Category Archives: Current Affairs

Ready for Some Smiles?

Posted by on
Current Affairs, Education, Education Policy, High School, Life in the Classroom, Middle School, Social Issues, Uncategorized | , ,

This week Chris Reykdal, Washington’s Superintendent of Public Instruction, released a statement supporting removal of the mask mandate in our schools. Likewise, Governor Inslee announced upcoming changes in mask mandates statewide. With mask mandates being lifted all across the country, it seems like only a matter of time before it happens in our classrooms.

Locally, in my rural region of Southwest Washington, some conservative families have been staging protests against mask-wearing. They are still holding on to the tired old claims that masks are more harmful than COVID and that people who follow the governor’s rules are sheep.

Sigh.

My four-year old grandson, masked

Well, they are going to get what they want. The days of masks in school are numbered. And, how do I feel about that? A bit conflicted, actually.

This has been a wild ride. For two years, I have been in close contact with infected students countless times. The majority of my 139 students have been quarantined at least once, sidelining sports teams and filling up the absence list, leaving half the desks empty at times.

I have lost friends to the virus. I have heard of the suffering and near death experiences of others. I know how awful it can be.

Due to my high rate of exposure, I missed out on so much time with my family, not wanting to spread anything to vulnerable family members. I stressed out over any symptoms, took my temperature hundreds of times…

The funny thing is that I was less sick these last two years than I have been in all twenty years of teaching. Why? What was the difference?

The mask. I believe this, 100%.

Still, it’s time. The masks are coming off, and I predict that it will be like a collective sigh of relief being released in every classroom across the state. As much as we have relied on them for safety, their absence will bring back something we have truly missed- the faces of our students.

One of my favorite areas of research is trauma-informed teaching practices. Recently, everything I read about the effects of trauma on children seems to apply to all of my students these days. Collective trauma. Stress. All of us, and particularly young people with less agency in their lives, have been under a great strain. Part of that strain is the inability to read the faces around us. There is research on this aspect of mask wearing, and it is the only valid argument against masks that I have seen. It comes down to one big truth – you cannot build trusting relationships with people when you struggle to read their emotions. Masks complicate that process.

With our new focus on the emotional health of our students, we will definitely benefit from the ability to openly smile at them. And won’t we also benefit from their smiles? Meanwhile, all this time teaching in a mask has likely honed our ability to communicate more clearly with our eyes, our gestures, and our body language. I think we can look forward to some big gains in relationship building very soon!

My four-year old grandson, unmasked

So, while we may have some nervous moments when we take off those masks, let’s make the most of it and enjoy the smiles we are about to see.

As you sort through your own emotions about the possible lifting of the mask mandate, here is some suggested reading:

Reykdal’s Statement

Protests in Lewis County

Study on the Impact of Face Masks…

Do Masks Stunt Students’ Social and Emotional Development?

With Mask Restrictions Set to Lift, a Haze of Uncertainty Lingers

Doctors Warn Ending School Mask Mandates Will Lead to Rise in COVID Cases

The Freedom to Read

Posted by on
Current Affairs, Education, Education Policy, Equity, High School, Literacy, Social Issues, Teacher Leadership, Uncategorized | , ,

Censorship Gone Wild 

There have been a plethora of school library censorship and banned book stories lately. Unfortunately ,there are too many to list, but here are a few highlights that may have graced your news feeds. 

A school district in Tennessee banned the graphic novel Maus by Art Speiglman over concerns of profanity and female nudity. 

Another in removed Toni Morrison’s first novel, The Bluest Eye from library shelves for obscenity. 

Texas, perhaps unsurprisingly, has a whole host of books their officials want to ban, an overwhelming amount of which feature LGBTQ+ characters and themes. 

Librarians have been accused of poisoning young minds, buying pornography, and indoctrinating students. 

One of my favorite frequently banned books, Stamped by Jason Reynolds and Ibram X. Kendi, prominently placed in our library’s Black History Month display. 

In the midst of all of this, it would be easy for Washington educators and librarians to rest on our laurels, grateful not to be working in one of these states with high profile cases. After all, Washington is liberal and progressive, right? 

But, when a colleague sent me this article on Book Riot, “LGBTQ+ Books Quietly Pulled from Washington State Middle School” I was reminded that issues of intellectual freedom and censorship in school libraries are everywhere. Stories like this one that don’t make national headlines are even more unsettling for their insidiousness.

