I have regularly used found poetry to introduce children to the wonders of verse. Using printed text from which to construct a poem gives the young poet a firm foundation on which to build. It eliminates the fearful and daunting blank page. Found poetry is created by selecting and arranging words in order from previously constructed text. The texts can be taken from a variety of sources: ones’ own writing; favorite poems; literacy passages; non-fiction essays; environmental texts. This variety allows for a wide-range of experimentation.
Sometimes, found poems can be created by taking words and phrases from two different poems. Working in pairs, students read and critique two poems written about the same subject. Then they play with the lines of the two poems to create a new poem. I encourage the students to play with both poems. Eventually, they cut and paste lines from each poem to make their own poem. They do not need to use all the lines of poetry in their new poems and they may add their own words to enhance meaning. Their new poems, if presented in any form, must acknowledge the fact that it is a creation made from the work of the original poets.
Poems arranged on a staircase is another adaptation of found poetry, which I believe to be very effective in having students play and experiment with words. In this activity, students find a phrase of group of words that are personally important to them. They can also write their own phrase to express their feelings. These phrases are then written on sentence strips and gathered together. The whole group decides how to construct the phrases to make a meaningful poem. Then the found poem is either posted on the hall for all to see or each line is mounted to the back of each step on a hallway staircase. I love this presentation because as students walk into school, they are greeted by their class found poem. What an inspiring way to start the day!
Poetry Assemblages, using found words and objects, are also an effective way to stimulate creativity. I ask students to bring in ten small objects or pictures of objects and ten words that are personally important to them. These objects need to be things that can be used in a collage or assemblage so they cannot be of great monetary value. I introduce the students to the work of artist, Robert Rauschenberg, and then ask them to use their objects and words to create a work of art.
For older elementary and middle school students, blackout poems extend the experience of constructing found poems. Blackout poems are created when the poet uses a black marker to ink out words of selected text, which then form a new message in verse. Many blackout poems create actual images on the printed page of text blending the notion of art and poetry. The poems can be linked to literature or poetry that the student are currently studying, which give them a deeper understanding of how authors construct meaning.
This week, I came across a beautiful little book of found poems called This Poem is a Nest by Irene Latham. These found poems, which Latham calls “nestlings,” all come from her original prose poems. Latham introduces her method of found poetry sayings: “One day when I was watching robins build a nest, it occurred to me that poems are nests – and we poets spend much of our time nest-building. We gather words, ideas, and dreams, and then we set about weaving, arranging, and structuring.”
I love this description of her poetic process. To me, it is the perfect definition of what poets do. I too am partial to bird watching. I love to linger by my window and watch as cardinals and blue jays gather seeds, and sparrows and chickadees bob up and down selecting reeds, stick, and grasses for their nests. I am heartened by the metaphor of a poem as a nest – a soft, warm, safe place to rest my words.
This summer, I am setting my intentions on listening: listening to my body, to my friends, and to the awesome nature around me. I am being mindful of my surroundings. I am paying close attention to what is important. All around me over this past year was noise: people talking, talking, talking and me worrying, worrying, worrying. So I decided to turn everything off – no television, no radio, no endless chatter. I am becoming more discerning of what I listen to. I want beautiful noise: great books, beautiful music, uplifting messages. To do this, first I had to get very, very quiet.
I had to pay attention to life with little sound. I had to cue into my other senses and learn to become present to vibrant colors, fragrant smells, and soft textures on my skin. I found myself being grateful for these simple wonders. I began to slow down, listen to my body, become kinder to myself. I paused and learned to nourish myself with, not only good food and exercise, but with positive media. So much of the media is intended to distract and cause anxiety. I turned away from the constant barrage of news and information. I decided I should be the curator of what I wanted to listen to and take in.
In the last six weeks of using this approach, I have found calm and contentment. I don’t need the noise to keep me company. I can just look up or out or down and be present to my surroundings. I can better tune into what my husband and friends are saying. The more I listen with attentiveness, the more calm I have become. It feels good be present to others. I don’t need to talk. I don’t need to do anything. I just need to listen. Listening is enough.
As I think about returning to teaching in the fall, I think about how I will talk to children about the importance of listening. I’ve been thinking about ways to teach them to center themselves, ignore distractions, and concentrate on the thing or person right in front of them. I continue to reflect on the best ways to do this, and so this will be my summer project for school this year: tuning out the unimportant and tuning in to what is essential, to what nourishes, to what gives us positive outcomes and peace.
Recently, I went to a nearby organic market and found a colorful mural on their cafe wall. It is a perfect example of placing importance of what’s necessary for meaningful communication. I am reflecting on how I will share this with my students as a way to help them develop more thoughtful speaking and deeper listening.
