Rethinking Research Part #2 (Finally)–Using Student Research as Assessment and a Tool For Critical Literacy

I warn you now, this might be my longest blog post ever (which is saying a lot). If anyone actually makes it through this thing, I am going to be really impressed!

Many months ago, I wrote a blog post explaining the very beginning stages of our inquiry circle research. In that post, I discussed how my students chose topics that were of interest to them. The parameters that I gave them were that they needed to choose a current social issue that they wanted to learn more about in order to develop a belief about the issue and take some action to create positive action connected to that issue in the world outside of the classroom. Once their topics were chosen, I asked them to identify their current knowledge AND work to identify potential biases they were carrying about that topic. I wrote about that entire process in the last blog post.

Now that several months have gone by and I am just now finding time to get back into the swing of writing here, I wanted to continue the series of Rethinking Research. In this post, I want to take some time to think about how we can rethink the research process that we ask our students to go through so that we can use the process itself as a form of assessment and also as a way to teach our students a process of critical literacy that they can walk through on their own in the world outside of our classroom.

When I set out to plan the work that we would do in our inquiry circle unit, I thought about our Common Core Standards, I thought about our district reading and writing units and learning targets, I thought about Teaching Tolerance’s Social Justice Standards, and I also thought a lot about how I WISH that people in this world would go about learning about the complex situations that we are living in. From all of these places, a list of learning targets was born. I shared these in the previous post, but here they are again: img_5554

I written a lot about how important I feel that it is to take the literacy curriculum that we are required to bring to our students and wrap that work in something bigger, something more meaningful, something that can change the world. I’ve started to call this a type of revolutionary reading and writing. So I have worked to weave as many reading and writing skills into our inquiry circle work and raise the level of that work by also working in social justice standards and the skills that I wish people out in our world had.

But within all of that, I am still responsible for assessing my students. At times, these goals seem unwilling to coexist. The idea of meeting the common core, making sure that I assess my students’ meeting of the common core and also doing the kind of work that makes me believe that I am preparing my students to use reading and writing to make this world a better place. For many years, it felt as if these things could not occur simultaneously.

And then recently, I have shifted my thinking. I have seen that once I have identified my learning targets, assessment REALLY becomes simply collected evidence that shows that students are meeting these learning targets. We get so caught up sometimes with the world “assessment.” It feels so dirty. But if we can pull ourselves away for a moment, from the big business of standardized testing, if we can pull ourselves away from the noise and the nonsense, and look at assessment as simply collecting evidence from student work to show us how our students are doing or not doing what we want them to do, then it is suddenly possible to see how all of the things that we want to do can occur at the same time. We do not need a separate task, a final product, a manufactured scenario in order to gather evidence of student learning. That evidence can be gathered within the work itself.

This requires two things. 1) A specific knowledge of what you want students to be able to do and 2) A space for students to provide you the evidence over time of how they are learning to do those things.  And the beauty of this is that ALL of this can be wrapped into meaningful work. So as I am working to teach my students how to responsibly learn about complex social issues while considering multiple perspectives and centering the voices of those directly affected, I can also be gathering evidence of how they are learning to do the things that they will be assessed on in our district’s report card.

So how does that all happen?

Well, once my students have chosen topics and worked to identify the biases they might hold about these topics, it is time to dig in to their research. And as soon as this research begins, I work to collect evidence of what they are learning how to do.

The first learning targets that I introduce are:

I can synthesize new information WITHIN one single text in order to grow my understanding of a complex topic.

I can recognize how specific information affects my understanding of a topic.

If these are the things that I want my students to be able to do, I need to first model for them how to do them and then guide them through the work of doing these things themselves.

So, each year, I chose a topic that is currently being talked about in the media and that none of my student groups have chosen. This year, that topic was DACA. Now I know that there are teachers who struggle with teaching topics like DACA because there is this pervasive belief that we somehow are supposed to keep politics out of our classroom. First of all, we have NEVER kept politics out of our classrooms. Every book that we choose to read or not read, every textbook we choose to purchase or not purchase, every topic we discuss or refuse to discuss, it is all political.

I do not know where this supposed line of political or not political is supposed to be drawn, but what I do know is that I owe my fifth graders an opportunity to learn HOW to learn about a topic as complex as DACA. I owe them the opportunity to teach them how to wade through the noise of the media and understand the issue underneath. I do not want to teach them WHAT to think, but I do feel a heavy responsibility to teach them HOW to think. How to think for themselves. Independently of their parents, independently of their peers, independently of the headlines that are screaming for their attention. So that is what I do.  And I can do this by teaching them a process through which they can look critically at the media they are consuming in order to reach a more accurate understanding of a complex issue.

I took the topic of DACA. I began with a single article. A news article that I took from Newsela. Might I just stop for a moment here and mention how Newsela has revolutionized the work of inquiry. It has provided this incredible source of articles dealing with current social issues that are accessible for all of our students. I am incredibly grateful for the resources they give to this world.

Before I began reading the article to my students. I introduced the idea of synthesis (which is one they have heard in many previous grades) and explained how it might look as we work to understand a complex social issue.  I told them that as I read, I would be looking for the pieces of information that had some affect on my understanding. Using the chart pictured below, I went through some of the ways that pieces of information might affect my understanding.


After going through this chart together, I projected the article on the board for all of us to look at together.  Since all of the research that my students would be doing with this project is digital, I wanted to make sure that I modeled how I would research with a digital article. So I began to read out loud. And any time I encountered a piece of information that affected my thinking, I stopped and shared out loud my thinking. I then highlighted the piece of the text that led to my thinking and copied it onto THIS NOTE TAKING DOCUMENT. (I will come back to this document in a moment as it is an incredibly important piece of evidence that I use in order to assess my students).

I pasted the lines from the text into the first column of the chart on the top of this document. In the second column, I modeled how I could track how it affected my understanding of the issue and then finally, in the third column, I coded HOW this information affected my understanding.  We ignored the rest of the note -taking document on this first day and only focused on the first chart.

As you can imagine, this work caused me to move slowly through the article I was looking at. I told my students that this was exactly what I hoped would happen. When my students research online, they tend to read less carefully. When they are reading articles online, as opposed to on paper in front of them, they often do not make it to the end of the article. I believe that there are a different set of skills that we need to teach our students when they read articles on line and this work provides the perfect opportunity to do that.

On that first day, I probably only got through two or three paragraphs of the first article. And that is okay. Because it was then time for my students to try this work for themselves and to begin to collect evidence of how they were able to meet these first learning targets.

So after some modeling, I told my students that it was there to turn to try. They each had their own NOTE TAKING DOCUMENT that I assigned to them through Google Classroom.  And on this first day, I told them only to worry about the section of the note-taking document that I modeled for them, the chart at the top of the note taking document. They were not yet responsible for doing any of the sections that I did not model for them yet.

And for this first day, I found articles for the students to use. Though this work is inquiry and though part of our work would be locating sources, the first weeks of our work were really focused on the skills of HOW to read and synthesize. In order to make that manageable, I curated resources for each of our inquiry circle groups. I built a Padlet for each group and began to put resources there for the students to use. Since I began with online articles, that is what I first posted to the Padlets. I put two or three articles on each group’s Padlet and allowed students to choose from those. Here is an example of one of the group’s Padlets, but please know that this is from the END STAGES of our research when the students took over the gathering of resources.

