Curating resources & sharing stories to empower teacher & student ownership, wonder, and daring.
Author: Mary Wade
I taught 5th grade at a PYP International Baccalaureate school in Utah for 4 years, and am currently on extended parental leave until my kids start school. In between the roller-coaster adventures of motherhood, I enjoy educational blogging so I can stay in the loop and keep learning!
Snapshot favorites: Student voice & choice. Twix bars. Global classrooms. Calvin & Hobbes. Outlandish sewing projects. Teachers learning from teachers. Modeling daring to students.
I still recall my surprise as a kid to discover how unlikely animals cultivate symbiotic relationships. Particularly the crocodile and the Egyptian plover bird (for the longest time, I had no idea Tomie de Paola’s “Bill & Pete” was based on science)!
As fascinating as these studies are of working relationships in the animal kingdom, I think their value goes beyond observational science. An inquiry into symbiosis is a great way to get kids thinking about concepts like collaboration, relationships, and problem-solving.
That was one of the reasons I was so excited about receiving “Friends Stick Together” by Hannah E. Harrison from Penguin Young Readers, along with the invitation to participate in its book tour. It finally gave me the push to share the following resources to help students inquire into symbiosis.
Resource #1: “Friends Stick Together” by Hannah E. Harrison
Beginning with a definition that introduces the way symbiosis isn’t necessarily as clean as we might think, Friends Stick Together sets the tone that it takes time to learn to work well with those around us.
I especially loved the zany Levi the tickbird (his “epic” air guitar solos were my favorite). His over-the-top behavior, especially when contrasted with prim Rubert the Rhino, definitely reminded me of one of my childhood favorites, Tacky the Penguin.
I feel like it’s easy for these kinds of books on friendship to get overly didactic, but I feel like Harrison struck a good balance, thanks in large part to her humor. Be sure to check it out when it comes out
Resource #2: “The Wolf, The Duck, & the Mouse” by Mac Barnett & Jon Klassen
Ok, so this one is total make-believe symbiosis. But it’s still a fun way to get kids thinking about how we can rely on and help one another.
Resource #3: How Wolves Change Rivers by Sustainable Human
This resource is much more direct to the science of symbiosis; it’s a great launching point to discuss the complexity of relationships.
My friend, Faige Meller, wrote this week on how she is driven. Her words have inspired me to consider what drives me right now!
I am currently about halfway through my “longterm sabbatical” from teaching as I’m home to raise our little ones until they are at school. I’m amazed how fast the time has whipped by since the day I was put on bed rest, but I know that by the time I return to the classroom, much will have changed in the education world. Blogging and tweeting have been privileges for me to stay involved, but I’m also grateful for this unique phase of my life during which I have more time to take action in my community. For me, these opportunities all blend together to help me grow as a parent, teacher, citizen, and person.
And I, too, am driven.
I am driven to never stop learning.
I am driven toward authenticity.
I am driven to identify practices that put learning in the hands of — learners.
I am driven to learn how to empower kids to become powerful 21st century citizens and healthy self-regulated human beings.
I am driven to learn more about my community so I’m better prepared to serve them when I return to the classroom.
I am driven to model the very kinds of design thinking and action that I hope to see in my students (both my current very small ones and my future classroom ones).
I am driven to stay current with quality children’s literature so I can give timely recommendations and cultivate myself as a reader.
I am driven to share thought-provoking resources to help current classroom teachers inspire wonder and meaning in their students.
I am driven to always be able to say with confidence, “I am a teacher!” AND “I am a learner!”
My almost 8-year old recently came home sharing how she has been struggling with another kid in school that has been teasing her. She described the embarrassment she feels when he does this, and the way it often embarrasses and upsets her classmates as well.
After listening, I asked her if she’d like to watch a video about how we might respond to bullies. She agreed, so we watched this one by Brooks Gibbs that I’ve shared here before:
Our favorite part was when Brooks responded to “You’re ugly!” with, “You have the face of an angel, sweet-cheeks” (it’s now an inside-joke we share, quoting it pretty much daily).