Books about Listening For Adults
Emotional Intelligence: Mindful Listening by The Harvard Business School
How to Talk so Kids Will Listen & Listen So Kids Will Talk by Adele Faber & Elaine Mazlish
I Hear You: The Surprisingly Simple Skill Behind Extraordinary Relationships by Michael S. Sorensen
Just Listen by Mark Goulston
Seven Thousand Ways to Listen: Staying Close to What is Sacred by Mark Nepo
The Art of Listening in a Healing Way by James E. Miller
The Listening Life: Embracing Attentiveness in a World of Distraction by Adam S. McHugh
The Lost Art of Listening: How Learning to Listen Can Improve Relationships by Michael P. Nichols and Martha B. Straus
The Zen of Listening by Rebecca Z. Shafir
You’re Not Listening: What You’re Missing and Why it Matters by Kate Murphy
Picture Books about Listening for Children
Listen, Listen by Phillis Gershator
“I Have a Problem,” said the Bear by Heinz Janisch and Silke Leffler
The Other Way to Listen by Byrd Baylor and Peter Parnall
I embrace mistakes. I do. Really. I don’t mind making mistakes. I always think of creative ways to fix them. I’m not sure how I developed this mindset. Maybe it has something to do with being the youngest in my family. I was always making mistakes and being reprimanded for them, so early on I decided to make them into a game – How can I change that problem into something positive? How can I make that ink blot an artistic design? How can I take that hole in my jeans and make it into an embroidered masterpiece? How can I take what you think is wrong and make it right? I will prove to you that indeed it is not a mistake, a problem, or an obstacle. I will prove to you that It is an opportunity. It will be a success not a defeat.
Come to think about it, maybe my tenacious mindset could just be called stubbornness, but it has kept me in good stead. On the last day of school, I received a text from a former colleague and dear friend who wrote, I admire your perseverance and steadfastness. Maybe that’s what it is. But whatever it is, I think of it and call it “The Work Around.” And I teach this to children. No matter what problem you face, what obstacle you encounter, there is ALWAYS a work around. There is always some way you can solve a problem and improve your situation. You just have to keep curious and be willing to play with your stumbling block. Toss it around a bit, roll it down the hill, bounce it into the bushes. Don’t be afraid. Create something new.
I had a chance to practice what I preach during these last few weeks of school. I was told that the school’s Wonder Lab had to be dismantled so that it could become the Computer Science & Engineering classroom. I had worked on designing and developing the Wonder Lab concept for the last five years. The Wonder Lab had been an old art room, which I was allowed to renovate. It was a beautiful space filled with all kinds of materials with which students could freely use, explore and create. They could make dolls, cars, tree houses, restaurants, skateboards, complicated marble runs, and anything else they could imagine. And they did. The space was loud and messy at times. Those were the times that I looked around and smiled because I knew the kids were engineers of their own learning. It was a true play space. No adult was telling the kids what to do or think or design. When I first explained the concept to the children, I thought they might be hesitant, but I was mistaken. From the first day, the kids ran to the materials with visions already in their heads. They began constructing immediately, and only asked my advice when they needed a particular item or help with the hot glue gun. Thanks to the Wonder Lab, I have become a master hot glue gunner!
I tried to explain the importance of cultivating creativity and free play in childhood to administrators and colleagues. Over the years, I’ve noticed that little kids are exuberant and willing to take risks, while the older students begin judging themselves and limit their possibilities. The Wonder Lab started to remedy that. We were just beginning. But I couldn’t convince them, and I started to dismantle the room glue stick by glue stick, egg carton by egg carton. However, before it was completely shut down, our 4th graders commandeered the space, creating PBL projects on the importance of play. They made cars, games, a club house, play dough, and dozens of fidgets. As I watched them, I realized I couldn’t just let the space slip through our hands. This space was necessary. It was important not just to me, but to the children. They needed to have this kind of space, and I had to think of a work around.
For a couple of days, I sulked, ate chocolate cake, and consumed an entire bag of popcorn in one sitting. I tossed my stumbling block in the air. It fell on my head with a thud a couple of times, and then something happened. There is a space in between the Wonder Lab and my office. It is a small open lobby where I had to temporarily store all the Wonder Lab materials. I looked at it and imagined it clear of clutter. It would make a great wonder space for a small group! I would just need to store the materials in another part of the building. This could become a cozy creative space, a Wonder Studio of sorts. When I shared my idea with a colleague, she looked at me with a smile and shook her head. I asked her, “Do you think it won’t work?” She said, “No, I think it’s a great idea. I’m just amazed by the way you don’t give up. You are always thinking of another way to do things.” I told her that I had a lot of disappointments in my life, and the work around was my way of dealing with them. I almost let this disruption defeat me, and then I thought of the kids. I couldn’t just let the space go because the kids definitely, absolutely, unequivocally need to play!
