Yesterday was the first day of school, and a common phenomenon happened. Students would put away their folders and notebooks when we weren’t quite done using them.
It was frustrating to wait for students to get their tools back out of their desks, so I thought of a way to help them understand why they ought to wait to be told, “We are NOW done. You may put away your ___.” I made up a word picture; a story.
A family’s getting ready to have dinner. The kids are given plates and silverware. They sit down at the table. Mom brings over some rolls and butter. Dad checks on the casserole in the oven.
The kids butter their rolls, eat them, and get up from the table. When they bring their dirty plates and silverware over to the sink to clean them up, Dad asks, “What are you doing? The casserole is just about done.”
“We are cleaning up our plates. We’re finished,” the kids announce.
Incredulous, the dad explains that rolls are not the meal and that they should wait at the table. “It wouldn’t make any sense to clean your plates before eating the delicious casserole!”
“Your notebooks are the plates from this story,” I told my class. Their eyes lit up with understanding.
(I had been telling the same kids to get their folders back out of their desks many times. I could see that the class was sensing my frustration. Rather than repeating what was turning into an ignorable mantra, I invented this word picture.)
“When you place your folders back in your desk, it is like those kids washing up their plates when all they ate was a roll! You should wait until I tell you that we are done with our notebooks, before you close and store them away,” I explained.
How many times are we too busy or rushed to take the time to make motions meaningful? How often do you tell students to do tasks or complete assignments with the expectation that they will just do it because you told them to? In addition to having clearly defined reasons available for your students, I challenge you to invent narratives that not only explain your motives, but deepen students’ understanding.
My quick short story instantly did what lots of complaining couldn’t touch. A couple of times I saw students preparing to close their notebooks before we were finished with a task after I had shared my story. All I had to do was jokingly ask them, “You want desert; Don’t you? You shouldn’t put your plates in the sink until the dinner is decidedly over.” They knew exactly what I was saying, even though I didn’t use the word, “notebook.”
How have you used symbols, nonverbal communication, storytelling, or other tricks of the trade to clearly communicate classroom procedures and pedagogy? Was there an instance that worked particularly well? Please share.
In my youth poetry was as elusive to me as calculus. It seemed unnecessarily complex and celebrated by the elite of literature. I wasn’t fond of reading in general back then. I definitely wasn’t going to champion wrestling over the hidden meaning of a poem.
And, really, if you want us to know that the sunflower symbolizes the afterlife, William Blake, just say so! Are poets trying to be annoying? In the same way no one imagines ever actually using calculus, poetry seemed worthless to me.
Then I became an elementary teacher. Poems are everywhere! Teachers begin the day with them. They are read on the morning announcements. Magazines end with them. Children’s literature is littered with them. Come to find out, some of my favorite authors celebrate poetry throughout their texts. Roald Dahl’s novels are packed with poetry. How did I never see this?
Beyond the fact that I wouldn’t be escaping poetry, two things happened. I realized that this was a weakness. If I were a musician, I was playing rock and roll, ignoring the tendon of blues music that connected the muscle of contemporary privilege culture to the soul of bone-crushing hardship. Disregarding poetry would leave my students malnourished in the area of literary arts. The second realization I discovered was how interesting poetry can be. Come to find out it was fun to read and surprisingly easy to write!
I will say that before delving into this topic, I had to let go of the idea that only smart people can understand or read poetry. The fact that I might not “get it,” and would therefore feel dumb was holding me back from reading poetry. The concept that if I couldn’t write great poetry it would reveal a deficient intellect had to be released. Had I been defensively shielding myself from feelings of inferiority by purposefully ignoring this artful literature? Coming to grips with this possibility was the key for unlocking a love of poetry.
The first thing I did was prepare to teach the subject that I knew precious little about. I find that teaching helps me learn. I shared this idea with my school librarian, and the two of us planned to collaborate on a fun project of teaching several styles of poetry to my class. I convinced the librarian to use Google slides to make a slideshow that we could both add information to simultaneously and from any device. She hadn’t used this tool before. Sharing the same love of learning, my librarian jumped right in to figuring out this great collaboration tool.
