This blog post is my "Thank You" note to the Mefford family.
Sometimes in life we encounter people who see the glass half full and others who see the glass half empty. But in this case, instead of a glass, it is a story of a plastic bag ...and cookies.
You see, I was having a "crumby" day (see what I did there?). But then as I was teaching a class, Mrs. Mefford, a beloved parent in our AGS community quietly walked in, and put a generously stuffed bag of chocolate chip cookies on my desk. She softly said they were from her son (a 5th grader). She went out of the room as quietly as she came in. How did she know that my day needed a pick-me-up?! As soon as the class left, I happily ate several of the cookies...HA! They were so awesome. I looked at the bag...It was half empty.
It makes me think about Thanksgiving...being thankful for the good things, people, blessings we have in our lives. It can be hard sometimes to do this... so easily we, as humans, tend to take out our microscopes and zoom in on the negative. I've decided, however this week, I AM going to focus on this picture of the HALF EMPTY bag...but not in a negative way... instead, in a grateful, thankful way.
I took a picture because I wanted to remember how my "bag" (or day) was feeling half-empty...and this family knew just what I needed. A FULL dose of sweetness and kindness. When we see others struggling, maybe we can try to fill them back up.
Thank you, Mefford Family, for your act of kindness. I feel blessed and thankful to know you.
The long story behind "LiftUp101" It is a story about community, family, friends, students, administration/staff, #IMMOOC (The Innovator's Mindset), #KidsDeserveIt, and a million other huge, important, life-changing things. Have you ever had a feeling that you were being led, pushed - to do something big? Something way bigger than yourself? This is how it began for me. I am not writing this for the credit. I honestly don't want it. It wasn't for me, about me or even a result of me. I just had to be the one willing to carry the message and feel brave enough to speak up (and to continue to speak up). I'm telling this story about this journey so that others (MOSTLY MY DEAR, SWEET, POWERFUL STUDENTS) feel like they have the ability to make a difference in this world - for the better. Here goes...Here is what happened to District 101. Within a matter of weeks, our District lost 3 special people. This is not the place for me to discuss the details...What you need to know is that our district and the community needed help, needed love and needed kindness to lift each other up. My own children asked "Mom, what can I do...I'm just a kid?" I wondered "What can I do...I'm just one person?" Then it happened. An idea fell out of the sky, onto my lap and into my heart...when I was driving to my son's little league game no less! And...without getting too deep here in a blog, I'll just tell you that it was like when a football player makes a touchdown or (I'm a Cubs fan, so better yet, hits a home run) and then points to the sky. That... Then I went out on a dangerous limb. I sent an emotional email to several administrative staff. On a Sunday. At 9:00 P.M. Now, I need to pause in my story to tell you something important about myself. I am usually a quiet person. I don't talk at faculty meetings. I have a fear of public speaking. This was NOT something that Mary Jensen would do. I do not email the central office people. On Sundays. At 9:00 P.M. Ever...until now. My email went something like this.
Recent tragedies have fallen on our district. Children and community members wonder "what can I do?" "how can I help?" "what power do I have?" Well, one thing is true. As humans we have the power to lift up other humans. We can help make them feel loved, appreciated and special. It doesn't matter how old you are, anyone can make a difference. We need to constantly tell one another how much they mean to us. Another reason why? BECAUSE WE CAN!
What can we do? #LiftUp101 Kindness Challenge101 challenges to LIFT UP others in our District 101 and community. A way to make others feel good. Spread the love.
Within about 1 minute, I received an email back from the superintendent that she was inspired by this idea and wanted to talk. To me. This was happening. Then I teared up (and I am NOT a crier)
I needed help. When you need help, who do you call? (Don't say Ghostbusters, people) Friends...lots of friends. I emailed the staff at my school...told them about this idea and said that I would be working on the project the next day at 8:20 AM and that my door would be open. That's it. I was so touched when the room filled up at 8:20 with people ready and willing to help. The ideas in that meeting are what propelled this idea into action. They were brilliant. We brainstormed and got tons of thoughts down. Next I asked my students for help...asked them about their ideas about acts of kindness/friendship. I sat with the art teacher, where we scoured the internet and our brains and the student list. We came up with the first 50. Ummmm. We needed 101!! So, again, I asked for help. I shared (on a google doc) the list of 50 with the AGS and ECC staff. I went to bed. When I woke up, the list was over 120! Unbelievable.
