Book Study: Worksheets Don't Grow Dendrites - Chapter 1

So, I decided to take part in an online book study reading, discussing and putting into practice the ideas in the book Worksheets Don't Grow Dendrites by Marcia L. Tate.

I decided to do this for a few reasons:

1) I have pretty much been out of the classroom for 6 weeks as I've had a student teacher doing 80% of the teaching. She leaves next week and this book study came along at just the right time to get me fired up for teaching again.

2) I always have more to learn! After perusing the book, which arrived one day before the official start date of the book study (thanks Amazon!), I realize that I am doing some of the strategies but I know that there is always room for improvement. 

3) The book study is being hosted by some of my favourite bloggers. I admire the work they do and hope to learn more by linking up with them.

4) It looked like fun!

So, Chapter 1 is about the strategy Brainstorming and Discussion. Elizabeth over at Kickin' It In Kindergarten kindly shared a graphic organizer to organize our thinking as we do the book study. Here are my thoughts:

I feel like I am doing a lot around brainstorming and discussion in whole group situations but there is definitely room for improvement in the small group or 1-1 area. I plan to add more of this when I am back to teaching full-time after Spring Break. 

I love the Whole Brain Teaching (WBT) strategies in general and have had great success using both the "class, class, class" and mirror strategies. I want to spend some time training the class in the "OK Teach" strategy. 

We will be doing the Second Step program after Spring Break and I think that more partner talk will deepen their learning. What better way to teach social and emotional learning than through real interactions with others?

Also, I really like the idea of  schema charts rather than K/W/L charts. I saw these over on Deanna Jump's blog post for this book study. Just click on the link above and it'll take you there! A traditional K/W/L chart gets the students to tell what they Know about a topic, then say what they Wonder about the topic and, finally, to reflect on what they have Learned about the topic. While I have never had problems doing the K and L parts of the K/W/L, it seems like we never manage to cover all of the W's that come up. I have never felt like the kids, or myself for that matter, really click with the K/W/L charts. They have always just felt like a hoop to jump through. You know, that thing they told you in Teacher's College that you have to do at the start of every new unit. 

I feel like the schema chart just fits me better somehow. And I know from experience that if I am invested in something then that comes across to the students and they become invested too. I like that a schema chart asks students what they already know, what new learning they acquire through the unit and what misconceptions they held. I also like that the language (using the word schema) ties in so nicely with the teaching I have already done around reading. And I love the way Deanna Jump does them using colour coded post-it notes (the colour coding makes my heart go pitter-patter!) I am going to use this for my Grade 1 science unit on Seasons in second term. Thanks for the great idea, Deanna!

I will post about Chapter 2 later in a separate blog post. It is on the strategy of using drawing and artwork. One of my favourite things to do!!!!

Cheers!

Olwyn

It's Tuesday of the last week of school before the Winter holidays.

'Nuff said!

Thought I'd share some of the fun quotes I've been seeing on pinterest lately.

It's about all my brain is capable of doing right now. Click. Copy. Click. Paste. Link. Repeat!

This. Is. So. True!

Cheers!

Olwyn

Deep Thoughts

I'm struggling today. Struggling with why I have this blog and what it means to me.

I started my first blog over 5 years ago. I have been writing this particular blog since 2011. For the most part, I have been happy having the opportunity to share my ideas, philosophy and classroom with so many. And not just parents either! I have people reading this blog from as far away as Europe! 

And, I have to say, that I have never, ever gotten anything but positive feedback from parents at my school and foreign readers alike.

But, this morning, upon arriving at school and finding out that there had been a concern raised about my last blog post (the one on class placement craziness) and, on the advice of my union, I voluntarily deleted the post. 

And, even though I did it voluntarily, I still feel like I have been censored. It feels like, as a teacher, I am not allowed to express my opinion. And I gotta tell you, the feeling really sucks. 

I originally switched to writing a classroom blog (from my previous more personal blog which was more about my art making) because I wanted a way to connect with parents and other teachers on the happenings in our classroom. I wanted a way to share the amazing things that happen on a daily basis. I wanted a way to let others into our daily life and see what we were doing each day.

And, let me tell you, I take the writing of this blog very seriously. There is not a single post that goes out without my having read it, read it again and pored over it some more. (I've reread this one and made changes 6 times already!!!!) I spend hours on my weekends writing blog posts so that parents (and the teaching community at large) can see what is happening in our classroom.