So I then sent the kids off to work. I sent them off to work knowing that many of them were not ready, but also knowing that the best chance that I had to teach them what they needed was when they were actually IN the work and I could guide them through that work. So as the kids went to their articles and began taking their notes, I used my time to confer with students and notice patterns and step in to guide and teach and instruct. And while all of this was going on, I was also able to gather evidence of what my students were able to do.

And then on the next day, I modeled again. And the kids kept working. And if they finished one article, I asked them to choose a second article to work on. They created a new, blank note taking document and continued to gather evidence of how they were meeting the learning targets we had been working on. And I continued to confer and pull together small groups and work to push their learning forward. I talked not about WHAT they were reading and thinking, but HOW they were reading and thinking. I did not push them to believe one thing over another, but I pushed them to notice what they were reading and how it affected what they were thinking and understanding.

And on the day after that, we looked at the next section of the note taking document which dealt with how we synthesize at the END of a text. And so I introduced the chart below and then modeled for my students how I could document my end of text synthesis in writing. And then after I modeled this, I told my students that when they reached the end of their first article, I now expected them to do this work. And if kids had already finished articles and moved on to a second article, I asked them to go back and try to complete that section. And again, I worked to confer and pull small groups and instruct while my students themselves were doing the work.


And then after that, we started to focus on some new learning targets.

I can use questions to seek out information to better understand a problem/issue instead of making assumptions.

I can recognize when voices are missing and seek out sources that amplify and highlight those voices.

For these learning targets, we looked at the final sections on the note taking document.  Again, I modeled how I kept track of whose voices where heard in the articles I read and also pushed myself to think out loud about who might be affected but was NOT having their voices heard in the articles and we began to talk about where we might seek out these voices.

At this stage of the research, I was still supplying all of the articles and I made sure to pull articles that contained a variety of perspectives and also a variety of directions that the students’ research could head. We talked about how the first days of research can feel directionless and scattered, but how those are the days that will help them to pick a direction and an angle and a lens through which they want to dive deeper into their topics.

And after about a week of focusing on synthesizing within just online articles, we started to look at how we could do this work with other types of media.  Here are the charts that I used for that work: IMG_5546IMG_5545IMG_5544

Each time I introduced a new chart, I also modeled using that specific type of media source. And then, I added options of that specific type of media source to their group Padlets to allow them to practice. They were asked to use the same note taking document as they practiced these skills across a variety of types of media. And I continued to confer and pull small groups to guide them through this work.

This work took us through several weeks of class time, probably three weeks in total. And during these stages, yes, the work of curating resources was intense. I spent many nights gathering resources that each group might be able to use, but it was important to me that they have quality, reliable resources at this stage of the work so that they could focus on learning the skills of how to research without having to worry yet about gathering resources themselves.

After several weeks, it was time to focus on a new learning target.

I can synthesis information from MULTIPLE sources to help me understand complex issues from multiple perspectives.

And so, I pulled my students together and modeled for them how I could take information from ALL of the sources I had looked at so far and begin to reflect on my overall understanding that I gained from each source AND the overall understanding that these sources led to about my topic in general.

And again, I needed to provide my students with the space to show me how they were abel to do this. And so, I asked them to use THIS DOCUMENT to synthesize ACROSS the multiple sources they had looked at. And after modeling how to use this document, I sent them off to fill out the document for themselves. They each received a copy through Google Classroom and as they worked, I continued to come around and confer.

The next day, they met with their groups and shared their current understandings and then went back to their documents to fill in the final section of this document which provided evidence on how they were able to synthesize the perspectives being shared by the other people in their group.

After all of this work, they were finally able to make a plan with their groups on how they wanted to move forward with their research. It was at this phase that I told them that I was going to hand off the gathering of sources to them.  At this point we entered what I liked to call, “Phase Two” of our research. Now that they knew a bit more about their topics, they were ready to select a direction that they wanted to head. As a group they might all head in the same direction or they might all veer in different directions. I was okay with whatever worked for them. To figure that out, they met with their groups and filled out a plan for their research. THIS IS THE PLAN THAT THEY FILLED OUT.

At this point, my incredible librarian, Monica, stepped in to guide my students in how to seek out the resources they would need. She covered how students needed to be aware of accuracy, bias, and currency when they were searching for sources. She covered bias in different types of media outlets. She taught them how to use our online databases. She taught them how to perform more efficient google searches. And she did this all AS my students were engaged in the work. These were not isolated lessons, these were lessons that my students needed in the moment to do the work that they were engaged in. I could not be more grateful to have her as a partner in this work and my students have benefitted so much from her expertise.

As they started to gather their own sources, I no longer needed them to use the extensive note taking document from our first phase. Those note-taking documents had served their purposes. I had more than enough evidence of the how they had met our learning targets. And so I provided them with a second NOTE TAKING DOCUMENT that better reflected these phase of our research.  This was the one document my students would use for the rest of their work and the rest of their research.

After our lessons in the library on how to find reliable resources that represented a variety of perspectives, our final set of lessons focused on how my students would finally be ready to start to form their own belief, stance and claim about the topics they were studying. Here is the chart that I used to begin to introduce that idea: IMG_5542

In this final phase of our research, right before we are ready to think about how we will use what we have learned to take action through writing, we spend time learning about how we form beliefs. And, more importantly, how we tie those beliefs back to the research that we have done.

So at this point, I am indeed modeling how I form my own personal beliefs for my students and I recognize that will make some teacher uncomfortable. But here is the think, I am connecting all of this back to the research that I have done. I do a lot of modeling of how I notice patterns in what I researched, how I agreed with some opinions shared and disagreed with others, how I noticed the statistics that made me feel something, how I picked up on the research that angered me, and then I pulled all of those things together in order to form a belief based on fact and not simply on sensational headlines. And I will tell you that no one seemed to complain. Because I was tying it back to the research I had done in front of my students, because this was the work that I was asked my students to engage in, what they saw this was NOT as a way to preach my beliefs, but rather as a process through which I was teaching them to identify THEIR OWN beliefs.

And then, I asked them to go off and do this work for themselves or with members of their groups. And I asked them to document this work as it was taking place on their phase two note taking documents. And I think that is really important. As they watched me model this process, they saw how I was reaching my own beliefs, and then I asked them to do the work for themselves so that they could reach their own beliefs based on the research they had done.

And the process they were using, the process I was teaching them, was one they could use again and again in order to do this work without me. In order to read critically out in the world so that they could do better and be better than many of the models that they have in this world we are living in.

By the time all of this work was done, by the time they were ready for the action phase, I also had gathered an incredible amount of evidence of how they were doing in terms of learning targets. Maybe one day I will have a rubric to use in order to score their research notes, but maybe not (to be honest). Our district uses a 1,2,3,4 standards based-grading system. And what I tell my students is that if I see evidence on their note taking documents that they have done all that we have learned how to do, then that is a 3 for the learning targets we have covered. if I see evidence that they are able to do these things, then that is a 3. If they are going beyond what I have showed them how to do on these note taking documents, then that is a 4. If they are close to doing the things that we have learned to do, that is a 2 and if they are giving me almost no evidence that they are able to do the things we have learned to do that is a 1.

