I could go into a long soliloquy about why I teach. A student can say it better. 
Wednesday, June 10, 2015
Monday, June 1, 2015
Bring an Art Museum into Your Classroom
We went on a field trip to the Indianapolis Museum of Art last week. A docent took us on a small tour of some of the artworks inside the museum. Besides looking at the artwork and trying to make sure that none of the students wandered off to other parts of the exhibit, I found myself thinking about how art museums display a piece of art.
- It is Simply Displayed Simply - Typically, each piece is displayed by itself and free from other influences.
- Surrounded by White or Black - Art is usually enveloped by white or black walls and rooms.
- Open - An art museum has a lot of space to move around the works of art. It has room to look up closely and to take a step back and observe at a different angle. It provides you with the best viewpoint to view the artwork. (Except for this Fault in Our Stars reference that was there.)
- Focused - There is always only one "topic" per display. You will see themes in pieces of work. You will see links between works. You will see whole rooms of an artist's works. You will not ever see a hodge-podge of randomness in an art museum. There is a ton of calculation that goes into the display of artwork. It must be done exactly how the artist had imagined it all fitting together.
- Thoughtful Ponderings - Our docent was all about asking us what "sensations" or "feelings" the art gave us. She was looking for us to interact with the art. To think about the art. To look beyond a glance at something. She wanted my students to become the art.
- Lighting - They put a great deal of thought into illuminating what is the most important. They don't light up the walls. They light up the artwork. They don't light up the floor. They light up the artwork. They don't light up the ceiling. They light up the artwork.
As an educator with a background in graphic design, I see lots of potential for aspects of the design world to filter into the school culture. Teachers need to effectively communicate their material to their students and their parents and community.
As we are ending school and reflecting on the school year and how we can get better, thinking about how museums display artwork can have a major impact on how you design your assignments/ projects/units and how you design your classroom in the future.
Keep it simple. Keep it focused. Illuminate what's important.
A couple shot from our day.
Monday, May 11, 2015
Consuming Greatly
If you thought the title was about eating, I commend you. I like BBQ also. I'm talking about a different consuming.
After you read William and John's thoughts on this ............................................................................................................................................................................................................................................................................................I'm waiting for you to read theirs ....................................................................................................................................................................
Ok. Now that you've had enough time to read theirs, I'll tell you how I came to the same conclusion.
It was odd. I read John's post the same day that I was grading a bunch of assignments. This was the assignment. I wasn't really reading anything that was knocking my socks off. Honestly, I was a little bored reading their responses.
Then, I read one that knocked my socks off, figuratively speaking, of course. After I was done assessing it, I went to her the next day and asked her about it. I just asked her questions about her learning process. Where did you get your ideas? Where did you get your information? What were you thinking? Comparing to?
She said that she checked out all my links. She took individual notes over the videos. She looked up more websites on her own. She watched more YouTube videos than what I had given her. She took some time to plan her responses. Finally, she put it all together.
It showed great thought.
This huge lightbulb went off above me. It's not that I didn't already know that the more you consume, the better your creation will be. It's that my students didn't know. Well, except this one girl.
So the next day, I printed off John's post and read it to my classes. I used her as an example for other students. I told them of the difference between what she did, and what others did and how much higher quality her end piece was because she took the time to invest in her consuming and garnering of information on the topic.
They just didn't know that to create something great, one must greatly consume first.
The examples in John's post really made sense to the other students, especially the music one.
In William's post, he mentions that we, educators, are putting too much emphasis on the maker/creation part. I agree. Any time that I have done something where the students will end up creating something (Here's an example) I try to put the emphasis on the consuming aspect. Do I always do a good job of it? Probably not.
I'm a "focus on the process" coach on the basketball court. I'm big on taking care of the little things first. Once those are taken care of, then the game takes care of itself.
For the next assignment, I added more content to the assignment sheet.
Consuming is a little thing, but without it, your creation can't be big. Place your focus on consuming and the creation will take care of itself.
After you read William and John's thoughts on this ............................................................................................................................................................................................................................................................................................I'm waiting for you to read theirs ....................................................................................................................................................................
Ok. Now that you've had enough time to read theirs, I'll tell you how I came to the same conclusion.
It was odd. I read John's post the same day that I was grading a bunch of assignments. This was the assignment. I wasn't really reading anything that was knocking my socks off. Honestly, I was a little bored reading their responses.
