Mindfulness and Educating Children

Teachers often use a wind chime to get attention in the classroom. How many teachers use the wind chime to increase attentiveness, that is, to ask students to listen to the sounds and to listen to how long they can hear the sounds....Ah....As they do this activity, a calmness and sense of serenity spreads through the room.

Mindfulness and its role in educating children was the focus of part of our Professional Development morning, the day before Thanksgiving. We invited in Dr. Rita Benn, a speaker from the University of Michigan whose background is in education and psychology,and who facilitates stress reduction and mindfulness for teachers, health care professionals, parents, and children. Dr. Benn shared that mindfulness is increasingly being discussed in educational circles as a tool for increasing child attentiveness and empathy as well as reducing stress.

The teachers discussed the role of prayer and blessings as mindful activities - moments to stop, reflect, breathe, sing, set the intention for the day, be present in the moment - without thinking about work that needs to get accomplished. Saying a blessing before eating is also a way to slow down and be mindful and appreciative of the food that has been given to us. The school's challenge is to use these built-in moments to their fullest, by having students slow down when they recite their blessings, and truly be intentional.

Others shared how having an intentional conversation in the morning with children helps set the tone for a successful day. What do we want to accomplish today? Let's breath together and relax before going forward.

As a follow up, some teachers requested that the school bring in a Yoga teacher to lead mindful exercises to kindergartners and other young children - something we are currently exploring. We are also looking into the MindsUp Curriculum published by Scholastic, Inc. Expect to hear more from the educational world about the role of mindfulness in education children. We are on the cutting edge...

Shel Silverstein In Hebrew and English

"Where the Sidewalk Ends" is a favorite Shel Silverstein book of poetry read to the children during library time. At HDS, that's actually where the sidewalk begins... Special at HDS is the tag-teaming of the English speaking librarian and a Hebrew speaker (parent or teacher). Together they read literature originally written in English, and translated into Hebrew; and sometimes they read literature originally written in Hebrew. This week a parent and the librarian took turns reading stanzas - first in Hebrew, then in English, and then again in Hebrew to allow the students to hear the words again after they knew what to listen for. Among the poems read were: "Peanut Butter Sandwich," "Smart," and "Lazy Jane." Many times, the translation didn't match the original meaning. The children determined that to maintain the rhyme and rhythm of the poetry in a different language, sometimes different words were necessary.

The lesson was fun and engaging! It also focused on a number of language arts common core academic standards:

· RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

· RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

· RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

It was a great walk on a sidewalk that will continue around the block, through the neighborhood, and back home again - until the next walk with Shel Silverstein or another favored author - in both Hebrew and English.

Dina

Gilad Shalit - Lessons in Social Studies and Language Arts - in Hebrew

Following Gilad Shalit's release from captivity, fourth grade students at the Hebrew Day School of Ann Arbor wrote letters in Hebrew to Gilad Shalit. In Hebrew, the language goal is the use of the future tense. In addition, one of the 4th grade Common Core language arts standards for General Studies is the use of effective transition words. Given that we are making a concerted effort to align our Hebrew language goals with the general studies language goals, this presented an opportunity to teach transition words in Hebrew (Gam Kain, L'vasof, Kodem Kol, Mieshoom sheh, Af al pi). In this essay assignment, students were expected to include at least two transition words and at least two verbs conjugated in the future tense. Some of the students went beyond this expectation; they exhibited an ability to comfortably use both past and future tense within the essay.

The fourth grade students had in third grade written letters to Gilad's parents, expressing their sorry and support. The students had read the children's book that Gilad Shalit had written and illustrated about a fish and shark who make peace with one another. The human connection to history and current events unfolds in this classroom in a way that adds life lessons to the language lessons.

Here are some of the thoughts and questions included in the student essays (my translation from Hebrew to English).

Can you summarize for me what happened?
Firstly, did you read books in prison and what were they? Will you write more books in the future? Secondly, what programs did you watch on TV and listen to on radio?
I only hope (Halevai) that you will write me back in return. I sincerely (mamash) love your story because it told about peace.
I need to tell you thank you for fighting in the army. Will you continue to be in the army? Also (gam kain), because you were very courageous, you believed that you could return to Israel.
It will be good if we could solve the problems of Israel, like the fish and shark made peace.
In the end (l'vasof), you will enjoy Israel and do good things.

Dina

Classroom Rounds - We've Begun!