It is by no means a perfect system, but what it does allow me to do is to use the actual research as an assessment. I do not need to now create something separate, something detached from the meaningful work that we are doing, something that serves no purpose out in the world. I can simply gather evidence from the students’ own work. Work that matters to them because it matters in this world. That is the kind of assessment that I can live with.

If you have made it this far, let me tell you how incredibly impressed I am. I probably should have split this behemoth into multiple blog posts, but here we are (or at least here I am).  In my final blog post of this Rethinking Research series, I will go through the work that we actually did with all of this research in order to attempt to create positive change in the world outside of our classroom.



In Need of a Rest

Today is a quiet morning. My school year ended yesterday. This morning I walked my almost-kindergartner daughter to school. And now I am sitting here at home. Drinking coffee. Surrounded by pets. And there is quiet.

This summer, I am search of more quiet.

This year has exhausted me. It was such a good year. The kids I was lucky enough to learn alongside were such wonderful human beings. They were my constant rays of hope. But the world outside of my classroom. It has exhausted me this year. In many ways, this has been a year of fighting.

I have fought within my own school to create more inclusive spaces. I have fought against those who claimed I had an agenda that was overshadowing the needs of my students, I have fought against those who claimed there were no problems to solve.

I have fought with those beyond my own school. I have fought against those who claimed that I was causing trouble by pushing back against a world that alienates children and families who don’t fit into the stereotypical mold of a mother-father headed family.

And I have fought against the world in general. I have worked alongside my brilliant students to help arm them with tools to notice and fight against injustice they see in the world. We have fought against those who claim this work is not for fifth graders. We have fought against those who claim that we are not ready to do this work.

And through it all, I have fought for my own little family. For us to be able to hold on to the rights that we have gained. I have fought for us to be seen. To be allowed to just be. To be able to walk through this world without fear of being treated differently. I have fought for my five year old to be able to live in a world where she does not need to explain that her family and her two moms are a family just like everyone else.

And in many ways, I am grateful for the fight. Because I should be fighting. I think that if we are not angry, we are probably not really aware of what is happening around us. I think that if we are not fighting for something, we are probably not really paying attention. And, also, I am sitting in a place of incredible privilege and if I am not using that privilege to fight, then I am as much of a part of the problem as anyone else who remains silent. So I am glad that I am fighting.

And, also, I am tired. And looking forward to a break. I want to remember what it is I am fighting for. I want to find the joy in the quiet and simple moments. And so I look forward to this summer in order to do just that. Because we teachers should not be judged by what we do during our summers. Instead, we need to be judged by what we do with our students. By the work that we choose to engage in with our students. By the ways we run our classrooms. By the way we love our students. How we spend our summers should simply allow us to do all of that in a better way. And for different people, that means different things. And at different times, that means different things.

Some summers I have felt the need to get ready. To prepare. To arm myself with what I would need to enter into the next school year ready to do good work. But this summer. I instead feel the need to find the quiet. Find the peace. And that is what I hope to do.

So as I search for quiet this summer, I also hope to get caught up on this space here. On my tiny corner of the internet. Because there is work we have done this year, that I have simply not had the energy to write about and I want to share that work and I want to share the hope my students have brought me. So I will focus on that. On sharing what we have done. Because there has been so much good work this year. Amidst all the fighting, and all the sadness of this world, my students have been my hope. And I am eager to share all of that here.

Happy summer everyone.



I Do Not Fit Easily Into This World

I do not fit easily into this world. My family does not fit easily into this world.

I remember the first time I felt the sting of how uneasily my family would fit.

My wife and I had brought our daughter home from the adoption agency not three days earlier and we were scheduled for our first doctor’s appointment for her. My wife and I were both still off of work, so we went together, with our 1-month old daughter, to the appointment. After being called into the doctor’s office, we sat down and the nurse began filling out the computerized forms for our daughter. After asking for my name, she then asked for my wife’s name to add to the form. After a few seconds of typing, she looked at the screen, somewhat puzzled. “Hmmm,” she said. “The computer isn’t going to let me put more than one name in the box for mother. Well, one of you is going to have to be the father.”

This was the first moment that we felt the pain of not fitting easily into this world as a family. Though, some might argue that we actually felt it pretty strongly when we had to travel across the country in order to get married because we were not legally allowed to in our own home state at the time.

Then, a few weeks later, we were starting to look for a daycare facility for our daughter for when I went back to work. When we chose the place we loved the most, we were given a packet of forms to fill out. Page after page we had to cross out the word father and rewrite the word mother a second time.

Months later, we received our first, of many, gifts that was intended to be for Father’s Day. It had the word “father” crossed out and the word “mother” written in.

Months after that, we were sent our daughter’s reissued birth certificate (which is a practice I am greatly uncomfortable with in general) and not only had they erased the names of her birth parents, but there I was listed in the spot for “father.”

Years later, for the first time, of many, I heard my three year old daughter have to explain her family to a little boy on the playground before they ran off to play together because he had never heard of a family that didn’t have a dad before.

A year after that, we received our first flyer, of several, for a Daddy-Daughter dance and had to hide it quickly before our daughter saw the princesses splashed across the page and we had to tell her that we weren’t going to be going to this because it wasn’t made for families like ours.

This past year, for the first time, my daughter cried on Father’s Day as she realized that this entire holiday didn’t really fit with who we were. As we tried to celebrate her grandfather and the other men in her life, as we tried to convince her that we did really fit into this space in June, she remained unconvinced as she saw evidence just one more time of the ways we don’t fit easily into this world. And when I took to Facebook in order to simply say that I was thinking of all of those who did not fit comfortably into the Father’s Day holiday, I was told to stop making this day political and ruining a special day for all of those who do wish to simply celebrate fathers.

And over and over and over again, this world provides us with reminders that we are the “other,” that we are different, that we are not the target audience for so many of the events of this world.  And there is a particular sting, an extra hurt, when the moments that remind us that we are the other are created by the schools our children attend. Because then it is not just we, the adults, who do not feel as if these spaces are meant for us, but our children are made to feel as if the places where they spend the majority of their days are creating spaces and events that are not meant for them either. We do not have to seek these opportunities out in order to feel sadness about them, we are surrounded by them.

Our decision is not in whether we see them or not. Our decision lays only in whether or not we speak up about them. Every single time we are presented with another moment that reminds us of the heteronormative world that we live in, we have to decide if it is worth saying something. Because when we do, when we speak up, we know what we will face. We know that there will be those who hear our concerns and tell us that we are too emotional, that we are only thinking about ourselves, that this isn’t about us, that we should feel lucky with how much progress has been made, that this isn’t the right time, that acknowledging fathers does not mean that we are discounting mothers, that we shouldn’t hate men, that we ruining things for other people. We know there will be those who see us as angry lesbians, as men-haters, as those who want to lash out against traditional family structures and destroy any join that those traditional families have. We know that this is what we will face, because this is what we always have faced.

These are the things that run through our minds every time we decide to speak up. So it does not come easily. It is not a decision we make lightly. Because the truth is, we walk around every single day feeling as if the world does not fit us and we are desperate in our attempt to keep that feeling away from our children.

And let me be clear, I do not expect the world to conform to me and my family. Because that would mean it would be leaving out anyone who does not look like us. And that is the opposite of what I hope for this world. I would never ask that more people feel the alienation that families like mine so often feel.