The next few days are blurry. Several grids (for people to keep track of their challenges) were made by wonderful friends. The list was trimmed. The social worker reviewed the plan. It was shared with the Communication Diva at central office. Within days, emails went out, social media postings were made, the local newspaper called and most importantly, kindness, positivity and love began to surge through our district. I just put the "Wagon" out there...or since I'm a music teacher, let's call it ...The "Band"Wagon . You know, it was just an idea. Filled with emotion and hope. It was messy. My pals jumped on, cleaned it up and started pushing (and helped me steer). But again, why do I feel like I should tell my, I mean, OUR story? Because ...maybe more can be taken away from this moment in time. What if this story could help my students find hope, strength and possibilities in their passions and ideas? Are there other factors that are needed to empower our children to make a difference? How about Emotion, Support and Confidence? Children can use their emotion and passion for change to come up with big ideas and they need to have our support and their peers'. With this, I think they can accomplish anything. They also need to feel like they have the responsibility to share their ideas. It isn't just a suggestion. It is a responsibility. I learned this fact this year as I participated in an online class (#IMMOOC) for the book "The Innovator's Mindset" and a staff book study for "Kids Deserve It." My principal (and former principals) taught me that I had an obligation to share... This can happen through Twitter, Blogging, and just having face-to-face conversations. I know these were factors that influenced me to share the #LiftUp101 Kindness Challenge project and not just hold onto it quietly.
We want kids (and people) to know that they can make a difference.
They can make a positive impact on others' lives
Be kind to one another... and as a result you are being kind to yourselves. Before I end this rambling blog post, I have to mention 1 more thing. I was watching our beloved Chicago Cubs on Saturday as they were about to win the Pennant. (Woohoo!) A commercial came on the television. You HAVE to do a Youtube search right now, okay "iPhone Balloon Commercial"....I almost fell off the couch...it is perfect! It can all start with just one person (or balloon in this case)... our students can be that 1 person (the 1st red balloon)..Challenges can bring us down (notice how the balloon bumps the branch and comes close to the water), yet we can bounce back and overcome. We need each other and we can work together to lift each other up. #LiftUp101 Here is a link to the challenge if you want to make a difference in your community. P.S. If this post is filled with typos, bad grammar, and terrible punctuation it is because we are watching another big Cubbie game ;)
"Winners" in WIN time: Reflections on Connections and Empowerment
#IMMOOC response, Week 3 for George Couros's book study "The Innovator's Mindset"
This blog post is a little strange. I'll admit it. The music teacher talking about 30 minutes of her day that is completely void of music? There is no singing. There is no dancing. It is pretty quiet. The stars of this scene are the six sweet energetic 8-year-old boys that come to my music room to spend time with me every day.
WARNING: I extend my apologies to any music educators reading this post looking for any fun musically-exciting-tidbits....I'm sorry to disappoint. But I'm letting you in on a little secret---> These 30 minutes I experience every day are the highlight of my day and it has nothing to do with my area of expertise, music...it is my "Intervention time" with 3rd grade, also known as "WIN time". (In our district it stands for "What. I. Need." All Specials teachers are assigned to different grade levels to help little groups of kids with what they might need: extra work on reading, math, handwriting, etc.)
At 10:55 every day, 6 boys are waiting for me outside of my classroom. They stand, arms full, with Chromebooks, headphones, gigantic baggies filled with books and HUGE smiles. They walk in, turn off 1 set of lights because they want to have a "light side" and a "dark side" (which is followed by some clever SWars quote, of course). They beg to be the one to work in "the cave" (I have a table covered with a big blanket on 3 sides). They sit down and tell me about their football catch (with reenactments) or something funny their dog did last night. But then, after a minute, it is pretty quiet. One boy starts writing a story about WWII, because he is fascinated with the subject. The caveman shares his Google Doc with me about his favorite Pokemon character. A baseball player signs into a typing-skills site. A shy little guy has headphones on and is listening to an audio book on his Chromebook. A sweetheart with the best smile is reading a chapter book.
I cherish this time with them. I could get lots of work done... but I don't. I sit on the rug right next to them with my "Kids Deserve It" or "Innovator's Mindset" books and read too. *When I first started doing this, they wanted to know what I was reading. It was funny to see the looks on their faces when I said I was learning how to be a better teacher. Truthfully, though, I only get a page or two read until they have to tell me something important about what they are accomplishing.
Over the next 30 minutes, the most wonderful things happen: Stories are written, books are finished, docs are shared with me and life-lessons are learned. Once in awhile I will announce some big statement I read from my books. At first, this used to startle them...now they look up, smile, and get back to work.