Today has made me question all of that. 

I do have to say that I am filled to the brim with gratitude for the two parents who told me, completely out of the blue, that they appreciated my words in the (now deleted) classroom placement post. You know who you are!!!! Thank you for filling my bucket!

I do know in my heart that most parents at my school who choose to read the blog understand that I am stating my own personal opinion and that I am never speaking about any of them in particular (it is one of the reasons that I use events from long ago years or my other school as examples).

But, today it feels like my right to free speech has been taken away. And, it makes me wonder, is this blog worth the hours I put in to it on my own time, if one criticism can result in the deletion of a post? 

It feels a bit like today deleted a part of me. 

And so, I am struggling. 

Feeling like I can't give one person's negative opinion of a post I wrote, upset the whole apple cart.

Yet, simultaneously, feeling that I am not sure what tomorrow will bring as far as this blog goes. 

Not sure if I should bother continuing to give so much of my free time to sharing what goes on in our classroom. 

Not sure if this blog really matters (or is helpful) to anyone. 

I am feeling very sad about the whole situation. 

Before today, writing this blog has always given me such joy. I love the children I work with and generally spend most of my time sharing the wonderful things happening in the classroom. 

But, on occasion, I do write about something that some might see as controversial. Not often. But every once in awhile. I always try to preface these posts with letting the reader know I am about to talk about something that is a "soapbox" topic for me or that I am about to "rant" about something. I figure the reader has the right to disagree or not read my blog at all. I thought that was what freedom of speech is all about!

Now I feel like I can't do that. I feel like my voice has been stifled. And, I have to ask myself, if I can't be true to myself on this blog, then why have the blog in the first place? 

So, I am struggling with it. 

Not sure where I am going to go with it.

But, if you are reading, and, if you chose to read to the end of this post...thank you. I appreciate it! 

Struggling on....

Olwyn

Long Time No Write!!!!

Hello all!

(I am going to warn you now that this is pretty much a soapbox post. So, if you aren't in the mood for a rant, just move on to the next blog you like. I won't be mad. I promise! But if you are so inclined, just scroll down past the picture and start reading! Oh, and word of warning, this post is looooong!)

I have been away from this blog for much longer than I intended. I would love to be able to say it is because I have been so busy living my incredible life that I just haven't had the time. Not that I haven't been living my incredible life... I have! I've had a wonderfully relaxed summer filled with reading, yoga and family time. Interspersed with a few stressful moments dealing with my mother who has Alzheimer's. But, overall, things have been good...really, really good.

No, the reason I haven't been posting is because my heart just hasn't been in it. My heart has been heavy. It still is.

I need to say upfront that I love teaching. And when I say love, I mean L-O-V-E teaching.  

I love working with children every day.

I love that I can be creative in how I teach concepts.

I love writing here about the students I teach and the wonderful things that happen on a daily basis. 

Teaching is in my blood. 

Teaching is deep rooted in me. 

But these past few months with our contract negotiations and job action have been tough. As in T--O--U--G--H...

Without teaching it is like a part of me has been cut off or taken away. This leaves a hole. And it leaves me feeling sad and not a little angry at the reasons I am not allowed to teach right now.

It was so depressing and heart wrenching to not be in the classroom at the end of June. To have to finish off what was a wonderful year with a wonderful group of students by going on strike and walking the line. Having to spend hours walking around my school with a picket sign on instead of being in the school teaching the children I love. Thank goodness for the students who came to visit and give hugs. They made it all more bearable.

It was depressing not being able to spend my own time in the summer setting up my room for September. Most years I would have gone in for a bit every week to clean, organize, plan, and decorate the class. (Don't even get me started on the primary book room which has not been cleaned or inventoried yet. Something else I do in my free, unpaid time every summer.)

It is depressing and infuriating having to listen over and over to government rhetoric about education and all that they are already doing for it. Feeling frustrated and angry that we have won a court case against the government's illegal stripping of our contract not once but TWICE and yet they still will not step up and admit that they were wrong and take steps to right that wrong. 

It is frustrating and saddening to know that tomorrow morning I will be back on the picket line and not back in my classroom. More so because I don't see an end in sight. Not with a government that doesn't see the worth in funding our future. That doesn't see the value in funding, not just the people educating, but the children receiving that education. 

