Time to reflect. And breathe.

I always thought the day went by quickly when I was a classroom teacher, but as an assistant principal, it seems like the minute the first bell rings for the day, it's only an hour later and the dismissal bell rings.

The days are packed with so much. Classroom walk throughs, sitting in IEPs, working through conflict with students, returning parent phone calls, meetings with teachers...it's insanity at it's best. And I love every.second.of.it.  Ok. I just lied a little.

There are some days that are more taxing than others.  There are days when I go into school at 7:00 am like this:

http://moderncat.com/sites/default/files/styles/slidehsow-banner/public/images/articles/top_images/anxiouscat.jpg?itok=JcpLgkZE

and leave at 5:00 like this:

http://colossill.com/wp-content/uploads/2015/02/funny-wet-cats-36-750x400.jpg

I seriously would not change it for the world. Every morning, I wake up thinking about how lucky I am to be in this amazing leadership position where I can make positive change for the students and teachers I get to work with.

Too often, I don't get to stop and say thank you to all our teachers for their incredible work.  Over the Thanksgiving Break, I had some time to play around with smore.com.  I came up with a super small snapshot of all the incredible things going on every day at my school.

I feel so lucky to get to work at my school and wish I could stop every day to say thank you to the awesome teachers at my school making a difference for our kids.

Check out my first attempt at smore HERE:

Sharky's Cove

During the Area 3 Writing Project's Summer Institute in 2012, I found myself surrounded by brilliant educators from Kindergarten through high school.  Passionate and hard-working teachers who were fired up about providing the best instruction for our students throughout Sacramento. For 30 days, we researched, wrote, reflected and wrote some more.  It was a crazy month.  I was tired. I was cranky.  I was surrounded by greatness.

It is a rare thing in education to be surrounded by like-minded, forward-thinking colleagues who will stop at nothing to make changes to support our kids in following a path of greatness through their school years.


At the end of our Institute, we talked about how much we had learned from one another.  We were sad to leave one another in the same way I felt leaving summer camp when I was a kid.  Someone had talked about the need to have a"Sharky's Cove," a group of passionate, positive, innovative people to stay connected to. Legend has it that in some mysterious town, there was an alleged place called "Sharky's Cove," where friends gathered to reconnect with one another and talk about their shared passions, hopes and dreams.

I have no idea where this place is.  Through a quick Google search, I find a few fabulous looking Sharky's around the country. I have no idea if any of these are the actual place where the legend takes place. Although, the dive bar junkie in me hopes that one day, I can visit all of the Coves I found in Google images.  Just saying.

The point is that it doesn't matter where the actual Sharky's is.  Or even if there is one.  Or if this story is even true.  The important part is knowing where to find my own "Sharky's Cove."

I firmly believe in surrounding myself with positive people who have my best interest in mind and who build me up to better than I am because they believe in me and share in my vision.  Everyone needs people like this.  I am fortunate to be connected with a group of like-minded educators in the field of innovation and change in school climates and cultures.  Those who believe that we are part of something great in education. Something worth building for our students.

For the past two days, I have been in my own Sharky's Cove.  I have spent 2 days at Skywalker Ranch at the first CUE Rockstar Admin camp.  I am one among 100 administrators from all over California who believe in being the voice of change.  Who strive to make things better than they are now by taking risks and speaking their truth, while exploring different tools and strategies in connecting with our teachers and students.

At times, I feel as though I am alone in my passion for making school engaging for our students, where they can question the status quo and make their own meaning out of education. Every time I attend a CUE conference, I feel as though I am connected with others who "get it." We build one another up to be a positive agent for change for our kids and schools. I am not afraid to speak up in this Sharky's Cove, knowing that while other opinions may differ, our vision for school excellence is the same.

I feel fortunate to have spent a few days with wonderful brains full of creativity and passion for students and teachers. It fills my bucket to know that there are others out there like me. Like summer camp from back in the day, I wish we could stay together longer.  I am hoping the connections made and conversations had will sustain me until the next CUE conference.

Canvases.

http://www.dreamwallsglass.com/wp-content/uploads/2013/02/blank-canvas.jpg

I love kids. I love their innocence, love for life, curiosity and the sense of trust they place in adults so easily, not yet jaded by the inevitable disappointments they will face in years to come.  They are fresh and blank canvases, ready to be painted with the experiences in life.  While going through school, each will be altered, filled with art and images, marks left by those surrounding this pure canvas, including teachers who spend 170+ days with each canvas.

This last year, I had a fourth grader, "Isaiah," whose canvas has already been painted by teachers over the past 5 years.  I didn't know much about Isaiah when I first met him.  What I saw was a beautiful face with shining deep brown eyes and the most beautiful (yet rarely seen) smile.