One of my 4th grade students is extremely creative. She is a dreamer and constant tinkerer. Last year, she attempted to make a life-sized model of a bison. A bison? Yes, a bison. Her class was studying Native American culture, and Simone became intrigued by bison. I found a huge refrigerator box and she started to shape and construct the bison. Then COVID struck and the bison was abandoned. We talked about making a smaller, more portable version, but the Wonder Lab had been closed most of the year due to COVID restrictions. During the last month of school, I gave the 4th graders time to construct projects centering on play. Simone asked for another big box. I found one, and she immediately began making what she calls “A Fidget House.” It is a small house with a duct tape wrapped roof and an opening strung with colorful beads you can play with. Looking back, Simone has had a rough year. COVID made her anxious and her attention to her school work has fluctuated. She has trouble sleeping and of course, trouble initiating and completing assignments. But when I watched her build that house, she had laser-focus. She had no trouble initiating or following-through. When problems arose with the construction of the house, it didn’t stop her. She thought of a work around. That is when I truly knew that I would not let Wonder Lab disappear. I had to find a way to keep it going because Simone and her schoolmates are in desperate need of a place to create, imagine, wonder, and play.
During the last week of school, I spoke with Simone privately. We talked about the obstacles she faced this year. We made a vision board of what she imagines in the future school year. As she filled in the board with possibility, an idea popped into my head. I asked Simone if she’d like to be captain of the Wonder Team. She turned to me quickly, eyes wide and smiling. Until that moment, we didn’t have a Wonder Team. We didn’t even have a Wonder Lab anymore, but I wanted Simone to know that I valued her ingenuity. She was a leader in creativity and curiosity. Together we would make it up and figure out the work arounds.
Books for Kids about the Possibilities in Mistakes
Beautiful Oops by Barney Saltzberg
Crazy Hair Day by Barney Saltzberg
Even Superheroes Make Mistakes by Shelly Becker
Giraffes Can’t Dance by Giles Andreae
Ish by Peter Reynolds
Mary Had a Little Lab by Sue Fliess
Mistakes that Worked: 40 Familiar Inventions & How They Came to Be by Charlotte Foltz Jones
One by Kathryn Otoshi
Only One You by Linda Kranz
Rosie Revere, Engineer by Andrea Beaty
The Book of Mistakes by Corinna Luyken
The Day Roy Riegels Ran the Wrong Way by Dan Gutman and Kerry Talbott
The Girl and the Bicycle by Mark Pett
The Girl Who Never Made Mistakes by Mark Pett and Gary Rubenstein
The Lumberjack’s Beard by Duncan Beedie
The Most Magnificent Thing by Ashley Spires
The Quilt Maker’s Journey by Jeff Brumbeau and Gail de Marcken
Was That on Purpose of by Accident? By Janelle Fenwick
Zero by Kathryn Otoshi
Play is the work of children. It is very serious stuff.
As the end of the school year approached and I looked out at the plexiglass-framed faces before me, I knew I had to do something to energize the last month of school. I teach a Study Skills class to 4th graders, and I have tried this year to make organization, time management, and planning fun. Sometimes, I admit, it is hard to make executive function skills fun and engaging. I try hard, though. I used videos, art, photography, poetry, movement to keep the girls actively participating. However, as March turned to April, the girls’ exuberance was fading, and I knew I had to come up with a plan. My plan was PLAY!
The students had been cooped up all year: learning behind plexiglass, wearing masks, keeping socially distant from friends. This year has been difficult, and incredibly difficult for children. I’m not sure of what the ramifications will be in the future, but I do know that children have more fear and anxiety now. The only remedy I know for fear and anxiety is collaboration and play. So, in mid-April I gathered my students and told them that for the rest of the school year they would be researching PLAY. Many of them looked at me skeptically. “You mean we are putting on a play?” they asked. I chuckled. “Well you could put on a play, but I mean you are all going think about and tell about why playing is important.” All of a sudden, the room became electric. They buzzed with ideas. I smiled. That’s just what I hoped would happen.
The first thing I did to prepare my students was to create a slideshow about the importance of play. I added videos of children giving their opinions on play as well accounts from experts about how play helps people learn and thrive. I found some great videos of animals playing, which I knew would be of interested to my nine and ten-year-old students. I loved watching their faces as I played the slideshow. I had them hooked. When the slideshow ended, they ran to me with ideas. I told them to think about what they wanted to research about play. It could be making a game, conducting an interview with a play expert, designing fidgets, or anything else they could imagine.
For the last three weeks, the girls have been thoroughly engaged in the process of creating. They set goals, planned, organized materials, worked collaboratively, monitored their own progress and adjusted their plans to complete their projects. I saw their independence and self-confidence blossom. They were play engineers. They were in charge of their learning.