I learned poetry. The librarian learned Google slides. And, together we developed an exciting and fun interactive lesson that I still use to this day! Students are given a graphic organizer that has the names of the styles of poetry that they are about to learn on one side, five empty stars next to the name, and lines for writing. As they learn about the styles, they rate how they like them. In addition to coloring in stars, students are to write down a reason as to why they like or dislike a style. I guide them through this activity, sharing some of my own opinions. We explore examples of the poetry, and even try writing some of our own.
I by no means consider myself an expert on poetry. I have not read very much of it. The main change is that I am not afraid of it anymore. I’ve even tried writing some.
It helps that my audience is eight and nine-year-olds! By penning my own poetry and sharing it with my class, I am modeling giving it a try, even if you’re not good at it.
Not only that, but it is truly fun. One of the things that I like about poetry is the ability to break the rules. Like many things, it is important to know the rules, before breaking them. And then you don’t destroy grammar as much as bend it. My third graders are still a little young to truly understand “poetic license,” but they get the idea of bending rules. That’s for sure!
How do you share poetry? Why do you teach it? Why do you think poetry is important?
“How do you tell someone that they shouldn’t bring a lot of toys to school… but, nicely?”
On the way home from daycare my daughter asked me this question, and by the way she told me the story, I could tell that she was really asking, “Did I do this right?”
I had to laugh at my crafty daughter. She was working at justifying something that she did that probably made a peer feel badly. She may have well asked, “Why didn’t he take my criticism better?” In fact, as we began to talk about it, Scarlet even suggested a very soothing tone, and modeled for me the way a kid might tell another kid that they shouldn’t do something, and it be respectable. She sounded like an adult explaining something painful to a child.
My initial reaction was, “No”.
“Daddy, how do I tell someone that he is doing something wrong?”
“No. You don’t.” I didn’t realize that she already had. When this concept dawned my cognition, I began to walk Scarlet back. She had explained that a friend who she sat next to on the bus had opened his backpack to show Scarlet all of the toys that he was bringing to school. It seems like this is when my daughter tried as much as she could to classily tell him that he was ridiculous for doing exactly what she would have done if her mommy and daddy let her.
As Scarlet provided more and more details, I could tell that she was actually envious of her friend. The word “fair” surfaces every five sentences, these days. This was definitely one of those times. I explained to Scarlet that it wasn’t her place to tell her friends what to do, how to do it, or not to do certain things. “If someone breaks the rules, you can remind him or her of the rules, and you can let an adult know. But, if someone does something that bothers you, it is your job to deal with it. Let’s say someone says something mean to you. You should tell the person that those words hurt your feelings, and you didn’t appreciate it…”
Scarlet is an only child. She has a bit of a bossy streak in her. When I told her to tell someone something, she was all about that! We discussed how to do this classily. Then she prompted, “And, you tell the teacher!”
I told her that classy kids don’t bother the teacher with every little thing that bothers them. “If someone hurts your feelings, you address this. Perhaps the person apologizes and you remain playing partners and friends. It is possible, though, that the person does not behave politely. And then you just stay away from that individual. You only go talk to the teacher if someone is breaking the rules.”
This bit of news–Rules News–was eye-widening. Someone has experienced this before! Scarlet gave me all kinds of examples of this happening at school. I explained that the rules are set up to help students be safe and not hurt others. Scarlet mentioned punishments for kids who break the rules. I didn’t want her to focus on that. “What happens to students who break the rules is up to the teacher to decide. That is none of your business. And, don’t tell on someone, so that he or she gets into trouble. Your job in communicating rule-breaking is to help your friends and yourself be as safe as possible. Don’t worry about punishments.”
“When grownups break rules, they go to prison,” Scarlet offered.
“Sometimes they do. There are a few different kinds of punishments for adults who break the law. Rules for adults are called laws,” I explained.
“What are grownup rules?”
When I began thinking about what laws my 7-year old would understand, my mind went to the classroom. I told her that just like kids, adults shouldn’t take other people’s things. I explained that if someone took daddy’s truck, we would have a difficult time getting around. Now, if someone asked to borrow it, that would be different. Then I would know where it is, or at least who had it. I told her that taking someone else’s things without asking is called stealing. Before letting Scarlet go to school and accuse anyone and everyone of this crime, I explained that sometimes a neighbor will borrow something, like a pencil or crayon without asking. If they need one, and you aren’t using yours, someone could choose to use yours for a minute. This is not “stealing”. As long as it does not hurt anything, that is permissible, and you should classily allow friends to use your things. If they didn’t return it, or if he/she broke it and didn’t replace it, there would be a problem. That is not nice. “Then I tell the person, ‘You did something not nice’,” Scarlet practiced.
