STEP ONE: Pick a focus.

So, I dusted off an old middle school manuscript that I started in 2022.

The fiction world is fun. Perhaps, something I need more of in my life. I had my husband read the manuscript, also a writer, specifically comic book writer/illustrator, whose opinion I value greatly.

His verdict, “Loved it!” He has always been my first reader. He stretches my thinking.

According to him, and to which I confirmed, my book is a mixture of 80s-90s-00s influences like The Goonies, The Lost Boys, Goosebumps, Stephen King, Halloweentown, Mr. Boogedy, with a hint of Buffy the Vampire Slayer and Percy Jackson. Also, in the mix a bit of Shazam!

He suggested I squeeze in some Wandavision and Agatha All Along influences as well. I am pretty excited about this renewed focus. I can tell you that the story is situated in a small seaside town with a lot of magic and mystery. It involves the discovery of an enchanted household object with further enchantments inside. I’ll keep you guessing for now. More to come!

Stay tuned for updates.

Until Next Time,

Brandi

Let those levels go.

What am I talking about?

Reading levels and leveled books.

When students are learning how to read using explicit and systematic phonics instruction, they are taught to decode words and recognize a growing number of high frequency words. Students practice their skills with decodable passages or books. These books and passages are considered decodable because they contain all the grapheme/phoneme correspondences (letter/sound combinations) and high frequency words that students have learned, so far, in their phonics instruction. There are no other words of higher complexity. There are no surprises. Pictures are not needed to decode words. Students build confidence and fluency reading these decodables.

Leveled books are not aligned to explicit and systematic phonics instruction and high frequency word lists. Instead these books contain words that include grapheme/phoneme correspondences (letter/sound combinations) and high frequency words that students have NOT learned, so far, in their phonics instruction. This means that instead of using their phonics knowledge to decode words, they need to rely on context clues in the sentence, a predictable pattern or picture cues. Students are practicing in text that is not supported by the phonics instruction and decoding skills they have been learning. There is a mismatch between practice and skill application.

Best practice is to align phonics instruction with phonics practice using decodables. This is critical in the early stages of learning to read and for students who are struggling with decoding in higher grade levels.

When students move beyond phonics instruction, they no longer need to practice with decodables.

Until then, “let those levels go!”

I admit a Ferris Bueller’s reference is a bit of a stretch, but that’s how my mind works. The image of Alan Ruck as Cameron saying, “Let those levels go!” made me smile and I hope you smiled too.

Until Next Time,

Brandi

“They were so engaged!” I heard this on a Monday and a Friday. The lessons worked!

All of the students – all in!

So what happened, what did I do?

Here it is, I can’t wait to explain my two lessons this week. I am telling you. It was what I needed to know and hear right now.

Flashback, a few weeks ago.

My consultant job allows time for me to work directly in teacher’s classrooms. This is my favourite part of the job. Especially when teachers call me and say, “I want to try something different, what can we do?”

This time the request was reading poetry and inference.

I said, “Riddles, can I do riddles with them? Annotate and all that!” 

“Yes,” she said, “anything that gets them to understand inference applied to poetry.”

As we all know, I have been talking feverishly about the reading and writing connection.

I said, “Can we write riddles on another day?”

She said, “Yes, I know the other teacher would be all over that.” (Two teachers share this grade 3 classroom)

I said, “See you on the 12th at 9 AM.”

Years ago…

I had this lesson I would do in schools, during my first round of consulting (2007-2015) with the book Riddles Come Rumbling. I was beyond excited to try this throw-back lesson. I ordered the book, received it in short order and set to work.

I was excited about this reading/writing experiment.

I went into this classroom with a handful of mentor texts and paper, big chart paper. That’s it. That’s all. Oh and ENTHUSIASM and JOY! I bring that in large doses.

Here’s the recipe.

Lesson 1:

I said hello to the teacher. We used to work together. We reminisced in lightning speed.

First, I refreshed students on inference. What does it mean? How do we use it to read a wordless book? I reviewed inference through the book Chalk. The students had a good time unpacking that book and we talked about how inference has a lot to do with our background knowledge and what we know about a topic in order to make meaning. We had a great discussion, I knew they were ready.