At times, they asked me for assistance, but these requests were mainly in the realm of getting specific materials. Their work was their own. They did not seek me out to generate ideas or resolve problems. I stood in the wings ready to help but found myself having free time to just observe and document their progress.
Sometimes, when my colleagues witness my students at work, they think it is too chaotic. The children are moving and talking constantly. They are building and dismantling, and building again. This is the process of creation. It is messy and noisy and marvelous. It is the true nature of play.
Play energizes us and enlivens us. It eases our burdens.
It renews our natural sense of optimism
and opens us up to new possibilities.
– Stuart Brown, MD
SOME RESOURCES FOR TALKING TO CHILDREN ABOUT PLAY:
It was February turning to March and the bright and motivated 5th grader, Hadley, whom I have been teaching privately for the last three years suddenly became dull and bored. Nothing could spark her interest. Her normal bookworm self was now not interested in any book in any genre. Her penchant for writing was also gone. All her academic energy and engagement was zapped. Week after week this winter, I stared a cross my screen into the face of a girl who did not want to do a single thing except quietly stare at me and say, “No.” So, I got out my secret weapon, poetry, and that worked for a while. She created a wonderful assortment of poems and made a digital book. Then one day, I introduced another poem and that dull stare came back onto her face. She was listless, passively sitting, responding to me with one-word answers. I knew I had to figure out another idea but what? We normally read a short nonfiction current event passage each week to gain insights into the world around us and to get ideas about what we might want to read, writer, or research next. I timidly suggested we read a nonfiction article I found about Japanese Fruit Sandos (sandwiches). Food! I often resort to poetry and food to engage students and usually it works! It did this time too!
I went to my trusted nonfiction resource, Newsela, and found an article in the Arts section titled, “Sweeten Your Springtime with Japanese Fruit Sandos.” I had never heard of fruit sandwiches before. They were so surprising and beautiful that I thought they might be just the idea to stir Hadley out of her doldrum. At our next session, we took turns reading the article aloud. I watched Hadley’s face intently. She was as intrigued as I was when I first read the passage. The article briefly explained the origins of the fruit sando and then gave a recipe. “Oh, we should make these!” Hadley shouted to me from across her zoom screen. And then a wisp of sadness came across her face because she knew we couldn’t get together to cook. I asked her in a cheery voice, “Do you want to see a video of them being made?” and she readily answered, “YES!” I shared my screen and showed her a YouTube channel I found called Emmymade. Emmy had a 17-minute video called “FRUIT SANDO – Japanese Fruit Sandwich Recipe Test.” Emmy’s presentation was upbeat and funny, a perfect video to engage an eleven- year-old girl. https://www.youtube.com/watch?v=QdZxLetJSZg
At our following session, Hadley wrote her own fruit sando recipe. And as luck would have it, COVID restrictions were being eased, I had gotten the vaccine, and I would be able to see Hadley again in person in a couple of weeks. Hadley’s curiosity had returned, she started a new fantasy series, she began writing and illustrating a story to enter into a contest, and most importantly she started smiling, laughing, and asking questions AGAIN. The Hadley I knew had returned!
Last week, I gathered together all the ingredients for Hadley’s fruit sando and went to her house for our first face-to-face session since the fall. We constructed sandwiches on her back porch, which conveniently connects to her kitchen. Though Emmy used Texas Toast for her bread, I found a French Toast loaf that was cut in thick slices. You might also use brioche bread cut thickly or throw caution to the wind and use pound cake! We used canned whipped cream because of time constraints, but the sandwiches will hold together better with fresh whipped cream. Hadley and I also brainstormed about other fillings: Nutella, peanut butter, and marshmallow fluff. The varieties are endless so that these sandwiches can appeal to any palette, even the finickiest of eaters!
Here are ten books to spark a budding cook’s interest:
Cooking Class Glob Feast!: 44 Recipes that Celebrate the World’s Cultures by Deanna F. Cook
Cook Anime: Eat Like Your Favorite Character – From Bento to Yakisoba by Diana Ault
Easy Peasy Japanese Dishes for Kids!: Easy but Yummy Japanese Meals Kids Can Help to Make by Heston Brown
Japanese Cooking for Kids by Kimberly Ono
Japanese Cooking Made Simple by Salina Press
Japanese Kids Cookbook: A Dedicated Selection of Japanese Recipes for Kids by Sarah Miller
Let’s Make Ramen!: A Comic Book Cookbook by Hugh Amano and Sarah Becan
Super Simple Cooking for Kids: Learn to Cook with 50 Fun and Easy Recipes for Breakfast, Snacks, Dinner, and More? By Jodi Danen
The Complete DIY Cookbook for Young Chefs: 100+ Simple Recipes for Making Absolutely Everything from Scratch by America’s Test Kitchen Kids
The Manga Cookbook: Japanese Bento Boxes, Main Dishes and More! by Chihiro Hattori
Last week, I was reminded of all the ways kids play with language. They are not bound by grammar or convention. They use their imaginations to express what they see and feel. I read a recent post by fellow SOS blogger, Ramona. She wrote about her recent trip to the Oregon Coast with her grandsons. At the end of the trip, she told her grandson Jack, “You make my heart happy!” Jack replied, “Grandma, you make my elbows laugh!” This memory made me smile, and I was reminded of how wonderfully bright children see the world. I guess that is why I have been a teacher for so many years. I love to witness the wonder that little children experience every day. I don’t want to let go of that. I am holding on tightly.