As I got to know Isaiah more, I learned that he hated math and believed he was incapable of simple operations in math. He would often shut down during math instruction, tightening his jaw, turning red and breathing rapidly. There were times I saw tears even when I was introducing the content for the day's lesson.

When I realized that this beautiful boy needed some TLC, I often pulled him before a math lesson and then again during work time to really support this super-capable guy.  Often he would soften a bit, but I never felt as though I truly helped him feel as though he was super smart.

I found that not only did Isaiah struggle to independently cope with struggling in math, but these same behaviors would transfer out on the playground during recess. When conflict would arise, which inevitably, it always does with kids...usually around a rogue basketball or a tag game gone awry...Isaiah would explode, turning beet red, tears streaming down his face and screaming at me, explaining how he had been wronged.  My response was always to ask him to go use the restroom/get a drink and would chat later (something I snagged from Teaching with Love and Logic).  He always amazed me with his ability to come back clear headed, thoughtfully explaining why he was so upset.

Arguably the most important book in building and repairing relationships with kids.

This really has always just been my MO with kids.  Talk calmly and help them sort through things.  Some kids are easier than others.  Patience is so key and having a 2 and 4 year old at home gives me a TON of practice on deep breathing.

It wasn't until the VERY last day of school when we were walking together to the End of the Year Picnic that Isaiah leaned in close to me and said, "Mrs. Luhrsen, it's so crazy that you never sent me to the principal's office."

Stunned.

Silence.

"Um, what do you mean?  Why would I have sent you?," I responded dumb-founded.

"I don't know.  But every other year, I always got sent there all the time."

"But...why?"

"I don't remember.  I just think it's weird that you never sent me."  And off he went, running to catch up with his friends.

My sweet Isaiah. A moment after he dropped a bombshell on me.

It took me some time to really process this...and I mean ALL summer.  I've been thinking so much about this 10 seconds that we shared.  I never found that Isaiah had done anything even close to needing to go to the principal's office.  Even crazier is that Isaiah couldn't even explain reasons why he had been sent.  Maybe not such an effective intervention after all.

In thinking about this 10 year old canvas, I was thinking about how messy it was.  How it had been tarnished over the years, paint splattered carelessly about as he made his frequent trips to the front of the school.  I'm not implying that Isaiah's previous teachers were these terrible monsters, but I realize just how much of an impact teachers can make as they create art on the canvases that walk through our doors every year.

I hope that in my small section of Isaiah's life canvas, I have left a small ray of sunshine.  Maybe a rainbow.  Maybe a symbol of strength or resilience.

Isaiah was...and is...an amazing guy with so much to offer. My hope for him is that the teachers he meets to bridge him into adulthood will find him as beautiful and talented as I have.  My hope is that they paint over the less desirable art that has been created on his canvas.  This is my hope for Isaiah. This is my hope for all kids.

We all deserve beautiful art around us.

If you dream it...

Today marked the last of our "Enrichment Showcase" for the year.  Parents, teachers and students roamed through the hallways enjoying the projects that our 4th and 5th graders had created over the past 6 weeks.  Everyone enjoyed photographs taken by 4th and 5th graders, knitting projects, Minecraft challenges, stop motion videos and coding challenges such as "Sphero Chariot Racing" and a synchronized dance with two Bee Bots.  There were smiles all around and students were so excited to show off their creations.

I really stopped to sit back and try to take everything in.  Last year, 4th and 5th grade didn't even exist at my school.  It was simply a plan.  Last summer, our school coordinator collaborated on a Google doc with the new 4th and 5th grade team imagining every possibility.  Nothing was off limits and there truly were no bad ideas to be found.  Even the idea of an enrichment time was part of our crazy brain storm. 

It was based off Google's 20% time and passion projects.  Essentially, we wanted to allow time for students to really engage in what interested them or even try out something new that they might want to explore. 

said Google doc.

Final knitting projects

As we put together our 4th and 5th grade daily schedules, we committed to carving out 45 minutes at the end of each day in which our students could choose a subject to study that was interesting to them.  Starting out, the teachers chose topics that we were passionate about: play writing, speech & debate, engineering and cultural art.  

When we first proposed the idea to our 4th and 5th graders, they were so enthusiastic! Throughout the first eight week session, kids were always excited to head to enrichment, ready to work on new skills and talents that may not have been explored before.

During the second round of enrichment, after the 4th and 5th graders knew what enrichment was all about, we began asking them what they might be interested in. One Google Form and 121 responses later and we were off with a fresh round of enrichments: Minecraft, school newsletter, Zumba, Photography and Knitting! The excitement was so much greater than even before.  Our team of teachers couldn't stop talking about just how engaged kids were in these enrichment classes.