I took a riddle and annotated it on chart paper, adhered to the front board with magnets. I read it, and modeled my thinking as I underlined words, drew pictures and wrote my thoughts down. They understood what I was doing. I invited them to help with their ideas. We figured out the riddle and matched the answer to the clues.

“Now it’s your turn. It’s the thinking I am looking for. You will find the answer but when you present to the class, you will be presenting your thinking.”

They gathered in mixed ability groupings, three per group. All groups were given an enlarged riddle glued to chart paper. All riddles were different.

“All of your bring a pen, color, pencil, whatever you would like. Though not yellow. Yellow is hard to see.” Choice of writing utensil is a game-changer for students. Also, all students could write and participate, this was not a share the pen situation.

The teacher and I walked from group to group, students were reading and rereading. You know how hard it is normally to get students to reread but they had a purpose, a mission. Students were underlining, drawing, connecting thoughts. Everyone, was working, engaged, on task. You could feel excitement and joy. They worked hard to figure out the riddles, though the power of group thinking and through our gentle nudges, “Have you considered this word?” “What are you thinking?” “What else could this part mean?”

Eventually, they were all done. Choruses of “Can our group present first?”. I loved hearing the excited voices!

They gathered at the front of the room in groups to share their thinking. Then they asked for classmates to volunteer answers. Eager hands shot up. All students listened. All students invested.

At the end the teacher said, “They were all engaged! I noticed the students who tended to disengage, did not. Students who tended to struggle with learning, did not.”

Win – Win!

I left telling the students that I would return on Friday to write riddles.

“Yay!” they said.

On Friday morning, I told my daughter about what lesson I was heading in to do.

“Mom, why don’t you dress as the Riddler?”

Of course, like any family we have a Riddler costume.

Unfortunately, it was not to be found in time when I left that morning.

Next time, there is always next time.

Lesson 2

Again. I said hello to the teacher. We used to work together, too. We reminisced in lightning speed.

First, I refreshed students on inference, again. This time I used the book, Rhyme Crime. We had a great discussion. They were warmed up and ready to go.

This time we needed to create a riddle. I told them they needed to choose an object, a person, an animal a place that all students could guess, that students would know about.

I used the Canadian Flag as our model. We brainstormed a list – red and white, shaped like a rectangle, represents a place, hangs up high outside, waves at me, maple leaf on it etc.

We talked about how some clues were more general – could be many things, like red and white, that can be first in the riddle. A maple leaf was more specific, that should go last. We reordered the clues. When it was done, we had a student from the other class come and guess our riddle. The anticipation was real! When the student guessed the riddle after some waiting time, we were thrilled. It was solved and not too fast.

They were ready to go write. Back into the same groups from Monday, the students brainstormed to come up with ideas. It did not take them long. They got down to work listing clues and then reordering them before a final draft. The teacher and I checked in with groups, all were on task and needed little support. The groups they were in provided most of the support they needed. Our roles were more helpful writing peers and eyes to review their work. All of this writing and thinking took about 20 minutes.

They were visibly proud as they shared their own riddles. So much fun listening to their discussions and guesses.

The best part of this experience was the joy I felt in myself, from the teachers and the students. It was fun, light and so useful for future learning and projects.

Extension Ideas

• Collating their riddles into a class book.
• Writing riddles in the other subject areas.
• Presenting riddles to other classes.

So why do this work so well?

Why it worked!

• Fun mentor texts for inference: Chalk by Bill Thompson and Rhyme Crime by Jon Burgerman. Starting with literature helps students to warm up their thinking and is a great way to review many things, like in this case, a comprehension strategy.
• Riddles are a short text to read and write. The best way for students to write a form is to unpack the form first. Students don’t often write riddles but they are seen everywhere and throughout many children’s magazines. Consider perusing children’s magazines for other fun forms.
• Desired audience – “Hey, do you want to hear a riddle?” So much of the new curriculum is to create for a variety of audiences, purposes, forms and structures. This lesson duo hits the mark. So much of riddles is to entertain. We tend to do a lot of story writing but that usually means a teacher audience or fellow students. Riddles tend to transcend the classroom.
• Mixed ability groupings – collaborative supports. We have other students in groups supporting their other group members. It’s not necessarily the ones that are the most highly academic who lead, sometimes it’s the ones that are the most verbal. Students who struggle with reading and spelling can contribute their ideas orally. Other students love to create the written part, some enjoy drawing pictures. A group effort that is achieved by design and organically.
• Gradual release of responsibility model – We do – times two – We wrote together, they wrote together. Note this video provides an excellent explanation of how the GRM can be done in the way it is needed. It doesn’t always have to be I DO at the start. I found that the support they needed was in starting the process together, not just watching me first.
• Paper and Pens – Remember in this tech era, students still love and appreciated old style paper and pens. We lose them sometimes with tech. Delayed logins, not enough devices, or devices without charge. Paper and pens are super reliable and fun too!