A Little Orange
At the beginning of my teaching journey, I worked at a nursery school. I taught a mixed class in the afternoon of three to five-year-old children. It was a play-based cooperative school, which meant parents served as assistant teachers in some classes. My afternoon class was wonderful because of the students’ mixed ages. The younger children learned from the older ones, and sometimes the older ones learned from the younger ones. One day, one of the girls, Anna, was sad and missed her mother. I put my arm around her and consoled her. Fat teardrops ran down her face. Just then, an older boy, Henry, came up and asked me why Anna was crying. I said, “She’s okay, Henry, she’s just feeling a little blue right now.” Immediately, Henry went over to Anna and patted her shoulder. He said, “Don’t worry Anna, I’m feeling a little orange myself.” I laughed. “What does it mean to be a little orange?” I asked Henry. “It’s a little angry and a little sad mixed together he said matter-of-factly. I pulled Henry close and hugged him too. I just loved how, without thinking, without knowing the conventional idioms, Henry was able to communicate and create his color code of feelings. He didn’t need permission, he just created on the spot.
Dark Muddy Chocolate Brown
When I taught 2nd grade, we would study a new artist every month. We would read about each artist and then try out an art project in that same style or with the same materials. During one of these classroom studio sessions, I set out a still life with colorful flowers and a deer skull since we were exploring the art of Georgia O’Keefe. I set out pots of paint and paper, encouraging students to create what they saw. One of my students, Matthew, who had limited experience with mixing paint, became engrossed in the activity. He dipped and blotted moving from one pot to the next, eventually announcing that he had discovered a new color. “Look everybody!” he shouted excitedly, “I made Dark Muddy Chocolate Brown! He was so excited by his discovery that he gave each of his classmates a sample of his new color, and they in turn added his color to their palettes. That day, Matthew began to see himself in a new light, as someone who could create art out of simple materials. He was the inventor of Dark Muddy Chocolate Brown! That free exploration and the process of reading, writing, and making art, allowed the children to think of themselves as creators of both art and language.
Looks Like Mashed Potatoes
This past Monday, I got to spend recess time with our Junior PreK. Every time I walk out into the playground, three-year-old (now four-year-old) faces run up to greet me with shouts of: “Look at me! Let’s play catch! Tag! You’re it. Come on, RUN!” One of the boys, Ian, ran up to me and said, “It’s sunny.” Ian is an English language learner. His vocabulary has grown tremendously this year. He is now ready to take more risks, reaching out to teachers and peers to express what he is thinking. I wanted to extend our conversation, so I said, “Yes, it’s warm today and look at those big white clouds.” Ian looked up and said, “Clouds.” I replied, “That one looks like a turtle. And that one looks like a pirate ship.” I exclaimed. Ian kept looking quietly. Emma heard our conversation and looked up at the sky intently. “I see a big doggy and a fish over there,” she said, pointing. Emma and I kept looking and listing all we saw in the clouds: a castle, a banana, a tree, a giraffe, even an elephant! Ian looked up watching the clouds. Then Brittany came over and looked at Emma and me. She looked up at the sky, “Don’t be silly,” she said, “They all look like mashed potatoes,” and walked away. I laughed. There has to be one practical one among the dreamers, I suppose. The children played for the rest of recess, running, skipping, digging, and sliding. As we were about to go back inside, Ian tugged at me and pointed at the sky, “Dragon,” he said with a smile. I smiled and looked up into the sky, “Yes, a dragon,” I said. There stood another dreamer, who skipped happily inside.
As the school year wraps up, I have been thinking about how important imagination is for learning. I think about how we don’t so much need to carve out time for play, but just need to step aside and trust the children. They know what they are doing. They can take simple items – a stick, a rock, a box – and create a whole kingdom. They can take simple words and create a language that is expressive, creative, and unique. They can build messages that surprise and inspire.