I smiled. “Do you have to tell the teacher about that?” I inquired.
“You don’t have to, but you can,” Scarlet regurgitated.
I also told Scarlet that another law for adults to live by is not hurting others, physically. “When adults have disagreements, they use words to sort things out,” I told her. “They do not attack someone with their hands or feet and hurt the person’s body.” I wasn’t sure Scarlet knew the word “physical”, yet. I’m not sure that this idea was communicated clearly enough, but the seed was planted. Those two laws seemed like good ones to begin with. We didn’t need to get into driving, taxes, or copyright infringement just yet.
Going back to the backpack full of toys that Scarlet’s neighbor on the bus had shown her, I wanted to communicate to my daughter that sometimes we need to simply deal with our own feelings. “Just because you think that boy shouldn’t bring all of those toys to school, doesn’t mean that you should tell him. You’re not his mommy. You’re not his teacher.”
When I asked her how she would feel if someone told her what to do, Scarlet said, “You’re not the boss of me.” I laughed.
I have known that this would be my fiftieth blog entry for a few weeks. I wanted it to be special, so I have taken some time to read, think, and prepare what I hope to be an epic entry. I thought it apropos to finally try to explain the philosophy of classiness I propose to captain. In preparation for this writing I revisited a chapter of a book that I read long ago.
I was raised by a mother who instilled in me the need to be nice to others, regardless of relation, race, creed, or gender. Unlike myself, she kept it simple: Be nice to everyone, period. “Turn the other cheek” was both preached and practiced in my home. My parents rarely argued, and if ever there was a disagreement, it was short-lived and ended in comfortable compromise. I witnessed the success of this, first-hand.
When I came across the chapter (12) “Nice Guys Finish First” in Richard Dawkins’s seminole work, “The Selfish Gene” (2006), I felt like all of my upbringing and my desire to mold classy citizens out of my students came into sharp focus. I had already invented “The Polite Pirates” and begun teaching classy behavior to second graders. As I read Dawkins’s explanation of Axelrod’s famous experiments using variations of The Prisoner’s Dilemma, I felt like everything I stood for was being justified… scientifically!
Revisiting this text several years later has been a rewarding experience. More than what it means to be classy, I am excited to share why one would benefit from taking up this mantle.
Beginning at the End: Vampires
I want to start by mentioning the very last concept that Dawkins uses to end his “Nice Guys Finish First” chapter (2006), because it pertains to piracy, part of my classroom theme. Probably as famous as pirates to young minds, but much more menacing, is the idea of vampires. Dracula, the most famous, albeit fictional, vampire flies around as a bat, transforms into a human, and uses his sharp fangs to drink people’s blood. This idea originates from real-live nonfiction vampire bats that really do suck the blood out of “hosts” during the darkness of night. Who would imagine that this kind of animal would practice polite behavior?
Well, they do… at least among friends. G.S. Wilkinson published a paper in the prestigious periodical, Nature, entitled “Reciprocal food sharing in the vampire bat” in 1984. His paper discusses the way vampire bats will share food with each other. The food in this case happens to be blood, but nonetheless, they demonstrate kindness by helping neighbors who were less fortunate during the evening hunt. If a bat returned to a community roost in the morning hungry because he did not find a host to draw blood, a friend actually regurgitated part of his supper so that his buddy would have some food to feast on. Why would the bat who had found a host and had his fill of blood be willing to help another? The study examined the relationship and actions between bats and found that the helpful bat was fed when it experienced a fruitless evening hunt. Basically, even vampires look out for one another.
This story of blood-sucking vampire bats ironically helping one another made me think of the contradictory term I have invented for the theme in my classroom: “Polite Pirates.” We plunder bad behavior and pillage rudeness. We do this politely, and we model classy conduct. One might not think of pirates as voicing “Please” and “Thank You”, but mine do more than that: They communicate class through helping others feel nice.
Making other people feel good is classy. If you are wondering if an activity is classy, ask yourself this question: “Would this behavior cause the people around me and/or the people who might be affected by it to feel nice?” If the answer is “No”, then it is not classy conduct.