In Our Backyard 

In Kent, The Cedar Heights Middle School librarian, Gavin Downing, was deemed to have “sexually explicit” books on his shelves. The principal pulled books from the shelves, insisted that she monitor all future purchases, and created a council at school to advise Downing on “age appropriate material.” 

It all started with Jack of Hearts by L.C Rosen about an “unapologetically queer teen” who “celebrates the freedom to be oneself, especially in the face of adversity.” If I Was Your Girl by Meredith Russo, an award winning novel about a trans girl, and All Boys Aren’t Blue, a memoir by LGBTQIA+ activist George M. Johnson, were also discussed at board meetings and removed. 

Kent has a board policy to “revolutionize school libraries” across the district but clearly,  censoring queer voices is out of alignment with the third phase of their plan which seeks to “reinforce equity and excellence.”

I can’t help but draw parallels to Texas where 59.95% of the 850 books on the governor’s banned list feature LGBTQ+ characters. 

In Defense of Libraries 

I am an English teacher, so it’s perhaps unsurprising that I take the freedom to read very seriously. I have also been unspoken about the fact that I think we need to update our curriculums to reflect a more accurate, diverse, and empathetic world view. 

Additionally, this year, I’ve been a librarian half the day, a move that has encouraged me to pursue my library media endorsement, with the hopes of becoming a full time school librarian.

In preparation for one of my classes, I researched Library Bill of Rights and the American Library Association makes it clear that the principles of the bill apply to school libraries. 

The American Library Association’s Library Bill of Rights.

The ALA has a series of interpretations of this bill and there are a few principles that stood out to me in regards to both local and national censorship. 

Intellectual Freedom: School librarians are leaders in promoting “the principles of intellectual freedom,” and must empower students with “critical thinking skills to empower them to pursue free inquiry responsibly and independently.” 

In the Cedar Heights Middle School case, the removal of books from library shelves limits free and independent inquiry. Remember, we aren’t talking curriculum here, but simply books that students have the freedom to read on their own time. 

Diverse Points of View:  Collection material should “represent diverse points of view on both current and historical issues” and “support the intellectual growth, personal development, individual interests, and recreational needs of students.” 

Representation matters. Books by and about the LGBTQ+ community can be powerful mirrors into students’ own experience or windows to foster empathy. I’d argue the titles that were removed from Cedar Heights could have played an integral role in students’ “intellectual growth” and “personal development.” 

Political Views: The resources in the library should not be constrained by “personal, political, social, or religious views” and school librarians should resist efforts of outside groups to “define what is appropriate for all students or teachers to read, view, hear, or access.” 

It’s no coincidence that the books banned in Kent were all written by and about members of the LGBTQ+ community. As long as those individuals continue to face discrimination, their existence and their stories will remain politically charged. 

Rights of Minors: “Children and young adults unquestionably possess First Amendment rights, including the right to receive information through the library” and equitable library access should not be abridged by “chronological age, apparent maturity, educational level, literacy skills…”

Librarians are tasked with using their expertise in areas of literacy and adolescent development to fill their shelves. They are uniquely positioned to help their patrons explore those materials and think critically. Students are exposed to more than ever before online, and libraries are a safe place for them to explore a variety of resources with the guidance of a caring adult.

Parental Responsibility “Parents and guardians have the right and the responsibility to determine their children’s—and only their children’s—access to library resources. Parents and guardians who do not want their children to have access to specific library services, materials, or facilities should advise their own children.” 

While I can see why some content might be deemed too mature for young readers, all of the books facing removal at Cedar Heights are highly vetted, award winning, and deemed important young adult texts. As an educator who has, at times during this pandemic, felt more like a babysitter than a teacher, I very much appreciate the focus on families’ individual choices. 

What’s Next? 

I wish I had answers during these “polarizing” and “unprecedented” times. Maybe, some day, we can live in a more harmonious political climate and experience some mundane, precedented news stories, though I’m not holding out hope. 

However, as an educator, English teacher, and aspiring school librarian, it’s clear to me that the challenges we’re facing around intellectual freedom warrant our full attention. 

So, pay attention to your school library and the books filling it’s shelves. Does your librarian curate a collection that is representative of your students’ needs? 

Tune into your local school board meetings and contact the members. (The Book Riot article has contact information for Kent board members if you want to help the situation in Cedar Heights ). 

Have conversations with your principal and colleagues. Where do they stand on issues of censorship and equity? 

Our students deserve the freedom to read and we should never stop fighting for that right.

