people’s ideas.

What’s more, child-rearing has taken center stage on the “what I know” front while I’m home with our three little ones. And I don’t often turn to this all-encompassing aspect of my life for writing inspiration because it’s not the classroom.  

But I recently realized how very silly this has been. Though my students are much smaller, they still offer rich learning opportunities every day. And not only run-of-the-mill parenthood learning (ie, don’t lay down on your picnic blanket during a crowded library storytime, or the toddler behind you might try to pick your nose), but learning that very much uses and extends my professional development as a teacher. So it’s time for those #TeacherMom stories to come to light. Buckle up!

Friday: Learning Through Reflecting

I’m setting this aside to reflect on lightbulb moments on my previous teaching practices. These “aha” moments usually come as I connect with and learn from my PLN–their tweets, blogs, and photos. They also come through keeping up with educational journals and news. 


I’d be lying if I said I wasn’t nervous about making this kind of commitment. I know there will be days or even weeks where it just doesn’t happen. But since I want to continue to model important learner qualities to my students (current small ones and future bigger ones), I refuse to let fear of failure keep me from taking a chance that might help me grow and improve.

Meanwhile, I’d love to hear from you! Have you ever tried a blogging topic schedule? What worked for you and what did not? What are your thoughts on the topics I’ve chosen? And I’d also love to hear your feedback on these themed posts as they start rolling out next week!

featured image: DeathToTheStockPhoto