Unless... the support is there

As educators, we are constantly setting goals. Goals for our students, goals for ourselves as teachers, goals for our staff and goals for our school.

When I set my personal goals this year, I was a little confused with what I was actually going to focus on. Being new to the position and not really being clear what my role actually was made it extra difficult for me to narrow it down. But after lots of thought and notes, I finally narrowed it down to work on building relationships with staff and building a positive image for the coaches in our district. My previous post came from before my meeting with our assistant superintendent. I was going in with self-reflected data and a list of my strengths and weaknesses as a coach. Not was I was expecting to bring as "data".

You should know that when I first started in the classroom, my now assistant superintendent was my principal. I learned very quickly that she is just as amazing today as she was when I first started teaching. When we sat down for my evaluation, she allowed me to share all my data (if you would call it that) and asked a few questions here and there.

Then I shared the dreadful thought that has been haunting me since I have started. I shared how I really am not sure this is the position for me. At first she was surprised and didn't agree with me at all. She thought I was blossoming to become quite a powerful coach. However, she followed it up with her support of whatever I choose to do. If I wanted to go back to the classroom, she shared she would support my decision because she thought I would be great wherever I was.

I left my meeting feeling pretty amazing. However, it really didn't sink in until a few days later. I started having teachers seek my help. They are trusting my abilities and want my coaching advice. It feels as if this weight of doubt has been lifted all because of the support that surrounds me. I have other people who support me as well, but I guess I was either waiting for the right person, or enough people to add up.

This got me thinking about the support we offer those around us. Are we supporting each other? Or are we critical of one another? If we put our differences aside and worked together to help each other become the best educator possible, would that make an impact on our students? Is it possible that if we just cared about each other in a non-threatening way we could make a bigger impact than we are right now?

Just remember words by Dr. Seuss the next time you are critical of another teacher. Think about the what a difference you would make if you were there to support them instead of judge.

Because...

"Unless someone like you cares a whole awful lot, nothing is going to get better, it's not."

Care about someone and show it. Show your never ending support for the teachers around you. Imagine how you can change the world.

Merry Christmas!

Measuring a Hidden Difference

This is my first year coaching and my first year being out of the classroom. For those of you that just started following my blog, I actually started the year in third grade and transitioned out of the classroom in early October. Then I hit the ground running, trying to get into as many classrooms as I could. however, when I came into this position, I really wasn't sure what it looked like or what it really meant to be  a Student Performance Coach. Every day I learn a little more about what my "job" should look like.

However, I miss the kids. I miss having my own classroom. I guess you could say I felt safe there. I knew that my actions directly affected 25 little minds. I had control and knew how to measure the difference I was making. Nothing was hidden. Now... I am not sure. I am struggling to find a way to measure the difference I make.

My mom is a wise woman that I talk on the phone with every morning because we both are on our way to work. I had told her that I was for sure going back to the classroom next year because of all the amazing things my district is doing. She finally said, "Don't you see you are much bigger than that?" I didn't understand what she meant at first until she explained that when I was in the classroom, I only made a difference to 25 little minds. Now that I am working with teachers, I am reaching hundreds of students. But, I told her to prove it.

I work with 4 different buildings and a wide range of teachers both classroom and specialists. How can one possibly measure the impact they make when working with such a wide variety and in many different areas? Plus if the teachers I do work with share with other teachers, how do I measure that as well?

So maybe instead of thinking about the classroom and what it would mean to go back, I should think about ways to measure my effectiveness with teachers. How do I track the difference I make for teachers? How do I measure how their instruction has changed because of something I did? How do I know that I am making a difference?

Help!

Flying Pants Planning

"Fly by the seat of my pants" This is something I found myself saying often as a teacher. Did I have lesson plans? Yep! They didn't mean a whole lot at the time though. I never looked back once I typed them. I spent WAY too many hours playing around with the format and color coding boxes to make them look pretty. And I NEVER used them from year to year. I can't even remember a time that I even snuck a glance at what I did the previous year.

But now I sit and reflect on the lessons that had the biggest impact on my kids. They were well thought out. I had mentally walked through the entire lesson and made notes about what to expect, or teaching points that I could sneak in. Did I write it all out? No. I did make random notes on various pieces of paper or on my master copy so I wouldn't forget. The one thing that was the most different though, was my level of comfort. I had a sense of ease as I taught. I didn't get flustered or have to run back to my manual. My students were also much more successful because I knew where the end was and had already thought out my plan of how to get their with ease.

