Monday, November 30, 2015

#linkwithlink Nomad Visit

Four Nomads from Liberty in North Korea (LiNK) Global visited the English II learners today. They presented compelling stories of North Korean refugees who have escaped the DPRK and are now experiencing freedoms they didn't have before. 

Learners listened and had the opportunity to ask questions and reflect. Our focus for this unit is about the influential power of the environment, and learners got to see how a restrictive social and political environment shapes its people.

Check out their reflections here or on Twitter using #linkwithlink.

Want to learn more about LiNK and how you can help? Check this out!

Thursday, November 12, 2015

Pressure to Perform in a Broken System

Teachers all have them and them. I’m not talking about the students who sit in the back of the classroom, trying hard not to be noticed. Not the students who refuse to make eye contact when you ask a question, trying hard not to be called on.


I’m talking about the students who sit front and center, often at the edge of their seats, bouncing slightly with their hands raised, hoping to catch your attention every time you ask a question to ensure they get a good participation grade. I’m talking about the students who schedule a tutorial every time you pass back an assignment because they want to go over every point they lost. They want to challenge you on every deduction.


We have a name for them: grade grubbers.


If you’re not a teacher, you probably think this is the type of student every teacher dreams of having, but these are the students many of us dread. It’s not because the challenging of every grade is annoying (although it is); it’s because these grade grubbers are what remind teachers that students exist in a system that values grades over actual learning.


It’s not the students’ fault. They’ve grown up in a world that puts all of the proverbial eggs in the grade basket. They have been raised in a world that tests them at every turn. These students have standardized testing down to a science. They could probably do it in their sleep. (And I’ve seen plenty of them with their heads on their desks, eyes closed during high-stakes tests. We call them brain breaks, but really the kids are just exhausted from filling in 1.2 billion bubbles a year.) It’s normal for a student in high school to sit in the same room for hours on end taking test after test multiple times throughout the year.


They’ve grown up in a world where class rank rules, where GPA is everything. They choose their classes not based on interest, but based on how many GPA points they offer. They take five and six AP classes a year not for the challenge, but for the GPA boost. They jump from GT to AP and back again based on rumors they hear about which is easier. They call this “maxing out their GPA.”


Pressured by their parents, their friends, the colleges they want to get into - kids are constantly pressured to perform not because they are passionate about learning, but because they are passionate about outranking their friends.


As a teacher, it is my job to teach students skills, the skills that will be tested on the state test, or the AP Exam. It is also my job to assess those skills throughout the year. I don’t do this because I want them to pass the state test, the AP test, or because I want them to get into college. I do my job because I want my students to use the skills they develop in my English class to help them be successful in their lives no matter what path they take. I don’t assess and reassess my kids because I want them to have great GPAs, but because it is my responsibility to show them how far they can come if they work hard. It is my responsibility to help them find their passion, to help them find their place in such a big world. My responsibility to help them find themselves, and show them that we are never done growing.
My job and my responsibilities contradict each other, and my responsibilities clash constantly with the system. It is a constant battle with the institution of education to help my kids understand that there are far more important things in this world than GPA. The whole world tells them I’m wrong.


Do I love my grade grubbers? Absolutely. Do I worry about them? Constantly. Just as much as I do my reluctant learners.


I worry because the stress they put on themselves to constantly achieve, achieve, achieve keeps them from finding their passion. It keeps them from growing in the areas that truly matter to them. I worry because the pressure they put on themselves keeps them from truly enjoying the very last bit of their childhoods. Because that’s what high school is. The last years of childhood.


I often find myself looking into the eyes of a child, wondering when they will have their breakdown, knowing it could come at any time. I think about how many kids come through my room and consider themselves successful just to make it through the day without wanting to give up completely.


It happens everywhere.


This system is not set up to inspire learning. I’m not talking about my school or even my district. I’m talking about the bigger institution, the one governed (governed) by people who have never worked in a school. The system is set up to attach numbers to kids, numbers that are supposed to tell us so much about them, but the numbers don’t really tell us anything. The way we learn about our kids is by spending time with them, asking them what they care about and why. The system must not want us to do this; if it did, we wouldn’t have GPA and class rank, or more standards than we can reasonably teach in just 36 weeks. The system has not provided time for these important conversations.