So what do I expect? What is my hope when I do choose to push back and to speak up?

I want us to be more aware.

I want us to be more aware that the way we market things, the way we frame things, the language we use, the images we show, they all send a message about who has space here and who is welcome here. They also send a message about who does not have space here and who is not welcome here.  

I want us to be more aware that families do not look just one way. They never have. And that when we fall back on traditional assumptions that all families have a mom and a dad, then we are unintentionally leaving out anyone who does not fit that mold. And when the people feeling left out, are the same people who have already been made to feel left out of every other space they’ve encountered, then this can have harmful and dangerous effects.

I want us to be more aware that when we target activities to only one, narrowly-defined gender, making events just for moms or just for dads, especially when those events are made for parents and their children, then we are leaving children out who do not have that mom or dad or do not have that mom or dad available in that moment or who do not come from a family structure that matches the mom and dad mold in any way. It does not matter if we are doing this intentionally or not, the fact is that there is a child who is feeling as if this event is not meant for them.

And I am not asking that we never target events to certain groups of parents or certain groups of people. I am asking that we have a good reason for it when we do and that we make sure that we are being as inclusive as we can be.

If we are holding an event to help families who are recent immigrants go through forms that are not written in their native language, it certainly makes sense to target that event to those who might not have had time yet in this country to master the english language. That is a target group that makes sense because those who do not need the assistance would be taking away resources from those who do.

If we are running a support group for families who are experiencing a specific struggle, like sickness or death or the trauma of racism, then it makes sense to target the group to those families because they deserve a safe space to talk with others who understand what they are going through and having those present who do not understand the struggle might take away from the feeling of safety within the group.

But if we are having a dance. If we are having a dinner. If we are having an event where children are building things with adults. And if we are hoping to bring out family members to these various events, why do those family members have to be a certain gender? What does that distinction matter in this case? If we are trying to build strong adult support for children within a community, why would you ever want to limit that adult support by gender, especially when that understanding of gender is binary and limiting and leaves people feeling unseen? What benefit does that bring? If it doesn’t matter, if there is no reason to limit the focus, then why should? And if there is a reason, if it really does matter, then that is something to think about.

Because I know it is easy to read this and think, “Well, doesn’t that mean she thinks that we should not have programs that work to bring more girls, specifically, into STEM activities? Doesn’t that mean that she thinks that we should not have college scholarships specifically focused on black students?” And no. That is not what I am saying at all.

What I am saying is that we have to be thoughtful about these choices and look at those who have historically been KEPT OUT of opportunities because of systems and laws that were deliberately put into place in order to keep them out. When that is the case, then yes we have a responsibility to help groups of people who have traditionally been oppressed in order to overcome that oppression.  

But that is just not the case with a daddy-daughter dance. That is not the case with a BBQ targeted only to Dads. Those events are simply taking oppressive stereotypes and reinforcing them while also leaving out any family who does not have a dad as a part of it.

And I am also not suggesting, though some will think that I am, that we continue be okay with the fact that some dads feel as if they are not important in a school community. I would never ask that we ignore dads simply because not every family has them. What I am asking is that we stop and think more thoughtfully about why dads have traditionally not felt included in the school community.

There have been no laws stopping men from being a part of the school world. Instead, it is narrow thinking and dangerous stereotypes that have kept some men from being a part of the school community or feeling recognized by the school community. Thinking that causes us, as teachers, to immediately reach for mom’s phone number instead of dad’s. Thinking that causes us, as teachers, to email only mom, and not dad, when we have a question about home. And if this is the thinking that has made dads feel excluded (which, by the way, is only one narrow and privileged explanation for a lack of male adults who participate in school activities) then let’s change that thinking.

Let’s ask educators to engage in work that helps us to recognize and acknowledge our own biases and find ways to actively push ourselves beyond them.  Let’s ask educators to work to create truly inclusive school spaces and classrooms that do not reinforce narrow and harmful stereotypes about gender and families. Let’s work as educators to get to know our students and their families so that we can better reach out to all families and invite them into the work that we are doing, whether that invitation leads families further into our buildings or simply further into the lives of our students.

I believe that we can do all of this and that it can strengthen the communities we have in our building and the communities that our buildings are a part of. I believe we can do this by being more inclusive and not less inclusive. I believe we can do this by creating events and opportunities where all families and all family members feel welcome. And I believe that the only way to REALLY do that well, is to continue to listen when people share their own experiences and perspectives with us. This is how we build the empathy that is needed in order to build experiences that make everyone feel welcome, even when their experiences lay outside of our own.

So as for me, I will continue to share my experiences. I will continue to share what makes my family feel included and what makes us feel as if we don’t belong. And I will take whatever comes our way in the hopes that I can protect my own daughter, and other kids, from some of it. Because I believe that is how change happens and I have been lucky enough to see some tremendous changes that have happened simply because someone was brave enough to say, this isn’t working for me and others have been brave enough to listen and say, “I had no idea that this would make people feel included, let’s work together to think about how we can change it.” Because it is not that there are stories that are going untold, it is that they are being told and those in power are not stopping to hear them. And that is something that we all have the power to change.  


Supporting Claims With Evidence: Teaching Beyond the How

A few weeks ago, I wrote about the way that I frame our opinion writing work. We begin our study of opinion writing by examining the many purposes for writing about our opinions and we look at how we can use writing in order to demand the change that we want to see in the world. (If you would like to read more about that work, you can find it in THIS BLOG POST.)

Just like we spent time thinking about the different purposes for different types of opinion writing overall, I also wanted to engage my students in thinking about the different purposes for different types of evidence that they can use to support the reasons that they are making their claims through their writing.

Opinion writing centers around evidence. But too often, we tell our students to make sure that they support the claims that they are making with evidence without taking the time to look at the many different types of evidence that writers use in the world outside of school. Yes. Evidence can be quotes and statistics, but it can be more than that. It can be a child’s personal experience. It can be images that the writer creates using words. It can be so many things. In our quest to make sure that everything we do is “text” based, we have forgotten to teach our students that often the most passionate writing they will do, will come not from an article that they have read, but from experiences that they have lived through. Just look at the persuasive writing that is coming out of the young activists from Parkland, Florida. They are moving the country not just by quoting statistics, but they are sharing their personal experiences and using them to help convince this country that we need to change.

Another piece that I think we often miss as educators is that we forget that our job is NOT to tell each child what type of evidence that they need to use and when they need to use it, but rather we need to teach them a variety of types of evidence AND teach them when it might be best to use those different types of evidence so that they can make those choices for themselves. In this way, we can arm our students with a wide range of tools that they will have at their disposal when they are off and writing in this world and we can help them to decide when it is the best time to use each of those tools. We can provide them not with a formula that will limit them, but with possibilities that will empower them to craft the right type of writing at the moment when they most need it.

As I mentioned in my first blog post about our opinion writing this year, my students are writing a variety of types of opinion writing based on the changes that they are demanding and the audience that has the power to make those changes. Some students are writing persuasive blog posts to reach a large and public audience. Others are writing letters to school administrators. Others are writing letters to members of Congress.