Native Mascots: Appreciation not Appropriation

Posted by on
Current Affairs, Equity, Social Issues, Teacher Leadership, Uncategorized | , ,

Tumwater Thunderbirds

In early 2021, the Washington legislature passed House Bill 1356 banning the use of native mascots in public schools.

Tumwater High School, where I’ve taught the past five years, has the logo of the Thunderbird and sits on Nisqually land, at the intersections of Cowlitz, Coast Salish, and Squaxin lands. 

 Part of the bill, aiming to build relationships between the tribes and school districts, specifies that mascots can be used, but only through consultation with and approval by the nearest tribe. So, when it passed, our school board formally met with the Nisqually tribe to discuss and reevaluate our use of the Thunderbird.

The most used mascot is what our admin affectionately calls “the fat chicken,” which has no visible ties to its native heritage. But, walk our hallways and you’ll find various nods to native art, including a questionable totem-esque logo and letterhead. 

As one especially observant incoming freshman said in passing during summer school, “The amount of cultural appropriation in this school is astonishing.” 

With several high profile public team changes, like The Washington Team, this student, and the members of our THS Social Equity Club are well versed in the inappropriate use of native mascots. They are more than willing to have tough conversations and explore necessary changes.

A student leader of the Social Equity Club, THS senior Sophia Ruiz explained the significance of the bill; “We are ever growing and changing, we need to honor the heritage that stems from the Thunderbird.”

However, alumni grumbled (“tradition” and all), and I was more than a little worried about backlash to the law. Righting wrongs isn’t usually comfortable and Tumwater has its fair share of negative press around equity work. 

Don’t Forget the Water

On December 16th, a new era of the Thunderbird, one honoring it’s Nisqually heritage, was born. 

Board members, district leaders, administrators, teachers, and student representatives were invited to the Nisqually Tribal Center for their official council meeting granting us use of the Thunderbird. 

As the advisor for the student Social Equity Club, I was able to accompany my students to this historic day. 

Willie Frank III, Chairman of the Nisqually tribe, who has played an integral role working with Thurston county schools around this issue, thanked us all for being there and said the chambers had never been so full. He shared the legend of the Thunderbird and its significance in the area at the base of Mt Rainier. 

He explained the story of Teqwu? Ma? (“Don’t forget the water” in English) and wrapped two students in blankets with Mt.Rainier and that saying to signify our continued relationship. 

Sophia was one of the students who was presented with a blanket, and I got goosebumps watching tears well up in her eyes. 

“That day struck me as powerful and emotional,” she told me. “I was ecstatic that they were getting the recognition they deserve and were finally seen in the way they were always meant to be; important and beautiful.” 

Our next steps as a school is to brainstorm ways to honor the Nisqually tribe and Thunderbird in more than just name and likeness. Should we say a land acknowledgement before every home game? Can we commission tribal artists to fill our spaces? Is our social studies curriculum inclusive enough of native history of our region? 

“I want the school to be socially appreciative, not appropriative,” Sophia said. “Their tradition and livelihoods are… unique and special and they deserve the utmost respect from those that still use the Thunderbird. They deserve respect from everyone regardless.” 

I couldn’t agree more. 

Your Turn: 2021 in Education- Back to Normal?

Posted by on
Current Affairs, Distance Learning, Education, Education Policy, Equity, High School, Life in the Classroom, Middle School, Online Teaching, Professional Development, Social Issues, Teacher Leadership, Uncategorized | , ,

Is going back to “normal” a valid goal? Or should we learn from our experience in order to grow and change?

The last year and a half has caused a lot of havoc in education. We had to learn new ways to deliver instruction, and we had to face important equity issues with a crisis igniting urgency. What did we learn from this?

We asked our bloggers these questions: We keep hearing “back to normal,” but is that what it is? Is that what we want? Here are their responses:

Gretchen Cruden

Going “back to normal” may be a comforting thought, but I hope we don’t—at least not completely. There have been some incredibly wonderful new changes that have arisen in education due to the pandemic. I am beyond thrilled that an emphasis on SEL is occurring across the state with…wait for it…actual money to support it!  We are starting every day with mindful breathing and stretches now. Life feels good!

“I am beyond thrilled that an emphasis on SEL is occurring across the state…”

I am also grateful for the opportunity for more educators to explore the ways in which technology can play a powerful in personalized instruction. And, shhhhh…but I am also over having my students sit in pods ever again. Short sets of direct instruction in rows with break outs for small group interactions will forever be my new norm, as I can see where this serves the learning brain the best.