So my challenge to you is to consider how much effort and time  you are putting into planning. Are you really planning, or are you doing other things that do not affect student achievement (such as color coding and changing the font)? Try and dive into the lesson and walk through it instead of just putting the page number down and only opening your book as you begin the lesson.

You might be worried it will take away from your "flying pants" problem as you teach, however, you can still fly, but you would now have more of a purpose and a direction. Plus think about how successful your students will be, you will not have to reteach as much.

So the next time you sit down to plan, actually PLAN the lesson, walk through it as if you were teaching it. Think back to your college years where you had to type op 6 page lesson plans for one lesson. Only this time, it is in your head and on cute sticky notes. Then consider the impact it had on you AND your students and decide if it was worth your time... I bet it is.

Who's fault is it?

As I sit here overwhelmed trying to reflect on everything I need to get done, I am attempting to wrap my brain around one task and complete it. Have I finished anything yet? No. Apparently this is a daunting task for myself and being MIA for the last 9 days due to training, my brain is on overload. However, notes are helpful and as I am reviewing mine, trying to make sense of it all, a statement that I wrote down stuck out to me. I often have a lot of "Ah Ha" moments during training and some relate to the training and most some do not due to a wandering mind.

Are you ready for my moment...

We need to stop blaming others for things we can't control.

(Go back, reread. Roll it around in your mind before reading on.)

Ok, so maybe you are thinking... Uh, duh! However, the more I dig into this and the more I sit and listen in to conversations, I wonder if we really embrace this message. So many times we make the statement "Well I taught it."

But if students didn't learn it, who's fault is it?

So many times we might blame it on the student: their academic level, their attention issues, their ability to sit still issues, their home situation, their parents, or even their siblings. But really, when it all comes down to it and what it means to be a teacher, isn't it our responsibility to make sure all our students learn? 

Now, I am not saying I think all kids are created equal. I am not saying there are not issues that impede a child's ability to learn. What I do know is that kids come in at all levels and to get every student to the same level is impossible, but is that what we are shooting for? Shouldn't the focus be put on growth? Helping each child grow to their own potential? Talk about a need for differentiation! But that is a whole other blog post for another day.

If I can apply this to the classroom, I think about a teacher who was frustrated about several students and their "motivation to be in school". The teacher was stuck on the fact that it was a lost cause and that they needed to just make it through the year, hoping something stuck. Until one day and an impromptu lesson about an underwater science station. Breaking out a jar and plastic tub, the teacher had ALL eyes and ears. The students were asking questions and making predictions about how water and science work. They even volunteered to give up their recess, wanting to continue the lesson.  This lesson sparked an interest in the students. It allowed the students to learn in a new way and develop their own questions and answers. I observed students sharing out with each other and making meaningful connections to many areas of education. When reflecting with the teacher afterwards, one word came to her... fun!

So as we come to a conclusion and think about Who's fault it is, reflect upon yourself to engage your learners the way you would want to be engaged. What makes learning fun for you? Bring that into your classroom and engage your students to discover just how fun learning can be. So when faced with the question of fault... it is all because of you.

The POWER of Writing

I am almost back to the world of teaching. I have finished two days of cognitive coaching, 4 days of Steve Dunn training, 2 days of POWER and am leaving soon for 2 days of the ND Coaches Academy. I can't wait to be back working with teachers.

I was asked to be a guest writer for someone and was very honored at first. Until I actually had to sit down and decide what to write. The topic had to be writing. Our district is using a program from Steve Dunn and I wanted to share some information about that. But what? I had so many thoughts rolling around in my mind, I could not slow down enough to get something out on paper. But through careful reflection and a lot of listening I finally narrowed it down.

After attending 2 days of POWER and getting to hear all the amazing things teachers are doing in their classrooms with writing, I figured it would only be appropriate to point out all those amazing things and how they match with the process of Steve Dunn Writing.

Here is what I wrote...

Be courageous and try to write in a way that scares you a little.

~ Holley Gerth

 

As I sit here and ponder that quote and determine what to write about, I am not sure I could “scare” myself by the end of this. However, I know that teaching can be a scary thing. Constantly asking yourself, “Am I doing it right?” I am pretty new to my job and I think I ask myself that every other minute. However, I came across someone who told me “You are doing what you can with the resources you have. You don’t know what you don’t know.”