No matter what type of writing they are doing, however, they will need to back-up what they are saying with evidence. So the majority of our time in this unit is spent examining what kinds of evidence they might be able to use in order to support a variety of claims. We do this by looking at our mentor texts. We do this by reading compelling texts and asking ourselves in what ways writers support what they are saying. Not only how do they do this, but also why do they select different types of evidence in different moments. Once we can understand that. We are better able to make those writing decisions ourselves.

And we begin with the evidence that is easiest to gather. The evidence that does not require my students to do any research beyond thinking about their own lived experiences and what they know from their own lives and the lives of those around them. When we are just beginning to learn the craft of opinion writing, I want them to know that their own life experiences are sometimes the most powerful ones to use to support their claims. When I sit down to write a blog post that I hope will change the minds of some of my readers, rarely do I begin by looking up quotes and statistics. Most often, I begin by thinking about my own experiences and how I can use those to help others see the need for change.

So that is where I ask my students to begin as well. Over the first few weeks of our unit, we look at a variety of mentor texts. I begin by using mentor texts that draw heavily from the experiences of the writers. CLICK HERE to see a document that shows many of the mentor texts that I use throughout our entire unit. (The quality is a bit poor since I attempted to convert the files into a GoogleDoc, but you can look up most of these online and find much better copies of them to use.)

With our first mentor texts, we simply practice figuring out what the overall claim of the piece of writing is. What does the writer want? What changes does the writer hope to see? We do this work as my students are starting to craft their own claim statements. I have shared it before, but THIS is the planning document that they use as they are doing this work.

After they have their first claim statements. We look back at our mentor texts and begin to list out the reasons that writers give to support the claims they are making. At this point, my students also begin to list out reasons that will support the claims they are making. I do not hand them a graphic organizer, but rather teach them to build an organizing tool that fits the needs of the writing that they hope to do. I wrote about this work last year in THIS BLOG POST.

And then it is time to start planning the evidence that they will use to support the reasons they will give in their writing. Instead of telling my students what evidence to use, we return, once again, to our mentor texts. We start to analyze how our writers are supporting what they are saying in their writing. The first things that my students start to notice go up onto our anchor charts. We look at how writers use personal experience, if/then statements, specific examples and details that create images in the minds of the reader. As we learn about these types of evidence, we highlight examples where we see them in our mentor texts.

And then. More importantly. We talk about why our writers chose these types of evidence in these specific moments. We look at how each type of evidence helps the writer in a different way. As we are doing this, we go back to our own plans and we look for ways that we might be able to use each type of evidence. Sometimes, my students are able to find ways to use these types of evidence in their own writing. Often, they find multiple places to each type of evidence. Other times, they don’t have a use for each type of evidence. And all of that is fine.

The idea is not to tell the kids how many pieces of evidence they need for each reason. They idea is to teach our students to think about the claims they are making and what types of evidence will be most useful.

Once we master using the kind of evidence that does not require any research, then we begin to look at the evidence that does require research. As we work to learn these new strategies, students look for places to start to add in these new strategies in their own writing. And the whole time. While we are doing this learning, we are also writing. That means that the first pieces that my students complete often are based on no formal research. Because we have not yet learned to use strategies that require research. And that is okay. I trust that as we learn more strategies, my students will start to use more strategies. And my conferring make sure that this is exactly what they are doing.

Every year, what I observe is that when we begin, the topics that my students chose to write about are personal. They mostly only affect them. They write about the stuff that they want or the changes they want at school that will make their own lives better. And every year I worry that we will not think more globally. And every year, my students prove me wrong. As we learn about how writers use more than their own lived experiences, my students begin to think beyond their own lived experiences. As we read about issues that affect the world beyond the writer, my students begin to think about the changes that they hope to see in the world beyond just themselves. So as my students learn new tools and strategies, they start to adapt what they are writing about in order to find opportunities to use those strategies.

As we learn, we add to our anchor charts which provide a visual reminder of all the things that we are learning to do as opinion writers. Here is how our charts looked as we neared the end of our unit:


And every time I sit to confer with a writer, I notice all of the ways that they are supporting the claims that they are making. And what I notice every year is the wide variety of ways that my students use the strategies that we have learned together. Their writing never looks just one way because their writing is truly designed to fit their needs as writers.

And that is what always leads me to remember to ask my students to start to use their own pieces of writing as mentor texts to teach the rest of their classmates about what they have learned how to do. I will describe that work in my next blog post.

Rethinking Research — Part #1

I recently gave a presentation that I titled, “Revolutionary Reading: Reading To Change the World,” and in it, I talked about four of the bigger reading skills that I weave into my own reading instruction that aim to help kids not only to be better readers, but better human beings as well. One of the skills that I talked about was learning to base your beliefs on research. I wanted to share some of my thinking on how I have worked to rethink research in my classroom through the use of inquiry circles (as described by Stephanie Harvey and Harvey Daniels in their amazing book Comprehension and Collaboration) since it is the work that my students and I are currently engaged in.

I have written extensively about the work that we have done with our inquiry circles in past year and you can find those posts starting HERE and HERE. But this year, I have made some changes that were based on my desire to help my students to tie their own beliefs to the research that they have done and not simply to the things that they have been told by the adults around them. This year, I wanted to really hone in on the process that I wanted my students to walk away with that would allow them to learn about any current, complex social issues from multiple perspectives in order to reach their own beliefs.

As in past years, I began by introducing the idea of inquiry circles to my students and telling them that they would be selecting current, complex social issues to study from multiple perspectives with a group of students. The groups would be formed based around shared interests and our learning would focus on the comprehension strategy of synthesizing, while also walking through important skills that would allow them to responsibly use digital resources in order to research these issues. Our work would culminate in some form of written action that would work to create positive change in the world outside of our classroom. This is the anchor chart that I used in order to introduce this work to my students:


In order to spark ideas for our inquiry circle groups, I shared with my students the following slideshow: Slideshow To Spark Ideas for Inquiry. As students worked through this slideshow on their own or with a partner, they brainstormed ideas that they had on THIS FORM. After brainstorming, we came together as a class and started to share some of the ideas that we had. These were the charts of ideas that we built:

And from there, we worked to narrow these topics down even more using THIS FORM. Once we came up with a smaller list by looking at the topics that more than one person was interested in studying, then the students wrote down their top three choices on a notecard. I took those notecards home and sorted them based on first choices. Then, I sat together with my students and we looked at the notecards all together and moved kids around until we had groups that everyone felt good about. By allowing the students’ choices to drive our topic selection and group formation, I was making it clear from the beginning that I was not attempting to teach my students WHAT to think, but rather I was teaching them HOW to think about these complex topics. The topic choices came from my students and their desire to know and NOT based on what I wanted my students to know or to think. This is an important idea that I wrote more about last year.

These charts show the topics and groups that we formed:

Once we had our topics and selected and our groups formed, that is when I really wanted to rethink the way that I had asked my students to research in the past. In the past, my research process with my students looked something like this: Research Process 1

I used to begin my asking students to craft a claim. A statement that expressed what they believed. And then, I sent my students out to find research that SUPPORTS that claim. And then, they used the evidence that they found in order to write about their claim and support it with evidence.

