The First 20 Minutes

Mrs. Barker sends me the best kids in the whole school.

I loved you before you even showed up.

I'm surrounded by greatness.

Within the first 20 minutes of the first day of school my students have heard me say these significant words about them. I hope these words set the tone for the classroom I have visions about long before I've met the little people are on my roster. Calling out the greatness in the room before I've even seen the hand I'm dealt is an intentional move. 

They are words I'll repeat often, not only during the first few days of school, but right up until the very end. But in order to help my new friends remember these momentous words even on day one, I say each important statement with an intentionally chosen object in hand. I actually pull them out of a bag, because bags make everything more exciting in first grade.

 Mrs. Barker sends me the best kids in the whole school.

 I loved you before you even showed up.

 I'm surrounded by greatness.

By the end of the first day of school, my young friends can recite the meaning of each object. (I like to imagine the possible conversations at home that night. Guess what Miss McMorrow told us today?) The ease with which my students can remember my words reminds me to thoughtfully consider strategies for making my teaching stick, and an intentionally chosen object can certainly do the hard work for me. 

Words are powerful, and it's never too early in the year to say what matters most. Every teacher has a surplus of things that could be said during the first 20 minutes of school. Why not choose the most important ones first? 

To sum up, intentionally choose your message and purposefully make your words hard to forget. I'm not sure there's any better way to start the year.

Character Speaks Podcast

My teacher world sure grew when I started this blog. Even though I've never met a single one of them, I find it pretty cool that I have blogging teacher buddies from all over the country. Barbara Gruener from The Corner on Character is one of those friends. When I reminisce about how amazing it would be to have a counselor at my school, I think of Barbara. She's definitely the standard. 

She recently started a podcast called Character Speaks, and she and I spent 30 minutes chatting about some of the ways I teach to the heart, not just the head in my classroom. I'd be honored if you listened in. I know Barbara would as well.

Enjoy.

Saturday Sayings: In the Margin

School starts in exactly six days, which reflects why I've spent the last week furiously creating a comfortable and welcoming space for 23 new first graders. With that huge task crossed off my list, this morning I found myself ready to ponder lesson plans. As I opened up last year's plans to the first week of school, I was greeted with a list typed in the margin: "Things I Say." Reading through my list left me feeling not only inspired, but greatly satisfied.

I believe effective teachers are well planned. They don't show up on day one or 100 unprepared. They plan spaces, materials, activities, and lessons - all essential tools for a powerful learning environment. But what about words? I'm convinced effective teachers are intentional and strategic planners of words, which I will argue are just as important as all the other areas we plan for.

Words wield a powerful influence, and it's obvious from Facebook, Twitter, and Instagram that they're on the minds of teachers everywhere as they prepare themselves for a new and fresh opportunity to literally transform the lives of students. I might suggest that we find ways to document those words and hold ourselves accountable for saying them...repeatedly. 

With satisfaction, I added "Things I Say" to the margin of this year's first week of plans. I even added a few new things I intend to speak into the atmosphere. I'm bound and determined that my words will make a difference.

What's in your margin? 

Saturday Sayings: #imonyourside

#imonyourside

It’s more than just a hashtag. It’s a mantra. It’s the capital letter and the exclamation point, the alpha and omega, the intro and conclusion to all that my cousin Laurie says and does with her students. Inserted at the end of most every classroom tweet, framed on the wall in her class, and repeatedly spoken face-to-face, her mantra says to students that that no matter the situation, both in school and in life, she’s approachable, available, and in their corner.  

I believe Laurie would agree with me that classroom mantras are not frivolous add-ons. On the contrary, they're valuable and foundational to the health and culture of the class. Dare I even say, they're life changing. I regret to admit that it was several years into my career before I discovered mine: 

You're full of greatness.
Listen to your heart.
Kindness is more important than getting your own way.
It's not always easy, but it's important.

These mantras are applicable to six-year-olds but also have lasting power. Their 45-year-old selves will benefit from these words too, which is why I wish I had found my mantras long ago. I'd like to apologize to those many students who missed out on these messages. If only I could return to those early years, sit the children down, who are actually no longer children, and make a few more worthwhile deposits into their lives.

