Community Snack Bowl

Last year, our cafeteria workers started leaving a bowl of apples out each afternoon after regular food service had ended for the day.  I think they were leftover apples from the students’ daily salad and fruit bar.  I held daily rehearsals after school in the cafeteria for our production of “Thoroughly Modern Millie” which had a cast of approximately fifty kindergarten through eighth-grade students.  This being an ambitious show for such little people, our rehearsals were held for an hour and a half every afternoon.  The kids poured through the doors of the cafeteria ravenous after a full day of classroom learning.  Some would bring a snack from home but many were not in a position to be able to do so.

After watching a particularly lean boy eyeing someone else’s snack longingly, I remembered the bowl of apples I had noticed earlier in the day and tossed one to the grateful boy.  I was immediately surrounded (in a way that only elementary teachers can appreciate) by a tiny, ravenous mob.  Their grins with apple juice running down their chins stuck with me.

The idea for a Community Snack Bowl for my classroom was born.

Teachers know (and research corroborates) that lack of snack contributes to poor attention, attitude, and concentration.  I’ve seen this first-hand through countless kids putting their heads down on their desks or complaining of stomach pain and hunger.  It’s really hard to focus on learning about the Gettysburg Address when you feel like your stomach is “eating itself” as one student told me last year.  Even my students who eat regularly at home can have hunger issues at school because fifth grade has the last lunch of the day at 1:10pm.  That’s a long morning to go without a snack, even for their teacher.

I started asking for donations of apples and cheese and cracker packs.  I have several students with severe peanut allergies so I monitor every food that comes into the room carefully and know that those are peanut-safe, semi-healthy and filling foods that most kids will eat.  I fill the bowl myself sometimes, but I have more often relied on parents that have the means to donate.  Some community members have even filled the bowl a few times.

It’s a little thing that makes a big difference to my students.

It may seem like a small idea to some people reading this post.  But it has made a world of difference to my students.  In fact, one of my students who was running for Student Council Class Representative ran on a platform of “Keeping the Community Snack Bowl full!”

How do you manage hunger in your classroom?


Classroom Reveal

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The classroom environment is important to consider because it is the space to do our teaching and learning.  Classroom environment affects behavior (yours and your students’), gives students a sense of safety and well-being, and influences children (and adult) perceptions.

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After careful consideration, I decided to go with a red, white, and blue Americana theme as a nod to the 5th grade social studies curriculum, American history.  Having no windows was going to be hard for me (and possibly my students) so I blew my budget with fadeless bulletin board paper (find it here on Amazon) that I think brings a touch of the outdoors.  I also bought blue and red striped and polka dot border trim with solid colors as accents.

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I couldn’t resist a few green things, either.

You may recall that I was not originally in a good head space about my move (exile) to the portable classroom.  You can read about that here.  I was feeling overwhelmed when the email finally came from our principal that the cleaners had come through, maintenance work orders had been accomplished and classroom keys could be checked out.

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Sad face

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It was time to take a deep breath, embrace the mess and tackle the big pieces of furniture and boxes.

After a day or two of work, things were looking up.  I could begin to see how routines and procedures would happen.  Things were finding homes in new spaces.

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Slowly but surely, the boxes were unpacked.

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Here you can see the black student supply shelf (managed and operated by student helpers) and the fiction section of the class library in blue bins.  The library is also managed by the students.

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My horseshoe table is in the back corner of the room just waiting for small group lessons. Students will sit on the little stools to save room in the tight space.  The stools will double as seating choices around the room, too.

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I bribed former students with pizza to come help me hang bulletin boards and organize desks and books.  I love asking former students to help because they know where things go and it is a great chance to catch up.  Here you can see the non-fiction section of the library in the red bins and on the bottom halves of the wood shelves.  You can see the “Were You Absent?” bin where students go to pick up work when they return from an absence.  Three of my antique globes are seen here, too.  My students love to look at these and they spark amazing questions, especially the moon globe.

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This is my Mindset board (thank you, Pinterest).  I focus a lot on mindset early in the year as we set goals for what we wish to accomplish in 5th grade.  My students already love my Yoda impression that I trot out on day #1 as I share my life philosophy “Do or do not.  There is no try.” Our classroom stage is below this bulletin board.  We use the stage for book talks, presentations, and a flexible seating choice.

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This is a smaller bulletin board than I am used to.  I decided to use it for the items I change out daily or weekly.  There is the Word of the Week (I use it for a call and respond attention getter), Joke of the Day (just for giggles), Quotable Quote (for thinking and writing about), Geography Trivia of the Day (ties into my year-long geography unit), and Idiom of the Week.

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This is a display board I made near my desk.  My class is named after the Arizona Wildcats.  I don’t want to hear it, Sun Devils!  The color scheme works, ok?  You may have noticed the lamps.  My fabulous mother-in-law found them for me at World Market.  Lamps are not exactly legal at school, but with no windows in the portable, I’m looking for a solution to how to watch a video or take notes in a manner so that the students can easily see.  It is difficult to see the projector with the lights on, but it is pitch black when the lights are off.

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I have a few kids each year to prefer to work at least part of the time standing up.  They are going to love these standing desks.
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This new favorite area is desks minus legs with a fun carpet and wiggle cushions for students who prefer a lower seat but still want to wriggle and be comfy.

My Donor’s Choose Flexible seating grant (Check that out here) was funded and my new seating possibilities have just arrived.  They are great additions to the stability balls I’ve been using for three years.

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Thank you to my big helper
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and my little helper, too!

Even though this is a classroom reveal, it is really still a work in progress.  As my wonderful friend and NNSTOY sister, Monica, reminded me, you can’t ever really be finished with a classroom arrangement until you and the students live in it together for a while.