What I finally realized about this process is that I was asking my students to do the VERY thing that I believe has proved to be extremely problematic with the way adults learn about complex topics. Often, we seek out ONLY the research that supports the beliefs that we hold. It is this way of researching that often has us only getting our information from the sources who tend to agree with us. It is this way of researching that has led to the echo chambers that we currently exist is. And I was a part of perpetuating those problems. I was teaching my students to go out and IGNORE all of the research that did not agree with the beliefs that they held. In this way, I was teaching my students to ignore any opinions that did not match their own and I was robbing them of the chance of doing any research that might push their thinking and help them to more fully understand the complex issues that they were supposed to be studying.

So I needed to fix this problem. To do that, I needed to change the order in which I was asking my students to gather information and craft a claim. So now, my research process looks more like this: Research Process 2

Now, I ask my students to start their work by first identifying the opinions and biases that they ALREADY hold about a topic. I ask them to do this by using an updated version of the KWL. Instead of listing just what we know or what we think we know, I now ask my students to list the things that they have already heard about their topics that they think are probably true and then list the things that they have heard but that they are skeptical of. And then, I ask them to try to identify what biases they already hold. I model for them how I can take a topic like DACA and list out the opinions that I already hold that might influence the way that I seek out information. And then, finally, I look at those three columns and begin to craft questions that will help me to research this topic responsibly in order to better understand other perspectives, even when I do not think that I will agree with them. In this way, I am more likely to ask questions that can help me to learn about this topic from MULTIPLE perspectives. Then. And only then, can I begin to craft a claim that I will be able to support with the research that I have done.

This is the anchor chart that I used to introduce those ideas: IMG_5551

This is the revised KWL form that I asked my students to fill out before they began ANY research: Identifying prior knowledge, potential misconceptions, opinions and biases form. Here is a quick look at what that form looks like, but click the link to see the actual document. Revised KWL

After taking some time to fill out this form independently, then my students were finally read to meet with the rest of their inquiry circle group. The first time that they met with their groups, their task was simply to share what they had identified on their revised KWL forms and then to fill out THIS INTIAL MEETING document in order to let me know what they were interested in learning more about.

All of this work was what was done BEFORE they ever began their research. I wanted to give them the time to think about and talk about what they already thought they knew and believed. I wanted them to disagree with each other and question each other and notice what perspectives might exist, before they ever started seeking out information connected to their topics.

It is a step that I wish more adults took the time to do. It is a step that I think could save us from some of the problems that we find ourselves facing that have made it nearly impossible for us to have conversations about complex issues with people who think differently than we do.

Teachers often ask me what program I take my mini-lessons from. Teachers often ask me how I build my units. And I think what they are looking for is a list of lessons that I believe we need to teach our students. But the truth is that one of THE most important places that I look in order to guide my instruction is the world around us and the problems that exist within it. I look at the things that frustrate me about the world and I think about what I wish we were better able to do and THOSE are things that I try to teach to my students. And all the other stuff. All the other standards and skills and strategies, those are the things that I work in around these big ideas. What is it that I wish adults were better capable of doing? What are the things that are standing in the way of us doing better? These are the big ideas that I craft my units around.

Revolutionary Reading Units

And as I explained in the presentation that I gave (using the image above), I believe that we can use all the other things that we are required to teach as steps towards these bigger goals. And that is what makes me so grateful to be a teacher.

I will come back with more in later posts about the process that we use as we begin our research into these complex topics as we move from building an understanding of our topics to developing a stance about our topics and finally into action connected to our topics.

What I Do Not Want To Hear Anymore

Kids today are lazy.

Kids today are selfish.

Kids today are apathetic.

Kids today spend too much time in front of their screens.

Kids today are spoiled.

Kids today have no respect for authority.

I am done with all of that. I am sick of hearing it. I will actively block those who share articles on Facebook that point to one of those statements as truth.

Because look at what kids today are doing. Look at how they are standing up and speaking out. Look at how they are leading us. Look at how they are picking up the slack for the things that we have ignored.

Young people were on the front lines as the Black Lives Matter movement began. Young people were on the front lines when public schools in their neighborhoods were being closed. And now young people are, once again, on the front lines after surviving a school shooting and demanding that this country finally gets serious about stricter gun control laws.

In many ways, we, as teachers and parents, have failed these kids. But it is NOT because we have been too permissive, it is NOT because we have allowed them to have a voice and a say in the way that they are treated by adults, it is NOT because we have allowed them to use social media to share their voices with the world, it is NOT because we have not said NO often enough, it is NOT because we have taught them to question what they are told and the rules that they are expected to follow and it is NOT because of the time we have allowed them to use technology to connect with others.

These are so often the reasons that are given for how we are failing this generation of young people. We as teachers and we as parents. We have helped them to find their voices and we have helped them to find ways to share those voices with the world. And while so many are busy criticizing today’s youth and today’s schools and today’s parents for being lazy and too screen-obsessed, we have been actually failing our children in so many other ways.

We have been failing our children by allowing our schools to turn into testing factories that narrow our curriculum and teach our children that they are to be judged only by their ability to choose the answer that was deemed to be correct by a person who has never met them or heard what they really know about the world.

We have been failing our children by allowing so many of them to remain invisible in our schools while we have continued to privilege just one kind of voice and one kind of story so that too many of our children do not recognize their own value or worth in this world.

We have been failing our children by staying silent on topics that make us uncomfortable or make us feel uncertain about what we know so that our children have no models of how to have difficult conversations and are left to figure that out for themselves.

We have been failing our children by denying them stories that would allow them to build empathy for others who exist in this world because the stories make us nervous that they will ask questions that we are uncertain of how to answer.

We have been failing our children by BLOCKING the internet and social media and technology from them instead of TEACHING them how to use these tools responsibly so that they can do good in this world and balance their use of technology better than we, as adults, have done.

We have been failing our children by allowing our schools to become overly reliant on systems that reward compliance and take away a student’s right to ask questions about what they are being asked to do and why.

We have been failing our children by allowing government officials who care more about money and power than they do about the safety and security of our youngest citizens to be elected into office because it might give us a better income tax rate.

We have been failing our children by allowing people into office who do not want to ensure that all children are given access to adequate health care so that their physical AND emotional selves are kept well.

We have been failing our children by allowing them to be exposed to hateful words and untruths about who they are where they have come from without loudly proclaiming in public spaces how wrong these words are and that any single child’s worth and humanity and right to exist in this world and this country will NOT be up for debate in our classrooms.

In all of these ways, and in so many more, we have been failing our students and yet I keep reading articles and I keep reading statements about how the real problem is that we are giving kids too much screen time and we are not saying no often enough. Do I believe that these, too, can become problems? Yes. Of course I do. But do I believe that they are the biggest problems that we, adults, are causing for our children. Not at all.

Because look at the many ways we, as adults, are failing our children and look at what these amazing young people are managing to do in spite of all that. And I have to believe that in some small way, part of the reason that they are able to stand up and speak out and fight back is because somewhere along the way, they have learned how.

They have learned how because someone showed them how to use those screens to do good in this world. They have learned how because someone helped them to believe that there is value in being critical of what you are being asked to do and what you are being told as truth. They have learned how because someone suggested to them that there is value on pushing back against authority and showed them ways to do that so that they will be heard.

So let’s stop talking about giving teachers guns. Let’s stop talking about how we are ruining our children with screens. And let’s start following where our students are leading us and help them to do better for this world.