Student created game of "Bee Bot Sorry!"

Finally, in our last round of enrichments, as students became more comfortable with the use of tech in their classrooms throughout the day, they were asking for more tech enrichments!  For our last round, we offered Minecraft, Photography, Coding Challenges, YouTubing and Knitting again.  

I was reluctant to take on the coding enrichment since I had no experience with it before.  But I knew our kids were so bright and super motivated, so I allowed them to take the lead.  I offered a few tools I knew of such as: Bee Bots, the Hour of Code, Hopscotch, Spheros and MaKey MaKey (not a coding tool, but still awesome).  We played with them and then the kids actually came up with their challenges and final projects.  

Showing off Minecraft projects to peer and families

In reflecting on this year's enrichment exploration, I am just truly amazed at how powerful this 45 minutes per day has impacted our students.  There are some things I will never forget seeing during this sacred time of the day.  One thing that truly astounded me was that every student was truly engaged. Students who are typically reluctant to engage during math and language arts instruction are completely different kids when in enrichment.  They are focused, engaged, passionate, and curious. In this arena, these students feel successful.  They are leaders.  They are validated through their passions.  They create.  And they are proud.  

Sphero Chariot Races

I am also blown away at the acceptance these students have for the passions of others.  When a number of 5th grade boys proudly showed off their creations from knitting, no one blinked an eye.  When girls talked me through their lines of code, I was so proud.  Everyone cheered others on.  It was truly a positive experience for students and teachers alike.  For whatever reason, enrichment just kept getting better.

I was approached by one of our 4th graders this afternoon during our showcase and she asked me, "Will you be offering coding again next year?  I want to take it right away because this is awesome!  There is just too much to choose from in enrichment."  

And isn't this what every child deserves...too many good choices to choose from?  

I am so looking forward to another year of enrichment with my colleagues next year.  I am so lucky and proud to work with such a phenomenal team of teachers, students and admin who support our crazy Google doc dreams.

Student photography.

Stop Motion Film made in YouTubing

MaKey MaKey Foot Piano made in Coding

Bee Bots programmed to "dance" to Uptown Funk.

Girls can.

Last week, I was invited to visit Stoneridge Elementary in Roseville.  Before going, I was told I would see STEAM projects in action.  Since we have been playing around with coding and engineering-type challenges in class this year, I was excited to get some ideas and inspiration.  What I left with was so much more.

This year, Brandon Blom, the amazing principal at Stoneridge has brought in Project Lead the Way for students in all grades.  As we toured through the different classes, we saw SUCH a variety of projects that students were engaged in.

Structures built by 1st graders

In first grade, kids successfully built houses that could withstand wind.  I LOVED that it was tied to literacy with the Three Little Pigs! Even my 4th graders would love this activity.

We also toured through a group of 5th graders, building a VEX IQ robot along with programming it to move 2 blocks off a surface. Even before we stepped in the room, it was buzzing with excitement.  Walking in, these 5th graders were engaged in their small groups of 4.  While each group was at a different place in their building and programming, each student was completely engaged in the process.  One thing I couldn't help but notice was a group of 4 girls working together to program their robot on the floor.  I wanted to check in with the girls and see how the process was going. They were all 4 SO excited to tell me all about what they were working on.  They told me how they had coded the robot in the wrong direction, but knew how to fix it and that it would be much easier now that they had already done it once.  These girls were not only engaged, but confident in their abilities as well.

ramps for testing in 4th grade

When visiting the 4th grade classroom, kids were in groups of 4 again, this time completing a project in which they were to design a protective "car" for an egg, which could be sent down an incline without cracking.

I couldn't help but be drawn to another group of girls who were so excited to run their final test on their egg that afternoon.  They had named their car "Fluffari," and explained to me, in detail, their thought process behind using the materials they chose.  This project had been going on for a few weeks up until this point and I felt so lucky to witness the final test with these girls.

a 4th grader giving me all the specs for the "Fluffari"

Driving home, I really got to thinking about how things have changed for girls in education.  I realize that I'm not that old...well...some days my 4th graders like to remind me that I am not as "hip" as I think I am, but it's such an exciting time in education...

As a young girl going to school in the 1980s, math, science and engineering were always geared more towards boys. Even toys in these areas were visually more appealing to boys (think Erector sets from the 80s). I'm not sure I was not explicitly told, "You are not good at math or science," but I certainly don't remember being encouraged or pushed in that area.  I was good at language arts AND talking, but didn't show interest in "boy" things and because of this, wasn't pushed to try it.