I have been teaching for over four decades. That’s amazing to me because as a young girl my interests flittered from one thing to another. I never thought I would do one thing for so long, but this one thing has brought me so much joy. I really can’t imagine a time when I won’t be doing it, but I know that day will come. And it is approaching more quickly than I want it to. I push that thought away, and I focus on the children. This year, I am teaching study skills to three groups of 4th grade girls. They’ve learned about time management, planning, organization – all those essential executive function skills. Now it’s May. They are tired and distracted, and so am I. I call it PES – Plexiglass Exhaustion Syndrome. This year has challenged us to stay focused and on task even with masks on that distort our speech and breathing and plexiglass that distorts our view and interactions. A couple of weeks ago, I bent down and peered through a plexiglass-lined desk and said, “Girls, I am so proud of you. I know this year has been hard learning like this. So, for the last few weeks of school we will be doing a project on play. You all will get to create something that shows why play is important. It can be a game, some artwork, a persuasive essay, a brochure, a model of a playground, a video, anything you can imagine. The girls were intrigued by the idea and asked many questions. It took some a while to believe that I was serious. That we were, indeed, going to study PLAY.
Behind the scenes, I was as excited as my students. I quickly put together all the important information I wanted the girls to know about play. I found video clips of animals playing, psychologists talking about play as a human right, and children giving TED talks on the importance that imagination and recess has on learning. I created a wonderful slideshow to start off our project-based study of play. I couldn’t wait for my first class.
Tuesday came quickly, it was a beautiful warm sunny day. I was so excited to start my presentation, but when I got into the room, the girls clamored around me begging to go outside for a five-minute recess. I couldn’t in good conscience say no to them when the whole essence of my lesson was how important play is to learning, so they went out and rolled on the grass, hung from monkey bars, and pretended to be dragons. Our five minutes turned to fifteen by the time we got back to the classroom. That was okay. I still had time to show most of the slideshow. That is, I had time as long as the technology cooperated. And of course, as these things go, the technology didn’t cooperate. I couldn’t get the sharing screen to work to begin the presentation. I pressed all types of buttons. Nothing worked. The girls began to lose focus, and the room became loud. Several of them rushed up to me asking all kinds of questions. I put my hands up and said quietly without thinking, more to myself than to them, “I am overwhelmed.” This is something they understood – this overwhelmed feeling – this year. They returned to their seats. The got a little quieter. I asked them to go to the link that I had posted so they could watch the video individually. This is not what I had planned. My lesson was falling apart. I wanted it to be a group experience, but it might be able to be salvaged a little. I sat down and continued to fiddle with the share controls. Then one of the girls came up to me and handed me a bottle of spring water and a little packet of iced tea mix. “Open the water. Put in the packet of tea. Shake it up. I do this all the time for my mother when she feels overwhelmed. It works.” I looked up at her in wonder. “Go ahead,” she said, “You will feel better.” So, I did. I followed her directions and took a deep breath. I fiddled with the controls once more, and of course as luck would have it, they finally worked. But alas, it was too late to view as a class. The girls were all watching on their own gasping in surprise and laughing. I had a chance to sit back, observe, and sip my mango-flavored tea. My students were engaged in the content, commenting as they went along. Some students told me that they often get overwhelmed and that it was okay. Everything had worked out. I thanked the student who provided the magic tea, and told her that it did, indeed, work. “I know,” she said confidently with a smile.
Play is important, but so is compassion, understanding, and empathy. That day, the girls understood this deeply. And I began to understand also. I could have focused on all the things that went wrong with this lesson, all the content I did not get to share, all the things I should have done. Instead, I reframed those thirty minutes as the room I made to show loving kindness and compassion. Something that is in increasing short supply in our world. I told the girls that I am very lucky because my work – teaching them – is my play. If you love the thing you do and are passionate about it, then it is play and you can do it forever. When you play passionately, others feel your joy too – and it spreads – that is the silver lining.
This post is dedicated to my cousin, Jeanne, who is like a sister to me. This past year, she had taken care of her husband who lost his battle with cancer last week. It has been a long painful journey and though I tried to provide comfort, I knew there was little I could do to truly help her, so I did the only thing left to do – I listened. My mother would always tell me how kind and considerate Jeanne was. She appreciated Jeanne’s cards and visits. My mother made me promise to watch over her. I would have done so anyway. Jeanne has the most compassionate heart. She is one of those people who are earthly angels. Jeanne encourages me with my writing, lifts me up when I am feeling almost hopeless, and tells me stories to make me laugh. She is the best friend-cousin-sister anyone could ever have! The best offering, I can give her now are my words and my pictures. I hope this small offering brings her peace and makes her know that she is greatly loved.
Walking up the steep,
Through the cathedral
I breathe in
their vivid color
And let out a slow
I am present
To God’s glorious
Here in the garden
Spring has arisen
All is right with the world:
Squirrels feast on seeds
In the undergrowth,
Birds on the branches sing,
My soul takes flight.