But if that scares you, I have good news. Inside that system that is set up to harm our kids, there are teachers - living, breathing, caring human beings with the biggest hearts - whose passion is teaching kids, and I’m not talking about history or math or science or English. I’m talking about teachers who are passionate about teaching kids how to make the world a better place, how to carve their own path in this big world, how to find their voice, their purpose. How to learn from their mistakes. How to keep on growing.


These teachers are excellent at teaching their content, not because they are brilliant at Calculus or in European History (although they are), but because they are excellent at making their kids care. At making their kids know they are cared for.


Teachers know the system is broken, is working against us all. But the wonderful thing is that even though the people who have the power to change the system only keep making it worse, teachers are in the trenches every day, doing everything in our power to get the grade grubbers to see that there are more important things in life than class rank and worse things in the world than dropping an AP class. We work tirelessly to find the spark inside every student, grade grubber to reluctant learner, to inspire in each child the desire to become the best version of themselves that they can. To help them understand that every day gives us a new opportunity to grow and become better than we were yesterday.

Yes, the system works against all of that. But know that we are on the front lines every day, fighting for our kids.

Wednesday, November 11, 2015

Global Collaboration: Link with LiNK

Becky and I at the Link with LiNK event.
Last year, a junior at my school, Becky, proposed an idea that would completely change the way the team taught Animal Farm. Though the story is a political allegory of the Russian Revolution, the team focused on the much more current dictatorial structure of North Korea.


Becky happens to be the founder and president of the school chapter of LiNK (Liberty in North Korea), a campus extension of the global LiNK organization. Becky suggested that we team up with LiNK to bring the current relevance of the novel to new light.


We introduced our learners to the political structure of North Korea by showing a video called The People’s Crisis, which not only provides an engaging history of Korea and how the peninsula split, but also insight into the work that LiNK does. Learners studied both the novel and North Korea, first focusing on propaganda and the enduring question: How can power strengthen or corrupt an argument? Learners tracked character development in the novel’s antagonists and for the three Supreme Leaders of North Korea by looking closely at speeches from the novel and political speeches from North Korea.


To give them an authentic audience and extend their understanding, the learners were invited to a Google Hangout, where they were able to ask critical questions of LiNK Global’s Rescue Team Manager and a current intern of LiNK.


This is the second year that Sarah has talked with our learners about what LiNK does. Last year, we had about 50 learners attend the optional Google Hangout, and this year 136 attended! As you can see, our Lecture Hall was packed.


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Even if a learner could not attend the session, he was able to submit questions to be asked during the session. We set up a Google Form where all learners could submit questions, and Becky acted as the discussion moderator. She and I filtered the questions prior to and during the event to ensure that we were able to address as many as possible.


Screen Shot 2015-11-11 at 9.58.23 AM.png


We provided the following parameters to ensure that quality, topical questions were submitted:


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We also set up a channel for learners to communicate to Becky during the discussion. We used the site TodaysMeet to do this. TodaysMeet is a temporary chat room of sorts. Learners can submit questions or comments to the link, and Becky and I filtered the questions during the discussion to ensure that follow-up questions and new questions could be addressed.


Learners also used Twitter to reflect upon their experience during the discussion. They were encouraged to Tweet reflections, “aha!” moments, and things they learned throughout the experience to #linkwithlink as another way to participate in the discussion. We catalogued the Tweets here (and here in 2014). You can watch the Google Hangout from 2014 here as well.


After finishing the propaganda unit this week, learners will move on to study how environment can shape a person’s character. To show how theme transcends novels, learners will make connections between Lord of the Flies and the crisis in North Korea. Learners will meet with four LiNK global representatives called Nomads, who will share stories of North Korean refugees. Learners will then be able to make further connections to their enduring understandings by asking critical thinking questions of the Nomads during and after the session.


Not only was the Learning Design transformative in that it created authenticity for the learners, who have, among other things, realized their very real ability to make a positive impact on their world even as high school students (LiNK Global was started at the college level by college students), but also impacted their learning environment. They made connections virtually using tools such as Google Hangout and Twitter, but also physically as all English II classes will come together in a new venue (the lecture hall) to meet with the Nomads when we return from Fall Break.

I can’t say enough positive things about the work the LiNK does, and about how wonderful Sarah is for taking time from her work day to talk to our learners. The passion she has for making the world a better place is contagious. The way she and the Nomads encourage our learners to find their voices - even if they think their teenage voices may not be heard - sends a powerful message about their very real ability to impact the world. To me, the value of that message cannot be measured.