"Guys, you are important"
"I care about you"
"I won't give up on you"
"You're awesome"
Throughout the 30 minutes, they share Google Docs with me to read through, tell me when something great happens in their book, cheer quietly when the baseball player rocks his typing goal.
It makes me think about what I read this week in George Couros's book, "The Innovator's Mindset" about EMPOWERING students vs. ENGAGING them (pg. 97). He writes ... When we are engaging students, this means we are "getting them excited about our content, our interests, our curricula. When we are empowering students, this means we are "giving kids the knowledge and skills to pursue their passions, their interests, their future." I think this is part of the secret that is making these 30 minutes so valuable. Each special boy is deciding what he wants to become better at: I want to be a better reader, I want to be a better writer, I want to be a faster typist. The other half of this secret recipe, is that they are building relationships and collaborating with each other (Couros, pg.67). They help each other- "How do I add an image to this story", "Hey ___, I'm sharing this doc with you...want to write with me?"
The principal walked in the other day and said "WIN time, huh?! What are you working on?"
My response..."That depends on who you talk to" :)
At 11:30 I jokingly say "Okay little ducks...line up" (insert a few quacks here). I asked each one to tell us what he accomplished: "I finished my story" "I read 3 chapters" "I beat my typing speed record". Then my ducks and I walk down to the teacher workroom and I print off the stories they wrote and tell them that they were "Winners" today. This week, I gave them homework...make 3 other people feel like winners too.
I know that this post is missing big bells and whistles...nothing monumental happened in these 30 minutes....but...what if it did? What if these 8 yr old boys can show us "What WE ALL need."
We ALL need to stop the craziness of life for a moment and slow down.
We ALL need time to truly connect.
We ALL need to tell others that they are important and that we care about them.
We ALL need to celebrate others' accomplishments.
We ALL need to make our own goals and feel empowered in life.
We ALL need to make a daily effort to build relationships.
We ALL need to set a little time in our day to think about "What WE ALL need".
We ALL need a little W.I.N. time...even music teachers.
I don't know how long these boys will be coming to my room. My assignment could change, their goals might change. What I know is that we've had special moments that have made us all feel like "Winners."
My #IMMOOC Response, Week 2 for George Couros's book "The Innovator's Mindset"
Hey you. Yeah you..... What's your learner's mindset? Do you think you can only learn how to do something if you were born with that talent? -OR- Do you believe you can learn how to do anything you set mind to if you work hard to accomplish it? -OR- Do you not only believe you can learn and grow, but that you have the ability to create something new and better?
Let's break it down, folks... and yes, of course, you know me....we are going to tie this to my favorite subject in the world: music.
As a music teacher, I am thrilled to see George Couros did just that. On pg. 33, of his book "The Innovator's Mindset" he uses a "playing-the-piano" example to describe 3 different mindsets learners have. So happy :)
With a fixed mindset, a person might not think they can play the piano.
With a growth mindset, they believe that with hard work and practice, they can learn to play.
BUT... (insert drum roll here.....)
With an INNOVATOR'S MINDSET, not only do they think they can learn how to play the piano, they believe they can create something new and better, or in other words compose their own music on the piano.
As a music teacher, my friends sometimes confess their deepest, darkest, musical secrets to me.
"My choir teacher asked me to lip sync at our concert"
"I got kicked out of chorus in 2nd grade because I wouldn't stop talking...my mom was told to pick me up and never bring me back" :/
"I fake-played my recorder at my elementary concert because I didn't remember how to do it" ;)
"My kids tell me not to sing at bedtime or in public because I sound soooo horrible"
"My dog used to hide when I played the trumpet"
OUCH!!!
These tragic musical tales always begin with "I'm a terrible musician" or "I don't know anything about music," Then... I get the gory, grim details. But, what if these events that shaped my friends' thoughts about their musical ability could have been changed with a shift in mindset and a touch of encouragement?
As teachers, I believe WE can be a big part of the mind-shifting process!
First, let's help them transform those fixed mindsets into growth mindsets! We (teachers) need to be constant cheerleaders of student learning. Kids need to be told (all the time) that we KNOW they can do it. We BELIEVE in them! They've GOT THIS! Encourage, Encourage until they have the courage to make a learning-leap-of-faith.
But Couros pushes us in his book to not stop there. Don't just learn how to do something that others already can do. Learn to create. Innovate. Be the kind of person that can make something new and better. Have an innovator's mindset!