I left that school at the end of the week feeling like the ending scene from The Breakfast Club.

I can’t wait to continue this discussion.

Until Next Time,

The Lit Maven

(Picture credit: David Rock Design)

How?

Writing.

We need to leverage writing.

Tim Shanahan is feeling this vibe too.

Read his article.

It’s good and provides the necessary background for my new passion project.

I am excited to teach you why we need to marry reading and writing but, also, the how.

The research is there.

So, stay tuned!

Yours forever in literacy,

Brandi

Yesterday, I was going through my old journals and found this list of ‘things I know for sure’ regarding learning and education in 2017. For me, in 2023, nothing has changed from this list. I still love the ‘real’ things like books, paper and people. Even with the digital explosion and the AI, it is hand-ons learning that centers me and inspires my creativity. Everything needs balance. I strive to make sure that there is some balance in the work I do with students and teachers. Here is the list! Enjoy!

From 2017 

Things I know for sure:

Reading is social. The digital experience can never replace the paper experience.

Do the read alouds, kids want to hear you.

Kids first, grade assignment is secondary.

Relationships are important…every child, every staff member, every parent.

Miserable people are few and far between.

Writing must happen every day.

Everyone wants to hear how they are doing, confirmation is nice.

Folding paper is always fun…at any age.

Change the paper, 8×11 is standard, you’re not.

Writing can get a bad “wrap”. Don’t be the person that delivers that package.

Being reaffirmed can defuse a situation…we all want to be heard.

Permission is the barrier between Now and Wow!

Until Next Time,

Brandi

You know that feeling when a movie line really hits you?

I was flipping through channels and settled on Practical Magic. A movie about witches starring Nicole Kidman and Sandra Bullock.  There’s a scene where the school kids were taunting Sandra Bullock’s daughters about her being a witch. One of her kids tried to fight back with her words, attempting to put a curse on the school kids. Sandra Bullock’s character, shushes her kids and turns them away from the mob. Her oldest daughter walks away, yells in frustration:

“She has all this power, and she doesn’t even use it.”

– Evan Rachel Wood in Practical Magic

That hit me. Yes, I feel this to the core. Not power as in power domination but in gifts and passions. I often feel like I am holding back. I catch my mind often, conjuring ideas – “Oh, I could do this, I could do that, this would really help so and so.”

But I stop.

Maybe I shouldn’t.

It’s like that scene from The Incredibles. The one with Dash in the track and field race, where he is pulling too far ahead, his parents motion for him to slow down, not stand out, and stay close to the others.

But what if, what if I did run a little farther out? Would that be, ok?

Problem is, I am not a forceful person. I’m not the one to be contrary, though I might think it. I am flexible and patient. Not a wave maker.

Yet, I think maybe there is space for the good waves. The ones that help.

Are you familiar with the quote from Marianne Williamson?

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, ‘Who am I to be brilliant, gorgeous, talented, fabulous?’ Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It’s not just in some of us; it’s in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.” ― Marianne Williamson, A Return to Love: Reflections on the Principles of “A Course in Miracles”

               Of course, it is all easier said than done.

               I think about my writing, art and all the information I collect in my head. I know it needs to be sent out to into the world, often and without angst.

               I could help people.

               But how do I do that?

               What and when?

               Are you all thinking the same about your own lives?

               Is this feeling common?

               There must be a solution. A way to get those self-imposed handcuffs off?