Then, I read one that knocked my socks off, figuratively speaking, of course. After I was done assessing it, I went to her the next day and asked her about it. I just asked her questions about her learning process. Where did you get your ideas? Where did you get your information? What were you thinking? Comparing to?
She said that she checked out all my links. She took individual notes over the videos. She looked up more websites on her own. She watched more YouTube videos than what I had given her. She took some time to plan her responses. Finally, she put it all together.
It showed great thought.
This huge lightbulb went off above me. It's not that I didn't already know that the more you consume, the better your creation will be. It's that my students didn't know. Well, except this one girl.
So the next day, I printed off John's post and read it to my classes. I used her as an example for other students. I told them of the difference between what she did, and what others did and how much higher quality her end piece was because she took the time to invest in her consuming and garnering of information on the topic.
They just didn't know that to create something great, one must greatly consume first.
The examples in John's post really made sense to the other students, especially the music one.
In William's post, he mentions that we, educators, are putting too much emphasis on the maker/creation part. I agree. Any time that I have done something where the students will end up creating something (Here's an example) I try to put the emphasis on the consuming aspect. Do I always do a good job of it? Probably not.
I'm a "focus on the process" coach on the basketball court. I'm big on taking care of the little things first. Once those are taken care of, then the game takes care of itself.
For the next assignment, I added more content to the assignment sheet.
Consuming is a little thing, but without it, your creation can't be big. Place your focus on consuming and the creation will take care of itself.
Thursday, May 7, 2015
I Sat Down To Write
I sat down to write.
I thought.
I thought about something to write.
Nothing came to me.
Well, some things did come to mind, but they weren't interesting. So I thought some more.
But still nothing that I thought would be worthwhile to an audience.
An audience?
Do I write for an audience?
I'm not sure. I don't write enough to have an audience. Is what I say worthwhile? Is it emerging? engaging? interesting? innovative?
Why do I write then?
Why do you write?
I need a topic. I don't "see" topics throughout the day. Should I? Is that what makes me a good blogger? To "see" my topics throughout the day?
I see my day as simple: Plan lessons that kids want to attend if they had an option. Have fun. Assess a little bit. Repeat.
Isn't that it? Isn't that what I'm supposed to do?
Why don't I "see" deeper into my content? my students? my delivery style? my classroom management? my organization methods? my integration of technology? my ways I let students access content? my ways of allowing choice? my interactive notebooks? my how to make a digital notebook? my how I transformed my teaching this year to go 1:1? my almost ditching of the textbook? why I choose to use humor and puns to start the day? my weird props? my weird clothes? my walls that are covered in student work? why I have bucket seats? my student feedback forms? why I'm thinking of doing podcasts? why it would be cool to present at conferences? what would I present at conferences? my thoughts on innovation? my thoughts on consuming content? ....
Why don't I see these as topics for blog posts?
Why do I see them as just a part of me and simply as a "you don't care about this" topic?
I don't know,...
...but I did sit down to write.
I thought.
I thought about something to write.
Nothing came to me.
Well, some things did come to mind, but they weren't interesting. So I thought some more.
But still nothing that I thought would be worthwhile to an audience.
An audience?
Do I write for an audience?
I'm not sure. I don't write enough to have an audience. Is what I say worthwhile? Is it emerging? engaging? interesting? innovative?
Why do I write then?
Why do you write?
I need a topic. I don't "see" topics throughout the day. Should I? Is that what makes me a good blogger? To "see" my topics throughout the day?
I see my day as simple: Plan lessons that kids want to attend if they had an option. Have fun. Assess a little bit. Repeat.
Isn't that it? Isn't that what I'm supposed to do?
Why don't I "see" deeper into my content? my students? my delivery style? my classroom management? my organization methods? my integration of technology? my ways I let students access content? my ways of allowing choice? my interactive notebooks? my how to make a digital notebook? my how I transformed my teaching this year to go 1:1? my almost ditching of the textbook? why I choose to use humor and puns to start the day? my weird props? my weird clothes? my walls that are covered in student work? why I have bucket seats? my student feedback forms? why I'm thinking of doing podcasts? why it would be cool to present at conferences? what would I present at conferences? my thoughts on innovation? my thoughts on consuming content? ....
Why don't I see these as topics for blog posts?
Why do I see them as just a part of me and simply as a "you don't care about this" topic?
I don't know,...
...but I did sit down to write.
Wednesday, February 18, 2015
Low Tech Learning
At the root of all learning theories, there is inevitably, always, something about how more learning takes place when there is doing. There is no denying that. The more you do, think, and create; the more you learn.