Please take some time to check out LiNK!

Wednesday, May 20, 2015

CapsuleCam for Class Album Sharing

When my kids finally got to take pictures for the Literary Photo Booth, I wanted them to be able to share their pictures with me and the rest of the class. I thought about using Twitter, but my kids figured out how to tweet privately, so no one would see their pictures but me. I went to my iTeam to see what options they could offer, and they came back to me with the app/website CapsuleCam.

CapsuleCam is great photo sharing platform usually used for weddings and other big social events. Users can easily join the album by entering a passcode, and then add their own photos directly through their app, website, or through Instagram. They can then go back and create captions for their photos.

Things I like about CapsuleCam:

  • It's EASY to set up and to use.
  • It's free!
  • It's an app and a website, so learners can use their phone, iPad, or computer to upload pictures.
  • It allows you to add captions. Since part of our project was to include reflective captions about the pictures the learners took, this feature was non-negotiable.
  • You can easily order prints of your album.
Things I like slightly less:
  • You can get a custom passcode for your album, which makes it easier for users to join, BUT it's a paid feature. 
You can check out our class Literary Photo Booth album here!

Tuesday, May 19, 2015

Literary Photo Booth

At the beginning of the year, I set out to come up with a new way to review for the AP Literature and Composition Exam. In the past, I've had my kids keep track of the details of the novels they read on fairly generic forms. I wouldn't call it ineffective, but it wasn't a particularly fun way for any of us to remember what the details of texts they read from August through May.

This year, we reviewed for the test with a Photo Booth.

Literary Photo Booth Directions
After each whole class novel or play, my learners created props to represent the characters, genre, setting, symbols, and themes of the work.

They came up with some pretty cool props that would make any photo booth fun. You can see some of my favorite props below. They key is that they remember that the best photo booth props are one that "dress up" the character in the photograph.

Check out our class album here!

1984
Each prop gives a description of the character, setting, symbol, theme, or characteristic of the genre as well as a quote or quotes from the text.
Mr. Charrington is represented by a spy hat.


This prop notes the novel title, author, genre, and provides a brief synopsis of the text.



O'Brien is represented by a disguise. His character's mustache is noteworthy in the novel.

Parsons is represented by a sheep because he blindly follows the Party.

Of course there's a paperweight!


 Frankenstein
The creature is represented as having a heart of gold trapped in ice.

Forbidden knowledge is explored in the novel and represented as an owl mask.



The torch reminds readers of the story's subtitle, The Modern Prometheus and the parallels between his story and Frankenstein's.


Hamlet








Rosencrantz and Guildenstern Are Dead





Friday, May 1, 2015

Get Your Kids Engaged with Mastery Stations

Using stations in the classroom is nothing new. Teachers have been using stations for years, and I've done them from time to time.

For our Social Injustice Unit in English II Pre-AP, we used Mastery Stations as the primary learning model, and the results were outstanding! The reason we call them Mastery Stations is because the learners had to master the station before they moved on to another one.

Here's what I like about using Mastery Stations:

Learners play Social Injustice Charades and
act out different types of injustice.
1. Mastery Stations get the kids up and moving - something we know they don't do enough of by the time they hit high school. (Check out Grant Wiggins' blog post on the subject.)

In Pic Scene, learners draw a card with a different social injustice
on it, then create a still image of the injustice.
Learners are really not engaged when they're sitting for an hour at a time. It's surprisingly tiring to just sit. (Ever spend a day vegging on the couch watching Netflix? You're exhausted by the end of it, even though you haven't done anything.)

Mastery Stations keep the learners' blood flowing because they have to physically move from station to station. In addition, the stations are all different, so some require them to be up and moving.

In our first round of Mastery Stations, the learners were exploring exactly what social injustice is, how it's different from injustice, understanding different types of social injustice, and connecting to our past reads while determining the social injustices that occur in literature before defining it in their current novels.