   As I move into 2023, I want to change this safe narrative and start to explore my creative side. The creative actions that came easy when I was little when I had no qualms. I was joyous with my creating. I sat down daily with my art practice with a pack of felts, a pad of white paper and made those marks.

               The complexity of being an adult unfortunately tells us to hold back.

               But why?

               Especially, the helpful things.

               Truly, even if the things we try aren’t met with great fanfare, at least they help us.

               Our passions our great ideas, help us and heal us.

               As I type these words, I have convinced myself that I need to do the great work for my own sanity and likely some of it will be the answer to someone else’s dreams.

               What would it feel like to use my gifts? Share my gifts?

               I intend to find out. Seriously.

               And you, what’s holding you back?

“Environment is the invisible hand that shapes human behavior.” (Clear, 2018).

Peeking into a Classroom

“Hands on top!” the teacher calls out.

“That means stop.” The kindergartens respond immediately. Arms reach up, hands rest on their heads and their bodies intentionally frozen in place. Walk into most primary classrooms and you will hear similar callouts to engage students in focusing behaviour. These focusing routines are put in place so that the flow and pace of the classroom are maintained. A targeted routine that takes time and intention to establish at the beginning of the year but later preserves instructional time. Another example, when I taught second grade, I had a windchime that I would use to indicate to students that they needed to join me at the meeting carpet. The routine had been set up so that the students once hearing the windchime, would clean up their space, push in their chairs and find their designated spot on the carpet. Overtime, this routine was executed quickly, and I was able to begin instruction, with few reminders or corrections, pace and flow was maintained.

What about the older grades? Every class, every grade, needs a fresh appraisal. Recently, I was in a class of fourth graders who could not line-up in a quick efficient manner that was expected by that grade level. A line-up routine that should have been effortless, required back to basics reteaching. In the older grades, they require a review or reteaching of habits and routines. They benefit from structure that prepares them for instruction. We must move away from assumptions that students in older grades, are better prepared and can move quicker to adapt to new habits and routines or that students know what is expected, from prior school experiences.  

From A Student’s Perspective

           We want students to be self-directed learners yet imagine a student arriving in a space with no clear guidance of behaviours and expectations. The students have two choices: do what they have done before (desirable or undesirable) or watch what the other kids do (desirable or undesirable) and then decide how to navigate the new space. Either choice, is dependent on previous experiences or judgment. Remember that this not just a yearly decision, moving between grades but also daily moving, between classrooms. With no expectations specified, students flood into the room, general goals – find a seat and put down their belongings. Time is at a premium.Ideally, teachers would like to walk into their classrooms and deliver lessons, thinking- if the lesson is well planned, everything else will fall into place. The everything else, the habits and routines, can develop organically but often in undesirable ways. Without intentionally designed habits and routines, teachers are in a constant state of delivering reminders. We begin, we stop, remind, we stop and begin again. In all that, clunky instruction, we lose the kids, and end up repeating what we started, in an unproductive loop.

Defining Habits and Routines

Habits are learned and reinforced behaviours executed with little thinking. A common example is brushing your teeth. Most people brush their teeth as part of habit. Little thought goes into it, you just brush your teeth. At school, a habit can be raising your hand to answer a question or pushing in your chair after standing.

Routines are a combination or chain of habits initiated by a cue. A common example is a home-based morning routine. The cue for the routine is the morning alarm, first, you might exercise, shower, get dressed and then eat breakfast. At school, the cue might be the bell and the routine might be – take off your outside shoes, hang up your coat, unpack your bag, find your desk, put on your shoes, and sit down.

The Benefits of Habits and Routines

“Our environment shapes us, so it makes sense to design an environment that works for us, not against us.” (Hardy, 2018).

Most teachers and students start the day with a finite amount of willpower. An amount that varies across individuals. For some, avoiding negative habits and behaviours is at a low threshold. We know that some of our students can only “focus” so long. We also know that some of our students can only “sit” for so long. Similarly, we know that some of our students can only “self-regulate” for so long. Teaching often feels like a race to see how fast “we can get into a lesson and get out.” A race against the clock, and a race against the willpower meter. Instead, we need to shape the environment, establish those habits and routines, and leave willpower untapped if possible. Otherwise, we are fighting a losing battle and inevitably bound to repeat rules and expectations, each class. 