When technology is added to the mix, there seems to be a notion that tech is the answer to all the problems. While getting a device in everyone's hands great, there are also times when teachers and students need to do some lo-tech tasks/projects/etc.
Doing the same thing day in and day out (especially if all the students' teachers are using technology all day long) can lead to students being bored with the work.
There is still a need to accomplish things with your hands.
Just because you have technology, doesn't mean it's the best tool in your toolbox to use. Sometimes, paper and pencil is good. Sometimes, the good old, tried and true, turn-to-your-neighbor still works wonders. Sometimes, just asking questions and having the students answer them is acceptable. Sometimes, not moving around the room and staying at a desk is needed. Sometimes, scissors and glue, is the best thing since sliced bread. Sometimes, creating using your entire hands and not just the pads of your fingers is just what the doctor ordered. Sometimes, students need a break from tech. Sometimes, students still need to experience learning in a hands-on way.
Make sure you get back to your roots occasionally. It helps with understanding where you came from.
Renaissance Printing Press. It helps to understand the computer today.
When technology is added to the mix, there seems to be a notion that tech is the answer to all the problems. While getting a device in everyone's hands great, there are also times when teachers and students need to do some lo-tech tasks/projects/etc.
Doing the same thing day in and day out (especially if all the students' teachers are using technology all day long) can lead to students being bored with the work.
There is still a need to accomplish things with your hands.
Just because you have technology, doesn't mean it's the best tool in your toolbox to use. Sometimes, paper and pencil is good. Sometimes, the good old, tried and true, turn-to-your-neighbor still works wonders. Sometimes, just asking questions and having the students answer them is acceptable. Sometimes, not moving around the room and staying at a desk is needed. Sometimes, scissors and glue, is the best thing since sliced bread. Sometimes, creating using your entire hands and not just the pads of your fingers is just what the doctor ordered. Sometimes, students need a break from tech. Sometimes, students still need to experience learning in a hands-on way.
Make sure you get back to your roots occasionally. It helps with understanding where you came from.
Renaissance Printing Press. It helps to understand the computer today.
I love tech, but there also is a need to create with your hands. Renaissance Printing press #edtech #sschat #sstlap pic.twitter.com/XUkVGxOTXH
— Matt Miller (@dropstepdunk) February 17, 2015
Tuesday, February 10, 2015
Makin' Holes For Others
I'm currently watching the Big Ten Network's "The Journey." They are doing a segment on Shavon Shields of Nebraska. Will Shields, former Hall of Fame NFL offensive lineman, is his father. He had an interesting quote in the article. I am going to paraphrase because I can't remember it exactly. It went something like:
The last project that I did (here) just finished up today. I haven't done a project like this with these students yet this year. I was inspired after reading #PureGeniusBook by Don Wettrick to do a little more innovation in my room. I have done #GeniusHour before (I called it Passion Projects), but I wanted to try and do a little innovation within my social studies class. I let them really be in charge of their learning. They were responsible for coming up with questions to guide their research. They started with some basic understanding of the Renaissance questions and then found those answers. Then, they needed to come up with an "UnGoogle-Able" question. I determined if it was UnGoogle-Able if you could find the answer in under a couple of minutes.
Some students really struggled with coming up with these questions. I tried to steer them a little with my words and actions. I also gave them some flipbooks that really lay out what type of question they needed. , think Evaluation and Creation levels of Bloom's.
I was pleased with most of their efforts on this. Of course, some students didn't take things as serious as they should and waited around until the last minute, or they didn't put forth as much effort as needed to do well, or they didn't really take my advice when they asked, or they told me they were confused after their presentation was given (even though I checked in with them regularly and gave them suggestions that they didn't really take or listen to), or because they don't usually have to "think" as hard as this, they gave up.
What blew me away were the types of things that the students created because of the freedom available to them to be creative. Yes, of course, not all the students liked having to actually create things, but the ones that "grew" as learners loved it. They had complete autonomy to dive in. Fail. Get back up. Try again.
You have to be willing to fail, in order to be willing to be successful.
Some of the things that the students used were - here
All of this leads back to the original quote from Will Shields - "All I do is make holes for others so they can reach greatness."
Every facilitator of student learning experiences should have this as their motto. It's about opening up the learning so our students can reach their greatness. It's about designing learning experiences with an element of creation involved and having our students showcase their talents. It's about being prepared with lessons that motivate learners. It's about guiding students to look beyond their potential ceiling and then breaking through.