 

Pretty powerful right? So with the thought of the unknown and not knowing what everyone knows, I present to you a little bit of Steve Dunn…

 

The importance of turn and talk

As we look into writing and some of the key elements, one that comes to mind is the turn and talk. This is an element that is extremely powerful and can apply to all areas of teaching. The purpose of turn and talk is so kids are able to share their answers out. You as the teacher lean in and move quickly around to listen to student responses. Keep things quick and ask kids to explain their thinking to each other. After observing Mr. Dunn on several different occasions, the length of student discussions was on average 9 seconds. 9 seconds! He also had the students turn and talk on average about every minute. That was powerful. It allowed the students to be part of the learning and kept the lesson moving.

 

Sticking to the Process

We are a system, a system that works and moves together. If something in the system decides to do something different, it affects the outcome of everyone else. Steve Dunn Writing in our district builds a foundation starting at kindergarten and continues all the way through 5^th grade (with it starting to carry over to middle school). The process students learn in kindergarten carries over to the start of first. In first grade, the process they learn carries over and builds to second. This process continues over and over again. The students do not need to learn a whole new writing system each year; they can make massive gains by just adding to the system they already know. Which again, is powerful. We had several teachers comment about kids making their own storyboards or t-charts during the NDSA. YEA!

 

The Importance of Visuals

As we work through the process of writing, whether it is the introduction of new skills or reviewing a previous learned skill, the importance of building anchor charts together as a class is in high demand. An anchor chart is just that, it ANCHORS a student’s learning. When these posters that were created with student language are posted, they are able to recall lessons that were taught because they have access to the visuals. Does that mean you need to clear half your room to fit everything? Of course not. There are many ways of having access to anchor charts. Ask around…

 

Write, Write and Write again

We are starting to hear more and more about the rigor of Common Core and what it is expecting kids to do. We have Writer’s Workshop set up to occur every day. So that means students should have writing time every day. Remember to keep your focus lessons to a minimum. If you don’t cover absolutely everything, that is acceptable. Having a hard time keeping your lessons to a certain time frame? Set a timer, or have a kid help remind you when you need to be done so they have enough impendent work time. Remember to use Tracking the Process to hold kids accountable and keep them on track in the process.

 

Share it out

Remember to have your students share their writing. It could be to a friend, a group or the whole class. This not only strengthens their writing (because they have to know what it says) but also builds communication skills.

 

Questions, comments, concerns?

No problem. Your coaches are always here to support you where you are. Want to see something modeled or know how engaged your students are? We are here for you.

 

And if this writing scared you, remember…

 

“You’re only human. You don’t have to have it together every minute of every day.”

~Anne Hathaway

Differentiated Math

Did you know that there is a resource out there that makes differentiating math a breeze? If you log in to Everydaymathonline and click on "Everyday Mathematics Assessment Differentiation System" you can find resources that align to the lessons you are teaching.

Look at the front of your lesson and it will tell you the strand you are teaching. Locate that within the webpage and then you can find the skill you are focusing on that day and Voila! Ideas to use for your very low learners, all the way to your very high learners. It might take a little searching to find the perfect one for each group of learners, but if you plan as a team... you might consider adding this to your agenda as a way to bring differentiation into your classroom.

As always, let me know if I can support you or your team in differentiating for math in the classroom. Mama math is always there as well and can assist in getting math stations going as well.

Jenna

Blogging to Communicate

If you attended the new teacher training last week, you were introduced to the extremely fast version of how to set up a blog. Blogs are becoming such an amazing tool to share ideas and resources, not only in the world of teaching, but everywhere around us. It adds another way for us to communicate with people, especially our kids' parents. Plus, it's FREE!

Blogs can be used just like an electronic newsletter that you keep adding to. Can't remember to get that classroom newsletter typed up, copied and sent home on Friday? No fear... blog at anytime of the day. And... if your parents follow your blog via email, they will be notified every time you post. No more newsletters or notes getting lost in a backpack. Or our students forgetting to write things in their agenda. And don't forget about how much paper you would be saving!