Habits and routines reduce the cognitive load required for a task. If students use all their cognitive load up trying to figure out how to negotiate their classroom environments, we have already lost valuable energy for instructional time. We need to recognize that most students thrive with established habits and routines.

Putting a Plan Together

We must be intentional in the way that we design our habits and routines. We must align them with our current situation, environment, and classroom profile. When we look over student needs, there are two categories of habits that support self-directed pace and flow: directional and emotional. Directional habits facilitate pace and flow by helping students proceed in an orderly fashion and promote focus, for example visual schedules and signage. Emotional habits facilitate pace and flow by helping students to move forward with positive emotions at the beginning of the day, and at the close of the day, for example the feeling of belonging and confidence. It is also common for habits to address directional and emotional, at the same time. Chart 1.1 provides an example of where the habits fit in a sample schedule. Following Chart 1.1, the habits are unpacked.

Chart1.1 Habits in a Sample Morning Schedule

Routine: Entry from outside

• Habit of Bookending – Opening Routine (Directional and Emotional)
• Habit of Following Signage (Directional)
• Habit of Putting Belongings Away (Directional)

Routine: Reading Block

• Habit of Welcoming (Emotional)
• Habit of Reviewing the Schedule (Directional)
• Habit of Reading (Directional)

(Placeholder for Instruction)

• Habit of Smooth Transitions (Directional)

Recess (outdoor break)

• Habit of Body Breaks (Directional)

Routine: Math Block

• Habit of Smooth Transitions (Directional)
• Habit of Reviewing the Schedule (Directional)
• Habit of Mise en place (Directional)

(Placeholder for Instruction)

• Habit of Putting Belongings Away (Directional)

Lunch

Habit of Bookending Your Day (Directional and Emotional)    

An anchor habit leads to all other habits readily occurring. Having an opening and a closing routine is referred to as bookending your day. This habit of bookending is illustrated in the old episodes of Mister Rogers’ Neighborhood. Mr. Rogers would enter his house singing a welcome song, change his sweater and shoes. At the end of the episode the reverse would happen, Mr. Rogers would sing a closing song, change back into the original strategies and routines. This bookending effectively created structure and predictability for the viewer to follow the episode. In real life, bookending creates structure, increasing flow, driving momentum, and instilling a sense of accomplishment. In the classroom bookending routines serve a similar purpose but in addition, bookending routines assist large groups of students orientating them in the same direction, towards pace and flow. The habit of bookending can be applied to a single subject block.

Habit of Following Signage (Directional)

Students need to know where they are going. As they come into the school or your classroom, make the entry doors clear. Depending on the age of your students, do they know where to hang up their coats or store their things? This needs to be made clear the first day of school and every semester change. If possible, in addition to your name outside your classroom, add your picture or a fun name for your class-for example, History Lane. We notice the importance of signage in the stores, with organizing customer flow. Signage encourages pace and flow with the provision of nonverbal reminders freeing up the teacher to attend to unexpected emergencies.

Habit of Putting Belongings Away (Directional)

Students need to know where to place their belongings. For some this will be their coats and shoes. In every classroom, students need to know where to put their books and materials. This must be made clear on the first day. It sets the tone and promotes orderliness when dealing with other materials that are used throughout the day Although this seems obvious, if not specified, other materials from daily lessons will end up in disarray, causing unnecessary disruptions to pace and flow.

Habit of Welcoming (Emotional)

This habit is about acknowledgement. The idea that we are welcoming each other, into the room and into the space. “Hi, welcome! How do you feel in this space today?” What can we do as teachers, to increase belonging? At the beginning of the day or block, many teachers stand at their doors, offering students a hug, handshake or high five. This habit supports emotional connection between the teacher and the student. An opportunity to gauge the continuum of emotions that students are feeling and the initial chance to redirect the students if necessary. This habit helps teachers to adjust pace and flow to support individual and group needs before the main lesson begins. 

Habit of Reviewing the Schedule (Directional)

Previewing the day, prepares the mind and gets you ready for the day. This can look like a visual schedule, at the front of the room or some students might have a smaller version on their desks. It can also be part of a slide show presentation and projected on to the screen. When students know what is expected, they are more likely to be prepared. It also limits the amount of flow stopping questions like, “What do we do now?” and “When is… (fill in the blank with a subject or break time).