But I know my value. And I know the value in providing the children in this province with the educational setting and supports that they not only need but deserve. I know the value, not only for those individual children, but for our society as a whole. And I believe in that value. I believe that our children deserve to have someone see their worth and back it up with action.

It is hard to feel so strongly about my chosen career, so strongly about advocating for the students I see and love every day, the students who struggle to learn and those that need enrichment to push them further. The students who find at school the love, support and routine that they desperately need in their lives. It is hard to feel that and to know that the people running this province do not seem to care about these students. 

When the government keeps saying that they don't have the money to fund education they speak of education broadly, as pretty much a service that is provided in our province. It is a concept. Our premier, Christy Clark, and our Education Minister, Peter Fassbender, don't see the individual students who are impacted by their decisions and lack of willingness to do what is right. Or, if by some miracle they do (I wouldn't hold my breath), then they just don't care. Which, in my opinion, would be even worse.

Education may be a service but it is a service made up of individual real people, real children with real needs who have the right to have those needs met. 

I see the results of decisions made by government. I not only see but I KNOW the grade 3 student who is reading at mid-grade 1 level because life got in the way of his learning in grade 1 and he only got 50 minutes of resource teacher support a week in grade 2 because extra staffing has been cut so much over the years that there are too many students who need help and not enough staff to fully help them. Is this his fault? No. Is the "system" failing him by not meeting his needs? Yes.

I know the students with fine motor difficulties (a growing epidemic in the early grades by the way) who struggle to print but haven't got an OT (occupational therapist) to come in and work with them since they were cut too. Is this their fault? No. Is the "system" failing them by cutting services? Yes.

I know the student who I think may have a reading disability but who will sit on the wait list to be tested for close to THREE YEARS because budget cuts have made it so only a handful of students get tested from any one school in any given school year. Is it the student's fault that they learn in a different way? No. Is the "system" failing them by making them wait years for help? Yes.

I know the student who has a very hard home life, who comes to school each day angry at the world and feeling like no one cares but who can only see the school counsellor once a week for 20 minutes because that counsellor works at three schools each week and has over 50 kids on their caseload. Is it the student's fault that his family life is in turmoil? No. Is our "system" failing him by not helping him learn to deal with his emotions so that he can begin to learn? Yes.

I know all of these students and many others with a variety of needs. I know them because I live with them each and every day. I watch them struggle. I see how little support we are able to provide and how that support has diminished a little bit more every year. I know this system and I have been trying to do more with less for years and years. All teachers have. 

Enough is enough.

This system that fails these students (and many others with a variety of needs) is the system created by our now premier, Christy Clark. She started the downward spiral when she was Education Minister and stripped our rights to negotiate fully and she has continued to create a system that is failing students by refusing to fund education properly.

Enough is enough.

I know each and every one of these students up close and personal. I struggle each year, on a daily basis, to provide the children in my care with everything that they need emotionally, intellectually, physically to be better people. I bring these struggles home with me. I dream about certain children I am having trouble reaching (just ask my husband!) I worry about children in my care whether I am at work or not. 

Enough is enough. 

How many times is Christy Clark going to have to be told that she has behaved unconstitutionally and has acted illegally where our contracts are concerned? How many more cuts do our children have to take before the people of this province stand up and say "No more!!!"?  How many more children have to fall through the cracks that our government is busy cutting in our education system? 

Enough is enough. 

http://www.teachingwithsimplicity.com/2013/04/motivation-for-monday-3.html

I am not on strike for me. I am on strike for the children I see day in and day out who are being shafted by a system that cares more about money than it does about people. I am on strike against a government that has shown time and time again that it does not want to follow the letter of the law. 

Do I want to be on strike? NO! 

Did I ever want to be on strike? NO again! 

Do I wish we could have resolved this without ever having to strike? Double YES!

But, will I remain on strike even if it means losing salary and worrying about how to keep a roof over my head and food on my table? YES! 

Because...

Enough is enough. 

So, if you're in my 'hood tomorrow, and see me circling the school, give a honk and a wave. And if you live in BC and haven't written to your MLA's and premier's office, please do. Whatever your point of view (you don't have to agree with me!) your voice matters. Together we may just be able to end this strike and get on with the classroom learning. 

Cheers!

Olwyn

What Teachers Make Take Two....

Okay, I know that if you follow my blog with any sort of regularity, you'll know that I posted this TEDtalk before....