What are your mantras? Don't wait too long before you know what they are. If need be, borrow from a teacher you trust until they become your own. I believe you'll find them to be powerful and worth repeating and will most likely return to you on the lips of those students in your care, which I believe is one of the highest compliments possible. "I'm on your side, Miss Roberts." I know Laurie's heard that a time or two. 

Be intentional and then consistent. Find your mantras.

P.S. But the way, here's a link to my newly published book for teachers. I'd love to share it with you. Click on the graphic to find out more.

Saturday Sayings: It's Not Always Easy

It's not always easy, but it's important. 

I mysteriously created this saying this year. I decided it was smart enough to repeat, so my students hear it often. In reflection, I'm realizing that maybe in the past I've given my students the wrong impression. 

Have I inadvertenly caused them to believe that working with others is easy? 

Doing the right thing when no one is watching is a piece of cake? 

Listening to their heart will always feel natural? 

These are huge misconceptions, based alone on the fact we adults manage to struggle with these same issues.

Yet I'm not letting them off the hook. I'm still going to teach my students about integrity, cooperation, character, mindset, and numerous other qualities. I'm raising the bar high, helping them exercise and develop the right muscles for doing the right thing even when it's not convenient. Though a few already make it look kind of easy, I know life will challenge them all and hand them all sorts of opportunities and reasons to not do the right thing. It will take years of practice to get this right, so we'd better start now. 

But I'd better let them know something and repeat it often.

It's not always easy, but it's important.

P.S. If you'd like some new Christmas music, check out the CD my cousin and I have recently released here.

Teach to the Heart

I was admonished many years ago to teach to the heart, not just the head. (Thank you Roberto Bahruth for those wise, wise words.) I've tried to do just that...

on a daily basis,

all throughout the day,

starting on day one.

Below is a list of many of the ways I teach character, in the order that I teach them, with links attached leading to more information. Many of these lessons might be taught in one sitting, but the key is repeated daily reinforcement and recycling of content. In other words, over-learning. 

You are full of greatness
Beautiful things
One classroom rule
Can't is illegal
Civil Rights
Words are not for hurting
Ugly Words
Who do you want to be?
I'm sorry
Peacemakers and Peacebreakers class book
I am full of greatness - flag salute
National Positive Thinking Day
It's Okay to be Different book
Respectacles and class book
Have You Filled a Bucket Today class book
Character sign
Greatness with shaving cream
Listen to your heart
Self-control bubbles
Cooperation vs. conflict
Don't sweat the small stuff
G journals
RACK
One Word
The Secret
20 Things We Should Say More Often


Here's to hearts, not just heads.

20 Things We Should Say More Often

This year I feel an even stronger urge than normal to teach to the heart as well as the head, which is why I created this lesson. It was inspired by the Kid President and this video.

1. I showed it to my kids a few different times without providing any kind of forewarning about what was to come. I just wanted them to enjoy it and take it in.

2. Eventually we talked about how cool it would be if we made our own lists, and I asked the question, "How could we share our lists with the whole school?" I got a great answer - make posters.

3. I purposefully divided them into teams of 3 or 4.

4. Each team brainstormed their own list of 20 things we should say more often. Not every team got to 20, but I wanted them to at least reach 10.

5. Each team chose their favorite 10 from their list. 

6. I edited for free. (It saved me time with these little people. This lesson took several days anyway.)

7. After agreeing on some important requirements, each team wrote their 10 things on large construction paper with pencil.

8. Then they traced with marker.

9. We brainstormed appropriate and highly visible places throughout the school where the posters could be posted.

10. Each team wrote a letter to the person who would need to give them permission to use that space.

11. The teams delivered their posters and letters and up the posters went.

I loved this lesson for several reasons.

* It took a lot of cooperation. A lot!
* It required them to think about character.
* It allowed them to practice many different essential literacy skills.
* It was oozing purpose and audience.
* It's been an important foundation for teachable moments. ("Oops, that's not on our list. How would you say that differently?")
* I often use the lists as front-loading tools before conflict can even begin.

