Mystery Ride

I love children's books. I guess when you are a literacy specialist, you better, huh?

One of my favorite books right now is Mystery Ride, by Scott Magoon!

I need to talk about my LOVE for this book.

A. I love the cute illustrations...notice the polka dot street and cute buttons on the tree-- yep! ADORABLE.
B. Love the little people in the car. Not sure if they are bears, dogs, or just happy little things driving around, but whatever they are, they are cute.
C. The heart of the story just makes me think of life in general...they discover it’s not the destinations that are important—it’s the adventure they have along the way. 
D. The ending is just wonderful.... they end up at the ice cream shop and they get sprinkles on their ice cream.

Here is a quick review of the book: 

Most of the time when the parents take their children on a ride, they go to interesting places like a toy store or a zoo. But when these parents tell their three children they are going on a mystery ride, the kids moan and groan because they know it is going to be really boring. You would think that everyone would like a mystery ride—but the children have learned over the years that it really means errand day. How much more boring could that be? The mystery places are the supermarket, hardware store, landfill, and clothes shopping. Ugh! Then the children are told they are going on a fun mystery ride but again are disappointed as they end up at the laundromat. However, we see that a little patience can lead to great things as they finally make their way to the ice cream shop;

What I loved most was the conversational window this book opened up about life and that  things always have a way of working out. Some days are good. Some days are tough. And guess what... that's okay! 

Be Blessed Everyone!

What really matters?

I am always interested in what the authors on Choice Literacy have to say. They are always honest about classroom practices in regards to what really works. A particular favorite author of mine, Donalyn Miller, wrote a book called, The Book Whisperer. I read it a few years ago. It breathed new life into me. I felt like I could relate to her teaching style in so many ways. She values all of the education efforts put forth. Schools need direction. They need programs. They need scripted programs. BUT... more than anything schools need teachers that embrace student individuality. Her story below is an awesome reminder that our students have so much on their minds and are exploding to share their thoughts and ideas with teachers, classmates, and parents.  This is what she had to so in this months Big Fresh Newsletter:  I believe that this corporate machinery of scripted programs, comprehension worksheets, computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off all the programs, underneath it all is a child reading a book.                                                                Donalyn Miller On Tuesday I walked into Kerri Kennedy's fourth-grade classroom. It was the end of the day, with kids eagerly stacking chairs, gathering backpacks, getting last words of advice from Kerri before heading out the door.  Only Evan came right up to me and said shyly but proudly, "All the stuff on this table is mine. I'll show it to you." The round table he led me to near the door was a jumble of rocks, minerals, brochures, and those cheesy varnished crocodile jaws you can buy at any roadside souvenir stand in Florida. Evan picked up a few of the items one by one and explained where they came from, before his bus was called and he bounded out the door. I asked Kerri about the table after everyone had gone, in those quiet moments after the last bus pulled out and just before we headed down to the cafeteria for a staff meeting about the new writing standards in the Common Core. "Oh, the spotlight table -- that was something the kids came up with. Evan asked if he could bring in some things from home so we could learn about him. It was so much stuff I decided to dedicate a table to it, and we decided as a class that each week a different student would share what they like in a table display. Sabrina is all set to bring in her stuff next week. I had to give up my conferring table, but it was worth it. I can confer anywhere." The "spotlight" title comes from the small desk lamp Kerri placed in the center of the display. In the midst of the crazy busyness that is the start of every school year, I loved seeing the spotlight table. Listening to each child and hearing the possibilities for building curriculum from their interests and needs is no small feat when our attention is tugged so many different ways. In the age of the Common Core, we probably need to invest in bigger forklifts to shovel away all the programs, aids, and shiny objects headed our way. Yet underneath it all, there is always a kid who loves animal skulls or ballet or monster trucks -- and would like to learn more about them in books. If we want to help students develop the nonfiction reading and writing skills required by the Common Core, what better place to start than a spotlight on what they care about beyond the classroom? This week we've scoured the web for new resources to support your work with the Common Core. Plus more as always - enjoy! Brenda Power Founder, Choice Literacy

Everybody is a Genius!

     As a student I was so eager to learn...wanting to understand as much as I could. I asked a lot of questions...Yes I was THAT student!
     Sometimes students need more of us Most students want to know more they just aren't sure how to make things STICK sometimes. I remember drawing cartoons of historical figures in my high school history class. This is how I would remember them for the test. I drew captions out from them and made up a catchy rhyme to help my brain. As a teacher it is important to embrace the innate strengths in a child to help them succeed. This takes time, effort, and energy, but the results are priceless. Today let us remember that every single human being is a genius in some way. As parents and teachers we can embrace this in our students and tap into their greatness! Make a difference in a child's life today. Chances are they won't forget it! 

Thoughts and Words

Words are thoughts spoken.

Sometimes we choose them.
Other times they fly from our tongues without precaution.

After they are spoken from the mouth they fall into ears of those around us.
As teachers, we have little ears taking in every word we say.

Sometimes we think kids aren't listening. And truth be known, sometimes they are not!

But often, they are hanging on to every word that falls to their little ears.

What kind of words do I use?
I ask myself this a lot.

One of my favorite questions to ask students is, "Are your words helpful or hurtful?"

As a new week progresses, I hope to use words that express love, compassion, and kindness to our next generation!

Be blessed this week everyone!

Moving Ahead

     Every Friday morning I enjoy getting my newsletter from "The Sisters." It is packed full of optimism, encouragement, ideas, entertainment, and examples of how to best reach our students. Today's newsletter started with a story about moving ahead....something I am doing at this point in my career. As we are all on our own personal journey, may we remember today that "yes" it is very important to be reflective teachers-- improving ourselves daily. However, let us also remember that the future is a beautiful thing and sometimes looking back to  past failures can stunt growth. Let's keep growing friends. That is how our maker designed us-- just as he did the trees and the flowers. Enjoy and be blessed!

~andrea~

Moving Forward  A few weeks ago a friend and I (Joan) were talking about a seminar she recently attended for her non-teaching job. It was an inspirational day that left her with new learning, fresh musings and renewed energy. When I asked what her biggest takeaway from the day was, I was surprised to hear, "We cannot move forward when we are looking back." Her biggest learning of the day caused me to take pause. You see, I am definitely a look back kind of gal. Looking back for reflection, allowing for learning from my mistakes, and pondering how I might be able to do things better is a daily activity for me. So her most important takeaway created an uncomfortable sense of disequilibrium which has continued to haunt me. While I still believe there are positive benefits to looking back, I am in agreement that there are some things behind us that it is best not to focus and gaze upon. As a teacher, what if I weren't to look back and bemoan that budgets used to be better, teachers used to be respected, and students used to be easier? It's this kind of looking back that has the potential to shackle me. What if I just focused on the students I have the privilege of working with right now, embracing their individuality and uniqueness, accepting the challenge to help each one reach their absolute potential? What if I met budget restrictions and teacher perception with equal fierceness? Instead of lamenting, what if I used my energy to clearly look ahead, aligning my current thoughts, words, and behavior with my goals? I still believe in the power of reflection, but for the next month, I am going to try not looking back, so I can not only move forward, but truly embrace the present. What do you think? Will you join me? Let's move forward together!

What is DTIE?

Welcome!

At DTIE, we are starting small. Offering day and after school services for students who want to build upon their strengths and learn from their weaknesses, three days a week. Please email me at alhussell@gmail.com or call at 704-691-5026.