In a review of my current project on morphology, one of the reviewers wrote, “Love this invitation to word-nerdery!” And at the end of a session I recently gave, a participant said, “Thanks for awakening my secret love of etymology.”

I couldn’t help but smile. If you know me, you know I love words. Always have, I think. It seems others do too!

These recent comments remind me how much we can inspire our students. We know our love of books can be contagious. I’ve also noticed that when I share my love of writing, it seems to give students permission to admit or discover a love of this craft. If we find the origin, meaning, and the sound of words fascinating… perhaps our students will too.

Consider your passions. Do you share them with your class? What interest or love might you awaken in your students?

Last week we watched a recent documentary–Mr. Dressup: The Magic of Make Believe.

Mr. Dressup. 10:30 a.m. every weekday of my childhood. Perhaps my favourite time of day.

Watching the documentary, I realized that I was not alone. Mr. Dressup had a significant impact on Canadians decade after decade. He was kind, gentle, creative–a kid at heart. There was a predictability to the show in all the best ways. During my viewing years, Casey and Finnegan were part of that predictability. Who doesn’t love a good sidekick afterall?

I loved to watch Mr. Dressup draw. To make crafts. To don a hat or a cape and become someone new. And even though he was ‘inside my tv’ somehow I felt that he cared about me. He cared about people. He cared about the world.

Last week during one of my PD sessions, a teacher asked about kids these days. Are they different than when I started teaching? Absolutely. How could they not be? They haven’t grown up on Mr. Dressup. All kidding aside, the students in our classrooms today are different. They are digital natives: they have never known a world without computers or the internet. Their childhoods are inherently different than the generations before them. I wonder how they would react to the slowness and simplicity of a show like Mr. Dressup.

Yes, our students are different. But if Mr. Dressup taught me anything, it’s that we love them all the same. We meet them where they’re at, without judgement. We do for them the best we know how.

Mr. Dressup, I leave the last words to you: “Keep your crayons sharp, your sticky tape untangled, and always put the top back on your markers.”

Over the last few weeks I have presented to many educators in all corners of Alberta and also in B.C. I am always inspired by the enthusiasm of teachers at all stages of their careers. At the end of a session in Kamloops on Friday, I was given the book I Hope by Monique Gray Smith. At the end of this book, the author asks the reader, What are your hopes?

This question inspired me to freewrite with you in mind. I have shared a few of my thoughts below. (Why not read this beautiful book and engage in a freewrite with your students too?)

I hope educators see how valued they are even when appreciation from students or parents isn’t always articulated. I hope educators realize the impact they have on their students each and every day: in those moments they know they are being watched and in those moments when it might be less obvious. I hope they feel empowered to give their students the gift of literacy, to understand what works and what doesn’t, to be willing to adjust their practice, and ask for help when they are swamped. I hope educators dig deep to find patience when things are tough, when funding is short, and when class sizes are larger than practical. I also hope they can give themselves grace when they can’t do it all. I hope they see how amazing they are as they work day in and day out to meet the needs of their students, needs which go far beyond academics. Ultimately, I hope educators find time to regularly invest in themselves and their families: to find balance and rejuvenate when needed. I hope.

“A teacher affects eternity; he can never tell where his influence stops.” Henry Brooks Adams

I know a lot of teachers… a few love Halloween but many others would prefer to skip right over this holiday. I get it. I remember the anticipation, the buzz, and the sugar highs that come along with the costumes and candy.

It might be tempting to blissfully ignore the season as Halloween day approaches. On the other hand, we could embrace this holiday and use it to motivate our students to read and write!

Pull those Halloween books from the shelves and capitalize on them as mentor texts for your writing lessons. Focus on the craft of the writer. Often, these books are fantastic examples of effective word choice, onomatopoeia, dialogue, setting, sensory language, and description…

A few favourites: Creepy Crayon! by Aaron Reynolds, The Little Ghost Who Was a Quilt by Riel Nason, A Super Scary Narwhalloween by Ben Clanton, Snowmen at Halloween by Caralyn M. Buehner, The Skull by Jon Klassen, and especially for the older students She Made a Monster: How Mary Shelley Created Frankenstein by Lynn Fulton.

For added engagement, consider a related art lesson!

Go big or gourd home…

I’ve been surrounded by creativity and artistry the last few days… On Wednesday night we saw Broadway Across Canada’s Ain’t Too Proud: The Life and Times of the Temptations. On Thursday, I was at the world premiere of Episode 1, Season 17 of Heartland, the longest running Canadian drama, on which my brother is the editor. On Friday night, I attended the premiere of How We Ended Us, a film on which my brother was the editor and my sister-in-law the costume designer.