Back to music for a sec....When we think of the greatest musical performers and composers of all time, the biggest reason they became influential was because of their innovative musical contributions, right?! Well, then, let's tell kids that this is the kind of thinking that is going to bring them the satisfaction they truly deserve. Let's tell them that they have the power to change the world and be creative geniuses!
I have a message for all of my friends that have carried these tragic tales all their lives: (My sad story, by the way, is from elem. P.E., sniff sniff)...
----> First of all, I'm really sorry 'bout the bad stuff that happened to you when you were in school. (hugs) I STILL believe you can do it. You can still be the next Mozart. You've got this. It is time to warm up your signing voice, dust off your old recorder and warn the kids and dog. It is not too late. You'll be great. :)
Below are my reflections on the introduction of the book, "The Innovator's Mindset," by George Couros. Feel free to read my thoughts about my journey through this new adventure of learning and growing. #101alag
I've been sharing with my students about an amazing book study I just joined! #IMMOOC
As I began this journey into the Introduction of George Couros's book "The Innovator's Mindset" this week, a few powerful quotes have jumped out at me and have taken a hold of my thinking.
1. "Change is an opportunity to do something amazing." (pg3)
2. "If students leave school less curious than when they started, we have failed them." (pg6)
Well, this makes me curious...how can we, as teachers develop curiosity. Instead of teaching our "material" TO them, can we help THEM teach themselves, ask questions, search for answers, help one another?
This is a difficult thing for me... to step back. Is it maybe because I'm a music teacher? I'm used to being the director of the show, on the stage, up on the podium, right?! But in class, as we are learning about music, I need to start stepping OFF the podium once in a while and give the power of learning to the students.
On page 4, Couros tells us that it is OUR responsibility to "spark a curiosity that empowers students to learn on their own. To wonder. To explore. To become leaders."
Okay, Couros....I don't want to let go of the reigns...but I'll give it a try.
This week's music lesson for 3rd-5th grade---> I gave the kids a Google Slide about different Tempo terms to complete. I made a nifty template with lots of bells and whistles that they had to manipulate. Each got a copy via Google Classroom (thanks, Google Classroom...love ya!). But, the main goal was for THEM to do the research and come up with their own examples of things in the world that show each specific tempo. They could add anything to represent their examples: videos, pictures, text, drawings. I gave a suuuuper quick lesson of how to add images/videos and how to do cool Google-y Slide tricks (moving images across the screen, adding a background, etc)
Then I did something scary. I stepped back.
If they came to me with a question, I asked the class "Who know's how to do yadda yadda..." A few hands would go up and those students would go to them for answers. I was honest when they asked me something I didn't know how to do. I told them that I bet they could find someone in the room who might know the answers!
It only took a minute. They were deep into this project. They were asking each other questions. They were curiously searching and learning on their own. I saw the wonder, exploration and leadership mentioned in the book. Their slides were absolutely genius too! They had slides with tempo themes revolving around Superheros, Pokemon, animals, and more.
After 55 minutes in music, it was time to end class. This is true: I heard these words... "No!".... "I want to keep working!" ..."I'm doing this at home tonight!" ... "Thank you Mrs. Jensen!" ... "That was so fun!"
The icing on the cake were the boys in 4th grade that clung to their chairs when their class lined up.
I'm thankful for my learning this week from #IMMOOC. "The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity." I'm hooked! ;)
"Creativity"... to some, this word can cause some panic and pressure. As a teacher, we long to be creative. We want to find new and exciting ways to engage our students. People ask me why I don't give the same lessons year after year. Shouldn't I have this all planned out by now...after all, I've been teaching 16 years... I can't do it though. I can't recycle my lesson plans. I can't recycle my musicals. I can't stand to teach the same exact thing...the same exact way (borrrring!). But what if it is really because my students aren't the same exact students each year.
Yesterday, I tweeted out this quote by Lewis Carroll "It's no use to go back to yesterday because I was a different person then."
I found comfort in this quote...I don't have to go back. I can be different because my STUDENTS are different. But here is the most exciting news...THEY can be the creative force that drive and change OUR lessons. It doesn't all have to fall on our shoulders as teachers. We can get a lot of help from all of those beaming creative minds that walk into our classrooms each day.
My best creative lessons don't come to me during that hour of Prep time I get each day. They "happen" when a student connects to what I say in class, offers an idea or gives me a fun suggestion. THAT is when the true magic of creativity occurs...if your ears are listening, you can catch it, grab hold and let it take you for a ride!
