This has been an eventful week.

I watched teachers work with their students both online and in-person, using every ounce of energy to engage and motivate. I am humbled by their persistence and determination despite this year’s challenging circumstances.

I was inspired by students in a grade 5/6 classroom who are facing the unexpected, devastating loss of their teacher. Their courage, compassion, and candor are an example to all those they encounter.

I sighed with relief upon hearing the news of Joe Biden’s victory. It signals a return to human decency and truth in a world where character matters, words matter.

I listened to Kamala Harris say, “While I may be the first woman in this office I will not be the last, because every little girl watching tonight sees that this is a country of possibilities.”

For me, the common thread of these events: hope.

Joe Biden often quotes the poetry of Seamus Heaney and The Cure at Troy is among his favourites. This stanza resonates today:

“History says don’t hope
On this side of the grave.
But then, once in a lifetime
The longed for tidal wave
Of justice can rise up
And hope and history rhyme.”

Listen to President-Elect Biden read the entire poem here.

It was a difficult week in our district. On Wednesday, one of our teachers was tragically killed in an accident on her way to work.

Meghan, her husband, her boys, her colleagues, and her students, have been on my mind since.

A senseless accident such as this serves as a reminder: the time with our family and friends, our students and colleagues, is precious. We simply do not know what tomorrow may bring.

Life is a gift.

Take every opportunity to spread kindness, love openly, laugh uncontrollably, forgive readily, dream big, and live with gratitude.

And as Robert Brault reminds us: “Enjoy the little things in life, for one day you may look back and realize they were the big things.”

I love reading student writing! Check out these story beginnings… (Written here as the students have written them.)

“Every story should start with once apoun a time but this story does not start with once apoun a time. It begins with two best friends but one moves away.”

“There once was a boy who had no friends, not even the birds would sing to him. Each day would go by and rumers would spred around like a cold.”

“I remember light but all I see right now is darkness. I fell, I think I try to open my eyes but I can’t, I try again and a huge flash of light hits my eyes. I start blinking. I see people surrounding me. “She awake,” somewon yells.”

So much to talk about with these student writers: all three story beginnings have much potential. What’s next? How do we help our students reach their potential? Feedback and revision!

Feedback can be given during individual conferences especially when students would benefit from feedback on different aspects of their writing. Sometimes though, I ask a few of my student writers if we could discuss a portion of their writing with the class during a mini-lesson. (Be sure to choose students who you know would be comfortable with a conversation about their work.)

Let’s take the first example, for instance. (I am always sure to share some positives about the work before the revision process begins.) First, I would read the story beginning out loud as the student wrote it. Then, I provide a revised version such as this:

“Every story should start with once upon a time but this story does not. This story begins with two friends. One of those friends is about to move away.”

What I’ve done is taken the core of the students’ writing and made some small changes. I’ve cut the end of the first sentence. I’ve also slightly changed the beginning of the second sentence and split the second sentence into two.

The students and I would discuss which they like the sound of and then compare the two versions to examine the changes made. Is there one right way? Certainly not. My goal is for students to experience the process of revision. I want them to see how additions, deletions, and changes can improve writing.

After modeling with this first piece of work, we could discuss another example with the students providing feedback for revision.

We want students to feel empowered to make changes to their work. (Not something they do naturally.) We can’t simply ask them to revise their work. (They don’t know how!) We have to demonstrate what revision means and give them something specific to revise.

This weekend I watched “The Way I See It”: a documentary about Pete Souza, the official White House photographer for the Reagan and the Obama administrations.

Watching world events unfold as of late, I have felt more and more disheartened. And then, watching this documentary, watching the leadership of President Obama in particular, I again felt inspired and hopeful.

In fact, I can’t stop thinking about it. Words such as empathy, humility, compassion are foremost on my mind. Among many other moments, this documentary showed President Obama’s address to the nation after the horrific Sandy Hook shooting. I remember watching it when it occurred. Watching it now, I was especially struck by his authentic empathy, his obvious love and compassion for others. All others.

Each of us are in a leadership role of some sort. Whether we lead students, staff, or our own families, we are leaders.

When we make decisions, do we make decisions with respect for human dignity? Do we acknowledge and appreciate the impact of our decisions on the people around us? Do we listen to and consider alternative points of view? Do we lead with authenticity? Do we stand up and speak up for others?

I know that President Obama was not perfect in the role of president and I don’t necessarily agree with every decision he made. However, I have the utmost respect for his confidence to surround himself with diverse viewpoints, for his contemplative nature, for his willingness to change his thinking, for his ability to lift others up, for his genuine kindness.

Today I leave the last words to him: “We may not be able to stop evil in the world, but how we treat one another is entirely up to us.”