Be The Change: Refocusing our opinion writing

One of the greatest changes that I have made in my own fifth grade classroom came when I stopped looking at writing as a skill that I needed to teach my students and instead refocused on writing as a tool to empower my students. For example, instead of simply teaching students how to write good stories from their own lives, I began to look for ways that I could empower students to use writing as a way to show the world who they are by the stories that they choose to tell to the world. The shift not only raised the level of engagement, but it also helped my students to see real purpose in their writing and to better master the writing skills being taught because they were more eager to incorporate these skills into the meaningful and purposeful work that they were doing through their own writing.

And so, when we began our opinion writing unit a few weeks ago, I knew that I needed to begin by helping my students to see opinion writing as a tool that empowered them to fight for the changes that they wanted to see in the world. Too often, students talk about opinion writing in a way that feels completely detached from their own lives. They speak of the prompts that they have been assigned, the positions that they have been forced to take and defend, the articles that they were told to read that became the basis of a piece of writing centering an opinion that did not originate from any lived experience, but rather from a teacher’s need to collect evidence, in a standardized fashion, of the writing skills that a child possessed.  In an attempt to “level the playing field” and “give every child the same background knowledge” about a topic, we have removed all evidence of the passion that can exist behind a piece of opinion writing. And thus, our students are left with only the belief that writing is something you do because it is an assignment and not because you care deeply enough that you are compelled to write in order to demand a change.

And that is what I wanted to help my students to rediscover. The passion behind their writing. The act of writing because you have something that you are compelled to say. The process of writing in order to have your voice heard about an issue that you feel deeply about. And here is the thing. Who am I to decide what issues students will feel passionately about? And how will that help them in the world beyond our classroom?

So as we began to dig into our work as writer of opinions, I decided to begin in a place that is worthy of our time: the change that we want to see in our world.  Because these kids are FILLED with ideas and wishes about what they would like to change. These kids are filled with passionate opinions. And yet, why is it that when faced with the task of writing their own opinions, they are quick to say, “I have nothing to write about.” I think that it is mostly our fault. We have made them feel as if their opinions are not worthy of writing about. We have made them feel as if the only opinions that will make great writing topics are the ones that are assigned by a teacher or the ones that are based on an article that they have been given to read. These beings that are filled to the brim with passionate opinions have been made to feel as if those opinions are the kinds of opinions that they should write about.

So I wanted to begin by helping them to rediscover all of the changes that they want to see in their own world and in our greater world and then use those desires for change to motivate them to write.

As with most other forms of writing, the best way I knew how to help students to see the purpose of writing was to bring in mentor texts that showed the many purposes for writing beyond the walls of a classroom. So our unit began with time for exploration. I put together file folders filled with examples of writing that was motivated by a desire to see a change occur in the world. THIS DOCUMENT CONTAINS THE DIFFERENT PIECES OF WRITING THAT EACH GROUP WAS GIVEN. For several days, students worked together in groups to analyze these pieces of writing. HERE IS THE DOCUMENT THEY USED TO THINK ABOUT THE PIECES OF WRITING. 

And then after a few days of seeing how writing can be used to ask for change, we then started to think about the changes that WE would like to see in our worlds. And I asked them to think about their worlds in three different ways. I asked them to think about their lives at home, their lives at school and also the world beyond their own lives at home and at school. Because here is the thing. Yes. I want all students to learn to write in order to demand change in big ways. To demand the kind of change that makes our world a better place. But just because that is what I want, it does not mean that it is what they are all ready for. Ultimately, I want my students to know that their voices deserve to be heard and that one way that they can be heard is through writing. However, some of my students will need to learn that first by writing about topics that are close to home. And then they can work their way up to writing about more global topics.

So I give them that choice.

I know that by the end of our unit, all students will have experience writing about complex social issues, because this writing unit will eventually merge with the inquiry circle work that we are doing. (You can read about last year’s inquiry circle work starting in THIS BLOG POST). So, for now, I want to give each child a chance to experience what it feels like to really write about something that is truly meaningful to them. Even if that means that a handful of students are writing to their parents to ask for a new puppy. If that feels meaningful, then I want them to experience that. And truth be told, last year SEVERAL new puppies were added to several families because of their children’s opinion writing.  No joke. Talk about seeing the power of your writing.

So, when it is time to start brainstorming, THIS IS THE FORM that I model using and then ask my students to use. And I give my students lots of time to just talk about the changes that they would like to see at home, at school and in the world beyond home and school. And, my goodness, can you hear their passions come to life. Rarely do the writing discussions in my classroom feel as energized as when I allowed my students space to talk about the things that they would like to see changed in the world.

And once that passion was released, then we simply had to channel it into good writing. And that is what we would work on next.  I will be back soon to write about our next steps of this work.


2017: A Year in Blog Posts

It is dizzying to look back on this past year. Truly. When I reach back to this time last year, it feels so far away. In so many ways this past calendar year has exhausted me and in so many other ways it has energized me. These are the moments I am most grateful for this little blog. Because within the confines of my tiny corner of the internet, I have stored a year’s worth of emotion and reflection and good, good work done by children.

So for this last blog post of the year, I simply want to gather here the most read blog posts from this past year. I have reread each one as I rediscovered it and I have been moved by all that they hold. So here we go. A year in blog posts:

#10: Stories as Mirrors and Windows Part 2: Stories as Windows and Inquiry at the Start of the Year

This post describes how we used our memoir unit in order to learn how to learn from the stories that other people tell. And, more importantly, how the unjust systems of power that we are a part of allow some stories to be heard more than others and how, as readers, we can work to fix this by seeking out and amplifying those stories that have, too often, gone unheard.

#9: Turning Our Learning Into Action: Inquiry Circles Week’s #8, 9 and 10

This post details the final weeks of our inquiry circle work during our last school year. At the end of this long post is the story of one of my all time very favorite moments of teaching.

#8: Inquiry Fights Against the Notion That Kids are Not Ready to Tackle Tough Issues and Difficult Conversations: Inquiry Circles Week #1 

This post actually describes the work that we did at this time last school year when students chose topics for their inquiry circle work. The post describes one of my strongest beliefs that inquiry allows us to dig deep into tough issues without the fear of others saying we are pushing our political  beliefs on our students.

#7: Stories as Mirrors and Windows Part 1: Stories as Mirrors

This post describes our work with the idea of stories as mirrors and windows and a description of how Dr. Rudine Sims Bishops’s work informed the work we do in class. The end of the post describes how my students looked through our own classroom library in order to find books that allowed them to see themselves reflected in some way. It also laid the groundwork for our discussions on how some groups of people have traditionally had a much easier time seeing themselves reflected in the books they read than other groups.

#6: Storytellers Presentation From NCTE

This post includes the text from my section of the amazing NCTE session I was lucky enough to be a part of. It was an absolute highlight of my professional life.

#5: Turning Misinformation, Misunderstandings and Misconceptions Into Questions That Drive Inquiry: Inquiry Circles Weeks #2 and 3 

This post describes the work we did last school year in order to learn how to combat biased news and our own limited understanding of tough topics by turning what we think we know into questions that drive us to seek out more information.

#4: We Are Only One Tile in The Entire Mosaic of a Child’s Education 

This post describes my own struggles to feel as if I am “enough” as a teacher and the way I was able to reconcile my feelings of inadequacy last year.