On the way from the playground to the classroom students often tell me stories about things that happened during recess. Not too long ago one of my Polite Pirates told me about a peer who had done something awkward during recess. The story wasn’t bad, and this student wasn’t telling on her classmate. She was looking for some advice. I decided to make this the topic for my classy sit-down talk with the crew right before math, a practice we have been enjoying since the turn of the year.
“Rule number one, when it comes to being classy, is Making other people feel nice is the most important thing. Classy people help others feel good about themselves. If a person does something weird near you at recess, and it isn’t breaking the rules or hurting anything, do you think that it would be classy to tell them to ‘Stop it’? How about, ‘Go away’?” Gasps from my listeners told me the collective disapproval of such options.
“What about ‘Leave me alone.’ Could that be considered classy? What if the person is being really annoying?” I could see the students considering the classiness of this potential possibility. Before they solidified their attitudes, I headed them off. “Even if you add a polite ‘Please’ to this statement, being told to ‘Go away’ is nothing more than rejection, and there is nothing nice about that.”
I collected some ideas that students could say or do if someone was bothering them. My Polite Pirates love hypotheticals, and we enjoyed brainstorming some ideas.
“What if you invited the person to join you in a game? You could mention a simple compliment to give this person some attention. That is probably what he or she was after in the first place. Make sure that your compliment is genuine; be sure that you mean what you say, and that it is truthful. You could adjust the game a little to accommodate the newcomer.” Clearly, this was not the favorite option.
“How can you say ‘No’ without the person feeling rejection?” This got the cognitive cogs turning.
“Maybe next time,” was okay, but still rejection.
I suggested helping the person not be awkward: A simple “Hi there! What’s up?” could break the ice. Let the person talk to you for a time. Then resume whatever you were doing. That seemed okay to everyone, and we were able to begin math.
Number One Conundrums
The next day delivered new stories: What if making one person feel good makes another feel badly? Then what? Your playing with your friends, and a classmate shows interest in joining your group. In order to make the person feel nice, you invite him to join you. But, this upsets the rest of your friends. They were looking forward to playing with you, exclusively. What do you do?
“Because this is all hypothetical, wink/wink, we can go back in time to change some of the parameters,” I suggested. “Prior to inviting the newcomer to join you, it is important that you pitch or sell the idea of inclusion to your friends. They may not agree with having the solicitor join in your game and need some persuading. This should not be done within earshot of the asker; What if your friends are not as classy as you?” Nods from understanding listeners tell me to go on. “If they are on your side, the invitation will go more smoothly. If you cannot get your friends to join you in your quest to make others feel nice, you are at a fork.” My students, well-versed in the concepts of chess know this to mean that you are at a lose/lose conundrum; Either upset the solicitor of your friends.
“You could explain to the inquiring classmate that you and your friends had already begun playing a game, would like to have the person join you in the future, but would like to finish up this round the way it is,” I present to the attentive Polite Pirates. “In this way you are not rejecting the person, so much as postponing acceptance.” I also explained the nuance of HOW to communicate this kind of concept. If you do it well, the solicitor can know that you really care about both him and your friends, but are trying to make everyone feelspecial through this decision, which is exactly what you ARE doing.
I thought of and included a few more details that my class hadn’t imagined. “Don’t be overly persuasive with your friends. Like, don’t push them to make a decision to include the classmate, when they really don’t want to. They could resent you, having bad feelings toward your action, take out these feelings on the game, the newcomer, or even you. Also, you wouldn’t want the solicitor to feel like you allowed him to play with you out of pity, or that you or your friends regret letting him play with you.” This got everyone thinking and sharing. Every student sitting on the carpet had an example of a similar situation.
“If you do manage to sell your friends on the idea of including one more player, and they have good attitudes, the solicitor can feel that much happier, having a group of new friends, rather than one patron saint.” I probably did not use that title. “On the contrary, how do you think the inquiring classmate would feel if you invited him to join, but was mistreated?” More example stories.
Remember Rule No. 1: Making others feel nice is classy.
Why is it a good idea to be nice to others? Wrong answer: Because adults tell me to.
It takes energy to be nice to others. It is work. It’s not easy, sometimes.