The following poems are in a form I hadn’t known about until last week. Fellow blogger, Ramona, had written a recent post containing a lovely golden shovel poem, which spurred me to try this form. It is a very comforting form because the writer takes a short quote that is meaningful to her and then use it as the base of her poem. It is a seed from which the poem grows. It also takes brain power to puzzle out how to combine one’s ideas with that of the original writer’s words. The last word in each line of the poem reveals the original quote from top to bottom. I think this is a form that I will continue to play with and have my students play with.
Three Golden Shovel Poems
The Earth Laughs in Flowers. – Ralph Waldo Emerson
Daffodils, hyacinths, and the
Tulips brightly bloom upon the Earth
All the green garden laughs
Exuberantly, right out loud in
A brilliance of flowers.Where Flower Bloom so Does Hope. – Lady Bird Johnson
April turns to May where
raindrops become flowers
pink, yellow, orange, purple bloom
up through the green so
quietly, so spontaneously does
this garden restore my hope.With the Coming of Spring, I am Calm Again. - Gustav Mahler
Dark clouds fill the sky with
An abundance of rain, the
Drops fall to the ground, coming
Faster and faster, all of
A sudden it’s spring -
Green and glimmering, I
Turn my face to the rain, I am
Suddenly peaceful and calm
Spring is within me again.
There are many things I love and enjoy about teaching – presenting concepts, sharing ideas, being witness to creativity and discovery, but the one thing that is most important to me is connection. I know that connection is key to student understanding. Without connection there are just untethered ideas. And that is why I absolutely love the time I get to sit down with student writers and talk about their work. Many teachers are not comfortable with this part of writing workshop. They are tentative. They are not sure what to say. They focus on errors in grammar or spelling to guide them, instead of homing in on the content and meaning. In Writing Workshop: The Essential Guide, Ralph Fletcher and Jo Ann Portalupi note that, “We should expect plenty of failure: false starts, blank pages, misspellings, and so on. Failure is an integral part of how people learn. But we also need to build on their strengths – take notice of and celebrate a great work, sudden twist, surprising image…” Teachers might, indeed, start by asking students to create an “I can be” list. In this way, the children can explore and ponder all the possibilities that lay ahead of them.
Fletcher and Portalupi suggest that these questions might help you “read” the student you’re working with:
What can I learn from her body language? Does she seem “up” and engaged, or listless and bored?
What kind of writing is she attempting? Is it a poem? Fiction story? Personal narrative? Information piece? Notebook entry?
Where is she in the process? Has she just begun, or is she almost finished?
Is this a genre she has never before tried?
What are her strengths as a writer?
What is she ready to learn?
What surprises me about the student?
In order to promote reflection and make conference time more productive, teachers might ask a student to re-read her writing before the conference. Ask the student to put an asterisk next to the place in her writing where the writing worked well. Then ask her to put a circle in the margin next to the place where the writing needs more work. This will help to shorten and focus conference time, and build the scaffolding needed for the student to become an independent and confident writer.
The most important job of the teacher during writing conferences is to listen intently to the student-writer. Try to put everything out of your mind and be present as a listener. Think about how the student’s writing is affecting you, and then let her know how her words have moved you. Do not focus on errors and weaknesses. Rather, give specific, concrete praise: colorful details, a funny moment, a surprise ending. As Lucy Calkins says: “Teach the writer, not the writing.” Give the student one strategy to add to her repertoire of writing skills. In this way, she’s not just fixing this one piece; she now has an extra tool to use on all her writing!
A number of years ago, I read Katherine Bomer’s book, Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing. Bomer urges teachers to search for hidden gems in student writing by focusing on author style, purpose, and language, rather than concentrating on mistakes. She encourages teachers to make conferences celebrations of student writing: “My hope is that as teachers we can respond to all students’ writing with astonished, appreciative, awe-struck eyes.”
As a Curriculum Coordinator, I no longer have my own band of fearless writers, as I did when I was a classroom teacher. Now, I have to invite myself into classrooms and talk to students about their work. Teachers are happy to share their conferring time and I get to see students in all stages of writing development: from the Kindergartener who diligently labels her drawing, to a 2nd grader who is learning to add dialogue within a complicated fairy tale variant, to a 3rd grader who is constructing a speech using biographical information, to a 5th grader experimenting with forms of poetry. I wonder at the complexity that writing entails, and I am now beginning to fully understand why writing takes time and patience and presence.
This week I was once again reminded of the importance of being present – of stopping what I was doing – and listen. I was reading through the students’ submissions to our literary magazine, Spark. I nodded, I smiled, and I laughed out loud. The children boldly put their thoughts and feelings on paper in the form of poems, letters, stories and articles. They chose pieces that were important to them. They chose pieces that whirled them away into fantasy and pieces that sunk them back down into COVID reality. As I was reading, I gasped as I came across this gem from a 5th grade writer. This skinny little, brave poem stood up and demanded to be recognized. I read it again to myself. Then, I read it aloud and said, “Wow! Now there’s a poet!”