Jan Kragen

One of the best parts of the day is Circle Time. We spread out our chairs in a big circle around the perimeter of the room. I have a karaoke machine, so I use the microphone as our talking stick. It’s so much easier to hear kids talk through their masks with an electronic boost!

This year every one of my students has a ChromeBook. That’s been a learning curve, just in terms of logistics. Every ChromeBook goes home every night and gets charged at home. They return to school every day, get out of backpacks, and into desks. I’ve worked much harder on helping kids keep their desks organized this year because I can’t have them stuffing things on top of their ChromeBooks!

“Now everything is in Google
Classroom…It’s paperless
and super easy.”

At the same time we’ve switched to Google. For decades I’ve taught students using all of Microsoft Office. Trouble is, not everyone had MS at home, so files would go home as MS files and return as RTF or OTD or PDF files–or even pictures of files. Sometimes I could do electronic comments and sometimes I couldn’t. Now everything is in Google Classroom. I post the assignment, kids hand it in, I add comments and a grade. It’s paperless and super easy. 

What I’m missing now is the ability to have lunch with small groups in my room. That’s been so useful in the past for small groups who want to have a writers group or who share another common interest.

Lynne Olmos

I often reminisce about the old days, back when I wasn’t shocked to see what a seventh-grade student looked like without their mask. That said, I think we unveiled issues concerning equity and emotional support over the last year and a half. 

We have seen the need to ensure access to technology for all; however, we started this year without seeing to that. I feel that the hope was that we would not have to get ChromeBooks and hotspots out to those who needed access. We have less capability to provide this access than we did last year! Hope of normalcy set us up for a possible disaster, should we have to go remote at some point.

“I won’t go back to normal, because normal wasn’t good enough for the kids.”

Some of us shifted our practice to take care of our vulnerable students during a time of crisis. Personally, I changed  my grading practice and relaxed a lot of traditional discipline and “classroom expectations” to meet kids where they were and give them a safe place to feel respected and supported. I won’t go back to normal, because normal wasn’t good enough for the kids.

Denisha Saucedo

NOPE, we did not learn. In fact we took three very LARGE steps backwards. Education may never be the same. This is not meant be be negative, but reality is that we as a society may never be the same.

“New habits were formed. Students and staff have new needs.”

From year to year we know that we teach the students in front of us. Well, those students had to do (or not) school online for over a year. It is said that you need to repeat something  66 times to create a new habit, well you can triple that. New habits were formed. Students and staff have new needs. Families and communities look different, therefore the education has to look different. Educators are also dealing with trauma and that in itself has caused them to grab onto bits and pieces of the way education “use to look.”  

Emma-Kate Schaake

I’d love to have seen a full scale reimagining of education after last year, but I know that kind of revolution needs to be more of a slow burn than a five alarm fire. What I have seen in our building is a dedicated focus on student mental health, systems of support, relationships, and community. 

“..education should look different going forward, to meet students where they are and provide what they need…

We seem to be coming in with a strong “kids over content” lens and I think that’s absolutely essential. Some students haven’t been in “real” school in a year and a half. Many have crippling social and academic anxiety. 

I fully believe that students didn’t “lose learning,” but we’ve all been changed by the last year and half. So, education should look different going forward to meet students where they are and provide what they need, academically, personally, and holistically.

Your Turn: Should we be trying to get “back to normal?”

In your opinion, what should education look like going forward? What changes should we embrace? What did we learn? What are the new priorities we need to acknowledge? Share your thoughts with us.

Your Turn: Taboo Topics & Tough Conversations

Posted by on
Current Affairs, Education, Education Policy, Equity, Life in the Classroom, Middle School, Professional Development, Teacher Leadership, Uncategorized

You have most likely seen a lot of talk on the news or in social media about subjects that some parents and pundits believe should not be taught in school, i.e. Critical Race Theory. Many teachers are being instructed to steer clear of political conversations, an all too common policy.

We asked the Stories From School Bloggers some questions about the work they are doing in their classrooms. 1) How are so-called taboo topics handled by you and your administration? 2) Do you actively avoid controversy? 3) How do you help students learn to have tough conversations in a civil setting?