Another use for a blog is a digital scrapbook of your classroom happenings. Now remember, what you post on your blog is ON THE INTERNET and ANYONE can find it, if they look hard enough. So, if you choose to post pictures, artifacts and/or first names of your students you will want parent permission first. So send home a note to ask for permission. However, if you do some searching, there are several blogs out there where teachers will post pictures with only a first name and no faces, students will hold the work over their face instead (it's pretty cute). Decide where your comfort level sits and go from there.

Need support in setting up a blog? You know how to get ahold of me. We can even do it as a group of teachers and all work together.

Get ready, get set and COMMUNICATE!

Jenna

Whole Brain Part 2

Here is a link to another blog that really explains the 7 elements of whole brain teaching in depth. It is really interesting and allows you to understand why things are the way they are in WBT and how it affects the brain. Enjoy!

http://www.commontothecore.com/p/whole-brain-teaching.html



Or.. just jump to the WHOLE BRAIN TEACHING website... Mind blowing!

Click on "1st steps" to get an idea of each element.

http://wholebrainteaching.com/

Jenna

Whole Brain Teaching

I am so amazed. I have been looking through several videos on Youtube and am amazed at what Whole Brain Teaching can do for a classroom. Even to take a few elements here and there could make a world of difference when working with classroom management and the engagement of your students. Enjoy!


 There are several other videos out there by a man named Chris Biffle that are AMAZING! Check them out.

As always, let me know if you have any questions and/or if you found this useful.

Jenna

Vocabulary Strategy

Vocabulary is a huge piece to learning.  I pulled a few ideas from here and there, and below is something you might utilize in your classroom as a way to teach vocabulary or incorporate it into Daily 5.

Word Work Ideas

 

Students will make notecards to keep track of their vocabulary words. On one side, they write the word and on the back, they do a Word Storm. They keep all their notecards on a ring and add as they learn more information about the words. They can use their notecards to practice their words both reading and knowing what it means.

 

Word Storm

1. What is the word?

2. What does the word mean? (kid friendly, not dictionary copied)

3. What other words do you think of when you hear this word?

4. Name two people who would use this word.

5. What are other ways of saying the same thing?

6. Make up a sentence using the word. Your sentence should tell what the word means without

saying it directly.

 

Where you might see this going…

 

 Keep notecards also with morphographs they learn. The morphograph will go on the front of the card, the meaning will go on the back and then they can create a list of words that contain that morphograph and can continue to add as they read. Ex. Un would be on the front of the card…. Not would be on the back and then I would list words like unaware, unclean, unrest, unavailable. As students find words around the room and in books they are reading, they can add to their morphograph cards.  

 

As always, let me know if you have any questions and/or if you found this useful. Have a great day.

Jenna

Do you ever stop learning?

Is there ever really a place?

Can you see it? Let's Visualize!

We have started to embark on a new journey using Steve Dunn Reading Workshop. Our first steps have moved us into using visualization. I have heard from several that resources are hard to find and there is not enough time to go searching. So... I went searching for you.

Now, some of these have been tested in the classroom by teachers, and some have not. Enjoy the list. Feel free to add your own ideas by leaving a comment. Or if you found a book that works well, leave that comment as well.

Owl Moon by Jane Yolen

Night in the Country by Cynthia Rylant

Abuela by Arthur Dorros

The Invention of Hugo Cabret by Brian Selznick

The Paperboy by Dav Pilkey

Where the Mountain Meets the Moon by Grace Lin

The Runaway Bunny by Margaret Wise Brown

When I Go Camping with Grandma by Marion Dane Bauer

The Sandcastle Contest by Robert Munsch

No Clean Clothes! by Robert Munsch

The Relatives Came by Cynthia Rylant

June 29, 1999 by David Wiesner

My Side of the Car by Kate Feiffer

Tuesday by David Wiesner



Remember, you don't have to use the whole book. Find a paragraph or two that work well for your think together, or think along. They can also work on a paragraph or two during guided practice, not a whole book.

Good luck and Happy Visualizing!

If it's not broke...

You might recall the old saying, "If it's not broke, don't fix it.". That made me think of teaching. If I am not broken as a teacher, do I need to be fixed?


I am a big fan of DIY projects and my husband and I decided to do a total overhaul of our kitchen/dining/living room area. We were on a tight budget and wanted to get the biggest bang for our buck. So with the help of my trusty friend Pinterest, I set to work. We were able to stretch our budget by taking things that were old, slightly used, dusty, and even some new items and create some pretty amazing things. We used our resources and were able to make our house that much more.

