Channeling my inner Mr. Rogers

pink treeI’ve always liked talking to students, even if they’re “in trouble.”  I find it healing for me and for them.  I “channel my inner Mr. Rogers,” and try to see the world from a kid’s perspective.

When we moved to remote learning last month, I knew we had use video to bring our presence to the students—our inner “Mr. Rogers.”  We scheduled bi-weekly video conferences with classes (“office hours”) and taught teachers how to make video lessons.

However, at the beginning, a few teachers were camera-shy and made video lessons without their faces showing (the “screencasting” program we’re using gives the option of presenting a lesson with or without a video image of the presenter, so kids might just hear a voice narrating a Powerpoint).  I made two points to the teachers: one, in a school of English Language Learners, it’s crucial for kids to both hear and see the language being spoken.  Two, the kids miss us. Continue reading

Why I love 9th graders

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9th graders’ watercolors in art class

I love 9th graders; this week, I experienced again why.

Periodically, I visit every classroom to deliver a quick “check in” or important message.  My visits can be to remind students of an expectation (“Let’s keep our cafeteria clean”), say “Thank you” for an exemplary behavior, or reinforce a value we’re teaching, like persevering through a challenge.

Our building had recently had a rash of false fire alarms being pulled by students from other schools, causing building-wide evacuations.  To be proactive, I visited classes with my assistant principals to remind students of expectations when we evacuate, and to explain the consequences of pulling an alarm. Continue reading