We start with less volatile, but engaging areas…


Gretchen: Building Critical Thinking Skills First
With hot topics, minds and hearts are already closed. Yelling mouths tends to be the only thing open. For me, there are far more effective ways to reach the same goal of helping students to engage in difficult conversations in a civil manner than hammering on hot spots. I use direct instruction to build critical thinking skills about far less “hot-button” topics with my students. We then apply them to real life.
For example, we do unit about how the Supreme Court decides cases and how every word of the Constitution is examined for historical and current meaning as it applies to the cases. We start with less volatile, but engaging areas -Love the Fourth Amendment!- and really dig into word definitions and logic (or logical fallacies) that may accompany the arguments. We then work our way into the big ones -…the First and Second Amendments!

Denisha: Holding Educators Accountable for the Learning

“…race, equity, and inclusion are just as important as Friday’s algebra lesson.”

The problem is that so many educators have the privilege to ignore the structural racism that is the foundation of the education system, and that continuously contributes to the oppression of the BIPOC community.

With this privilege, students are left to their own devices (social media) to stay current and to vocalize their thoughts on the current social unrest, or to weigh in on discussions around race, or gender identity.

I am fortunate to work in a building where everyone says they are willing and at least wants to learn more about how to engage in “tough conversations.” We have an equity team, we have daily announcements, and weekly lessons around equity, and we have staff  PD’s around race. None of this translates into actual conversations.

Some are doing the lessons, nothing more. Some are not doing the lessons. Some are skimming the lessons. Some are finding the right time to do the lessons. Either way, it’s not enough. If a teacher didn’t offer math lessons, it would be grounds for a low evaluation, and a growth plan would be put into action before termination.

We need to hold districts accountable for teachers engaging in the necessary PD’s to feel confident and competent. SEL and conversations around race, equity, and inclusion are just as important as Friday’s algebra lesson. These conversations will change lives, open minds, and heal hearts!

Jan: Educating Tomorrow’s Citizens

“It’s important for children to understand the good and the bad of history…”

I will be teaching the 20th century in social studies this year, but I started the year by reading a Tribal Acknowledgment; Suquamish Elementary sits on Suquamish land. My class had SO many questions, so the next several days I spent sharing Suquamish history from the earliest human habitation in the region to the Boarding Schools that continued into the 20th century.

While my students were appalled at how badly the Euro-American settlers treated the Suquamish, especially after they had helped them survive the first harsh winters here, they also were able to see that some of the abuses were no longer in effect. For example, the city of Seattle banned all Native Americans from the city limits, but my students said they had been to Native cultural events in the city. Clearly, things had changed.

Again, the stories about the Boarding Schools were heartbreaking. But the Suquamish children now go to Suquamish Elementary.

It’s important for children to understand the good and the bad of history, and it’s important for them to see that things can improve.

Finally, when I asked kids what they learned that was important, one answered, “I learned my country doesn’t always do the right thing.” Learning that our government–even with the best of intentions–still makes mistakes is a valuable lesson. Having an educated electorate means having citizens who pay attention and evaluate what their leaders are doing. The first step is letting kids know they might need to do that.

Lynne: Fostering a Safe Atmosphere for the Tough Topics

We don’t give our young people enough credit for how they can manage discourse…”


I believe that part of our problem as a society is our inability to participate in discourse when multiple viewpoints are present. As educators, we can impact our nation’s future rather directly by facilitating the skills young people need to navigate discourse.

Parents in my district tend to be wary of teachers touching on controversy. Although I am not reckless in my introduction of controversial topics, I do instruct my students on discussion protocol. Then I work diligently to foster a safe atmosphere for students to discuss more and more sensitive topics.

Generally, the students choose the topics, and I provide protocols, guiding questions, and mediation as needed. And, you know what? These kids are amazing! We don’t give our young people enough credit for how well they can manage discourse, like a good Socratic seminar or a debate. However, they are initially very leery of anything political, because they know what it is like on social media, and few kids really want to dive into that mess.

On a side note, the staff in our district are specifically forbidden by our administration to discuss the vaccine. No joke. We were told that there were to be absolutely no conversations about the vaccine in our school. One substitute teacher broke that rule, and they are no longer welcome in our district. And, with the sub shortage, you know that is serious!

“…it’s our job to teach critical thinking and dismantle systems that create barriers for students.”



Emma-Kate: Engaging Curiosity for the World around Us

I absolutely believe that teaching is political; it’s our job to teach critical thinking and dismantle systems that create barriers for students. My students read news articles every week, and we read literature outside the canon because I want them to engage with the world around them with curiosity and a critical eye. In many perspectives, what I teach would fall under the (falsely defined) CRT umbrella.