Thank you Kid President for the inspiration!

#FlyHighFri Podcast of Me

On the whole, I'm a fairly quiet sort, but in the right setting I have a lot to say about my profession. I wouldn't have ever thought that being interviewed on a podcast would qualify as "the right setting," partly because it never crossed my mind that it would ever be an option and partly because I think I sound much more intelligent on paper than out loud.

Low and behold though, I was surprised last Friday when I was nominated by sweet Simon Miller, a talented educator from Kellogg, Idaho, to be interviewed as an Inspiring Educator by Sung Lee for his weekly #FlyHighFri moment.

If you have 17 free minutes and are interested in hearing my voice and my thoughts on what I believe is important in the classroom, click on the graphic above. Then you might want to listen to future #FlyHighFri moments like I plan to. (And I can guarantee you won't want to miss next week's!)


P.S. Thank you Simon for so sweetly nominating me (you bless me completely), and thank you Sung Lee for celebrating educators. Regie Routman says that celebration is at the heart of her best teaching, so I believe in your crusade. By celebrating us, even though we're not looking for it, you remind us that what we're doing is beyond important and you nudge us to continue that work. Thank you for letting me be part of the celebration. It was truly an honor.

A Flow Chart for Life

This is a little flow chart I kind of threw together one morning last week when I was feeling the need for another tool to help this crew of mine understand the importance of their words and actions and how to monitor them better. I quickly jotted it down before school and then created the poster above in front of the kids. Of course, I spent the rest of the day referring to it as much as I could. 

The next day, I created it again while the kids copied it for themselves, so they could have their own version at home. That gave me two copies in my room located in prime places, which I repeatedly returned to as much as possible as a group and privately with certain individuals. A week later and it continues to come up often throughout the day and hopefully will make a difference in life, not just in first grade. 

(Side note: One of my sweet parents told me that two of my girls were teaching their young church group how to draw the flow chart onto several valentine hearts that their group would be delivering for Valentine's Day. Now that's what I'm talkin' about.)

Saturday Sayings: Perspective

I experienced a crucial mind shift this week. I'm hoping that my written reflection will be enlightening not only for this teacher, who might be noticing a glimmer of light at the end of the tunnel, but also for you, the innocent bystander, who just might be able to relate. 

A mind-boggling incident occurred at recess with one of my little people this week. My typical response to a mind-boggling incident (and I've experienced my share this year) would go something like this.

You've got to be kidding me. I work too hard on character each and every day for something like this to happen. 

Instead, for some reason, possibly divine intervention, my response was both slightly and hugely different.

It's a good thing I work so hard on character each and every day. My kids sure need it.

This slight variation in wording rocked my world this week, in a really good way. The incident, though frustrating, didn't turn into a dark, gray cloud of despair raining down over my outlook on the condition of my classroom. Instead it encouraged and boosted my daily efforts. It validated why I do what I do and how hard I work to make a difference. 

Seemingly, I accidentally stumbled across this new perspective, but I'm asking the question, how can I purposefully transform a previously negative outlook into something of promise and hope? I'm confident we all could use more of both. 

Saturday Sayings: Stir

There were scores of things I didn't know 22 years ago when I received my teaching certificate. Recently I've pondered one of the most obvious. My limited view of curriculum consisted of reading, writing, math, science, health, and social studies. I admit to being clueless as to the importance of character development in the classroom. I'm unsure of whether that was a product of ignorance, my undergrad studies, societal needs and expectations, or all of the above. But there's been a gradual and pivotal transformation from those first years that's expanded my role as the teacher of six-year olds. Twenty-two years later I realize there's not enough time in the day to teach them simply how to be who they were meant to be.

This year I feel an even greater urgency than usual to turn my little ones into readers, writers, mathematicians, etc. They have a great need for these skills, but at the same time, I'm overwhelmed with the job of helping them find their potential in character. One morning in December I was reminded of a scripture that sums up my heart's desire for these kids (all kids).