But... in lieu of the current situation between the teachers in this province and our government (who for some reason do not feel that they have to follow the law and adhere to the Supreme Court ruling that has found them to be guilty of illegal stripping our contract language) I thought, perhaps, it was worth a second listen.

And I think that it is worth noting that it is not only teachers who make a difference but the School/Staff Support Workers, Occupational Therapists, School Counsellors, Psychologists, Multi-cultural workers, nurses etc. that are no longer a part of our day to day system in the way that they once were (due to cut backs that force them to cover an absurd amount of students in the district or to not be in the district at all any longer) but that were an integral part of our school system when I first started teaching.

Just saying...that even though I am not thrilled at the strike action we are having to take (especially against a government that clearly is not interested in following the letter of the law - see comment about Supreme Court above) I am ALL for my students getting the support and time they need to be the best people they can be. 

I know that smaller class sizes would make a HUGE difference (been there, taught that!) but also the reinstating of services (that, unfortunately, most current families don't even realize were lost) would make a MAJOR impact on the learning and success of the children in the school system. 

The media (and government) keep the focus on teachers wanting a pay increase. They keep trying to make the public think it is all about money. And, I'm not going to lie, of course being paid a reasonable wage (especially once you see how much more other teachers in Canada make!) would be lovely. 

But, for me, this whole contract negotiation etc with the government is NOT about my making more money. It is about the government not following the ruling of the Supreme Court which has stated quite clearly that the government was in the wrong and needs to restore the contract language it stripped from us so many years ago. It is about the government giving back to the students and families of this province what they should have had for all these past years. A reinstating of contract language that protects the students and gives them the best possible learning conditions. Seems pretty simple, right? 

I don't teach for the money. Hello! If I wanted a career that was going to give me a heck of a lot of disposable income (as opposed to the zero amount I currently have!) I would have become a doctor or a lawyer or something else. The crazy thing is that those careers make more money but that they wouldn't have had the education to go into those careers unless they had teachers (who make significantly less. Hmmm...makes you kind of shake your head, doesn't it?) 

I just want to be able to come to work every day and put all of my passion and love into my job while feeling like I work in a province that actually cares about the well-being of its children. I want to live in a place that puts its money into early learning in order to prevent the issues that come later. A place that is proactive rather than reactive. I expect that I am dreaming but I am unwilling to give up hope that someday, someday my dream might be a reality and that our young people's education (after all, they will be responsible for us one day!) will be a priority and not an afterthought.  

Okay, enough already, right? I am going to get off my soap box and let you enjoy a moment of poetry that helps me to remember why I do this job in the first place. Because teaching fills me with love and because I know that if I make an impact, on even one student, I have done my job exceedingly well.

Okay, I lied...I am going to give you more than one moment of poetry. Here is another one of Taylor Mali talking about his experiences as a teacher. 

Enjoy!

Olwyn

A TED Talk Worth Watching...

I saw this TED talk and it literally gave me goosebumps. It is like she was speaking my heart. I too believe strongly in the power of relationship. I want to be her when I grow up!

Enjoy!

Ms. Hughes

A Word About Splits....

And, no, I don't mean the kind of splits that one does with ones legs. Though there was a time in my life when I could not only do the splits but could oversplit (and, yes, that was just as painful as it sounds!) when I was a competitive synchronized swimmer many moons ago. Geez, now I feel really old...

No, I am talking about split classes. With our school being built on a Community Model, we have two grades in each community (though not always in split classes) and, due to numbers, in the primary grades we have a lot of split classes within communities. As in K/1 or 1/2 or 2/3. 

My community is all split classes. Three grade 1/2 splits. Then we have a Kindergarten/1 community that has 2 straight K's and a K/1. Then a grade 2/3 community which has two 2/3 classes and one straight 3.

I don't know exactly what it is about split classes that causes so many questions and worries for parents. But there is just something about a split that creates stress and anxiety for some parents and their kids.  

Hopefully, parents (and students) will feel less stress when they realize one very important point.

And that point is....

There is NO SUCH THING as a "straight" class. Yes, the number attached to a child's class may only be one number but, if a teacher teaches the way they should, then the "straight" class is a split.

Always.

No exceptions.

N-O-N-E!!!!

In any group of 24 students there will be a huge span in ability. This is my 20th (can you believe it?!?!) year teaching for the VSB and I have never had a group of homogeneous students...EVER!!!