It's about opening up holes for others to achieve greatness.
Go out and help others achieve greatness.
"All I do is make holes for others so they can reach greatness."We all know that offensive lineman are the most unselfish athletes, but what a great quote. As I was watching the show, all I could think about was the connection to education. How appropriate is it to teachers?!
The last project that I did (here) just finished up today. I haven't done a project like this with these students yet this year. I was inspired after reading #PureGeniusBook by Don Wettrick to do a little more innovation in my room. I have done #GeniusHour before (I called it Passion Projects), but I wanted to try and do a little innovation within my social studies class. I let them really be in charge of their learning. They were responsible for coming up with questions to guide their research. They started with some basic understanding of the Renaissance questions and then found those answers. Then, they needed to come up with an "UnGoogle-Able" question. I determined if it was UnGoogle-Able if you could find the answer in under a couple of minutes.
Some students really struggled with coming up with these questions. I tried to steer them a little with my words and actions. I also gave them some flipbooks that really lay out what type of question they needed. , think Evaluation and Creation levels of Bloom's.
I was pleased with most of their efforts on this. Of course, some students didn't take things as serious as they should and waited around until the last minute, or they didn't put forth as much effort as needed to do well, or they didn't really take my advice when they asked, or they told me they were confused after their presentation was given (even though I checked in with them regularly and gave them suggestions that they didn't really take or listen to), or because they don't usually have to "think" as hard as this, they gave up.
What blew me away were the types of things that the students created because of the freedom available to them to be creative. Yes, of course, not all the students liked having to actually create things, but the ones that "grew" as learners loved it. They had complete autonomy to dive in. Fail. Get back up. Try again.
You have to be willing to fail, in order to be willing to be successful.
Some of the things that the students used were - here
All of this leads back to the original quote from Will Shields - "All I do is make holes for others so they can reach greatness."
Every facilitator of student learning experiences should have this as their motto. It's about opening up the learning so our students can reach their greatness. It's about designing learning experiences with an element of creation involved and having our students showcase their talents. It's about being prepared with lessons that motivate learners. It's about guiding students to look beyond their potential ceiling and then breaking through.
It's about opening up holes for others to achieve greatness.
Go out and help others achieve greatness.
Saturday, November 8, 2014
Philosophy of Technology Integration (and some thoughts on PD)
Our school is now a 1:1 Chromebook school. Each teacher had to come up with their own personal philosophy of technology integration / blended learning. I thought I would share mine here. I did know I believed all of these things, I just never really had anything on paper. We had to do this during our PD time or at home.
- Sidenote 1: PD time for my school: 45 minutes before school. From 7:00 to 7:45. Every day of the week. Mondays are designated RTI days. Fridays are designated as team planning. Tuesday through Thursdays change each week. Sidenote 2: I'm not a big fan of group PD. I coach basketball after school. School ends at 3:00. Basketball ends at 5:00. That's 10 hours. So I want my time before school to work on things that will directly influence my students. I don't like sitting in meetings where there is no benefit to myself or my students. I want to spend my time helping plan great lessons. I want to spend my time dreaming of ways to engage my students. I am a very connected educator. I spend a lot of my downtime finding treasure on twitter. Sometimes I feel that large group PD is so useless to connected educators because the connected educators have already heard the news and more often than not, implemented it into their classrooms already. I think meeting everyday is too much. Twice a week is enough. Rant over, back to regularly scheduled programming.
Although, I'm not a fan of doing things just to fill up time. I feel that I grew through doing this. I do think it's great to put your philosophy onto paper. It helps you as a teacher and as a learner. I originally thought of just using "Use Technology. Use it a lot." as the entire philosophy. I know that it technically would work and it is fairly accurate in describing what should happen with technology, but there were some parameters that I needed to include. I think this "assignment" was good for me, because it forced me to really think about how I will use technology in my classroom. What's your philosophy? Is there anything that you agree with? disagree with? Anything I didn't cover that I need to?
This notion that you must be taught something is no more. With technology putting education at the fingertips, the student has become the receiver, applier, and creator of knowledge. The information that is available is constantly evolving and improving. As an educator preparing students for what an unknown future may be like, I need to focus on the skills that will make students successful no matter their chosen field.