Nice, Nasty, Neutral
Let’s take a closer look at the playground paradigm. What would you have to gain from being nice to someone soliciting company? Others might see you as someone who they want to help or hang around with. They now view you as a nice person; someone trustworthy with emotions; a good decision-maker. The lonely student asking to join could repay you in the future with a token of appreciation, the way the vampire bats repay one another. What might you lose? What kind of negative outcomes could develop as a result of your choosing to be nice to the solicitor? Witnesses to the event, or people who hear about it later might think that you will “accept anyone”; You could be viewed as being too accommodating. If you never say “No”, people could view you as someone who can be taken advantage of; weak. Someone who is all-inclusive may seem un-evaluating, unanalytical, not one for critical thinking, unintelligent.
You could have avoided these negative losses by rejecting the soliciting student, but this nasty option has its own set of drawbacks. This might save you face with your close friends who wanted to play with you exclusively, but the action would communicate, even to them, that if they were not on the “in” with you, they too would receive the cold shoulder. This could very well make them feel insecure. It might foster an “Us versus Them” attitude of exclusivity. This would be harmful because other classmates would learn that you are not open to new friendships. You could lose out on high-quality relationships. Also, rather than reciprocate your generous acceptance, the student who gets rejected will not behave favorably to you, when you may need something. His hand won’t be raised when he hears, “Who has a pencil (nonclassy student’s name) can borrow?” even though his desk is full of sharpened no. 2s.
Maybe you think it is acceptable to “stay out of it” and maintain a neutral position. There are times when this may seem best. A positive outcome might be the avoidance of a messy situation, dodging difficult decision-making that will expend energy, or keep from controversy. It is possible, in the end, that others could value your discernable intellect; Your ability to thwart trouble. This is a gamble, though, because you won’t know until afterward how the situation will play out. The negative side of neutrality is to be viewed by others as weak, unable to make decisions.
As you can see from the table, being nice will not cost you anything with other nice people. You have everything to gain. If you hang around with negative people, being nice may cost you a little. When you behave nastily around classy people, you have a lot to lose. They will not want to be your friend. You won’t feel nice because you have caused someone else pain. Even if you think that you will gain something being nasty because your friends are nasty, the table shows that this can backfire. It fosters an atmosphere of un-trust and insecurity.
If this scenario were to play out in a neighborhood playground where you and your buddies were shooting hoops, it would be slightly different from the schoolyard in that these outcomes would be temporary. A complete stranger asks to join you and your friends. Perhaps this person is visiting his grandparents for the day. The only people witnessing your actions are your close friends. You could “get away with” being nasty. All of the same outcomes still apply. They are smaller scale, but some of your friends are bound to have some classy bones in them and will view a nasty action as unattractive. They may think twice the next time playing with you is an option. A nasty action is sure to make the solicitor feel horrible, and this can’t make you feel good inside. Even if you think your friends like it, the nasty action will have deep-seated divisive effects that are imperceptible at first glance.
Take this scenario to school, though, and you get a very different picture. The solicitor is sure to be someone that you know and see regularly. There are bound to be many spectators, or at least people to relay the scene to, later. But, most importantly, it is not likely that the event be a one-time occurence. What if the same solicitor asks to play with you every day? Now, it is much more complicated… Or, is it?
In order to explore the cost/benefit analysis of niceness easier, let’s open the story up to all sorts of solicitations: “Can I borrow a pencil? Would you be my partner? May I sit here? Do you want to read together? How would you like to come over to my house for a playdate? What are you having for lunch (Do you want to talk to me)? Can I help you?” When asked any of these and a plethora of other schoolhouse questions, you can behave nicely or nastily; Neutrality would just be ignoring the question, and that would be considered nasty. The person asking the question could respond nastily or nicely, as well. For instance, someone inquires whether you’d like to read with her. You tell the person that you had already promised your friend that you would read with her, but that you would be happy to read with her next time. “Whatever!” the inquirer throws over her shoulder as she marches off to ask someone else. This nasty response takes something away from you; good feelings. It makes you feel badly.
There is something more, here: The idea of remembering how others treat you. Do you know, or have you ever met someone, who is nasty all of the time? How easy is it to be nice to that person? Would you rather hang around with, that person or someone who is generally nice? You might get away with being nasty to a stranger at a neighborhood playground, one time. But, when you create a reputation for being nasty among people you see everyday, you will not attract classy comrades.