I’m fortunate that my principal believes in equity work, and stands behind me and my teaching philosophy. We’re wrestling with a lot this year: How do we meet our most equity reluctant colleagues where they are? In what ways can we change discipline and MTSS to ensure our system serves all students? How does our instruction center student agency and honor the dignity of our community?

We definitely don’t have answers, but we are constantly asking the right questions.

Your turn:

How is it going in your district? What are you doing to facilitate those tough conversations? Let us know in the comments.

Tornado Alert!

Posted by on
Current Affairs, Elementary, Life in the Classroom

I’ve been through so many drills—and emergencies—in my teaching career.

We’ve had multiple lockdowns. Once a neighbor’s bull got loose and rampaged through the playground. Once police called the school and said an armed suspect was in the area; they asked us to keep all the students inside. Once there was a chemical spill scare. The entire school spent the afternoon in the gym before a custodian figured out a delivery truck driver had parked with the exhaust pipe up against the school’s HVAC intake—and left the engine running.

We’ve had fire alarms result in the entire school outside for an hour or more, waiting for the fire department to clear the building.

Students get excited with these interruptions to their routines, but in short order they get bored with the restrictions to their activities.

As we practiced a lockdown drill for the first time, I answered a host of questions from my students. The idea of someone bringing a gun to school to shoot people was very concerning to them. “What if this happened?” they asked.  “What if this happened?” “What if this happened?” I told them that, as far as they were concerned, the answer was going to be the same no matter what scenario they might present. “Listen to me and follow my directions.” I gave them a couple of specific examples of what I would have them do, but it still came back to that—just listen and follow directions. They calmed down. They were ok with that.

Over the years, I’ve witnessed more dramatic events. A fire alarm went off. Heads snapped up. Then kids noticed the smoke pouring out of the multipurpose room across the courtyard from our class! I sent my students out to the gathering point while I went looking for the fire extinguisher. When I met up with my class later, they had followed the fire drill routine perfectly.

When the Nisqually earthquake struck, I’d just sent my class to recess. Some students were on the playground. Some were on the stairs leading to the playground. Some were in the halls. Some were in the bathrooms. Some were in my classroom. The earthquake roared in, the ground shook, the building swayed. And every student, no matter where they were, did exactly what they were supposed to do.

In every single emergency or drill that I’ve been through with a class, no matter how intense, the emotional response was the same. The students go on high alert. They might be concerned or nervous. But they look to the adults. They follow directions. The routines and practicing of drills gives them a framework for how to respond. They cope brilliantly.

After a major event, they chatter. Everyone has to share their personal experience—where they were, what they saw, how they felt. I let them all speak, let them come down off that emotional high. Then we go right back to a regular school day.

This week, though, was different. As we worked on math, there was the faint sound of sirens. Then a voice on the intercom said teachers were to keep all students in their classrooms. Shortly thereafter, sirens returned, louder. The voice on the intercom said everyone was to duck and cover. There was a tornado alert.

Pages: 1 2

How Are You Sleeping?

Posted by on
Current Affairs | ,

Every year, in one of my first class meetings, I ask my students, “How many of you have trouble sleeping?”

Every year nearly every hand goes up.

I explain that for Highly Capable students, that’s characteristic. For them, the overwhelming issue is that they have trouble turning off their brains.

That gets a positive response! Lots of vigorous nods and thumbs held way up.

“Me too,” I say. “So let me share some tips I’ve learned over the years to help with falling asleep.”

  • Follow the same routine every night.
  • No screen time for an hour before bed. That’s no phone, no tablet, no TV, no nothing.
  • A bath can help. “I like to take a book with me and read in the bathtub before I go to bed. That can help me relax and get me ready to fall asleep.”

  • “Some people suggest a glass of warm milk. Some people suggest a small serving of carbohydrates. If I’m having a hard time falling asleep, sometimes I get up and have a little bowl of cereal. That can help me.”