My Background
I have always been someone who was fascinated with technology. The information age seemed to begin during my educational career, so I pick up on it very easily and am self-taught at a lot of technological programs. I have found that “playing around” is the best way to learn something new and that is my approach with new technology. I have learned the most from accessing my PLN on twitter. Twitter’s “community” of educators is phenomenal in that it gives you the ability to connect with others around the globe immediately.
Thoughts on Technology Education
Technology that is integrated into the classroom must be relevant and appropriately challenging. It can’t be a stand-alone entity that is used to just to say you used technology. Technology must be used alongside the curriculum to enhance the learning.
Technology is just a tool in the learning process. Sometimes, I’m quick to forget that the #2 pencil and lined paper is technology and it still has extreme value. Doing something digitally may not be the best way to accomplish something. I have to remember it’s about the learning, not the technology.
Technology can be overwhelming. There are thousands, if not millions, of ways that technology can be integrated into the classroom. I must be cognizant of what I am using the technology to accomplish. It is better to be extremely knowledgeable on a few items of technology than having hardly any knowledge on many. With that being said, it is equally important to use the most appropriate piece of technology. Technology is meant to make things easier. No matter how hard you try, square pegs don’t go into round holes.
Technology forces us to re-imagine the classroom. Today’s classroom is not a 30’x30’ square with four walls, one door, a whiteboard, a teacher desk, and 30 student desks. The world and the internet is now the classroom. I propose a shift from using classroom to learning environment. Students now communicate and collaborate with each other and with others outside the school network, including adults and others on the other side of the world. I need to start thinking of the classroom as a room with an endless amount of doors to a never-ending amount of more rooms, and an unlimited amount of connection tunnels between all the rooms. No longer is information only available through a 10 pound textbook.
Technology aides in helping students become life-long learners. I can’t begin to tell you how many students have asked me a question while sitting in a computer lab and not realizing that the information was sitting right in front of them. With students and technology being 1:1, learning can happen instantly almost anywhere.
What Using Technology Looks Like
The goals of 21st century learning in the elementary classroom are helping each child communicate, collaborate, and exercise creativity and critical thinking while both consuming and producing content that connects them with their world in ways that are personally meaningful and relevant.
What does 21st century learning look like in my classroom, err learning environment?
The content. Technology allows for the content of lessons to be delivered in many different ways. Lectures have gone by the wayside in favor of videos and simulations. I’m not saying there isn’t a time and place for lectures. But when thinking about the way that students learn today, it is not the most effective. There are now many avenues in which to deliver content to the students.
The process. The process of education is changing. It has changed from the traditional method of sit-and-get and write essays where the teacher will grade it after submission. With the advancements in technology, students are now able to collaborate alongside the teacher and other students while they are actually completing their assignment. The constant feedback will help shape learners a lot better than after the assignment is completed. Another aspect of how the process is changing is that digital assignment are now given where there is nothing physical to be handed into the teacher. Teachers are now using learning management systems to manage assignments, announcements, and basically anything related to the classroom. Since technology is now available in students’ homes, some of the content can be learned at home. This frees up valuable time during the school day for teachers to devote their time on helping students fully understand the content. While things are changing, these changes are preparing students to succeed later in life.
The products. I believe that while content and process are incredibly important, where I see students benefiting the most from technology is the products created. When students learn something, they need to apply the knowledge in one way or another. The multitude of ways that students can now accomplish application/creation is unreal. When using our Interactive Notebooks in social studies, I try and make the students apply what they learned through creating something that shows off their knowledge. Doing this lets students make sense of the learning in their own way. What is most intriguing about the products created today is that in some situations, the students can become the teacher to others. When students are able to think critically about a topic by determining multiple viewpoints, then are able to create something that represents their thinking, and while creating they are collaborating and communicating with others they are using skills that will benefit them for a lifetime.
Summary
To sum it up, technology is readily available to my students and when using it appropriately will challenge my students and allow them the opportunity to acquire the skills to be self-directed lifelong learners.
Day Maker
Received this email this week. It made my day.
I saw you teaching a couple of weeks ago. I was in your building for a training. So I stopped by your door. Much to my delight, you had on a toga and were teaching the heck out of your subject matter! I just stayed and watched for a little bit.I asked the person if she was stalking me? :)
Tuesday, October 7, 2014
Public Praise
I really don't want to write this. I don't want it to come off as "I'm better than you." or that I'm really stuck-up, or that I need to be more appreciative. It has nothing to do with those things.
Weird. Odd. Doesn't make sense. Yes, yes, I know. I don't know why. I just don't.