Now, was my house broken? No. It worked ok just the way it was. However, with a few adjustments here and there, my house is looking WAY better than it did before. With the exception of a kitchen chair, nothing was broken actually. It just needed a fresh pair of eyes to see it's true potential. I knew the old cupboards had it in them to be something amazing. They just needed to be looked at differently to see what they could become. Same with the table and chairs. They had been around for quite some time and worked great as is. However, with some paint and new fabric, they are now amazing. I even had NEW frames that I painted in order to fit the surroundings a bit better.

So when you think about "Do I need a coach?", you might think of my DIY projects. They still worked the way they were, but with a few adjustments here and there, they work and look SO much better.

Let me support you in your DIY classroom to use the resources you have in order to make the biggest impact for kids. A coat of paint, some new fabric, or maybe even a little dust removal... let's work together.

We want our kids to grow... Why not ourselves?

As I sit and ponder what to blog about this week, I am so overwhelmed with emotions and ideas it is hard to pick just one thing. However, there is something that keeps circling back around in my brain.

What exactly is my purpose?

I know there is probably a technical term or definition for my job. I am sure it is listed in a place most people don't go or it is written in language I even have a hard time understanding. Is this a bad thing? Nope! But, I am going to step out of the adult language for a little bit and put it into kid language.


"What is your job?" I am a student performance coach.


"Well what does that mean?" I work WITH teachers to help them grow and learn new ideas.
Plain and simple. :-)


Does that mean if I work with someone that they are "bad"?

Well... if you work with a high reader does that mean they can't read? Of course not!

You are there to guide their growth and help them achieve goals they didn't know or think they were capable of. That's me, only my focus is teachers.


Now for my breakdown of it...

I am just another team member. I am another mind to bounce ideas off of. I am another educator who can come and model things in the classroom just to give a different perspective or new ideas. I can help you find resources and organize them in an effective and purposeful way. I can track things for you such as student engagement, types of questions you are asking or even the ratio you call on students.

So if you find yourself saying "Oh my gosh! What am I doing? This is so confusing!" I might be the answer or the clarification you need.

Have a fabulous Friday. Good luck with conferences next week.

Jenna

What is a Coach?

Many of you are wondering... What is a coach?

 

Well a coach is many things. We carry several roles, some which we spend more time on than others.

 

Data coach, Classroom supporter, School leader, Resource provider, Mentor, Learning facilitator, Instructional specialist, Curriculum specialist, Catalyst for change AND Learner! Wow, what a list!

 

You might be saying to yourself, "That's great, but what does that mean for me?"

 

Well here are SOME of the ways that I can support you:

 

 

• setting or achieving your professional growth goals
• trying a new strategy
• refining a current strategy
•  Modeling of a lesson
•  observe a lesson/classroom and provide feedback
• Co-teaching
•  Curriculum document/ lesson planning support 
•  classroom management/student engagement support
•  Analyzing assessment data
• Look for suggestions of resources, websites, books on a particular area
• Chat about things

This is just a short list. The possibilities are endless.

Now, there are a few things I WILL NOT do:

*  I will not evaluate your performance as a teacher.
*  I will not judge you.

A coach is here to support your growth as an educator.

So... why not give it a try? You might find it was the answer to the question you didn't know you had.



"Sometimes you need to step outside, get some air, and remind yourself of who you are and who you want to be."

A New Journey

Welcome!

My name is Jenna Farkas and I have taught 2nd and 3rd grade in the West Fargo Public School district for the last 6 years. I am beginning a new journey though and will be working as a Student Performance Coach. I am so excited to begin my new journey. I am in the process of transitioning out of my classroom and will begin full-time coaching on Monday, October 7th.

My blog will be my way of communicating new ideas, tips, tricks and sharing resources. It will also be a way to remind others of everything we have going on in our district. This blog will be directed to West Fargo staff, however, others may benefit from it as well. When you do utilize an idea or resource from my blog, please comment or email me and let me know how you are using the resources. I would like to be able to track how useful it will be and to track my own growth as a coach. On the flip side, if you have any ideas you would like to share, please contact me and I will post them.

Be sure to enter your email on the side so you can "follow" my blog and then whenever I post a new blog post, it will send you a notification so you will not miss anything.

I look forward to working with all of you.

Jenna