gplastrik.bsky.social
MG and YA reader, curator of learning experiences, parent, executive function coach, baker, and poet. I work toward a more just world with little choices every day.
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(9/9) It isn't a happily ever after, so much as a story about how he learned to protect himself a little from compliance models of school.
Schools can do better.
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(8/9) And I watched this brilliant 2e kid decide to tuck the brilliance away, but he came to me, and we talked it through, and he was able to make choices about what he was doing and how because he had seen what could be. He set boundaries and could advocate for himself.
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(7/9) He made choices about masking his ADHD in my room. He learned he was safe. He wasn't exhausted by compliance. He rebuilt relationships with peers. They loved having him as a partner.
And then the next year, all the teacher wanted was compliance.
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(6/9) And he never knew what a gifted and amazing thinker he was because that compliance took all of his mental energy.
The things he learned he brain could do when school bent just a little to who he was were truly AMAZING.
He also learned that he loved learning and could like school.
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(5/9) They trusted me enough to agree. And we all had to experiment and work hard to get the systems right.
And here's the thing...this wonderful and amazing kid had spend NINE years of school complying and learning to "behave" by not tapping his knee constantly and suppressing his emotions.
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(4/9) Meanwhile...back to this student....
His family said, "He does better in really strict classrooms. Don't let him do X."
I said, "Would you be open to trying X strategy to see if he can learn how to regulate before entering the classroom?"
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(3/9) Students had choices about seating/standing spaces, lighting, connections to learning, & ways to express & monitor how they wanted to show up. I helped them connect their values to their actions.
This was almost always messy at the beginning of the year, AND we built a community.
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(2/9) You need some context:
My classroom was as removed from a compliance based classroom as I could get within the school system. There were grades and grading policies I had to follow. There were cell phone rules that I had no choice on.
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Welcome! I added you to the feed!
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I mean. ..I did forfeit that because I was missing out on being with my own child for her huge moments and celebrations. There will always be new students to teach, but these years with her are the only time she and I get to live them.
It is great you love the work & your Ss are lucky to have you.
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National History Day had an annotated bibliography. If organized by subquestion, that gets pretty close to a lit review.
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I love to use "Now you're ready for ___" in this situation.
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I work with students in schools across the country. The amount of writing, if shifting, is shifting because of a tendency to teach analytical paragraph structure in 5th grade and then emphasize academic, formulaic writing. Stories and personal narratives happen in journals or not at all, generally.
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There is no perfect solution to this.
I needed more time with my family and took a break from the classroom.
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I tried to explain things like this at B2SN. And I would say things in class like, "A consequence of doing your work late is that you have to wait for me to have time to grade it to get your feedback." I graded big assignments in the order they were submitted and returned them in that order.
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I would change it to "turned in, but not graded" the day it was submitted or "turned in late" depending on the grade book. I did that at the end of the school day every day- approx 15 min. Then, I used family time on a weekday evening as the do late work day.
Not perfect, but no complaints.
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Some of her work is really dated, but Agatha Christie knew how to craft tension in a scene. You would definitely find something in The Mousetrap.
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Not a play, but I used to use "Hills Like White Elephants" as an example of what dialogue can do.
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www.seattleaquarium.org/animal/bowmo...
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I just learned about Guitar fish, and I am fascinated!
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Also, it has a global feel in a #charterforcompassion and #globalcitizenship #sdg way. Kids from all over attend the school and because of magic, language is not a barrier. They learn about doing their part and the costs and benefits of that responsibility.
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Have you talked to Nick Covington of www.humanrestorationproject.org
Their conference this summer has some of the pieces you are thinking about, but not edcamp style. Yours could almost be a conference add on... like a literacy bonus day
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Puppy at the beach!
Take care!
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It seems pretty limited to assume that any activity won't work for all ND people. Scaffolds, conversations, and supports can go along way to making any assignment accessible and the ND label is a wide umbrella that includes 2e and gifted individuals.
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When we were in the selection process, I had a great convo with Glenn Whitman at the CTTL. I suspect he will have resources for you.
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I always felt a little odd introducing software into discussion management because discussion was the heart of class. I have heard people like socratic. I used it once during distance learning. Either smmught be good for some teachers and classes.
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I loved this and focused on sentence construction every Wed. when I was in the classroom.
I REALLY appreciate it now in a support role. I take a lot of dictation to support dyslexics, dysfraphics, & ADHDers. I find myself holding back on sentence craft comments more than just about anything else.
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I have this on hold at the library. We are excited for our turn!