This poem stands up straight and speaks for itself. I couldn’t wait to talk to the student-poet. I couldn’t wait to tell her how much I connected with the poem – how important it was. The next day, I came into school early, hoping to catch Chelsea before classes started. I found her in her classroom organizing her desk, and I motioned for her to meet me in the hall. She looked a little surprised and I added, “You are not in trouble. I have something wonderful to share with you.” She came out into the hall, and I told her how much her poem meant to me and how powerful it was. I told her that I was putting it at the very end of the magazine because it was so very powerful that I wanted to end the magazine on a strong note. I could see her smiling behind her mask, and I was so glad I took a few minutes to connect with her face to face. Then we went on with our separate days until I got home later that night and found this waiting in my email inbox.
There is no doubt that Chelsea is a writer – no doubt that her strong opinions and emotions will enlighten the world. And there is no doubt that connecting with student writers is of the utmost importance. Writing is so much more that spelling, grammar, and punctuation – those skills will come in time. But the students’ lives and how they express their experiences help them better understand and cope with this swirling world around us. Take a moment. Sit down. Listen.
Books About Teaching Writing
A Fresh Look at Writing by Donald Graves
After the End: Teaching Learning Creative Revision by Barry Lane
A Time for Wonder: Reading and Writing in the Primary Grades by Georgia Heard
Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard
Craft Lessons by Fletcher and Portalupi
Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice by Ruth Ayres and Stacey Shubitz
For the Good of the Earth and the Sun by Georgia Heard
Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing by Katherine Bomer
How’s it Going? A Practical Guide to Conferring with Student Writers by Carl Anderson
In Pictures and In Words: Teaching the Qualities of Good Writing Through Illustration Study by Katie Wood Ray
Inside Writing: How to Teach the Details of Craft by Donald Graves and Penny Kittle
Revision Toolbox by Georgia Heard
Study Driven: A Framework for Planning Units of Study in the Writing Workshop by Katie Wood Ray
Teaching the Qualities of Writing by JoAnn Portalupi and Ralph Fletcher
The Art of Teaching Writing by Lucy Calkins
The Journey is Everything by Katherine Bomer
Writing: Teachers and Children at Work by Donald Graves
Writing Workshop: The Essential Guide by Fletcher and Portalupi
I have long believed that play is the heart of learning. In play, we create, take risks, fail, recreate, and grow. In my teaching, I offer children experiences in play with numbers, scientific principles, philosophical concepts, art, and language. These forays into learning always result in new and deeper understanding, and surprising discoveries. This week, I continued to think about poetry as play and encouraged 4th grade students to play with using Spanish words to enhance their poetry.
The students recently completed reading the mystery, Me, Frida, and the Secret of the PeacockRing by Angela Cervantes. The story centers around the theft of artist Frida Kahlo’s priceless peacock ring. The author added some Spanish words throughout the story to give her readers a connection to Spanish language and Mexican culture. Frida Kahlo often added words to her paintings such as “Viva la Vida.” Frida was a master at creating vivid images with paint to express her feelings.
After looking at many of Kahlo’s paintings, I asked the students to create vivid images with words by writing a poem using both English and Spanish words. I supplied them with a list of Spanish words and phrases used in the book and encouraged them to also add their own Spanish words to their poems. The students could write poems about something from the book or from Frida’s paintings that they had seen. I told them not to be afraid to play with words and ideas. I suggested that they should write a few poems and decide which ones they liked best.
Here is the way I explained how to build a poem with Spanish words:
Here are examples of poems I created to use as mentor texts:
Una Buena Amiga
Viva la Vida
Free Bird, Pájaro Libre
Take flight like the wings
of a wild bird
Pero con una gran imaginación
She flies free
High over Casa Azul
High over Ciudad de México
Sailing through the air calling,
I’m am here!”
Here are two student examples of playing with this concept:
I want to explore this concept of using multi-languages to express feelings and ideas. I realize that many students who are English Language Learners could excel at this activity and be class leaders in integrating two or more languages. How wonderful it would be to weave a student’s first language into their English poems and stories. I plan to play with this idea, build upon it, and see where it leads.
After walking in the park recently and witnessing a loving moment, I wrote this poem. I wanted to combine my experience with the words of Chilean poet, Pablo Neruda. I use my own poetry practice to help me formulate how to present these same ideas to children.
Picture Books about Frida Kahlo
Frida by Jonah Winter
Frida Kahlo and her Animalitos by Yamilet Maldonado
Frida Kahlo: The Artist Who Painted Herself by Margaret Frith