Skip to main content

Distractions

As soon as I got home from work, I sat down at the computer  to write and do some research for my doctorate.

Now, more than 90 minutes later, I am finally getting around to writing today's SOL post. I did do some checking of a few sources but most of my time on the computer was spent answering emails and reading blog posts. Procrastination? Perhaps. Fear of not having anything to write about? Most likely.

So, here I sit, with no more of an idea of what I'm going to write about than when I first sat down and faced my computer screen. The truth is, I do have some ideas for what I want to write about but they are all connected to school and kids. And, they are mostly reflections of my day or a particular lesson or one of the endless situations that happens at schools. Frankly, I don't think I would want to subject any slicers to reading about those at the moment.

It's Friday. As I look out the window I realize that although it's cloudy right now, I can't remember what the weather was like earlier in the day. I think it was mostly cloudy but I'm not sure. That's not a good sign. It means I was too busy to stop for a moment and take a look around me. It means I probably spent most of my day inside my classroom, or walking to and from another classroom where I provide push-in support to my ESL students. It means I was probably preoccupied with petty things to smell the roses or the coffee or anything else for that matter.

So, I am making a promise to myself to take a walk every day around my school (we have an outside campus), and to sit down for a few minutes to wind down and be mindful.

More on that next time.

Cross posted to March Slice of Life Challenge, Day #7.
Post a Comment

Popular posts from this blog

The Teacher I Want to Be

The
I have been dismayed to realize that despite my self-image as a teacher with a learner centered classroom, I am far from truly achieving that goal. 

I have been listening carefully to myself lately, and I don't like what I hear myself saying to the kids. Instead of empowering my students to take ownership of their learning, I am still the director on the stage. I still ask leading questions rather than ones that push the learner to figure things out for herself. I realize I often spoon feed my students hopeful that they will give me the answer I'm looking for. An answer that will make my job easier. Answers that will fit with what I expect students to say despite the fact that 30 years in education has taught me nothing if not that students are unpredictable, and if we prepare for anything, that is what we should be prepared for. 
Teacher
An anecdote. The other day I was talking with a student about the fact that she was abandoning more books than she was finishing. I was as…

Mini Lessons

Sometimes, I plan too many teaching points for one lesson. For example, instead of focusing on one strategy that students need in order to become more proficient readers and writers, I try to teach several strategies at the same time. 

Sometimes, I stretch out a teaching point beyond the 10- or 12-minute time limit I've given myself because I worry that my mini lesson wasn't enough or my students won't have understood what I intended to teach. So, sometimes, I beat the lesson to a pulp one too many times, or forget to have the kids practice the lesson before they go off to read or write. (Asking students to practice a lesson after you teach it, with you right there to observe and help guide students through the process, is very effective. Try not to skip this step!)  

Here's an example of a mini lesson that lasted less than 10 minutes and resulted in better learning.

My students are in the second round of historical fiction book clubs. In a couple of weeks, we will start …

A Confession

I have a confession to make.

I want to write a book. 
A professional book. 
I think I have a lot to say. 
I think others could benefit from my experience.
After all, I have been an educator for over 30 years.

But, what could I possibly say that hasn't been said before?
What new knowledge could I add to the table?
Who would even bother to read what I have to say?

These are questions borne of fear.
Fear of not being good enough.
Fear of not being able to complete such a daunting project. 
(At least, that's what it feels like to me right now.)
Fear that I won't make time.
Fear that I'll run out of time.

But, over the last couple of days, I've gotten some encouraging words of support from the Innovative Teaching Academy - 
#ITA17 Facebook group. 

You can do it!Write for yourself.
But the message that is propelling me forward is this one: 
It doesn't matter how many times something has been said...each time someone else says it, new people hear it...and that's where you make the d…