We talked about everything Brooks explained: power, not playing the game, resilience, not caring what others think. It all seemed straightforward enough.
But as much as my daughter enjoyed and seemed to understand the video, she still had some hang-ups on all those concepts. Responding that way seemed too embarrassing. And how could she really just not care about what other kids think?
And it hit me. Even with all the love and support my daughter receives, this still gets really complicated for our kids when it comes to the actual process of building resilience skills. It takes a lot more than the occasional fun pep talk and advice. Building resilience skills is hard, messy work.
So here’s what our process looked like:
First, we discussed weighing the embarrassment. “Would you rather respond in a way that might make you feel a little hesitant or embarrassed now, but that will get the bully to stop in the long-run, OR would you rather just keep feeling humiliated and embarrassed again and again and again as the bully decides he/she can get to you?”
Second, we rehearsed some role play, as advised by Josh Shipp. It actually surprised me how tricky this was in practice, which is probably why Josh describes the kinds of responses we shoot for as counter-intuitive. So, we went with the baseline bully insult, “You’re gross!”
Response idea #1: A casual, “Hm. I don’t think so.” But we realized that the bully might take that response as an argument and feed off it (“Well, I think so because I KNOW so!”)
Response idea #2: A passive, “Ok.” But then we realized that the bully could still possibly take that as, “Oh, she doesn’t know what to say? Let’s do it AGAIN!”
Response idea #3: With a smile, “Yeah, sometimes I do do gross things.” We knew we were on the right track there, because it shows the bully she’s not bothered by the insult. Of course, we continue to joke about adding, “You have the face of an angel, sweet-cheeks.”
Best part was when she came back and told me she has been training all her friends at school on these concepts! She specifically told them that when they respond with, “Stop, you’re hurting my feelings,” that bullies love that (Brooks’ hilarious bully voice: “That’s the point, stupid“). They even practiced role-playing together!
I know this is the first of many resilience skills-building sessions we’ll need to have. But I’m grateful to understand now the way we need to go deeper and work through a messy but worthwhile process!
We need design thinking. This has been a concept we’ve promoted here through our scholarship this year — and we’ve been astonished at the projects students have submitted to improve their communities.
As I have begun volunteering with our local bicycle committee, I have been amazed at the many ways other volunteers have made an impact on our city. But despite progress, it is with great sorrow that I learned a teen I used to teach was recently killed while crossing the street in my old neighborhood.
This tragedy has strengthened my resolve to contribute however possible. As I work toward clarity and purpose, I have found myself yet again on another iteration of the design thinking cycle, this time with my commitment toward better design. Here’s what it currently looks like:
Look, Listen, & Learn:
As I have renewed my research efforts, I have sadly uncovered direct opposition to design when it comes to taking measures to make room for all people using our streets.
For instance, last summer a local paper ran a report with the tone that pedestrians “assuming right-of-way” are foolishly getting themselves hurt and killed:
“UDOT director of Traffic and Safety, says 94 percent of crashes are a “behavior decision,” not a road design. None of it matters if pedestrians don’t take advantage of safety features or if drivers are distracted or blow past them.” (Source)
Yet in the wake of this tragedy, a common response has been a demand to know more about how design can improve that road’s safety. Residents of the neighborhood even state that far from serving them, the surrounding roads have functioned as walls, compelling them to drive rather than walk even 2 blocks to the local rec center to stay safe.
This has led to more in-depth investigation into Complete Streets policies, one of which is currently being considered in my city.
Ask Tons of Questions:
What do Complete Streets mean?
What do Complete Streets not mean?
What are the costs of Complete Streets policies?
What are the obstacles in designing roads that permit all people to freely and safely navigate their communities (not just bicyclists, but pedestrians, people in wheelchairs, children on scooters, etc.)?
What has been the impact of Complete Streets in other parts of the country?
How do Complete Streets impact local economies, in addition to health, safety and environmental factors?
