Where have I been on the blog? Two words: RESEARCH PROJECTS. My Advanced English Sixth Grade group is currently finishing up our Activism Research Unit. We choose topics about problems we are passionate about in the world or want to know more about and we look at the influence of that problem on society. We also work some MLA formatting, in-text citations, and embedding quotations into the works. My General English Sixth Grade group is wrapping up our “change-makers” biographical report unit where they are studying a person of their choice that made a mark on history. Both preps involve students having an option to focus in on their own topic for the research project, and both preps are exploring the idea that people can change things in history and in life. They are learning about activism and how these larger social, political, cultural, and environmental issues influence their day-to-day and can seem daunting to enact any real change. In case you were interested in my Advanced English Packet: Click here for our class research packet. In case you were interested in our General 6 Biography Unit: Click here for our class packet.

Whether you call these types of groups book clubs or literature circles, the idea of building a reading community in a classroom stems from the shared experience of reading. I love trying to weave in book clubs. After reading 180 DAYS: Two Teachers and the Quest to Engage and Empower Adolescents by Kelly Gallagher and Penny Kittle last summer, I became inspired to weave these types of book clubs into my teaching more and more throughout the year. It was after I saw them present at the Michigan Reading Association Conference in March that I knew I had to change up how I implement book clubs in my classroom this year.

I recently realized with the two-year anniversary of my blog this past month, I have never really explained why I chose the name Writing Mindset for this small place in the world of the internet I call my own. Each piece of writing that we put out into the universe has two meanings: the meaning for the author and their intention and the meaning for the reader and their perception. This duality is a reason why I loved English class in high school and eventually became an English teacher. There is a beauty in trying to find a common understanding between people and their ideas. The words “writing” and “mindset” can immediately strike meaning to any person who reads them; however, both of these words hold a few different meanings for me. Together, they are the reason why I keep coming back week after week to continue my work on the blog.

When I first started working on this post, I looked up synonyms for anxiety. Not that I needed a definition, I just was curious what would pop-up on the page. The word that stuck out to me the most was mistrust. As English Teachers and teachers in general, we mistrust ourselves based on our profession workload because it is a.) overwhelming and b.) important work. We come to grasp that we can never achieve perfection, and for many perfectionists, this means in our minds we think we are settling. Teacher anxiety does not apply to just English Teachers alone, but the volume of paper and grading that is specific to the teaching of English creates an interesting dynamic where we often feel behind, tired, and downright depressed. I am not putting on the table that other subjects do not have grading issues, but there is a special place in my soul that dies a little when I take 76 MLA research paper rough drafts home to grade.

Give me a bookstore, a library, or a fellow reader’s bookshelf, and I will browse with wild glee. I love books. The sight of a bag full of books simple makes me happy. Reading has been something that has found its way back to me time and time again. Even when life seems too busy or too full of commitments. I always make my way back to reading.  Using the 10 criteria that I outlined in a previous post about diverse texts, I wanted to write up a blog post about 30 book recommendations I would make right NOW to any middle school English Language Arts teacher to add these middle-grade fictional texts to their classroom library. I use

As we close out 2018, I am so thankful for this tiny blog space that I share with you all. In January 2017, I started Writing Mindset as a way to reflect on teaching; however, it has transformed how I do business. I am constantly on the lookout for writing inspiration for the blog, and how I can put new ideas into my classroom to share. I sent out a newsletter to subscribers today talking to them about 2018 accomplishments. So much has happened this school year already that it seems a bit poetic to talk about endings…when we are in the middle. However, the end of 2018 marks many accomplishments in terms of blogging, writing, and reading.

I am constantly reading books. This wasn’t always the case, and largely, I think I have to attribute my reintroduction to reading all the time to my mentor text work. I am constantly on the mission to find books to recommend to students and use in the classroom with my students for our “write like an author” study. As teachers we are bombarded with an onslaught of a million decisions, pounds of papers to grade, and work that is largely impossible to master. It’s exhausting.

But, it is also exhilarating.

Looking at these documents, you may think I am a little bit crazy. I am okay with that. However, I am excited to have a go at this project with my third hour group. I am constantly evaluating how I end a novel unit, and I enjoy reflecting on the type of paper writing I express as important to my students. When my grade-level colleague and I attended MCTE in October and listened to Kelly Gallagher, we got excited about the idea of a multi-genre project with our sixth graders. We teach a variety of paper genres throughout the school year, including the five-paragraph essay, but we wanted students to get a chance to be innovative and inquisitive about the world around them.