And let us consider one another in order to stir up love and good works. - Hebrews 10:25

Putting religious beliefs aside, it's difficult to dismiss the truth and value of this thought for the 21st century classroom. The world looks different than it did 22 years ago, and content knowledge alone will not prepare my students to be part of it. 

Stir. Stir. Stir.

Good Morning

We've been in school 40-something days, and I've finally managed to train most of my 26 students to reply to my daily morning greeting. I always tell each one, "Good morning" when I see them at the door. One would think they would know what to say in return, but they don't until someone like myself teaches them. 

I've said these words many a time: 
"So tomorrow when I see you at the door, your goal will be to say 'Good morning' when I say it to you. Let's all practice." 

I love it when some of them arrive and beat me to the words. Of course, I make a big deal about that, because it's a contagious kind of thing that spurs others to follow suit.

At this point, if someone doesn't say it back to me, I say, "That's when you say..." and they'll remember the appropriate reply. 

I just think it's important for little people to practice social awareness and respect. They don't know what that looks like until someone teaches them, and oftentimes that someone is their teacher.  

Words Are Not For Hurting

Words are not for hurting. Some first graders need a bit of help with this concept. 

Think. (Oh how difficult this can be.) Are the words I'm thinking going to hurt? 

If so, then swallow those words.

If those words accidentally (or otherwise) come out, make it right.

That's where this chart comes in handy, because first graders (and many adults) don't know how to make it right. "Sorry" is not a one-way ticket to get out of trouble.

Charts like this don't automatically fix issues, but they sure provide a helpful scaffold that can be referred to all throughout the year (Hopefully they'll catch on sooner though, right?).

Greatness Happens Here

Last year on the first day of school I told my kids that I was surrounded by greatness.  The idea stuck and grew throughout the following nine months.  (Go here to read more.)  This year I want my new little crew to know that they're full of greatness too.  That's why something new is on my door to greet them.  By the way, that's an inexpensive table runner from Big Lots.  I'm crossing my fingers it will still be intact after 23 uncoordinated little bodies and their backpacks march in and out of the doorway day after day.  No worries though.  Greatness will still be happening long after it comes down.

Thanks Tara for the linky!

What's Under Your Cape?

I just finished my first teachery book of the summer, and I must say I picked a great one to start things off with.  My blogging friend, Barbara, just released her book What's Under Your Cape?  It's based on the principles of character that she lives out and teaches as a counselor at an elementary school in Texas.  I love the idea that character is a super power and our students are superheroes when they not only know about character but show it in all the many facets she so skillfully explains.  

Children are naturally drawn to superheroes in their make-believe worlds.  Why not draw on that interest to teach what real-live superheroes are like?  Not to mention the fact, and this is the point of the book, they can be superheroes too.  Barbara addresses the characteristics of a superhero and provides many practical and engaging ways to teach and instill those qualities in our students.  I would highly recommend this book to anyone who is interested in teaching not only to the head, but to the heart.  

Click on the book to order your own copy at Amazon.  You can also find it online at Barnes & Noble.

Click on the above graphic to visit Barbara's blog.  It's a wonderful thing.

Thank you Barbara for sharing your love for kids and character.  I feel like my toolbox for finding and bringing out the greatness in my students is overflowing after reading your book.  I'm a better teacher because of you.

Thank you Deanna Jump for the linky.

Saturday Sayings: A Legacy

If you read my Saturday Sayings last week, you'll recognize this quote.  (Find it here.)  Reusing quotes for these Saturday posts isn't something I typically do, but in light of recent events I can't seem to get away from this one.

On a daily basis my kids will hear me say, "Listen to your heart.  Would your heart tell you to ______?"  Yesterday one of the mothers of my students sincerely thanked me for this.  She told me that her son talks about this daily too.  After the shooting incident, he said, "That man didn't listen to his heart."  What a special moment that was for me to know that this mantra of mine is making sense to this little one and is becoming his mantra as well.  I can picture him in 30 years repeating Miss McMorrow's words to his own children.  If I can leave a legacy with my students, that's the one I want it to be.

(This hangs on the wall of my classroom.)