I think the younger me came out during my visit to Stoneridge. I wanted to cheer on these girls and tell them how smart they were and how anything was possible for them. While watching the 5th grade girls, I thought, "Wow. These girls are just amazing.  They have no clue that at one time, girls were not encouraged to try anything like this." With the 4th grade girls, I was SO giddy to watch them send their "Fluffari" down the ramp! I wanted to make signs and cheer with pom poms for these 4 girls. I'm sure they already thought I was creepy enough asking them a million questions about their project, but I swear I could have picked them up and hugged them like I was their proud auntie when that egg (spoiler alert) didn't crack.

I love that as educators, we are pushing our kids to learn skills that they will need as they move into their careers (whatever they might be).  Sending girls the message that they CAN be coders, programmers or engineers AND providing them opportunities to try out these skills is something I wish I had experienced and am proud to say is something that teachers at schools like Stoneridge are providing for kids.

Choice Seating: Genius or Asking for Chaos?

As a classroom teacher, I've always liked the idea of little nooks here and there for kids to read in.  Before this year, it was just a funky spot in a corner, maybe with a pillow or two and a comfy chair. Most kids love this...and by love, I mean it's a great opportunity to show dominance by racing to the chair and then giggling at the poor soul who did not make it to the coveted spot. To be clear, I am referring to my students, not adults.  Although, to be fair, I think there are still plenty of adults to do the same thing but are a bit more sneaky about it.  And it's not typically chairs they are vying for.  Just saying.

This year, though, I wanted to do something more dramatic.  I wanted to overhaul my whole classroom into an area similar to what you would find at the Google campus (or what I have seen in pictures at least).  I wanted my kids to sit and work where they were most comfortable.  I wanted to provide PLENTY of places for kids to fight over! :)  And fight they did.

Couch seating area.

When I started the year, I had four table groups of 7 students each.  Every day, I allowed for one group to enjoy "choice" seating.  I had set expectations on how to WORK in choice seating.  I just forgot to mention how to FIND choice seating.  In observing my students and their choice seating behaviors, it was clear that I needed to clarify that "shoving a friend to the ground so you can sit on the couch" was not part of my expectations, nor was "5 kids on the couch bouncing around for kicks" going to cut it.

Tabletop painted with white board paint!

Ok, I set out some expectations, but found that I needed to use "choice seating passes" for my 4th graders, a visual ticket type thing that I would take from kids if they chose to act crazy-town either on the way to choice seating or while working...and I mean "working."

Hey 4th graders: Supplies go back HERE!

That seemed work much better and over time (a few months), I was able to have 2 tables per day using choice seating with little issue.  One thing I had found, though, was that students were leaving supplies all over the place!  They would take their supplies with them for choice seating, but not return them back to their tables.  I am (clearly) an organization freak (in my classroom only, of course) and all these pencils rolling around were driving me BANANAS!


I'm still not sure how to manage this choice seating along with being responsible for supplies.  I don't have a "classroom currency" in my classroom...aside from getting some sweet high fives from me...so, I can't really "pay" someone to help clean.  Unless they will work for said high fives.  Meh. Maybe no.  I'm thinking of sectioning off parts of the room and assigning groups to check those areas before going out for recess.  I'm open to ANY ideas at this point.

Ikea shelves used for student storage: books, notebooks, folders, etc.

Spring Break is always a good time for me to reflect on the year and set up new systems/social experiments to try during the remainder of the year.  You know, use my 4th graders this year to see what I can improve for next year's group of kids.

Hokki Stools for wiggly friends!

I had an opportunity to visit Cove Elementary in Marin last week. Teachers at Cove Elementary do an AMAZING job of giving students choice in where they are comfortable working.  Rooms are HUGE and full of so many types of chairs: bean bags, Hokki Stools (jealous), soft benches, and comfy chairs from Ikea.  I was blown away when a 2nd grade girl asked, "Can we take our book club outside on the grass?" She and her small group went (for their Daily 5 reading) outside and when I checked in on them a few minutes later outside their classroom door, they were totally focused.  After visiting Cove Elementary last week, I was reinspired to give choice seating another go...a fresher look to it. Even though I teach in an office park with no grass or windows (wah, wah, wahhhh).

New bean bag chairs.

Into Walmart I went (cringe) and bought more chairs and some new carpets to make choice seating more welcoming.  My plan going back next week is to allow all of my 4th graders choice seating when there is not direct instruction happening on the front carpet.  I'm still thinking of all the expectations I will need to have and share with my kids when we get back next week. Although the management piece has been more challenging than I had anticipated, it is well worth it.  The kids do so much better with choice seating than they did in August.  I imagine with more trouble-shooting, choice seating will be awesome for everyone...even though I WILL miss seeing the daily dominance challenges.