Eventually, I turn to the class and let them add their own suggestions:

  • I sleep better with my cat snuggled next to me. I responded, “If your parent lets you have one, a comfort animal can help.”
  • I sleep better with my stuffy. “You’re right. A stuffed animal can be a good substitute for a comfort animal.”
  • My parents give me gummies with something in them to help me sleep. “I’m going to guess that’s melatonin. The human brain naturally produces melatonin to help you sleep. Some people produce more than others.” Then I laugh. “My doctor says my brain hardly produces any. I hope your parents talked to your doctor about that. Doctors don’t just want to know about the medicines you take. They want to know about supplements too.”
  • I have an app on my phone that plays the sound of the ocean. That helps me sleep. “And there are lots of sounds to choose from. In addition to the sound of the ocean you can get the sound of rain or running water or calming music or even the sound of a fan.”
  • That’s what I do! I have a small fan by my computer. I turn it on, and it helps me sleep. “That’s called white noise. It helps drown out other sounds that might keep you awake.”
  • If I keep thinking of things I need to do, I get up and write them down. “Me too! Just writing them down let’s my brain know I don’t have to deal with them right now—at 2 in the morning. I will deal with them when I get up. It helps shut off that panicky voice in my head.”
  • I try to get all my homework done early so I’m not thinking about it. “Exactly! What a great idea!”
Pages: 1 2

Your Turn: Back to School, 2021

Posted by on
Current Affairs, Education, Education Policy, Life in the Classroom, Social Issues, Uncategorized | , ,

By the end of summer this year, most parents were anxious to see schools open up full time for all students. This was not just a local concern, but a hot topic nationwide. On August 18, President Biden issued a memorandum: Ensuring a Safe Return to In-Person School for the Nation’s Children. This memorandum called for “full-time, in-person school for our nation’s  children.” 

Washington educators answered the call and returned to their classrooms last month with full class sizes and somewhat relaxed safety precautions. We asked the Stories from School bloggers about their thoughts on this return. How are we ensuring the safety of our students and ourselves? Read their thoughts below; then we would love to hear from you in the comments. What is your experience with this year’s back-to-school season?

Gretchen Kruden: Grateful for the Protocols and Support

Having had two beloveds (one vaccinated and one not) contract Covid this year, I have had a front seat to the turbulence Covid causes in a home. It was awful to have felt such wringing worry for days on end.

That said, I am so grateful our school is following masking and handwashing protocols to a tee. We are also on the spot with kids going home and staying home who have any symptoms of Covid until they test negative. In addition, we will be rolling out an onsite testing program to help ease the financial burden of driving the 50-mile round-trip to get a Covid test for our families. The only additional layer of protection I hope the state will provide is a mandate for health districts to enforce that has schools pivot to distance learning when a certain number of Covid cases/100,000 people are active in the area. 

Emma-Kate Schaake: We All Need to Do Our Part

I feel grateful to be a teacher in Washington. I am friends with teachers in other parts of the country where even the very baseline practice of masking is essentially nonexistent. We’ve already had at least five positive cases in our first eight days of school, so I can’t imagine living and teaching elsewhere. 

That being said, that doesn’t mean our community universally accepts these truths. One of our school board members actually ceded his time with a piece of duct tape over his mouth to protest the mask mandate. 

We’re all pandemic weary, but I’m well aware that it’s a gift to be back to in person learning. I don’t want anything to jeopardize our time together, so we all need to do our part.

Leann Schumacher: Physical Distance with First-graders?

To echo Emma-Kate’s feelings, I feel so fortunate to live in Washington state. It is horrifying that other parts of the country are penalizing schools for trying to keep their teachers and students safe. Truthfully, I was very nervous about starting this school year. The dread was definitely not as intense as Fall 2020, but the anxiety was still there. Working with first graders, it has been a struggle to keep my physical distance as much as I should be. The little ones need proximity for guidance not to mention they struggle to fully comprehend directions as they can’t see my mouth. 

The students themselves are struggling to keep 3 feet of distance and I often see masks below noses. However, in general, my district has good systems in place to help keep staff and students safe but this is far from “normal” and I wish that we would be more open to acknowledging and accepting that fact.

Lynne Olmos: It’s Not Yet Time for Back to Normal

It was a stressful reopening for us in Mossyrock. Our numbers of Covid cases in our area were steadily climbing, and our community has been largely anti-mask and anti-vaccine. There was even a protest across the street from the school on our first day.

It is a struggle to follow the safety precautions when our students and our parents often see us as part of a system that they neither trust nor respect. The very first week, our entire volleyball team was quarantined after a player came down with the virus. This was a stark reminder that we are not over this yet, and we need to be prepared for the same sort of measures that we had to put in place last year, such as the possibility of remote learning or reduced cohort sizes. I am glad to have all my students with me, but this is stressful! Everyone wants it to be “normal,” but it just isn’t, not yet.

Denisha: It’s Worth It to Be Back, Despite the Cost

Teaching remotely was difficult; coming back into the building has been even more challenging. That saying, “be careful what you wish for” is 2021-2022 in a nutshell.