Habit of Affirmations (Emotional)

According to Creswell, Dutcher, Klein, Harris & Levine, (2013) self-affirmations ease stress, when in problem solving situations. This would suggest that students can also use this self-affirmation habit to ease stress that might be brought from experiences at home

Habit of Intention (Emotional/Directional)

An intention is to set forth what is to happen. Intentions set a direction and focus. This can be an emotion or desired feeling; it can be the desire to complete a task. This can be in the form of a learning goal or behavioral goal, co-determined by the teacher. Intentions promote pace and flow by narrowing the focus and lessening the need for further decision making.

Habit of Mise en place (Directional)

Mise en Place is a term that refers to a culinary process, having everything out, organized, and prepared. Similarly, in the classroom, plan for students to have out what they need and the materials available in proximity. The most basic ways we see this lived in the real world is pens attached to clipboards, sink and shower caddies. Also, changing tables, everything within in reach. Habits are built when it becomes impossible to not do the right thing. If we want students to be prepared to learn, then we must help them set up their learning spaces for success.

Habit of Momentum (Directional)

Sometimes, students need motivation to just get going. A clever mantra (Robbins, 2017) is simply to say out loud-in a quiet whisper or in your head, 5-4-3-2-1. This countdown can be added to any habit to get started. The assumption is, once we countdown from 5 to 1, we just “go” when we hit one. We do not reflect whether we want to do something or not. Motivation happens upon action. When we start acting on something, momentum continues. To sit and wait, nothing gets started. This is important for students to understand, is that we often do not feel like doing things, but once active, the momentum carries us through. This habit can be added to the beginning of a routine (habit chain) to get the ball rolling. This habit helps pace and flow by removing a layer of anxiety or doubt.

Habit of Reading (Directional)

Reading is often included as part of a morning routine. Why is that? Centering. It centers the student. Calms them down, brings an inner focus to their work. It is important, to keep the pace and flow, to have the book already chosen the day before and accessible.

Habit of Gratitude Journals (Emotional) 

For many of us, writing down our moments of gratitude increases the feel-good endorphins. Endorphins create a feeling that allows more space for learning. When we are positive, we are more likely to be engaged in tasks. The act of expressing gratitude has been known to make a student feel more expansive. We know from experience as teachers that students feeling negative, shut down and the learning shuts down too, reducing the pace and flow in the classroom.

Habit of Putting things Back Where They Go (Directional)

Put things back where they go. This seems obvious but, the materials in your class, need to go back to free up space for other work. When I taught art, all cabinets were labeled. The shared student supplies were numbered. Each student was matched up with a number. In this way you quickly knew which supplies were missing. This also increases the chances of ownership, as in, I know someone, the teacher will be checking.

Habit of Body Breaks (Directional)

Body breaks have become a popular, focusing strategy. Body breaks are like a “focusing” reset. Its almost like cleaning up the mind, putting everything back to start a new task, in a way, it is like preparing for task switching. Imagine shaking an etch-a-sketch, like that, clearing out the cobwebs. Body breaks can be as long or as short as you have time for. This reset aids pace and flow in the classroom by increasing learning energy and reducing the amount of task redirection once learning restarts.

Habit of a Fresh Start (Directional)

Clean up before the day or block is done. This habit is about preparing the workspace for the next day, or the next class. This habit is part of a bookend day. It puts everything in full circle and provides closure. It creates closure for the lesson and sets up the next lesson or day for success. 

Habit of Goodbyes (Emotional)

How do we say goodbye? Exactly, the same way that we say hello. Teachers can stand at the door, at dismissal, again offering a hug, handshake or high five. This brings teachers and students full circle, back together, connecting before they leave, offering an emotional connection that answers the student question, “Why do I want to return to school each day?” When students are along for the ride, there is less chance that teachers need to slow down the classroom pace and flow to instill a connection each day.