When we choose books to read to our class, we typically select them for a specific purpose: the content, a writing strategy, a reading strategy, a cross-curricular connection…

I’d be curious to track all of the books I read to my students in a given year. What is the overall impression of the collection?

Are the books diverse in genre? topic? cultural representation? Can my students see themselves represented somewhere within these books? Are they also exposed to experiences and conditions outside of their own?

Whose voices do we hear? Are there voices missing from the conversation?

Does the collection take them throughout the world and to other periods in time? Do these books challenge my students to think, to reflect, to grow, and to question?

It’s not too late: we’ve not yet reached October. Take a picture of the book covers each time you read to your students. I’d be curious to see the collection at year end!

In a recent poll, 1600 Alberta teachers expressed extreme and unsustainable levels of fatigue (94%), stress (95%), and anxiety (81%).

THIS in mid-September.

During this challenging year then, we must find ways to take care of ourselves. Consider: What rejuvenates you? What refreshes you? What calms you?

This year, we can’t put self-care at the bottom of the to-do list; this year, it must be at the top. We must be intentional about finding balance, finding time to separate ourselves from work, and finding ways to connect with others. Each and every day, we must commit to something towards our own self-care.

Remember the words of Katie Reed: “Self-care is giving the world the best of you, instead of what’s left of you.”

Last week I presented my first in-person PD in half a year. Just like the teachers who have returned to in-person teaching, I felt blessed. What a difference: head nodding, body language, facial expressions. An opportunity to read the room. Feedback!

This in-person PD was an exception; I will continue to work primarily in an online environment for the foreseeable future.

I now realize that I took for granted in-person PD and in-class teaching. Before the pandemic, I hadn’t even considered the possibility that we wouldn’t be allowed to be in the same room as each other.

For those teachers and consultants who remain online, we must find ways to connect, to read the room, and to garner feedback, despite the limitations of technology.

What are your strategies? What suggestions do you have for garnering feedback in an online environment?

As we begin the school year, we also begin word study in our elementary classrooms. We create word walls to help our students with both high frequency words and structural analysis. I also introduce The Word Collector by Peter H. Reynolds at this time of year to inspire students to collect words on a class bulletin board or in our own Literacy Notebooks.

There are various reasons to add a word to our collection. I might like the sound of the word: kerfuffle and lollygag come to mind. I might like the meaning of the word: peace and solitude, perhaps. I might like a word because of a positive association: malarkey… I can’t hear this word without hearing my Dad say, “Who dealt this malarkey?”

This year I would add an extra element to my word study lessons. Consider all of the words and phrases that have become a part of our daily vernacular. Some that we hadn’t ever used before 2020: COVID, coronavirus, social distancing, flattening the curve. Some that were not used with the frequency that they are now: cohorts, masks, quarantine, pandemic, contact tracing, isolation, synchronous, asynchronous. We could go on.

This situation is a natural opportunity to talk with students about the development and evolution of language. Ask students: What other world events or circumstances may have influenced and changed the English language over time?

Be ready for a fascinating conversation!

I shared this Arthur Ashe quote during my sessions last week: “Start where you are. Use what you have. Do what you can.”

Many teachers commented on the quote: the relevance and reassuring tone.

As we go into the first official week of the 2020-21 school year, these words remind us to do our best and control what we can. Will the week be perfect? No. Will we be challenged and exhausted by the end? Likely. Will it be exciting to connect with our new students (either in person on online)? Absolutely.

Although much of the focus will be on procedures, protocols, and routines, be sure to save time for a read aloud or two. Bring some ‘normal’ into each day.

And remember, we’re in this together. Reach out to your colleagues. Share ideas. Share frustrations. Share strength.

Have you ever read a book and the characters just won’t leave you, even when the pages of the book are closed? I’ve been fortunate to read a few books like that this summer: American Dirt by Jeanine Cummins is one.

Reading this book has changed my thinking. I have a new appreciation and understanding for those who have lived the migrant journey. I was taken outside of my own privileged, protected background. I walked with the characters as they experienced unimaginable fear and incomprehensible grief. I began to understand the enormity of the challenges others face daily, some repetitively. I began to consider the journey of my own ancestors, too.

Imagine a child who is never exposed to the stories of others. A child who does not have the opportunity to walk alongside a character in a book. Will that child develop the same compassion for others as the children who are exposed to a myriad of stories and experiences? Will that child be able to think about a situation from the perspective of another, to empathize with situations other than their own? To some extent, probably; to the same extent, I reckon not.

The reminder is this: parents, bring story into your children’s lives, and teachers, into your students’ lives. Diverse stories. Stories of struggle, stories of hope. Stories of those like us, stories of those unlike us. Immerse them in the lives of fictional characters and see what transpires.

And now for me… back to American Dirt. I’m nearing the end…