I am not sure I have ever enjoyed teaching grammar this much. Would it be too much to say there is joy in grammar? The journey with mentor texts began back in the summertime when my main focus for summer reading was around the works of Kelly Gallagher, Penny Kittle, Rebekah O’Dell and Allison Marchetti, and Linda Reif. I was intrigued by the idea that this often used strategy happens at the elementary school level with picture books and at the high school level with higher-level writing craft and organization moves. But, where were my middle school student examples? My middle schoolers were coming to me without basic grammar skills and therefore lacked some key moves in their writing.

After reading Linda Reif’s The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students’ Thinking and Writing this summer, I knew I wanted to incorporate more mentor text work into my classroom this year. This was my ONE thing that I wanted to add that would change up a major system as to how I taught students writing. I also read other texts over the summer that supporting this mindset. It was clear to me: I want my students to call themselves authors.

After a much-needed break from blogging and working on Writing Mindset, I am so ready to be back and sharing my classroom with the world. Below you will see a sneak peek of my classroom-all setup and ready to go. Before you check out the different areas of my classroom, I wanted to share some of the thinking behind the setup. 

Week two flew by without even slowing down to catch a drink of water. It was tough this week to balance wanting to do the things that summer allows like landscaping, working on an assortment of house projects, leisurely drinking coffee, and writing. I was having some jealousy over those that got to have the time off. My goal was to make it to the beach at least three times. Let's just say my fingers are crossed. 

I can't believe the whirlwind of the first week of summer school is over. There always seems like there are two camps in education: Those that can see why people work summer school and those that think we are crazy. The former camp has been refreshing to return to after working writing camps at the university for the past few summers. And really, teaching is teaching. Isn't it? That depends on who you are talking to. I wonder sometimes if why we all often get into teaching is something we feel renewed with on a day-to-day basis. Do I have to remind myself, what is my why for teaching? Yes. And often. 

Coming off of the 2017-2018 school year, one of the areas that I know I need to read more on, reflect on more, and gain strategies on is working with my English Language Learner students. I attended a SIOP or Sheltered Instruction Observation Protocol training last week and took away a few strategies. I was also left with wanting more areas of ESL instructional strategies to be taught more directly to teachers; this will be more to come in another blog post. One strategy that I immediately took away from the training was the use of Visual Thinking Strategies. 

Imagine the plate spinner at a circus performance. So many intricacies of hand-eye coordination, focus, and practice have gone into making sure that the plates don't fall to their demise and break into thousands of pieces. Censorship in the classroom is best described as the plate spinner. There is an intricate balance that goes into contemporary content, current events and issues, parent and family input, school curriculum, administrative support, and more. Sometimes, you will find teachers not wanting to put themselves in that fight. All of these factors lend to the dizzying effect of plate spinning, but the question is what breaks when we don't present this content to students? Controversial content comes with major risks and rewards. The American Library Association has put together a pretty cohesive timeline of banning content in the past 30 years. Words like "censorship" and "banning" are used with intention in this purpose because often we are asked as educators to keep information from our students. 

I would like to take a second to pause out of all of the hustle and bustle of testing and the end of the month of May to realize that it is really, the end of the month of May. I have spent 9 months with my students. Thinking back about accomplishments, it is easy to see how far they have come. Then, I do what all teachers do, and I focus on what they don't know. My missteps, my come-up-shorts, my "yes, you tried, but you didn't quite make it" mentality. This is the ugly stepsister of make-up or catch-up growth: Realizing you still have a long way to go.

I woke up last Saturday morning and said to myself, "I have a plan today." As I typed those words I chuckled because the best-laid plans are often disastrous. And by disastrous, I mean bargaining with myself to put off chunks of grading so I can take in or on other aspects of my life.  My plot involved getting through 94 argumentative essay drafts in one day. These were the final writing assignment given to my Advanced students before the writing post-tests. This was also the last step I had to take before going through test preparation and state testing. 

It is always good practice to revisit experiences that are similar from year to year. I wanted to look at the Testing Post from last year to see what I did to survive, and what my new additions are for this year.  The goal here? My students and I make to June with our sanity, AND we still are pushing ourselves to learn new information each day. 

The title of this post is also what I named my This I Believe Personal Narrative assignments in the fall. Let's talk cell phones. I would like to start this post by recapping every single conversation I have ever had with a new teacher, a seasoned teacher, or an intern about the use of cell phones in the classroom.

I am not sure what I did before warm-ups. I think what I did before warm-ups when I was first starting out was make a warm-up activity that was catered to each and every lesson. As a new teacher, this was exhausting. After doing some research a couple of summers ago, I moved to canned warm-ups, and I have loved every minute of them. What I mean by canned warm-ups is that each day has a theme and each week uses a specific form. In other terms, there is a plan.