Why is that?

Simple.

Because they don't exist!!!!!

Classes come with varying academic abilities, varying behaviours, varying maturity levels etc. etc. etc. A whole bunch of needs and strengths all wrapped up in a class of 24 unique 5 and 6 year olds. 

So, those years when I had a "straight" grade 1 class, I did not have a group all working on grade 1 level work. What I had were students working from pre-Kindergarten level all the way up to grade 3 level in reading, math, writing etc. In other words, I had a split class!!!!

A good teacher teaches to the needs of the students NOT simply to the expectations of the ministry mandated curriculum. It makes absolutely no sense to teach a student something they already know. If a child in grade 1 demonstrates a solid understanding of a grade 1 math concept, then it only makes sense to teach them concepts that are more challenging (whether these be more complex concepts at their grade level or ones from another grade).

To do less is to not be doing my job. And, add to that, forcing students to do something that they already know because it is their grade level, only asks for students to become bored and restless which, in turn, leads to behaviour issues. And, I for one, do all I can to avoid behaviour issues!!!

So, teaching a class that starts as a split (ie. the grade 1/2 class I have right now) will be no different than teaching a so called "straight" class except that the span of abilities may be slightly wider than a typical "straight." Make sense?

I could go on for awhile about this. It is a bit of a soapbox topic for me. I think we spend way too much time labeling kids and not enough time just teaching each unique child at his or her level.

I'm going to stop now and just say...to be continued...as I know that this is a topic I'll come back to again this year. I just won't be able to stop myself!!!!

Cheers!

Ms. Hughes

Today was a long, long, long, long, long day.

A.

Very.

Long.

Day.

A day that felt like it would never, ever, ever end.

After two days with a guest teacher last week, the kids were a bit on the wild side. (I am being generous here - they were actually a lot on the wild side!)

After four days of sleeping, watching bad television, sleeping some more, taking way too many cold medications and hanging out on pinterest (during my lucid moments), I was tired, cranky, very impatient and wondering why on earth I decided to come back to work.

At about 9:10 bed looked better than ever.

I'd like to say that the day got better.

That everything smoothed out and we got lots accomplished.

That I turned it all around and ended up teaching the best lesson of my career.

Like I said, I would like to be able to say that.

Unfortunately... I can't.

It was an uphill climb all day long.

A very steep uphill climb.

Water spills.

Yogurt puddles.

A hair cutting experiment gone awry.

Lost pencils.

Incomplete work.

Lots and lots of talking. Did I mention the talking?

Like Alexander, in the great book Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst,

I spent most of the day wishing I could tell everyone that I was moving to Australia!!!!

Thankfully, I realize that some days are just like that.

Even in Australia.

Click on the image for the link.

I am going to let you in on a little known teacher secret. It will most likely knock your socks off. You will not be able to believe your eyes and you will have to go back and reread to check your comprehension. It is truly a make your eyes pop out of your head kind of a secret. The media might have to be alerted because it is going to blow your mind. Are you ready? Well, here it is.



Teachers have bad days, too.

Did you fall off your seat? Did your jaw drop? I know, I know, it is shocking. But, I have to be honest, there are some school days when the best thing about them is when the clock says 3:02.

Today was one of those days. Nothing momentous happened. In fact, I had 2 preps today so only did hands on teaching for 3 hours. The odds for a good day should be in my favour on Tuesdays, doncha think? Well, apparently someone forgot to wake up the school fairy because those 3 hours were painful. Veeeeeerrrrryyy painful. I felt like I was stuck in one of Judith Viorst's Alexander books. This one in particular.

Click on the image for the link

The class had a clear cut case of chatteritis which, I hate to say, does not have a magic pill I can give for a cure. Just think of all the money I could make if I could invent something like that! Teachers everywhere (not to mention some parents!) would be clambering to buy the pills. The magic elixir that makes students stop, look at their teacher and direct all of their attention on the lesson at hand. Ah, well, it is free to dream.

There are a couple of girls that I swear have not stopped talking since last September. I kid you not. They know that they need to be listening but they just can't seem to help themselves. And they are only 2 of the chatty monkeys. There are more. Far too many more. As in I have to use both hands and all of my fingers more. Is it any wonder that by 11:30, my patience metre was running on empty? I felt like a grumpy old bear snipping and snapping away all day. Not a good feeling. That bears repeating (no pun intended!) Not. A. Good. Feeling. In fact, it is a very, very bad feeling.