In addition to remembrance, forgiveness plays a key role in classily handling schoolhouse situations. While someone who behaves unclassily over and over may be a person to avoid, it is important to give people the benefit of the doubt. Perhaps the scissors solicitor was having a bad day when he gave you a nasty look after you told him you didn’t have any. Should you never talk to him again? That wouldn’t be nice either.
Polite Piracy is Classy
“The Polite Pirates” was the theme that I chose for my very first long term sub position 8 years ago. I liked it because of the alliteration, piracy is an attractive concept, and I wanted to not only foster good behavior in the classroom, but help my students be upstanding citizens of the world.
In preparation for my very first meeting with the students who I would be teaching from November through the rest of the year I came up with a story to teach the skill of summarizing. This story not only taught the skill, but also introduced the classroom theme. I used paper puppets of characters whom would help guide us through many lessons, both academic and also social, during that year.
The woman pirate has a funny characteristic. Her name is spelled “Mary,” but she insists on having it pronounced “Muh-ree.” Although this all started from my silly lesson about students producing summaries, the concept stuck. Students love it, reminding one another how to pronounce Mary’s name. This turned into a lesson on respect. Sure, Mary’s name is spelled in such a way that you wouldn’t typically pronounce it the way she insists. But, that is her request, and we are polite in honoring it. It wouldn’t be nice to pronounce it any other way.
A funny characteristic of the second character, Zeus, is that he is the cook, but he is forever seasick from the rocking of the ship. So, the Polite Pirates have a sick chef. It isn’t nice, however, to point out his discoloration, other than asking him if feels alright.
The final comrade of this trio is the captain of the Polite Pirates. This guy is quite hilarious. His large round cranium isn’t the only ridiculous thing that Captain Iron Knee lugs around. He literally has an iron knee. While of course this truly has to do with the contradiction of his being a pirate, while pushing politeness, I have yet to develop a good tale about how the captain acquired his iron knee. We are happy to witness his furtive irony displayed in many ways. He is both silly and wise; handsome and hideous; appreciative and dismissive; respectful and sometimes rude; while strong and swift, he is hindered by his heavy iron knee; and the list goes on, but ALWAYS and above all else, he is classy.
The piracy of this cast (and there are more) comes into realization when they steal nastiness from others. There is plenty out there, and so I am recruiting. In addition to the students in my room each year, I am interested in captaining a class of people from all walks of life, every gender, and all ages. I hope that you join me on the journey toward ever-increasing classiness. I do not profess to being the classiest. I have simply decided to make it “me mission” to champion classiness.
What do you think?
What would you characterize as the most important, number one rule for being classy? Do you agree or disagree with me; Why/How?
Dawkins, R. (2006). The Selfish Gene(30th Anniversary Edition). Oxford: Oxford University Press.
I only began using Google Classroom last year, and I instantly fell in love with it. It is easy to work with as a teacher: You can find things fast. There are convenient pathways to Google Drive, Youtube, and previous posts from other classrooms for assigning tasks. The format is simple enough for primary grades to navigate, but complex enough for older grades to utilize.
This blog is bubbling out of a realization from assessing an assignment that I administered this week. Rather than have all of my kiddos sitting on a carpet for too long and only partially engaged in the story that I was reading to them, I put the story into a Google slideshow and shared it with my class in Google Classroom. I made it so that the slideshow created a copy for each student in the class.
Before having students begin the slideshow activity, I presented the classroom rules in a unique way. I did not tell the students, “No laying down in the classroom!” I wrote the words “laying down” on the board, and then, as a class, we discussed what could happen as a result of students laying down. The first student to volunteer information suggested that kids might fall asleep. I thought that was rather far-fetched, but we discussed not paying attention, the difference between actively working and passively producing work (just going through the motions). Through this students suggested that laying down would communicate “Disrespect”. I thought that was a great observation!
After writing several byproducts for laying down on the floor, one of which was “Being a trip hazard”, I drew a line between the action and what that action might bring about. Then I drew a solid line above both sides, creating a T Chart. I didn’t say anything as I wrote “CAUSE” above the left side of the chart. Kids only had to see the C-A-U before they were calling out (breaking one of the rules we were about to discuss;) “EFFECT!”