This week we began our collaborative classroom observations. Up until now, we have been practicing our protocols - how to communicate with one another. Our first round went extremely well. (Solid preparation paid off!). General studies teachers divided into two groups. We had asked two teachers to volunteer to be observed. We divided the "observers" randomly between the two groups such that we had upper el teachers observing lower el teaching, and vice versa. This cross-level conversation helps build our collaborative environment - a focus for our year. The Hebrew/Judaics teachers stayed together as a group, because of sheer numbers; there are fewer teachers in this group.

The General Studies teachers and Hebrew/Judaics teachers each had 1.5 hours. During the first ten minutes, the teacher being observed gave an introduction to the lesson and identified the areas for which s/he wanted feedback. We then observed for about 30 minutes, and reconvened for the remaining time to share our observations. Following our morning, our leader (the educator who is leading these efforts) de-briefed both with me, and with the teachers who had volunteered to be observed. This is only the beginning of the process of debriefing.

What were we asked to observe? There were a number of areas, but here is a sampling. One teacher wanted us to observe how well she was dividing her time between all of the students. Another teacher wanted us to observe whether students were staying on task during small group time. Were they conversing in English or Hebrew? The third teacher wanted us to observe the effectiveness of physically spreading out the groups throughout the (large kindergarten) room. She had been reflecting on how the placement of the groups (closer or further apart) effected their work.

During our feedback section, we had the protocols up on a poster board. We were reminded to use such phrases as, "What were your thoughts when..." This was also a wonderful opportunity to congratulate our colleagues on the fabulous interactions and instructional methods that we saw in the classroom.

We will be tweaking the process as we go forward. One suggestion was to have a list in front of us of the three items that we were observing - to help us stay focused on the specific areas that we were asked to comment on. All in all, it was a fabulous beginning and it felt great to hear our colleagues speak about the many factors they consider when teaching a lesson, to highlight their accomplishments, and to help them grow.

Dina

School Spirit Day

Some schools call it Spirit Day; others call it Fun Run. We are calling it "Ruach Run." Next week, the school is taking a field trip to a local university indoor gym for spirited games and activities. We are calling it "Ruach Run" to connect to the prayer added in the morning service after Simchat Torah, "Masheev HaRuach U'Morid HaGashem." This prayer acknowledges God who brings the wind and rain at this time of year. The Hebrew word for wind is also the word for spirit!

The morning of our Ruach Run is also Rosh Chodesh Cheshvan, the beginning of the new month of Cheshvan. Rosh Chodesh Cheshvan is also Rainbow Day, a day dedicated to the story of Noah that we read on Shabbat that week. Children come wearing their Spirit Wear - their colored class T-Shirt. Each grade has a different color T Shirt, and the school, as a whole, looks like an actual rainbow! To combine a social action element with our morning of spirit, students bring in stuffed animals which will be donated to our children's hospital. The children place their animals on our makeshift "Noah's Ark" which adorns our main hallway.

The theme for our upper grades this month is "God in nature." We highlight this theme through story telling about our Giborei HaChodesh, our two heroes of the month. Heroes for the month of Cheshvan are the biblical Noah who was righteous in his generation, and Rabbi Eisenberg Sasso, author and Rabbi who wrote books for children about God in the world around us, such as God's Paintbrush.

Rainbow Day, Ruach Run, Rosh Chodesh Cheshvan - all in one spirited morning!

We've got Ruach, yes we do! We've got Ruach! How 'bout you? Yeish Lanu Ruach, Kain Kain Kain. Yeish Lanu Ruach! Mah Itchem??

Erev Yom Kippur at HDS

Uplifting moments permeate the school today, our last day before our Yom Kippur break. Here is one example. In the fifth grade, the students read a Hebrew Tal Am story about two friends, Avraham and Yoseph, who take a hike in the desert. When they reach a juncture, they get into a fight over which direction to go. Avraham hits Joseph during the argument, and Joseph, in anger, writes in the sand, “Here, my friend hit me.” Along comes the Wind of Forgiveness (Ruach Haslicha) and wipes away the words.

The friends continue on and reach a pool of water which is good for swimming. Joseph finds the water too deep, and is saved by his friend Avraham. Avraham finds a stone and carves in the words, “Here, my friend saved my life.”

Following the reading of the story, each student was given a plate of sand in which they were directed to write a word for the Ruach Haslicha, the Wind of Forgiveness. The students then switched plates for their friends to blow away the words written in the sand. Each student was then given a stone on which to write, with a permanent marker, a word that they want to endure.

The story did not have a title, and the students gave their suggestions: Forgiveness in the Sand; Joseph’s Engraving; The Sand and the Stone.

May your words of anger be like the sand, and may your words of healing be like the stone.