Understand the Process or Problem:
In response to my many questions, my research has been expanded to a more in-depth understanding of Complete Streets, including these informative videos from Streetfilms:
“It’s extraordinarily important that we find ways to make our communities more accessible to all the people that want to use them, and allow for kinds of transportation that are more sustainable in the long-run.” (from above video)
Benefits of Complete Streets I’ve found include (but are not limited to):
Cost effectiveness:
Provides long-term savings as it avoids the need for expensive retrofits later on.
Many small road improvements that make a big difference come at little to no added cost.
“allows for an efficient and optimal use of limited resources: time, fuel, land, public health, the environment, and money.” (source)
Safety:
Complete Streets have been found again and again to decrease injuries and deaths (source).
Protects the most vulnerable of society (children, the elderly, people of color, and the disabled), thus addressing issues of equity (source).
Quality of Life:
Encourages healthy active transportation, walkability, and even a sense of community as people have options to travel on more attractive, pleasantly landscaped areas.
Provides “green dividends” that allow people more money to spend elsewhere
Improves access and foot traffic to local business (source). (During a test ride for a new local bus system, transit co-vice chair Sherrie Hall Everett commented, “[Though the road is still] under heavy construction, and many have been concerned about the sidewalks being narrower…what I didn’t anticipate was how much more I noticed the stores, how much closer they felt and related to the street. I noticed the windows and what was going on inside and felt more of the energy of their presence”).
Public transit improvements:
Considers how many people have access to bus stops from their homes.
Improves comfort and convenience of stops, speed of service, and measures that lower congestion. (source)
Environment:
addresses pollution through a combination of more active transportation, better public transit, and lowered congestion.
allows people to complete trips (39% of which are three miles or less in metropolitan areas) in a zero-emissions manner (source)
More importantly for the context of our local concerns, I have also uncovered some important facts that debunk notions that it’s not about design. These I have turned into graphs, which has lead me to…
….Navigate Ideas:
The most important finding is as follows: on average, 45% of bicyclists and 50% of pedestrians in the last decade had no contributing factors in the crash, a figure that has been on an upward trend. This means that even when they’re doing everything right, a significant portion of people who are walking and biking are still getting hurt.
Furthermore, pedestrian deaths and injuries have been on the rise in my state over the past 10 years.
Create a Prototype:
In this case, the prototype was an event where I attended and voiced some of what I shared above; our city Planning Commission met to review a proposed Complete Streets Policy for our city, along with feedback shared by another city department that seemed less than supportive of the policy. Below is a clip beginning with a moving response from one of the commissioners, Jamin Rowan, after hearing from all the community members and reading the other department’s feedback:
“It is time we demand to revisit those standards…It is not an amendment in our constitution to be able to get in your automobile and travel down the road as quickly and conveniently as possible. Our society and culture has operated upon that assumption. It has become a de facto amendment and I’m tired of it. And I think the people that we’ve heard from tonight are tired of it…I’m not in favor of defending old codes instead of defending the vision that’s outlined in this [Complete Streets] policy…Streets are one of our most valuable public spaces…This is one to fight for and not let it get watered down.”
Highlight & Fix:
Mainly, I learned that I should write down my talking points before making formal presentations. I plan to do so for the next phase of the design thinking cycle…
…Launch to an Audience:
Next week, I’ll be presenting to our City Council members.
I’m looking forward to continued iterations of this design thinking process. I hope to convey a strong sense that the quality of our communities and of our very lives depends on good design.
Boundaries, boundaries, boundaries. Why do I return to this concept so often as an educator, a parent, and a human being?
The latest, more tangible, example consists of our baby gate:
We had taken it down when risks for falls became minimal for our youngest. But I recently realized that I needed it to return. I needed blanket forts and stuffed animals and cars and teacups to be contained to just one part of the house at a time.
Which made me start to wonder…
…do boundaries infringe on agency?
…where’s the balance in cultivating self-care as the grown-up & in cultivating ownership and agency in children?