It is nostalgic, saying good morning, having someone respond in real time! Even though I would never ask to be back online, I don’t know that after a year and a half we understood what being back in buildings really meant. 

Shorter attention spans (adults too), kindergarten, first, and second graders with almost zero experience of how to “do school.” First, second, and even third year teachers, still really first year teachers. Modified recess, mask breaks, homesickness, substitute shortages, extended absences, anxiety, and most of all fear.

The issue? Systems. Every neighboring district is doing this version of school differently, which leaves everyone wondering, who is doing it right? 

The tears and anguish displayed daily on both students and teachers would make you wonder, why not go back online? In-person is still the right choice, but the cost is great.

Jan Kragen: Despite the Protocols, Covid Strikes

I’m happy that all the staff at school is fully vaccinated. Of course, I work at an elementary school, so the kids aren’t vaccinated. Yet. 

Everyone is wearing masks, but mask-wearing ranges from kids who double mask to those who–in fifth grade–can’t seem to keep one mask over their nose all day despite multiple reminders.

Our desks are spread out. We use hand sanitizer frequently. There’s a protocol for bathroom use, and kids are spaced out at lunch time.

Still, on September 16 I left school feeling sick. The next week I tested positive for Covid. So did enough kids that my whole classroom went into 14 days of quarantine. I haven’t been back to school yet.

Thank God I had a substitute who was able to work ALL the days I was out and who had two daughters in my room in years past. When my lesson plans were sketchy at best, she was able to fill in the blanks.

I’m going to try to teach in the afternoons next week. Here’s hoping I don’t relapse. The truth is, until we can get the kids vaccinated too, all the best protocols really aren’t enough.

What about you, readers? How was the first month of school in your district? Please leave us your comments below.

Being There: Teaching 2021

Posted by on
Current Affairs, Education, Education Policy, High School, Life in the Classroom, Mentoring, Middle School, Social Issues, Teacher Leadership, Uncategorized | ,

In a time where every student needs a little more emotional support, we educators are uniquely qualified to fill that need. We are skilled in making the connections that keep kids curious, excited about the world around them, and engaged with their peers.

This is life-saving work these days.

Our children need schools to buoy them up in times of stress. They need to have hope and inspiration of the sort that teachers deal in on a daily basis, through literature, history, science… all areas of discovery and joyous participation. What a gift we teachers can give to the children in our classrooms!

And I see it every day. I see it in the lively classroom chats and the lessons that get kids thinking, talking, and laughing. I see it in the way our staff makes time for kids: a health teacher who gives up her lunch to chat with a shy student who needs a safe place to hang out; a math teacher who comes in early to help kids with homework; a paraprofessional who visits with junior high students in the hall about sports, fashion, celebrities, whatever interests them, even patiently listening to long-winded chats about Fortnite or TikTok celebrities!

Kids need this. After a year and a half of periodic isolation and loneliness, the students in our schools have the adults on high alert. We are vigilant. Are they eating? Do they seem too quiet? Have they stopped turning in work? Did they mention they were moving again? The worry is constant.

This is our most important job- being there for kids. It takes a lot of effort and energy to truly be there for kids, as an educator, a mentor, a caretaker and much more.

But, these days, do we have the time and energy to do that oh-so-important job well? I want to say yes. Yes, because it is important, that is what we will do. But, this is a complicated situation. Educators are feeling the strain. The entire system is strained.

Pages: 1 2

The Absence of COVID-19

Posted by on
Current Affairs, Education, Education Policy, Elementary, Equity, High School, Life in the Classroom, Middle School, Online Teaching

The Washington State Department of Health issued guidelines for the 2021-2022 school year in regard to how schools may best mitigate the spread of COVID-19 in their facilities.  This document seems to put a tidy bow on the layered measures school can and should take to ensure student health. And yet, the bow is quickly unraveling through no fault of anyone. 

The state has worked hard to help reduce the number of absences students incur due to COVID-19. This makes sense as absences rates correlate greatly with student success. There are no longer such stringent requirements regarding actions surrounding “close-contacts” and healthy students are able to return more quickly to school if they test negative for COVID-19 during an imposed quarantine time. Many schools are even taking advantage of the Learn to Return program offered that allows for schools themselves to do COVID-19 testing onsite. All of this may have worked beautifully if the Delta variant had not hit and changed the playing field.

Continue reading →