Shana Tov and may you be inscribed in the book of health and life.

"A New Moon"

The new moon has given us reason to celebrate. Marking the beginning of the Jewish month of Tishrei, it is our school's sign to mark our progress. At the beginning of each Jewish month, the school has a treasured tradition of coming together for a joyous celebration of singing and dancing, and a chance for children to demonstrate their learning. This year, a year of innovation, we added new customs to our gathering. We added in components of a lesser-known ceremony called Kiddush Levana - the Sanctification of the Moon. The ceremony is held on a Saturday night in the dark when the moon first appears in the sky. Key components, which the children re-enacted this morning, include:
1)recitation (three times) of four rhyming phrases which each proclaim God as the Creator. Barcuh yotzreich;Baruch ohseich;Baruch koneich;Baruch Boreich.
2)jumping up to reach the moon and proclaiming (three times in Hebrew), "Just as I dance in front of you and cannot reach you, so shall my enemies not be able to reach me to do harm."
3)greeting one another (3 times)
4)singing songs of praise.

In the corner of the room we hung a moon made from construction paper. With the ceiling lights off and black lights on, the moon lit up the room!

Through song and dance, the children led us through the calendar for the upcoming month, showing on which day in the month the holidays will fall - Rosh HaShana (New Year), Sukkot (Holiday of the Booths), Simchat Torah (Rejoicing with the Torah).

We also celebrated student birthdays that fall within the month of Tishrei, and within the previous month of Elul.

Wishing you all a New Year of bright lights that shine your way and that inspire you to sing and dance and give thanks for all the good that you have.

Dina

Phys Ed and Common Core

Gym classes are also opportunities to develop common core standards. In additional to developing gross motor skills, students practice listening and speaking skills, engage in collaborative conversations,recount experiences describing key ideas,and practice 21st century skills such as problem solving, accountability,and leadership.

How do they do this? At Hebrew Day School, the physical education teacher begins each class asking children to share something about a sport or event they heard about over the weekend. Students are asked to recount the main highlights of their sports experience over the weekend. During class, students rotate responsibility leading the exercise routine. They may add one additional exercise of their choice at the end of the routine. During class, students are often asked to make their own teams. When there are is an odd number and teams do not match, children are asked to suggest how to proceed.

Language arts skills are also developed during physical education. Students will establish their own athletic goal, write about the challenge and their progress, and post the writing in the gym. At the end of the unit, the posts will be made into book form which will become the gym "library" for reading during a break or free choice time. Later on in the year, the children may post a question about a sport and give students an opportunity to write down their answers.

And math? Yes, that too! Students will measure the fields, and do some comparing and contrasting. They will discuss the differences and appropriateness of the field for the particular sport!

Now that's solid physical education - but, it takes an excellent teacher and a willing educator to "move" in this direction. Yes, HDS has an excellent athletic teacher - Kim Braun.

Adoption of Common Core Brings Opportunity

One can look at the adoption of the Common Core State Standards as an exercise - making a large chart in Excel that lists each new standard on the left, and the corresponding former standard on the right. State-level Departments of Education that have done this laborious work call this chart their "Crosswalk." At a glance, you can see the comparison and also identify the gaps.

(BTW- these excel charts on State websites could provide a solution to the challenge noted in my previous blog related to tracking individual student progress on each standard. While the document would be quite long, the excel chart could be used. Erase the data from the right column that outlines the former standards, and use that space to write in comments on student progress for each one of the new standards listed on the left side of the chart. The forms, however, are pdfs and would have to be converted.)

Back to my topic - opportunity. Adopting the Common Core is more than an excersize in making charts. It is an opportunity to enhance instruction, an opportunity to increase accountability, an opportunity to freshly analyze a lesson and a student response to that lesson, an opportunity to enhance a lesson.

As a case in point, this year we are asking each teacher to add a section to their submitted (monthly) review of their instructional goals. In this new section, they include information on the Common Cores standards that are addressed in their lessons. Our educational consultant, whom we have hired this year to support teachers in the process of adopting the standards, meets one-on-one with the teachers to review a lesson plan (among other things). This is an analytic process in which both review such topics as: Which standard was addressed in this lesson? How do you know whether the students accomplished the instructional goal? Which students do you think "got it" (group #1) Which didn't (group #2)? Which students are you not sure about (group #3)? What will we do next to take group one to the next level, to check in again with group #2 and group #3?

These are normal processes that all teachers (who are engaged in good classroom instruction) go through. But the adoption of new standards allows us to do this process with renewed energy and focus,and ultimately to greater individual growth.