Learners identify different social injustices that are explored in
different texts we have read this year.
Learners choose a social injustice and create an
acrostic poem to depict it.
2. Mastery Stations create individual learning pathways. Learners get to choose which Mastery Stations to do with a minimum requirement. I get to decide the skills and concepts they need to know, but they get to decide what their learning will look like. If they don't want to create a poem about social injustice, they can record a two-minute narrative inspired by an image depicting social injustice instead. If they don't want to play charades, they can create a physical interpretation of a social injustice. So many options - learners truly feel empowered when they can make those choices for themselves. Interesting note: Many times all of the learners or groups ended up completing all of the stations because they were having so much fun!




3. Mastery Stations are wonderful for formative assessment. There is nothing more powerful for me as a teacher than knowing exactly what each of my learners needs at any given moment. Mastery Stations allow me to track learner progress continuously during class, using the simple red/yellow/green approach.

I used a chart to track learner achievement. I used a red highlighter to indicate a learner who needed one-on-one or small group help; yellow to note a learner who hadn't quite hit the level of mastery, but could keep working through it independently or with peer support; and green to indicate that a learner had mastered the station and was ready to move on.
What's really nice about this is that I can make quick and easy decisions regarding our next steps. Sometimes just a handful of learners needed one-on-one help with a particular skill. In my classroom, I have tables that seat 4. Two of the tables are pushed together. That area became the small group table where I could sit and really work with learners struggling with a certain concept until they grasped it. Sometimes I found that an entire class was struggling with a single concept. When that happened, it was time to slow down and do a whole-class re-teach. Sometimes my learners were all exceeding my expectations of mastery and I had to come up with extension activities to keep them engaged and learning. Whatever happens, Mastery Stations keep us all on our toes!












Example of Mastery Station directions.
4. Mastery Stations are learner-centered and empowering. ...Sometimes to the point where I feel useless in my own classroom!

The Mastery Stations are set up so that all directions and supplies are ready to go, and I don't have to do anything to get the learners started. All I have to do is support the learners when they have difficulty understanding a concept or skill.

I use QR codes and brightly colored paper to supply the directions to each Mastery Station. The directions look something like the navy picture.

The learners then compared the use of Google vs.
Databases. Since I have chalkboard tables, they
did this directly on the tables and then took a
picture of it to keep their findings.



















A simple color-coded cup system allows my learners to communicate
their needs with my while continuing to work through a problem
they might be having or signal that they're ready for feedback.
I started using cups about halfway through this year as a great way for my learners to communicate with me. No surprises here: Red means I need Mrs. Neal's help right now - I can't move forward on my own, yellow means I'm doing fine on my own but am not ready for Mrs. Neal to check my work, and green means I'm ready for feedback.

What's great about this system is that my kids don't raise their hands anymore. (Do you know what happens when a learner raises his hand? He isn't thinking or problem-solving, he's just sitting there waiting for his teacher to solve the problem for him.)

When a learner puts up a red cup, he knows that I'll get to him as soon as I can. And guess what - many times, he continues to work through the problem and figures it out - without my help! It's not that I don't want to or am unwilling to help my kids. But think about how empowered a learner feels when he thinks he can't do something and then does it anyway.

That's a Wrap.

All in all, Mastery Stations have been wonderful for so many reasons and are a strategy I will continue to use. As always, questions and feedback are welcome!


















#PKD Live Tweets

Tuesday, April 28, 2015

#PKD - What Is PechaKucha Day?

In January, I went to Houston for the Texas Council of Teachers of English Language Arts (TCTELA) Conference. I learned a lot of great strategies while there, but there were two things that happened that made a major impact on the last 10 weeks of my teaching life.

The first thing that happened was I heard someone say the bizarre word "PechaKucha," which - let's be honest - is just a fun word to [attempt to] say. When I heard it, I had to learn more about what it is. There was a session on PechaKucha at the conference, but the session itself didn't interest me (it was about using PechaKucha in college lectures - gross). So I did some quick Googling and learned:

PechaKucha (Japanese for "chit chat") 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images advance automatically and you talk along to the images. The presentation format was created by Astrid Klein and Mark Dytham of Klein Dytham architecture because - believe it or not - architects talk too much. Klein and Dytham also realized that you can give just about anyone a PowerPoint and a microphone and they'll have the same problem. PechaKucha Nights have stemmed from the format. PKNs are fun, informal gatherings where creative people get together to share their ideas about anything in the PechaKucha 20x20 format. (from PechaKucha.org)

From a teaching standpoint, I really wasn't interested in the idea of the 20x20 lectures themselves because I don't really lecture. Which leads me to the second thing I learned...