I don't like being recognized publicly for doing good things.
Weird. Odd. Doesn't make sense. Yes, yes, I know. I don't know why. I just don't.
I don't like the limelight. I don't like getting awards. I don't like the feeling that I'm better than others. I just get this huge knot in my stomach when I have to talk about myself positively. I tend to deflect praise to others or at least try and diminish it so it doesn't look like I did something amazing. I have always been like this. It bothered me when I won awards in elementary school. It bothered me when I won awards in middle school. It bothered me when I won scholarships for college. It just simply bothers me. I am not motivated by awards or public praise. It does nothing for me. In fact, public praise makes me not want to do my best so that I don't get recognized.
It has nothing to do with not being appreciative, because I am very, very, very grateful and appreciative for being praised. Public praise just rubs me the wrong way.
I just prefer private thank yous and congratulations. This is what motivates me. Not a certificate that I did something well. Not doing something for school that is used as a good example of good practice.
I'm more interested in getting better, in improvement, and the process. The products just don't motivate me. I can't really explain it.
I also get this weird pit in my stomach feeling when you get rewarded for what you should be doing. Although, if money is involved in the reward I tend to think differently, but that thinking involves me thinking about how that money can be used by my family.
I tried to explain this feeling once to someone. She might be reading this, I'm not sure. She let me off the hook, but what she did do was forward the things to me that mean the most to me: the positive comments from parents and students that were praising me. I still have that email. I printed it out and look at it often. It keeps me going. It drives me. It makes me want to do better.
I know it's weird. I know it doesn't make sense. I think it bothers others that it bothers me.
Like I said, I don't want this to come off as a "holier than thou" type deal. I'm just trying to put into words how I feel.
Does anyone else feel this way?
Tuesday, September 30, 2014
Rooting
I was at basketball camp tonight for K-5th graders at one of the elementary schools in our district. It was the end of the day and we ended with a game of knockout.
One of the high school players, "had his money" on a certain player to win the game. The kid standing next to the kid who was "spoken for" had a frowny look on his face. One that said, "I'm not good enough." "Why didn't you pick me?" and "I'm not wanted."
I quickly told that kid that if I had a lot of money, I'd put it on him. The kid's eyes lit up. He had a sense of purpose and a sense of urgency. He now mattered. He now was a kid determined to do something great, not just simply, a kid.
I have this notion that students had the same fantastical upbringing that I had. The one where your parents are always there to help you with everything. The one where your mom stays home. The one where your dad is your coach at whatever sport you play. The one where your mom cuts up your waffles because they taste better when she does. Yes, that type of upbringing. It sometimes gets the best me.
His face. His attitude. His level of intensity. All of them increased because I told him that I was in his corner rooting him on. His attitude went from boring and uninterested into the camp/day being something that he couldn't miss. It was all because I took them time to cheer him on individually. It made his day.
Deep down, each person just wants someone to root for them. Someone to have their back. Someone to say, "I believe in you." Someone to be there for you when you think that you can't accomplish something.
I've had a lot of these types of people in my life. I truly am blessed.
Who are you rooting for?
What ways can you show you're rooting for others?
How does cultivating relationships improve your students' overall school experience?
One of the high school players, "had his money" on a certain player to win the game. The kid standing next to the kid who was "spoken for" had a frowny look on his face. One that said, "I'm not good enough." "Why didn't you pick me?" and "I'm not wanted."
I quickly told that kid that if I had a lot of money, I'd put it on him. The kid's eyes lit up. He had a sense of purpose and a sense of urgency. He now mattered. He now was a kid determined to do something great, not just simply, a kid.
I have this notion that students had the same fantastical upbringing that I had. The one where your parents are always there to help you with everything. The one where your mom stays home. The one where your dad is your coach at whatever sport you play. The one where your mom cuts up your waffles because they taste better when she does. Yes, that type of upbringing. It sometimes gets the best me.
His face. His attitude. His level of intensity. All of them increased because I told him that I was in his corner rooting him on. His attitude went from boring and uninterested into the camp/day being something that he couldn't miss. It was all because I took them time to cheer him on individually. It made his day.
Deep down, each person just wants someone to root for them. Someone to have their back. Someone to say, "I believe in you." Someone to be there for you when you think that you can't accomplish something.
I've had a lot of these types of people in my life. I truly am blessed.
Who are you rooting for?
What ways can you show you're rooting for others?
How does cultivating relationships improve your students' overall school experience?