Making Our Own Traditions and Sparking Student Curiosity

 Today I am proud of my 22 students for taking a risk and choosing a new end of the year tradition for our 5^th grade class. Building bridges is traditionally the culminating STEAM (Science, Technology, Engineering, Arts, & Math) activity for our students. Many come into 5^th grade knowing and expecting they are going to build bridges at the end of the year. I have taught bridge concepts, delving into the different trusses and engineering vocabulary used when constructing a bridge. I would watch students work in small teams to create a bridge made out of Popsicle sticks and glue. Last year students learned using too much glue is a catalyst for failure of bridge construction. I began to feel deflated because there was no deep level learning that occurred. Rather it was an expected activity that made a memory.

In thinking about how to best meet the needs of my current students I knew deep in my heart bridge building would be fun for them, but there would be no spark ignited that causes students to want to learn more about something. My students get excited to create something BIG! They want to solve problems and persevere through challenges. I knew whatever we did the end of the year had to give them time to explore, tinker, collaborate, communicate, and think. The more I thought about it, the bridge building was just an example of students consuming information and creating something with teacher given guidelines. So I decided to come up with a way for students to create and design where they were in charge of their learning, and I facilitated.

It hit me like lightning. Our class could spend the end of the year working on Rube Goldberg machines. It was a giant AHA moment I should have had many years ago. Rube Goldberg was a cartoonist, like many students in my current class, who inspired a movement! The learning of physics concepts and engineering come alive in the construction of these machines. Using materials in our school science lab, students will start with a goal in mind and using backwards design figure out how to make it happen. We will talk about energy transfer, chain reactions, Newton’s Laws of motion, and simple machines.

I was excited about the possible shift in the end of the year tradition but wanted it to be the students’ choice. Today we spent some time talking about the bridge unit and tradition. I took a risk and explained to our class that I had an idea that would take us down a different path. Eyes got huge. I felt I truly understood them as learners and wanted to come up with an end of the year STEAM activity that would engage and empower them long after they left our classroom. I told them I wanted us to consider designing Rube Goldberg machines instead of bridges. This is something I would not be able to teach them how to design rather a problem they need to solve. Students would be the constructors of knowledge involved in active learning. Students who knew what this was immediately began jumping out of their seats while others questioned what on earth I was talking about.

So I showed them this

And after it was over I asked by a show of hands who wanted to make Rube Goldberg machines instead of bridges. Not only did every child’s hand go into the air some shot two hands and two feet into the air. Not one student raised his or her hand when I asked about making bridges. This is when I realized that it is okay to change tradition if it is going to ignite a student’s curiosity and passion for learning. Sometimes tradition does not meet the needs of the students sitting in front of you. Who knows what we will do next year? This year the power of student voice rules over tradition. They have spoken and chosen their STEAM activity, and I am sure it will be one they never forget.

Beyond the Number

This morning I greeted many agents at 7:30. I was ready to greet  them. We began testing promptly at 8:30 and some agents worked right until buses were dismissed. In the fall when you get your child's score back I need you to remember that the number does not define your child. Take a look at their growth percentile and see how much progress he or she has made. Your child is not just that number either but that is a much better number to look at.

Today I watched almost every agent work their hardest I have ever seen them work. I observed most students making graphic organizers for 2 open responses. I watched as students tirelessly checked their work over before handing it in. 

So your children are hard working students who try their best. Your children have empathy for others as those that finished early were respectful of others who were still working. They showed the value of strength and true friendship today that will hopefully last long after they leave their agent head quarters.

I am so proud of our students. So ask your agent how it went today and remind him or her of the amazing traits they all have that make our classroom a better place to be in. And when you get that score back in the fall . . . no matter what it is . . . remember your child is not defined by that number. They rose above any number today!

I will see the students tomorrow to do it all over again!

The Truth Will Set You Free

Our class has been listening to Rob Buyea’s story, The Perfect Score. I had timed the reading of this story alongside our MCAS. I had never read this book before, but its lessons are powerful and have caused some in depth discussions in our classroom.

The students in this book were pressured by the school to perform amazingly on their state tests, causing them to devise a cheating plan to relieve stress. There were students who were aware of this plan but were not thinking of cheating. This led to a rich conversation on the notion of a bystander. If you are aware something bad is happening (and involves your friends) are you guilty by association? Students were honest and their answers were split between yes and no. Some were afraid to rat on their friends while others felt they should not get roped into their friend’s actions. What a great dinner table discussion to have!

Another great discussion happened today. We talked about how “the truth will set you free.” Students discussed what this meant and how telling the truth is a great relief. They recognized the characters in the book were carrying a heavy burden, but telling the truth would lift that. We related this lesson to yesterday’s art class. There were many actions in art class that caused me to make some decisions that went against my pedagogical grain. Sometimes, as educators, we have to do things we do not like or even want to do. After the actions of many students yesterday our classroom has changed shape.

Independence, passion for learning, curiosity about our world, and creating/respecting community are things I pride myself on, providing a foundation in our classroom home. I try everything to get students to work well as a community even if it means changing how I love to teach. Ask my now 26-year-old 3^rd graders. They will tell you all about how we went back to log cabin school! We sat in rows. I took everything I personally bought away from them. I remember the tears one student had over how hard using the crank pencil sharpener was. The common cliché still rings true: You do not realize what you have until it was gone. They had to work together to earn things back, debating over what privilege they wanted to be returned. Something similar happened last year and our class had a Great Debate. These students learned to appreciate what they have, the importance of prioritizing, and valuable debate skills. I often still wonder if I did the right thing, but in my heart I know I did. We all became better people because of that.

If your student did not talk to you about art class yesterday, I hope he or she will today. The truth will set them free.