I gave reminders. I praised the kids who were behaving (which I am happy to say there were some). I gave time outs to the constant distractors. No deal. Nothing changed. Do not pass GO. Do not collect $200. Every behaviour strategy I pulled out of my bag of tricks fell flat. I was ready to tear my hair out, stomp up and down and have me a full blown hissy fit right there in class.

 And then, out of left field, the child who never completes anything independently not only finishes the Science work himself BUT is the first one done! And it is all correct! YES!!!! (insert fist pump here) And another student flashes me a smile and says, "I am so glad that I am in your class, Ms. Hughes" before bouncing away to wash her hands. Ah, just like the Grinch, my heart grew a little bigger with that one. Then two more girls give me lovely little packages tied up with string (they really were! Cue Julie Andrews to come in from stage left singing her heart out) filled with small pages of math equations they did at home and wanted to show me. They were vibrating with impatience waiting to show off their learning to me.

I take a deep breath (or 10, or 20) and reminded myself that this too shall pass. Say it slowly now. This. To. Shall. Pass. Breathe it in. Breathe it out. Chant it to myself over and over. Remind myself tomorrow is a chance to start fresh not only for the kids but for me, too. And that some days are just not as good as the others.

Even in Australia.

STOP for a TED talk

If you have 21 or so minutes to spend (or, for that matter, even if you don't) stop and watch a TED talk. Any TED talk will do. You will learn something. I promise. 

Here are a few of my favourites. This one by Sir Ken Robinson. I was fortunate enough to get to hear him in person last year. He is charming, personable and speaks with conviction about his beliefs on creativity and education. His words resonate with me.

This one by Simon Sinek about leadership.

And this talk featuring Sugata Mitra about his Hole in the Wall project on self teaching.

And the amazing Sarah Kay, spoken word poet extraordinaire. Who says "I use poetry to help me work through what I don’t understand, but I show up to each new poem with a backpack full of everywhere else that I’ve been.”

And one of my all time favourites (and only 3 minutes long so you have no real excuse not to watch it!) by Talor Mali called What Teachers Make.

There are days when my job is just hard. Days when nothing seems to go right and I feel like none of the students will ever understand the concept I have tried a dozen ways to teach them. Days when their ears don't seem to work but their mouths are moving at the speed of light. Days when I have to reach deep down to pull out the last shred of patience I have within me. Days when I just want it to be 3:01 already so that I can close my classroom door and call it a day.

And then, there are days like this past Friday. Days when students do things like this:

Days when a grade 1 student who had only written 2 or 3 sentences before suddenly comes out with an entire page of writing that makes sense! It has a beginning, middle and end!!!! And it is good!!!! I am so happy that I could do cartwheels across the classroom floor! I read his story to the class, to his old kindergarten teacher, to the school secretary. I run outside at home time to tell his grandma what an awesome job he has done. The lesson on narrative writing clicked with him. Yes!

Days when a grade 2 student who often sits with her head in her hands telling me she can't think of anything to write suddenly writes a piece that has lots of juicy, descriptive words to go with the wonderful pastel drawing of her snowman at night taking pictures. Words like sparkling, crisp and glittering jump off her page and grab me. All my talk about using juicy words did sink in! And here I thought I was talking to myself. WOW!

Days when one of the grade 1 students who speaks English as a second language writes three whole sentences that I can read! With only minimal support from me in sounding out the words. How awesome is that?!

Days when a student from last year invites me to eat lunch in his new classroom and then proceeds to go down memory lane telling me about all the things we did last year that he enjoyed. He remembers things that I have forgotten I did and makes me want to do them again with my new class. Telling me how much he loved being in my classroom. My heart just melts....

Days when a student comes up to me and, out of the blue, says "Ms.Hughes, I just feel like I need to hug you" and then gives me a great big squeeze. Sigh...

This is what teaching is all about.

Seeing the light bulb go off and being able to experience the joy in a student's eyes when they do something that they have never done before.

Having a student remember what you did with them and be grateful for it.

Receiving the love of my students and being able to love them back (even when they are making choices that are not so lovable!).

These kinds of days make up for all of the times when it is just plain difficult to get through the day. These kinds of days remind me of why I became a teacher and how grateful I am that after 19 years of teaching I still love my job 99.9% of the time.

Ms. Hughes