I attended a session on school-wide conferences by three Paschal High School teachers. This presentation really did grab my interest. The annual conference they put on is called PIP Talks and is done completely outside of school and available to anyone attending the high school. I love the idea of reaching out to kids beyond my classroom, so the wheels were already turning for putting on a CHS version of PIP Talks.

Fast forward to almost a month later as the English II Pre-AP learners were wrapping up reading their historical fiction selection and my team was discussing what the capstone of the unit would be. In the past, we have done websites that explore the historical validity of the novels read (the learners had 16 choices). I have enjoyed this website project because it ties research into literary analysis very effectively, but honestly it was missing a "So What?" factor. What I mean by that is that we were examining the past (which is important), but weren't using any of that exploration to think about or influence current and future problems.

As I was thinking about how to bring the "So What?" factor into our historical fiction unit, I realized that it was the social injustices of each novel that connected them all. Each novel may have focused on a different social injustice (racism, ageism, gender discrimination, classism - the list goes on), but each novel shines a light on the historical perspective of a variety of social injustices - none of which have been eradicated today.

And there was our "So What?" factor - if history shows us our mistakes, why aren't we correcting them? How can we use the lessons from history (and historical fiction, by extension) to incite future change?

With all of these questions swirling, it hit me - the the learners could use the PechaKucha 20x20 format to explore and ultimately answer these questions in individual presentations, and then we could have our very own PechaKucha event to showcase our top presentations (our very own PIP Talks, if you will). Bam. Two exciting ideas from TCTELA combined into one invaluable learning experience for our kids.

The Process

Two of the English II Pre-AP teachers got on board right away. Alexis Glover, Alex Holmes, and I began designing lessons to prepare our kids for PechaKucha Day (#PKD).

Our first step was to help our kids understand just what social injustice is, and to identify it in their historical fiction novel and in the world today. We did this through what we called "Mastery Stations," which are a fun way to get the kids up and moving while they learn in a variety of different formats. The first set of stations worked so well that we ended up designing our entire unit around the concept. We had 6 different areas of focus, as seen below:

(The colors don't mean anything other than that's the color paper we printed the station QR code on.)

We used a spreadsheet similar to this to track student achievement throughout the process and ensure each learner was getting the help they needed. We simply used highlighters to check off each station - red indicated that a learner did not master the skill at all and would need one-on-one or small group help, yellow meant they were almost there but would need a little more work, and green meant they had mastered the skill and could move on.

This system allowed us to group learners by ability so that they could get the help they needed or could be pushed to extend beyond the scope of the skill.

All in all, we spent six weeks in class getting ready for the presentations. However, we were also working on Nonfiction Analysis throughout these weeks, so we spent roughly 20 class days on the presentations.

We did not present to the class as that would have taken a minimum of five days of instruction, so instead, learners submitted recordings of their PechaKucha. From there, each teacher submitted the top presentations of each class period as a nominee for finalist. All three of us met together to narrow it down to the top five presentations of the period, which were the #PKD Finalists. In total, we had 30 presentations with 41 presenters (some worked in groups) going into Finals.

In order to keep all of our learners engaged in #PKD, we created committees so that each learner had a role in making the competition as successful as possible. Some learners served as MCs, others ran the computer and microphone on competition day, some acted as ushers, while others wrote thank you notes to our judges. Every learner, Finalist or not, was a key component in the success of #PKD.

The Product

On Friday, April 24, we had CHS's first ever #PKD (modeled somewhat after PechaKucha Nights). Each class period, the English II Pre-AP learners gathered in our school's Lecture Hall to watch the five Finalists of that period. The Finalists had a choice whether to present live or share their video. (The live presenters were the most compelling.)

Our wonderful school community was so supportive - we ended up having an almost-full house every period. Different teachers from different content areas brought their classes to watch presentations each period, from science to teen leadership to Spanish. In addition, we had three judges each class period consisting of teachers, principals, counselors, and instructional coaches who generously volunteered their time to help us.

To further engage the audience, each presentation had a custom hashtag so that the audience could tweet their support. These hashtags were created by the presenter and a committee of learners and included in the program.

Alex, an Excel pro, tabulated the judges' scores throughout the day and entered them into a spreadsheet which calculates the totals. In addition, we used a Clap-o-Meter app to track audience applause at the end of each presentation, which was included in the score totals.