#3: Teaching Our Students That What We Read Affects The Biases and Stereotypes We Hold 

This post describes the work we did last school year as we analyzed texts in order to see how they had the power to either reinforce or push us beyond the biases and stereotypes we hold about people in this world.

#2: Helping Students Confront and Examine Their Own Biases Using the Images on the Covers of Picture Books 

This post describes how we used the images on the covers of picture books in order to reveal our own biases so that we could begin to confront them, understand how they were formed and then work to break them down.

#1: How Am I Supposed to Confront White Supremacy and Racism on the First Day of School

This post was written just days before the start of this current school year and in many ways it still carries the tone of the school year thus far. Rereading it reminded me of the important work we do every day.

And one that did not make the cut of being one of the most read posts, but the one I think is most important for me to carry into this coming year…

We Work in The Service Of Children 

And there you go. A year in blog posts. This year has been tough and exhausting and, at times, it has been difficult to remain hopeful. But in many ways, this year only served to show us all what we always have been here in this country. And now that we are clearer about who we are and who we have been, we are better able to rise up and fight to turn ourselves into a better version of all of that. So it is with eager anticipation that I walk into the year 2018. I am ready to join hands with my students, lock arms with fellow educators, and work to make this world a better place.

We Work in the Service of Children

A warning: this post will be a mess. Because my thoughts are a mess. Because sometimes when anger and frustration take over, my words just need to come out and I cannot worry about their coherence. And so, here we go.

We work in the service of children.

We do not work in the interest of preserving the comfort of adults.

This past year, over and over again, I have heard story after story about teachers who have been told to wait. I join those teachers, as I have been told to wait as well. When we push to confront issues of equity or push to make our classrooms more inclusive or demand that others work to make their classrooms more inclusive or work to bring out difficult conversations that we know will move us forward towards teaching in more just spaces and in more just ways, we have been told to wait.

Wait for board policies to be written.

Wait for parents to be on board.

Wait for a committee to form.

Wait for that committee to craft a vision statement.

Wait for us to let the parents know what we plan to do.

Wait to ask for permission from adults.


And every time I have been told to wait, and every time I hear the stories of others who have been told to wait, I question what it is we are really waiting for.

And then, quickly, I realize the answer. We are waiting for adults to be ready. We are waiting for adults to be comfortable.

But we know how that story goes. Adults, at least those whose comfort we are so worried about protecting, those adults will never be ready. It will never be the right time. It will never be the right moment. Because the truth is that we have missed the right moment. We have missed the right time. We are now so far past when we should have been doing this work that we have absolutely no right to wait any longer.

Because what happens to our children while we wait?

As our schools continue to operate as oppressive systems where not all children feel safe, where not all children feel valued, where not all children have equal access to the learning that we are trying to do. As we continue to perpetuate these systems, what happens to our children?

I’ll tell you what happens. Children continue to suffer. They continue to feel as if they have to hide a piece of who they are in order to make the adults around them more comfortable. They continue to feel as if who they are is not appropriate for the classroom, that it should come with some kind of a permission slip, that other children need parent permission before they know that people like them exist. They continue to be denied the opportunity to see people just like them reflected in the books that they read and the curriculum they are taught. They continue to be forced into boxes that do not feel as if they were ever made to fit them. They continue to have to make choices between options that only make them feel worse. They continue to feel as if it is their job to make those around them comfortable, even if that means denying their own identity and stuffing the very best pieces of themselves far down inside.

And not only that. It is not only the children whose identities are not valued by our educational system who are suffering. Those who are a part of the groups privileged enough to have always been seen by our schools, they are suffering too. They are being denied a chance to learn about the people who exist in this world and it leaves them ill-equipped to interact with those people with compassion and empathy. And so they are turning out to be cruel. They are being denied a chance to learn about the inequity and imbalance of power that has existed in this country since its inception so that they are left with no knowledge of the systems that have given them privilege and they are left with feelings of entitlement and an inability to work to fix the systems they are a part of. They are suffering too.

And our world. Our whole is suffering while we wait for the adults to feel ready. While we wait to make certain adults more comfortable.

And in the mean time. Children continue to take their own lives because they do not feel seen by our world.  Children continue to leave our school systems and are left to fend for themselves in this world. Children continue to rail against the systems that oppress them and end up in jail because of it. Why does that all of that make people feel comfortable? Why are we okay with that? Why does that not send us running towards change?

It is the fear. I understand that. We fear that parents won’t understand what we are doing. We fear that administrators won’t support us. We fear that families will complain.

But we have been here before. We know how to move forward in spite of the fear that parents won’t understand. In a million different ways we have moved forward before.

In small ways. Yes. But in ways that can teach us something about the path forward.

Think about something as small as inventive spelling. When our schools began to support the use of a child’s inventive spelling, we saw the power of that decision. We saw that it opened up the world of writing for children. We saw that they wrote more, that they developed stronger writing identities, that they moved along the developmental path of writing much more quickly when they were not held back by the spelling. We saw the power of that work and so we moved forward into it before many of the adults around us were ready. And parents were terrified. They imagined that their children would never learn how to spell. There were phone calls and meetings and conferences. And there was confusion and questions and anger.

And yet. We moved forward because we knew it was right. We moved forward because we saw what this work could do for our children. We did not wait for all of the adults to be ready.  Because we knew that this was good for kids.

And I know that this work is much scarier than that.

But, in the same ways, with perhaps a bit more bravery, we can move forward with this work too. With the work of creating more inclusive classrooms. With the work of helping students see the racist and homophobic and transphobic and Islamaphobic systems that they are a part of. We can move forward. Because we know that it is good for our children. We know that it is good for this world. We have seen the power of this work and we can move forward and trust that we can help the adults around us to see the power of this work as well, even before they think they are ready.

We can tell them about the power of this work. We can tell them the evidence we have seen. We can tell them that we have seen children able to learn more successfully when who they are is acknowledged in our schools and in our classrooms. We can tell them about how we have seen children wrestle with tough topics and end up in places of compassion and empathy. We can tell them that introducing our students to characters of all kinds in books gives them an opportunity to learn to ask questions respectfully so that they are more prepared to respectfully encounter people of all kinds in this world. We can tell them how they have learned to disagree respectfully. We can tell them how they have learned to identify bias and work to move beyond it. We can tell them how they have learned to question what they read. We can tell them how they have learned to ask whose voices are not being heard and then work to seek those voices out. We can tell them about the communities that we are able to build and sustain. About the work that we are able to help our students do.

We can make them believe that they are ready by showing them that their children have always been ready.

We do not have to wait until the adults arrive at comfort. We can meet them where they are, in their state of discomfort, and we can guide them forward by letting the students and their work lead the way.

Because I am sick of waiting. I am sick of others being okay with waiting. We have waited for far too long. So long, that this past week, I had to watch as my own government heard arguments about whether people like me deserve the right to be served by businesses and business owners who claim that their religion prevents them from accepting that I am a human being worthy of service. And as I have watched that story unfold, again, our children are watching it unfold as well. And if that is the only story they are hearing, if that kind of hatred is not tempered in our schools by stories of acceptance and inclusion and positive representation, then we can no longer act surprised when hatred wins the white house. We can no longer claim we don’t know how this could have happened. Us. Us and our waiting is how this has happened.

And if we wait until everyone is ready for change. Then change is never going to come.