Movin’ On Out

I look around the familiar classroom, looking decidedly unfamiliar, empty of all the trappings of my life as a teacher.  Someone else’s boxes neatly line the walls.  My eyes well up a little as I lock the door of Room 256 for the last time.

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Even though this is already horribly maudlin, you have to rewind to three weeks prior to see the real water works.  That was when I was informed that myself and my fifth grade teammates were been moved out of the school building we’ve worked in for 11 years and into…(dun dun DUN) the portables.

Let me paint you a picture…when my former students found out I was moving to the portables, they raced into the building to regale me with tips on how to catch the scorpions and how to adjust the air just right or else suffer the freezing yet humid air of the windowless, low-ceilinged room.

Cue massive panic, a few tears and maybe a little temper tantrum.

You may think I’m taking this news little poorly.  At this point, I was.  People who’ve known me for years commented that they’d never seen me so worked up about things.  That is evidence of what this move means to me – environment is everything in my practice and the environment in the dark, dank portables is not exactly what I’m going for.  In addition, this move is providing me with weeks of work I was not planning on this summer.  Now, before any trolls out there start complaining about a teacher having their summer off, read my friend Monica’s blog here, my friend Anna’s blog here and follow #teachersummer.  I work 70-80 hours a week during the school year working 2 jobs so I can afford to teach and I’m a doctoral student so I feel like I’ve earned my 6 weeks (not 3 months) of rest, rejuvenation, and reflection.

As it turns out, cleaning and purging is cathartic.  I’ve spent 6 years in this room, so I suppose a deep clean and/or move was overdue.  And I really cleaned out, thanks to a well-meaning janitor who mistook my “giveaway” pile for my “trash” pile.  I know I’ve been lucky to even be the same room for 6 years.  As my daughter’s teacher told me (as she was expertly packing up her room to move) “I’ve moved 16 out of the last 17 years I’ve taught!”

With the space and refreshment of a family vacation, I’m ready to be positive about the move.  My exploration unit will feel more authentic because the titled portable floor feels like walking the deck of a ship in rough seas!  The crime scene tape used in my CSI: Boston Massacre lesson will look so much more authentic!   It’ll be so much roomier to enact the mock surrender at Yorktown outside on the field, mere steps away!

In all seriousness, I’m looking forward to reorganizing and redecorating my new-to-me, tiny portable.  Look for a classroom reveal from the new fifth grade fiefdom in the next month or so!

Op-Ed: Higher Standards Begin With More Training for Instructors

Recently, my friends and respected Arizona teachers, Kristie Martorelli and Tara Dale and I responded to a recent ACT report that incorrectly criticized the Common Core State Standards.  We felt strong that the survey cited in the study was flawed, narrow, and misleading.  The issues raised in the study and survey point more to the flawed implementation of the standards, not the standards themselves.  Please find our op-ed published on The 74 here.

Let’s Stay the Course – One Teacher’s Opinion on the Common Core/Arizona College and Career Readiness Standards

Note: Please understand that this is my opinion as a teacher who is responsible for implementing the Arizona College and Career Ready Standards.  I believe in the power of the standards when they are implemented well.  Finding the best ways to implement the standards and a better assessment for them continues to be a challenge.

I’ve been implementing the Common Core, or as we know it in Arizona, the College and Career Ready standards for three years in my fifth grade classroom.  But I’m going to let you in on a secret: it hasn’t changed my teaching very much.  In fact, the standards finally caught up with what many good educators have been trying to do for a long time – move away from rote memorization and isolated skills and return to creativity and in-depth learning in the classroom.  We are finally seeing a return to cross-curricular, integrated learning which help students build connections to the real world outside of the classroom.

Some of my 5th graders analyzing text, searching for evidence to prove their opinions.

Unfortunately, these standards have been used as a tool to increase the divisiveness involved with current politics while completely overshadowing our priorities as teachers and parents to provide the best education for our children.  To give the standards an honest evaluation, we must separate them from the political hysteria that has surrounded them. 

The educational environment varies greatly from one classroom to the next, and that variety continues and expands at the school, district, state, and national level.  These new standards help unify educators from around the United States in a way that will ensure continued excellence from accomplished teachers while motivating all teachers to expect the best from our children.

Here’s what I appreciate about the standards as both a parent and a teacher:

·        They define what students should know and be able to do – not how teachers should teach.  The standards are not a curriculum – we will maintain local control of how the standards are taught and with what materials through our local school districts, school boards, and teachers.  I can tailor my teaching to the needs and interests of the individual learners in front of me each year.

·        We’re hearing from colleges and employers that our students must be able to read and analyze complex information.  Our graduates need to be widely literate to be college ready and employable.  The standards emphasize more non-fiction to provide our students with what they will need as graduates.

·        They raise expectations for all students.  We have to raise the floor so we can raise the ceiling. A common set of standards is one of the hallmarks of top performing countries around the world.  

·        The standards emphasize less discrete skills and honor the whole child.  In implementing our previous state standards, I felt like I had to race through with little time for the depth my students deserved.  Now there are fewer standards so I can take the time to delve in.  Do I want my daughter or my students to regurgitate facts on a test like a computer?  No!  That’s what Google is for.  I want my daughter to have an education where she can be an independent learner and critical thinker where she uses evidence to form opinions and make decisions. 

We are heading in the right direction.   We are building a high-quality educational foundation for every student in Arizona and the nation.  Let’s stay the course.

Note: this op-ed has been published in the Northwest Valley Republic, the Surprise Today,, and the AZ Capitol Times.