…can creating boundaries be an authentically collaborative effort with the very people they’ll limit? If not, does it need to be more of a two-way effort in order to be truly collaborative?
After the gate was up for a few days, I began to find some answers.
“The overwhelm…comes from trying to do everything and trying to do it perfectly…We need to take that overwhelm seriously because it leads to burnout.”
Quite simply: it’s ok to establish boundaries that allow us to function to serve our kids.
I’m better able to care for my family when my sanity hasn’t been shattered with worry that my kids are climbing onto the counter, scattering (and/or eating) dog food, flooding a sink, and emptying the contents of every drawer, all while I’m rotating a load of laundry upstairs.
Of course, I’m also working on helping them comprehend why all the above behaviors are problematic, but meanwhile we’ll make very little headway if I’m perpetually exhausted.
This has classroom applications as well, of course. Establishing boundaries that allow us to be more useful as teachers is best done as an ongoing conversation with our students so they understand your needs as a teacher/human being. It also works when you’ve worked to cultivate mutual respect on a consistent basis.
But two words of caution:
1. Keep channels of communication open to allow kids to give feedback when they have outgrown certain boundaries. They will let you know if you seek and value their voices!
My very small students may not be able to yet fully understand why I need some containment. But I know that as I keep sharing what I’m feeling, and give them opportunities to do the same, we’ll set the groundwork for mutual respect and the eventual removal of that baby gate.
This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.
It’s funny, really, how we sometimes altogether remove our own voice from our communication. We water it down in the attempt to look like everyone else. We apologize needlessly. We shy away from owning our strengths and what makes us unique. So if you use this provocation into what it means to be a communicator, I challenge you to bring voice front and center into the conversation with your students!
Resource #1: Obvious to you. Amazing to others. by Derek Sivers
Resource #2: Ballet Rotoscope
Resource #3: Citius, Altius, Fortius by Felix Deimann (similar to above, but equally thought-provoking!)
Resource #4: Barcode Band by W88N
Resource #5: The Big Bed by Bunmi Laditan (lots of fun, but pay attention to the way this savvy girl makes her case)
Provocation Questions:
What is the role of voice in being a communicator? Why is your unique voice important as you communicate?
What does it mean to be a communicator? What are the different ways in which we communicate?
What is the role of communication in our society? How does it impact your family? Community? World?
What is our responsibility to be communicators? What is our responsibility to own our voices as communicators?
What is difficult about being a communicator? How do we overcome?
How is perspective important as we communicate? What is the role of listening?
Taking part of the Innovator’s Mindset books study via #IMMOOC was one of the most refreshing professional development experiences I’ve had since leaving the classroom.
One of the reasons I chose to participate was because this feels like an important time for me professionally.
For one thing, I just finished the process of renewing my teaching license, which involved a lot of reflection. For another, this spring marks 4 years since I’ve been away from the classroom, which is as long as I was actually in the classroom! I used to think sharing this would hurt my credibility as an educator and as a blogger (“what does she know?”).
Now I know that it’s less about writing what I know and more about writing how I’m growing and changing. I thought Katie Martin summed it up beautifully in the last episode of the #IMMOOC:
“I shifted my thinking from I’m an authority to tell people something vs. This is my space to reflect & learn.”
I feel like this also captures the contrast between working and living from a place of fear vs. a place of passion. Sometimes we think it doesn’t matter if the results are the same (bottom-line thinking); the truth is that fear acts as a drain of our energy and opportunities, while passion feeds our energy and opportunities. While many of us readily accept the above statement, it’s tricky to detect the way it’s playing out in our own lives, particularly if we are, in fact, choosing fear.
My graphic below (last challenge of this #IMMOOC) is meant to capture some of the ways I found that contrast of fear vs. passion throughout reading George Couros’ Innovator’s Mindset and watching the #IMMOOC episodes. My hope is that it might serve as a tool for self-reflection. I would love to hear additional examples of the difference it makes to choose passion over fear!