Habit of Smooth Transitions (Directional)

Transitions happen during a lesson. They also happen before, between and after lessons. Many books tout “bell ringers” as a place to start. These are activities that are posted when students enter a classroom. Transitions need to be self-directed, practiced so that students know what is expected. Most students can handle a basic entry or subject switch routine. If you have the same students after a natural transition or break, plan for something before they come back so when they return, they can jump right into it. I call this jumping the transition. For example, pre-teach a minilesson, have materials – mise en place, ready to go. I have used a sketchbook to jump the transition. This sketchbook can be as basic as paper inside of a duo tang. A sketchbook is easy to get started, while you can post prompts, most students like free choice. I find this a quiet activity, that gets the students “into the zone” and focused for what is to come. Its easy for them to remember – sketchbook. “Yes, I sit, grab my sketchbook and draw”. This works for all ages. A transition routine saves you time. You are not waiting for the whole group to settle before explaining what to do, so pace and flow are maintained. In addition, it leaves you available to help students who may require extra focusing support.

Conclusion

Habits and routines wrap around the school day like a warm hug. On the path to self-directed learning, teachers need to create an environment that fosters pace and flow. What does it look like altogether? In my writing workshop, this sounded like quiet whispers, with a buzz of light energy. This looked like, students focused, frequent glances at their work, moving their pencils, then stopping, then moving again. Students working in areas of the room that they preferred, clipboard on their laps. Some at a table, surrounded by others in proximity, quietly interacting to get materials. Yes, my clockwork class. They had flow. They had well established habits. They knew what to do and now, you do too!

References

Clear, J. (2018). Atomic Habits. Avery.

Creswell, J.D., Dutcher, J.M., Klein, W.M.P., Harris, P.R., Levine, J.M. (2013). Self-Affirmation Improves Problem-Solving under Stress. PLoS ONE 8(5): e62593. https://doi.org/10.1371/journal.pone.0062593

Hardy, B. (2018). Willpower Doesn’t Work: Discover the Hidden Keys to Success. Hachette Books.

Robbins, M. (2017). The 5 Second Rule: Transform Your Life, Work, and Confidence with Everyday. A Savio Republic Book.

At the office – I try to make people laugh. Generally, I succeed. It is my gift to the workplace.  

Imagine this song – and younger me – roller-skating in an unfinished basement.

Yes! Magical, right?!

So, this week I shared with a co-worker that I use to roller-skate in the unfinished basement of my childhood home.

No internet – not back then – instead records – K-tel records. We had a real old record player – the kind built into a cabinet.

I remember doing cross-overs in the corner and gliding by the furnace to songs such as: Rosanna by Toto, the song from the Star Wars cantina and of course, Nadia’s theme (AKA the Young and the Restless opening song).

My co-worker – said, “Oh I roller-skated back then! We could have been friends.”

Awwww.

Hmmmm… maybe I’ll bring some skates to work – we have some nice hallways!

But wait … what’s my one thing?

During the early parts of the pandemic, I started watching – Today with Willie Geist. It’s a nice start to the week. I skip the heavy events and instead listen to the celeb sit-down, the life well lived spotlight and this weeks ups and downs. My dream is to one day have a bright yellow Sunday Today mug. My dreams – always within reason

Mike Myers (the actor) was the celeb sit-down. I learned some fabulous tips on story telling.

• A villain is the hero of their own story.
• The essence of a hero is their plasticity – their ability to change.
• The villain is steadfast.

While this was very interesting, I began poking around the internet and found out that Mike Meyers called his daughter Sunday, because his wife and himself do not like Sundays and they wanted to change that.

And if you didn’t already know – many people don’t like Sundays. There is a term for it – the Sunday Scaries – feeling dread for the work week ahead, on Sunday.

So, this week I will make a suggestion for you – the One thing this week is to find a way to make your Sundays better or share a fun childhood story to make someone laugh on a Sunday.

As usual here are some extra things!

1. Advice from the past – Still Relevant! I picked up these books at the Wee Book Inn. Dale Carnegie’s – How to Stop Worrying and Start Living and How to Enjoy Your Life and Your Job . These were first written in the 1940’s and so relevant. Tip: Live life in day-tight compartments.
2. Know the score! – Oiler games are much less stressful – watching them on replay after knowing they won. I don’t know how anyone watches it live without losing their minds.
3. Tapas – I still don’t get this concept. I’m always hungry after. Is there a how to manual for this?