Common Core Challenges

All beginnings have challenges. We are doing well on the macro level -- teachers are submitting their monthly units and their lesson plans with wonderful evidence of the CCSS and integration into their instruction. The challenge that many teachers are raising is a tracking challenge - how do we assess each student relative to each standard, and how do we keep track of all the information? How will these individual assessments be tied in to report card writing and how will individual assessments on the CC be presented at parent teacher conferences? The issue is volume. There are many standards, and we are attempting to be thorough and accountable. From our initial research online, we are aware that this is a common struggle among schools that have been at the forefront of adopting these standards. There are companies that are trying to capture the market and fill the need by creating software packages that allow for tracking. Do we sign up for this "first generation" attempt before the kinks are worked out? Do we attempt to create our own model for tracking? What is unfortunate is that so many schools are using precious resources (time and talent) to figure this out. It would have been helpful if the CCSS committee had launched the necessary implementation tools, along with the standards themselves. But alas, all beginnings have their challenges, and we will rise to that challenge, as we continue to collaborate with our teachers and with other schools across the country that are struggling with the same processes.
Any ideas out there that have actually worked to address this challenge in your schools?

Dina

Protocols for Collaboration

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When teachers together analyze student work and/or observe in each others' classrooms, how do they speak with one another using a collaborative positive tone that shows respect but also benefits the ultimate goal of improving instruction?

In previous teacher training sessions, we practiced two techniques - pausing and paraphrasing. During our last staff meeting, we learned two new protocols – probing and inquiry. We probe for specificity or for better understanding of generalizations. We inquire when we want to explore interpretations or different perspectives. We probe for clarity; we inquire for connections.
Sometimes, words or expressions are vague and require probing for further clarification. For example, vague nouns are: the parents, those students, the curriculum. To which parents might you be referring? How many? What aspect of the curriculum do you find complex? Vague pronouns include: they, we, them. Again, to whom in particular might you be referring?

A small change in the use of a word can change an inquiry from one that solicits a defensive response to one that solicits reflective thinking. Think of the difference in the following questions: “Why do you think that is?” “What do you think are some of the reasons for that?” Switching the word “why” to “what,” and switching the word “the” to “some” prevent a teacher from feeling on the spot. The word changes invite teachers to join a reflective conversation.
Similarly, changing yes/no questions to open-ended questions can have the same effect. Consider the difference in the following two formats: “Did you see that he had 5 spelling mistakes?” “What did you notice about his spelling?” The latter alternative invites dialogue and discussion.

While these changes might be small and obvious, they are not always the first words that come to our lips when we are in an informal conversation with colleagues. A little change and a lot of attention to how we frame our inquiries and probes, can lead to more effective reflection and collaboration.

Thank you to Jennifer Rosenberg for providing us with these protocols.

Music Education Integrates Common Core State Standards

The Common Core State Standards will be incorporated into all aspects of our curriculum. In goal setting for the year, our music teacher identified both math and language arts skills that are part of her music instruction.

Mathematical Core Standards:
1) Attend to precision
2) Make sense of problems and persevere in solving them.
3) Look for and make use of structure.
4) Provide students with a solid foundation in whole numbers...division and fractions.

Students in the fourth grade will learn how to read music, and they will learn how to play the recorder. Practicing the instrument at home will be a requirement. An incentive program based on the karate-belt system will be used, with "belts" given for mastery. Students will learn how to be his or her own critic - identifying when musical sounds or rhythms are not precise. To achieve precision, students will be taught how to review measures that are more difficult and not yet precise, until mastery is achieved. The structure of music will be taught such that students can identify when the musical patterns repeat, and when they change. Knowing the structure of the music will aid in learning to play the music with precision. Students will also learn to read musical notation; they will learn the relationship between different lengths of notes (fractions), and how these notes divide and complete a measure (adding fractions).

Language Arts Core Standards:
1) Speaking and Listening: Flexible communication and collaboration
2) Language: Effective use of new vocabulary

Students will be required to play both in small ensembles and with the entire class. They will also perform in front of the class and for larger audiences in the community. To play effectively in an ensemble, students must listen to the music around them. They must listen to each other, and adapt their own playing (sound and speed) to meet the needs of the larger group. Students will also learn to speak about music, using new musical vocabulary to communicate thoughts and meaning about the musical language.

