Rewind to February when I finally (after years of thinking about it), applied to attend a Summer Reading Institute held at Teacher's College at Columbia University in New York City. When I applied, I never thought in a million years I would get accepted. I had not even thought through the daunting task of affording it (on my own dime). Fast forward to April, when I received an email saying that I had been accepted. From April to the second week of August, I booked flights, a place to stay, figured out the scheduling related to being gone the last week of summer and missing the day that my district reported back to work. My whole summer revolved around losing a week of preparation time and knowing that when I landed in Oklahoma, late Friday evening, my room had to be ready for back to school night which fell on the following Tuesday.
Leaving the state and all the before school stress the week before school started might have been the best thing for my heart even if I didn't realize it at the time. I love my job, especially the children but last year was hard. As I continue to watch people walk out the door, whether it be for babies, retirement, or other schools, I always wonder about my own role. As I took up running this summer and reflected on last year and handling the stress of a new year, I kept thinking about how do I let my light shine without letting all the junk that could dim it blow it out? I left Oklahoma with a heart that was just not ready to take on the stress of a school year.
Monday morning began with registration and a walk to a church that sat near Riverside Park. The keynote speaker was Lucy Calkins. As I sat there, watching her mingle with all these teachers from all over the country, I thought how do you even begin to top this? She got up on stage to speak and I was hooked. She is well spoken and has a wealth of knowledge about life and literacy. 22 countries, 24 states and 1200 people sat in a church and listened to her speak about how to educate a generation to read up a storm?. She discussed the sometimes cruddy conditions we deal with in education but then mentioned how we cannot opt out of the conditions. She challenged all 1200 of us to be a learner and teacher of reading for not only our students in our classes but also our colleagues.
The rest of the day and days that followed included time in large group setting with my grade level (Kindergarten) and small group sessions with about 20 of those Kindergarten teachers, a keynote speaker, and choice sessions where we had opportunities to pick from things we were more interested in learning about (i.e. comprehension, strategy groups, word study, etc.).I sat in "class" from 8:00 a.m. until 3:30 p.m. each day. At the end of each day, well usually about 10 a.m., my mind was going 90 miles an hour with questions, aha moments, and even reflections about areas of my own strengths in teaching reading (and writing).
In the evenings, we (a colleague from within my district) walked around NYC and played the part of tourist as we dissected our learning from the day. At the end of the trip, I most certainly was ready to come home but I also did not want to leave all the learning behind. I am at my best when I am contemplating how to get better and the week at Columbia had me in a state of disequilibrium 98% of the time.
Most of the teachers at Teacher's College (TC) were sent there by their district and the new units of study for reading workshop have been purchased for their grade level. While my district supported my trip and paid for part of the workshop, we have a curriculum that is implemented. I have to figure out how to use the framework and ideas within my curriculum. Therefore, I have to pick and choose what I can implement this first year. I could try to do it all, but I do not know anyone that has worked out well for. As I sat in the airport all day waiting for an evening flight, I made a list of things I wanted to aim for this first year. Twelve days into the new school year, I have bitten off some of the things on that list and am contemplating how to do more.
Back to back reading for read to self or independent reading. We are currently at four minutes of independence. Only a kindergarten teacher could understand how long four minutes is to a five and six year old!
Independent reading from book boxes on the third or fourth day of school.
Independent reading on day seven or eight after some book introductions and non fiction text added to book boxes.
The second unit of study in reading workshop is Super Powers. So when in Times Square....
I was that close to Lucy! I went to an after hours session where she talked about writing the new units of study.
Teacher's College
I walked from Columbia to Harlem to eat here by reservation.
Part of the week's adventure included figuring out the subway system. Every time I have been in NYC before, I have completely relied on my husband. One evening, we walked a million blocks to eat here when it was a hop on another subway ride away. Getting back "home" was fun because we were uptown but separated by Central Park, we took a taxi back and learned more about the subway from the experience. Serendipity: the occurrence and development of events by chance in a happy or beneficial way. It sums up the entire experience at Teacher's College.
I watched the sunset in NYC from the Brooklyn Bridge as I walked across it. It was a memorable experience.
One of the biggest sentiments by so many speakers from the week. How do I increase the volume of books my kids are reading?
What happens in the U.S. when reading isn't beautiful anymore?
How do we prepare kids for a scrimmage instead of drills?
At the end of the day, what makes me someone kids will remember? What am I doing to let my light shine, both with kids and colleagues?
This little light of mine, I'm gonna let it shine. This little light of mine, I'm gonna let it shine. Let it shine, let it shine, let it shine.
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