Well, on to your success this week – What is your one thing?

And if you need to catch up. Click on the links below.

One Thing – Week 1

One Thing – Week 2

One Thing – Week 3

One Thing – Week 4

Friday morning, I woke up and wanted to write.

My mind, my muse were just so easily accessible. I used to have more time to write, but now I commute earlier in the morning. My choice – it’s faster, quieter and I get more things done.

I sat in that “writing feeling” for a bit and then drove to work. I am a morning person. I could start writing at 4:30 AM – my brain is creative mindstorm.

But you can’t shape your days based on being a writer – unless you are a fortunate soul who pursues the craft full time.

I do look back on my successes, despite being a mom, nurturing a marriage and being a reliable hard-working colleague – I did get an article published during Covid. And, like all writers I keep going. Submitting articles and book proposals, trying to keep my writing dreams alive.

Though every morning, I whisper – Wait for me – to the blank page. Please wait until l return – hold that thought – hold the threadbare attachment to what I was thinking so early in the morning.

So this week, my one thing is to remind myself that writers have time – it’s not a modeling career – as long as my writing is nourished it will continue to grow.

As usual here are some extra things.

1) Sweat the Small Stuff – it matters, like donuts.  Donuts were a big hit at work this week. The person who brought them experiences adoration of all co-workers – even those who do not partake. So, never doubt that a baker’s dozen can make someone’s day.

2) Weighted blankets – I put this on my Facebook as a question – Do we like these? Many of my friends said yes! Apparently, they help with insomnia and anxiety. Of course, many of my friends are teachers. It has been really rough these last few years – so much uncertainty. I might give this a go.

3) A few weeks ago, I pulled a neck muscle trying to pull off a Linda Hamilton type exercise. The chiropractor worked it though over three sessions. He suggested some exercises for tight shoulders. I told him about my driving and stress in general. I mentioned that in March 2020 – when everyone stayed home – I was at my best health. I rarely drove and I walked three times a day. My chiro said, “At least you know what works.” Which is so funny, right because the best conditions for me are extreme – but it does make me think, could I at least walk more often? Yes, maybe I can at least do that.

Well, on to your success this week – What is your one thing?

And if you need to catch up. Click on the links below.

One Thing – Week 1

One Thing – Week 2

One Thing – Week 3

What a week!

Last week was a WEEK!!!

So much going on – everything seemed off – including the chicken burgers.

Chicken burgers?

Yes, the chicken burgers – got me feeling fowl.

We have a family of 4. I specifically bought the package of 8 chicken burgers.

Why? Two meals!  (With side dishes)

When I opened the sealed package, there were just 7.

“SEVEN!”  I might have yelled a little loud.

“Mom, what’s happening?” my teen daughter asked – I explained.

I said – “Do you think there is a package out there with 9?”

She said – “Maybe one is doubled up?”

This makes sense – birds of a feather, stick together.

But No.

Still just 7.

I sighed a massive sigh – cooked the 7. 

The next day, hubby had the leftover chili. He’s a really nice guy!

But, why is this so annoying?     

Because I thought I was proactive and prepared.

In these Covid-y years it’s nice to think you can control some things.

So, I was more than a little irritated that I couldn’t count on the chicken burgers.

Maybe I could blame it on the rain, cause the rain don’t care, and the rain don’t mind…

Anyway…

My one thing this week – just be prepared anyway – despite the fact that I can’t really be 100% prepared in the ways I hope for and just be okay with it.

As usual here are some extra things.

1. Mel Robbins – Feeling stuck? She has a free spring reset that takes you through a process to get unstuck. I’m enjoying the reflection and the actionable ideas.
2. The Anatomy of Anxiety by Ellen Vora – Suggests a way of looking at anxiety that is very useful. 
3. Overnight Oats – I might be late to the party, but I am really enjoying this. The basic formula is 1 part oats + 1 part milk + ½ part yogurt. I also add some chia seeds and then in the morning I add a few pumpkin seeds.

Well, on to your success this week – What is your one thing?

And if you need to catch up. Click on the links below.

One Thing – Week 1

One Thing – Week 2