There are additional academic benefits embedded in learning a musical instrument. Musical intelligence may be a new area of competence for a student, separate from abilities in other areas. Musical performance helps students gain self-confidence, particularly when performing in public or in front of friends. Learning to play the recorder provides a solid foundation for further musical competency. Fingerings on the recorder are similar to those on the flute, saxophone, clarinet, oboe, and bagpipes. Note reading skills are also applicable to string, brass, percussion, and piano.

In addition to classroom instruction, our school has a band (Klez Kids) for those who want additional development of ensemble and performance skills.

Taking a step back - I want to share some of the comments from teachers about our collaborative project building a Garden of Eden in the back of our building. As you can see from the comments, the teachers have already begun to use our sacred space. Sacred - because of how it was created, because how it looks, because it is outdoors in God's nature, and because of the opportunities it will now afford our students.

-- "I'm inspired to expose my own daughter to nature, now that I've had this experience."

-- "Nice team work! We were on the mulching team. "The Mulching Madams."

-- "Working on a small team was fun! Being part of the greater team was awesome!"

-- "I was humbled and inspired by the hard work and dedication of all. What a priviledge to be a part of this talented group of professionals."

-- "I was inspired to share a walk in the woods with my children (JCC pre-school students), together with the gansters (kindergarteners from Hebrew Day School)."

-- "It was great to learn some gardening/ecology skills. What immediate gratification for us all!"

-- "It was great to see how teams intermingled and pitched in wherever needed, with any task."

-- "It was amazing to see the overgrown paths transform into an accessible space, labeled and ready for kids!"

-- "I learned how to build a bird house."

-- "I learned that the more you do something, the better you get (referring to building a bird house)."

-- "We learned how to collaborate. Now I will have my kids (students) inventory the animals."

-- "How inspiring to see and experience the joining of hearts, minds, and souls in a glorious collaborative venture: the creation of the Garden of Eden!"

-- "(Digging) 2-3 feet holes! Oh my! Arbor to the sky!"

-- "It felt like Adam and Eve - working and watching over the land. L'Shomra U'l'ovdah!"

-- "More than words can say."

-- "Team work, great attitudes, physical labor, communicaton skills, camaraderie, feeling of accomplishment, and coming together to purchase a bench for our Garden."

-- "I had fun."

Introducing the Blog

My school has three main goals this year:

1) adopting the Common Core State Standards (CCSS),

2) expanding our use of the "21st century skills," and

3) collaboration and team work.

Because we are are dual-language school, we will also align our second language goals (Hebrew) with the Language Arts goals in the CCSS.

How will we do this? In the spring of 2011 we introduced the standards to the teachers. Many reviewed them over the summer. But now it's time to support them through the process!

Fundamental Decision: The best support is to teach them how to support themselves and their colleagues.

During the year our teachers will actually support one another by

1) analyzing their student work

2) analyzing live lessons

Ok- so now what? How do we prepare them to help each other? It's easy to say to them: Be accountable. Teach standards 1, 2, and 3, etc..... And while you are at it, make sure you teach 21st century skills - skills related to innovation and learning, and skills related to life and career. (More on that on another blogpost.)

We first need to establish a collaborative culture! Teachers need to feel comfortable opening up and sharing. They need a safe container. They need to know that this is not evaluative. We are trying to help children. And we are helping each other help children.

So how do we that?? We began during our week of orientation. We modeled what we wanted to achieve. First we built a garden together. Literally. We dug, weeded, planted, mulched, built. We transformed space. We transformed our team. We transformed individuals. We demonstrated how, with team work and collaboration, we CAN achieve results! We created a Garden of Eden that our students will now maintain and use.

But that's only a beginning! We can build together, but can we talk to each other? And we need to talk to each other about how we instruct children - a bit more personal. It's our career. So we began practicing habits -habits of pausing and paraphrasing as we listen to our colleagues. And we modeled once again - that is, I modeled. Jen (our top notch educator who is helping us adopt the CCSS) and I dialogued - spontaneously, on the spot. I started talking about schools using social media (my choice of topics) - all the challenges and opportunities, and she responded to make sure she was understanding my thoughts and my thought process. At one point, she pushed me forward - she thought ahead and paraphrased where I was going, without it even being said. It made the collaboration even tighter. Teachers jotted down all the non-verbals and all the evidence of pausing (for reflection) and paraphrasing. "So...are you saying that you are hesitant about proceeding?" "No, I would say more 'cautiously optimistic'."

What is next? Teachers need to learn more habits - how to inquire and how to probe. They need to learn how to present student work, and how to be "observed" in the classroom. We also need some time to reflect with them where they are at in the process - experimenting yet or just plain overwhelmed. We have to meet every teacher where every teacher is at. One at a time.