THIS was a big realization for me. We, as adults, must accept that the children in the room are probably more creative than us. That is okay...listen to them. They are uninhibited with their thoughts, unafraid to go out on a limb and try something different. Their ideas are fresh, raw and relevant to the world they live in.
Let me give you an example of a creative tidal wave that just hit my music room.
A long time ago, I made up a story to teach the dynamic terms "Piano" and "Forte." Since I haven't officially written my story down (true confession), the details vary a bit year to year.
The main idea, though, is that a little guy, Piano, and a giant guy, Forte, run into some big trouble with their shoes. (When I talk as "Piano" my voice is as quiet as a whisper. When I speak as "Forte" I use a loud, booming voice.) "P" and "F" go to the Cobbler to get their shoes fixed, only a terrible mix-up occurs....they get the wrong shoes back.
I end the story there. Done.
This past week, when I finished my story at this climax the kids looked back with open mouths and said "What?!! that can't be the end....they don't have the right shoes!!!" I told them, "but that's all I made up! I didn't make up any more."
Here is where the creative magic happened. A huge discussion about what THEY thought should happen next. It was a creativity-explosion: Tons of hilarious "sequel" ideas were shouted out. New characters were added. Other thoughts about what Piano and Forte should look like were given. The class was alive and their creativity was off the charts! I decided to ride this creative wave...They each got a piece of paper to share what they thought should happen next in the "Dynamic" story. It was so amazing to see their excitement. The next day, I received special treasures when I opened up the front doors of the school (my supervision duty). A student brought me a stapled, homemade book of illustrations that went along with the story. "Piano", to him, was a mouse....perfect. "Forte" was drawn it detail too. When I shared his pictures with the next class, it inspired a girl to design a "set change" for the story, if it were ever performed on stage. THEIR creativity was unbelievable. So much more than I could have produced.
You see, I think after 16 years of teaching, I've realized to take step back and cherish the true creative geniuses in the room. They come to about my shoulder level, have bright eyes, and are usually missing a few front teeth. Are we listening?
Thursday, September 1, 2016
Music and Movement
I am a firm believer that movement is an essential part of learning for kids (and adults!). When we move, we are activating and engaging a very important part of our brain. The primary motor cortex is known as the main area of the brain that controls motor function. Adding movement to a lesson is a natural way to instantly amp up the learning process.
In our music classroom at AGS, we come by it naturally. This week, movement will be the "glue" that will make my lessons "stick."
To begin learning about dynamics and tempo (not to mention the ever-important steady beat), our students danced with scarves. I carefully selected pieces that had a variety of tempos and dynamic changes. As we moved, I told the students to use the scarf to show the music. When we did this, the pressure of moving our bodies in space was instantly removed and re-focused into "making the scarf dance". This little trick gets the most reluctant movers going right away!
This week, we were also activating our muscles (and brains) as we performed partner hand clapping songs...again, with carefully selected songs containing dynamic and tempo variety. Below, you can see, our 3rd graders were trying to "keep up" with John Jacob Jingleheimer Schmidt! The children had to work together in order to maintain the steady beat at increasing tempos. Our quick movements made for some great "hands-on" learning. As a side note, you may notice that in this class, the majority of partnerships were boy/girl. It was interesting to see the level of focus and determination they had with one another. #worktogether #nomatterwhat
Whatever your lesson might be, try to add movement in some shape or form. Get those ideas to stick... At the very least, you will have a lot of fun along the way :)
Thursday, August 25, 2016
Rules and Values for our Music Classroom
Values...What kind of person do we want to be? At AGS, on the announcements, we recite that we will "Give Respect, Use Safety, and Share Responsibility." But what does that look like? How do we show these values? What EXACTLY do we do to become Respectful, Safe and Responsible students? This is where "Rules" come into play!
In our music classroom, everyday, we need to follow "rules" to uphold these "values". Last week, I asked every class at A.G.S. what "rules" they thought were important. We put them to rhythm, recited and clapped them. This week we are practicing the "Rhythm Rules" that were made by all of the classes. As we do this I have been asking the students to find the common themes among all of the rules collected. This data shows exactly what is most important to us as a whole community. Here are some highlights...
RESPECT:
Wait your turn to talk
SAFETY:
Walk in the music room
Keep your hands to yourself
RESPONSIBILITY:
Take care of the instruments
Help other students
I can't wait to spend this year with such bright and thoughtful students! It is going to be amazing!