I barely had to mention the concept of “Cause & Effect” after that, and we easily came up with other rules and why we have them. This just came to me, while in front of the students, but it was by far the classiest rules discussion I have ever witnessed. I had to be careful to write the rules as though they were the cause, which was tricky at times, but even this made the concept of behaving appropriately seem less militaristic. Rather than “No Calling Out”, I wrote “Not raising your hand”. So, what happens when you don’t raise your hand? We discussed the feeling you get when you have an awesome answer that you would be proud to share, but someone else yells out a similar thought. Ugh! That person just stole my spotlight!!
Now, I have a story that I usually use to accompany the rules. It introduces the concept of consequences for breaking them. The students had been sitting on the carpet for several minutes, though, so I, within seconds, made through the “First Quarter ELA” Google Classroom that I had just created over lunch an assignment that provided the slideshow to everyone. Not only would each kid have access to it, but the classroom software made a copy for each student. In this way, I had the students open their individual copy in the Google Slides App, so that they could leave comments.
I walked them through accessing their slideshows, navigating the app, and reading the slides. I showed them where the button for “Adding a Comment” was and even gave them an example of “Cause & Effect” from the first slide for them to type. Then, some students read the text independently, seeking causes and their effects. Many students read the text to themselves, while I read it out loud from the interactive board. When we finally got to the rules that I had typed into the slideshow, I had the students engage with the slide, telling me which rule they thought would be the hardest to keep. They were to leave a comment about it.
Here comes the truly amazing part. I am sitting down at my computer at home getting ready to assign some grades for this project. I plan to be gracious, giving high marks for kids who simply did anything. In addition to just a grade, Google Classroom has made it so that I can leave feedback for the whole assignment!!!!!!!!!!!!!!!!!!!!!!!!!!!!! This was not available last year. I left comments throughout slideshows, but never one for the whole assignment. This is great! Thank you, Google. Very classy idea.
Being a pawn in someone’s game is not positive, but why? We’ve all heard the analogy used, but what does it mean?
This evening I attended the second of three two-hour training sessions in Philadelphia, preparing me to coach a chess club this coming year. I sat directly across from a man who could teach a plant to play competitive chess. He cleared the chess board of half its pieces. Yesterday, we learned all about how to help kids comprehend the use of every chess piece, save one. This one covered two entire ranks* of the board before me.
“No other piece has more rules governing it than the pawn,” Steve Shutt told the table of teachers. As people produced parameters for the pawn (we came up with eight), I pondered the symbolism of the weakest piece being the most restricted. My first thought was that the rules protected the pawn. My blog title was going to be, “Protecting the Weak is Classy”. I found it curious that the symbol of something being meaningless enough to thoughtlessly use up without recourse would have the most regulations. A practical parallel might be that a ruler must regard certain stipulations in order to “pawn off” a person, and perhaps these were installed to safeguard the weak. That would be classy.
Alas, although the chess player has laws governing the use of the most prolific piece, these rules do NOT protect the weakest member of the team. On the contrary, it is the rules that make it weak. The pawn is not allowed to retreat; It can’t move backward. While other pieces can simply land on a space, capturing the piece occupying the square, a pawn is not allowed to attack straight on; It must attack diagonally. This restricts its movement, so that the pawn cannot move forward when something is blocking it. Pawns get stuck all over the board, forced to wait for the pieces in front of them to be captured or moved. Ironically, the ONE unique power of the pawn, its ability to move two squares forward for its first move, can even be stripped away through en passant!
There is good news for our symbolic pawn, however. As I mused about the plight of the pawn on the way home from my chess training, I was speaking with a fellow chess enthusiast and new friend, Alex Pappas. He pointed out that the pawn is the only piece that has the power to change. If the pawn reaches the opposite side of the chess board, it can change into any piece it wishes. Most players choose a queen, the most powerful piece, but the pawn is not restricted to changing into a queen. Finally, the pawn is liberated from all restrictions.
In the game of life, a person wielding power would do well to realize the potential of his/her pawns. A hidden talent could be a pawn. Perhaps the career path you have chosen does not permit you to be as artistic as you would like. Your creativity is blocked everywhere you try to use it. Keep pushing forward, and maybe your natural talent or personal passion will be honored in the end, providing you with power and opening exciting doors.
This is one of the most attractive things about America. Someone can grow up surrounded by peers who want to cut you off (diagonally), yet persist to rise above the tide, weaving in and out of adversity, to finally be crowned with riches and power. There are parameters that fence you in, but there isn’t anything tying you down. I’ll leave you with this: While climbing up is classy, holding others back or down is not…