At the end of the day, everyone was invited to return for a short Awards Ceremony, where the top winners of the day were announced. I have to say, while all of the learners did an incredible job on their presentations (whether they made Finals or not), I was blown away by our winners.

You can view the winning presentations and see all of our Finalists here.

All in all, if you want to pour your heart, soul, and time into an invaluable learning experience, I highly recommend you try having your own #PKD! Questions are welcomed!

5th Period Finalists Brooke, Niki, Brooklyn, and Alex (not pictured)
6th Period Finalists Kolbe, Faith, Sam, and Lauren (not pictured)
7th Period Finalists Anjana, Samir, and Leila


Thursday, March 19, 2015

Spring Break-Over (Classroom Makeover)

I have a confession to make: I have spring fever. For me, spring fever involves cleaning, organizing, redecorating, and hitting up garage and estate sales every weekend. And my spring fever has been coming on for weeks.

Since my house has been painted and redecorated from top to bottom (literally), when my spring fever started, the itch to re-do everything in sight meant everything in sight - in my classroom.

Several weeks ago, in the middle of uncharacteristic-for-Texas ice and snow, I started to feel the fever coming on, so I took action. (And by action, I mean, I started shopping online.) For a while I have wanted to paint my classroom tables with chalkboard paint to give my kids an easy place to "brain dump," so while I was stuck at home on snow days, I was on Pinterest (of course), looking for teachers who had done the same. I looked at chalkboard paint reviews, researched brands, compared prices, and here's what I learned:

Chalkboard paint is expensive. And comes in really small cans.

However, the avid bargain shopper in me didn't give up on my hope of chalkboard tables, and that led me to something even better than chalkboard paint: chalkboard spray paint. Rust-Oleum makes chalkboard spray paint, and Amazon sells it for just $3.97 a can (free shipping if you're a Prime member!).

I set off on the Tuesday of spring break to paint just my tables. On my way out the door, I stopped by our garage paint cabinet to grab some sandpaper, and happened to find two cans of paint (light and dark gray) leftover from our living room, which planted another little seed in my head. How nice would it be if my classroom weren't depressingly, institutionally white(ish) anymore?

I have this magic power where I can hold a can of paint and determine how many walls it will paint by the weight. (It's true; I really do.) I determined that I could paint 3 walls in light gray and one wall in dark. From there, I couldn't restrain myself...

On the right is the lighter of the two grays (I used Coastal Jetty by Valspar).

On the left is the focus wall in darker gray (Sable Evening by Valspar).




















The difference is remarkable. The room feels more like a place where you would learn rather than a holding cell.

Before:




After:



I have 7 large square tables (half a regularly sized and I removed the legs from half of them to create floor tables), a "bar," and another long thin table. It only took 4 cans of paint for me to cover them all. ($16 for chalkboard tables!)

True story: When one of my kids came in and learned the tables were chalkboards, he said, "This is the best thing that's every happened to me!" (And I'm sure he wasn't hyperbolizing either.)

Here are a couple of pictures of my seniors doing a character analysis on the tables:



Some other new features of my room include:


A new charging station! This little set-up is the absolute best. I was getting so tired of loaning out my iPad charger to my kids that I took a cardboard box, drilled holes in the bottom, and ran two iPad cords out of the bottom. The cords are plugged into an extension cord, which is also inside the box, but you could just cover an outlet completely if you don't have an extension cord.

Underneath the charging box is a paper holder I got at Michael's. Students can either sit by the charging station if they need to work on their iPads, or they can leave the iPads in the box so it doesn't pull it off the wall. And the box says "Free of Charge - puns make me smile.


Roman Shades!

These little beauties add just the right pop of color to an otherwise boring wall, and took no time and very little money ($30 for the whole shebang) to make. I followed this no-sew Roman shade tutorial. All five shades took just an hour to make, and I can't believe how beautiful they turned out.


I got these cool steel rails and hooks on Amazon, and the buckets and chalkboard labels are from Hobby Lobby. (I also just found these cute buckets on Hobby Lobby's website that already have the chalkboard built in.)

I post each class's objectives on their own edge of the whiteboard. It's magnetic, so they are easy to switch out.

I hope to inspire my readers and show them how powerful reading can be! 


Thanks for taking the tour of our classroom! If you have questions about anything, I'd love to answer them!