I’ve noticed that whenever I’m surrounded by creative people and works of art–in whatever form–I am inspired to create. What about our students? Do we provide them with the opportunity to read powerful literature, view innovative works of visual art, and listen to various forms of music? How might we be more intentional in surrounding students with such artistry?

Not only does a work of art inspire, it also provides a model. Regie Routman has said, “…riveting literature influences the quality of writing that students of all ages do, especially when we teach them to notice and apply what effective authors do.” Of course, this premise applies to other endeavours too, not just writing.

How do you inspire your students and provide models within your classroom?

A few years ago, I left behind the security of my teaching career. I decided to leap not quite knowing where or how I would land. As you might imagine, it was both exciting and terrifying.

Last week, the talking point on CBC radio was ‘your dream job: if you could do anything what would you do?’ In that moment, I realized that I’m living it. I am doing what I love.

Fortunately, I am busier than I could have anticipated and I now have the pleasure of working with educators across the country. This year, I published a third Pembroke title, a book I’m very proud of. I also started working with an amazing team at Pearson. After working with them on various projects, I proposed something ‘new’ based on research and the content of newly released curriculum. My goal was to empower teachers to teach morphology but also get relevant materials into the hands of students.

As of this week, Kit A—the first of Bug Club Morphology—has gone to print! We continue to work on Kits B, C, and D. Curious to see it? Click here!

In the meantime, I will continue to live my dream…

Building relationships with our students is essential. A strong connection facilitates trust, risk-taking, and often improved effort.

What do you know about your students? Would you like to know more?

Ask your students to write you a letter. It could be open-ended, of course, but by providing a few optional sentence starters you might elicit some interesting responses.

• My favourite thing in the world is…
• I am most proud of…
• I want you to know…
• I wish my parents knew…
• I am challenged by…

Remind your students that the letters are private between the two of you. Respect that privacy.

The letter might be a separate task, or it could be this week’s journal entry. Regardless, it is a powerful opportunity to learn about your students and set a strong foundation for a year of learning. And remember, Josh Shipp has said, “Every kid is one caring adult away from being a success story.” You just never know when you become that one caring adult.

Do you read what your students are reading? This just may be the most powerful way to become a reading role model.

Take books home from your classroom library. Read them during independent reading on the days you’re not sliding in beside a student. Check books out from the public library before purchasing them (or asking for them) for your classroom library.

Staying current on the books and authors for students at your grade level is a powerful statement: to students, to parents, to your admin team, even. You’re able to talk to students about the books they’re reading and make book recommendations, too!

If you have reluctant readers in your class, read books with even more purpose: capitalize on what you know about these students and find something they might enjoy. Then, once you’ve found a few options, you can make intentional, personal book recommendations.

“Readers are made, not born. Few students spring out of the ground fully formed as readers. They need help, and we cannot assume that they will get it from home, but they should always get it from us, their teachers.” Donalyn Miller

During the first days of school, much of our time is spent establishing routines and setting expectations. As part of these new beginnings, it can be helpful to develop a weekly language arts schedule. Rather than plan each day at a time, a weekly schedule can ensure that we target all strands of language learning and alleviate some of the daily pressures of planning.

As for writing, the first two weeks of school are a perfect time to introduce three forms of low-stakes writing: journals, reader response, and freewriting. These forms of writing can then be embedded into your weekly schedule. Each serves a different purpose and accomplishes a variety of outcomes. Most importantly, if introduced effectively, they can help break down barriers to writing. Then, when we want to teach specific skills, students are more receptive.

Now is the time! You have a marvellous opportunity to affect the mindset of your students. Happy…

In my area of the country, those in year round schools return to school this week. There are others that know once mid-August hits, yet another summer break quickly comes to a close.

Most teachers I know love going back to school and the firsts and news that come along with it: first day back with staff, first day with new students, new clothes, new school supplies, new beginnings. And yet even if we love those firsts and news, there is often regret that another summer has come and gone, and some anxiety too.

Each Sunday, Maria Shriver’s Sunday Paper graces my inbox. Today’s issue concluded with this Sunday evening reminder: “You can look at the week ahead with fear, anxiety, and apprehension. Or you can decide to simply be grateful that you are here, that you are alive, and that you have the power to choose how you look at life. Choose hope, choose to rise above whatever scares you. I’ve got you. Let’s go!”

Regardless of who we are or what we do, these words may resonate.

Today I am grateful to be alive. I am grateful to sit and watch the birds at the feeder as I write this. I am grateful to spend my days with family and friends that I love. Yes, there is loss and grief. But I am learning to hold those alongside the joy and hope. There is room for it all.