Theatreworks USA

While I am on the subject of live theater in New York City let me relate another experience that is worth exploring. There was a great meeting of passions when Curious George the Movie hit theaters in February 2006. Of course I had to take my students to see this when it played in a Union Square movie house within walking distance from our school.

Seating arrangements were a challenge since I had to position myself so that my deaf students could watch me as I interpreted the dialogue into American Sign Language in the darkness. But because the story was familiar and the visuals were rich the children had no issue with following the plot. The movie was very moving and funny. That adorable little monkey cracks me up. And although the day was a success, in terms of providing a rich experience for our students outside of the classroom, I felt that the logistics of providing ease of communication could have been improved. Too bad there was not a live stage version of The Adventures of Curious George so we could hire interpreters and enjoy another performance to its fullest like we had with Peter Pan.

Then I found one....

Theatreworks USA was performing Curious George at beautiful Town Hall in midtown Manhattan and get this...tickets were cheaper for this show than they were for the movie! Group rates are only $7.00 per person with an order of 15 tickets or more. They were very accommodating with my request for interpreters. They sent me a copy of the script beforehand and when we arrived they had reserved a section of seats for us. The show itself was very well done. Everyone enjoyed the experience and it added another dimension to the students learning.

This year Theatreworks USA has a slate of 19 shows including Charlotte's Web, Seussical and The Lion, The Witch & The Wardrobe. If you are a teacher looking to enrich the lives of your students through live theater, look them up. If you are a parent who would like to expose your child to reasonably priced theater (individual tickets are only $10) check them out as well. I am certainly glad I did.

Donors Choose

Teachers Ask. You Choose. Students Learn.

Peter Pan starring Cathy Rigby was coming to The Theater at Madison Square Garden. I got a flyer in my mailbox at school stating that they had discounted tickets for school groups. LIVE THEATER at discounted prices! As a former theatre major myself I got very excited at the thought of bringing my first grade students to see the magic. But even at discounted rates I could not foot the bill myself or expect that my students could either. What to do?

This is when I remembered a visit we had at Fordham University by a representative from Donors Choose. This is an organization that allows teachers with a dream (of trumpets for their music program, of live theater, of books for their classrooms, etc) to find a generous angel(s) who can make that dream come true. Donors can opt to fund a portion of this dream or all of it. So I posted my request on their website and found four angels that came through with 100% funding. In thanks, each one received a very touching Thank You note from me and from the students. Donors Choose provides a camera and we took pictures throughout the day which were also sent along. The students drew pictures of their experience as well. Some of them are pictured below.

Notice the magic of Peter Pan "flying" with the aid of a cable

There we are in the audience

This was in December 2005 and for the remainder of the school year the students referred back to this experience. We parlayed it into math lessons (graphing our favorite characters) writing (shared stories, letters to the characters, descriptions, creating a play), reading (there are many versions of this story) and Art. They are now in second grade and bring it up in different ways in my interactions with them. It is my hope that what they experienced that day will stay with them - even if it is just a good feeling about live theater. All this was made possible through Donors Choose, where your contribution is tax deductible. So, if you find yourself with a spare bit of change and are wondering what to do with it, have a look at Donors Choose. You can make a difference!

...thank you to my special angels who continue to grace my life.

The "A-ha" Moment

It is always my intention, and hopefully my practice, to celebrate the things my students can do instead of focusing on the things they can't. I refuse to adhere to a deficient model of education that implies a child is somehow always lacking. This philosophy establishes a no win situation - at some time, in some way we all come up short. Instead I try to concentrate on the process of ongoing development. If a child enters first grade with the knowledge of how to hold a book upright, I applaud that. I know what the next step is and how to help support student learning. I enjoy watching the students grow. and it amazes me how fast they learn. Blaming the child and shaking my head when they fail to identify the letter 'b' is not helping anyone.

This week New York City public school teachers are given the opportunity to meet with the parents and caregivers of the students they teach. This is a time when we discuss student progress, interests, share information to strengthen the home/school connection and determine goals. This is also when we hand the parents their child's report card. In first grade the academic subjects are rated on a scale of 1-4. A 1 means "far below grade-level standards" and a 4 means "exceeds grade-level standards".

Imagine with me for a moment that you are Johnny's mom and you come in to meet with his teacher. You know that Johnny is involved with his school work, he is creative and funny, artistic maybe, excels at telling stories, has a keen eye for noticing detail and always tries his best. You are proud of your boy. You should be. Then you sit down and are handed a report card that is riddled with 1s. Every subject...1. What would you be thinking? Probably you begin to question your judgement. You are disappointed and saddened to see this. What did you do wrong? As a teacher I HATE when this happens. Those 1s splashed across the page do not reflect the growth Johnny has made in such a short time. They do not clearly tell the story of his amazing progress, from perhaps writing scribbles and random strings of letters to detailed drawings with labels. This may not be up to standards but it must be celebrated.

With this in mind I want to share an uplifting, goose bump inducing story that occurred just a few days ago. My co-teacher Lauren (pictured above) has been instructing one of our deaf students each morning in what is labeled "Academic Intervention Services". This is targeted instruction for students in areas where they may be struggling. Since September his expressive and receptive language have improved dramatically and we are bridging that with literacy.

One of our reading goals for him is to extend his sight word knowledge beyond identification of names. Every day Lauren plays games with him using a deck of index cards that they created. On one side is a word (for example 'YOU') and on the other there is a picture of the student signing the word. The theory behind this is that through this explicit instruction in making connections between this arbitrary labeling - for language is arbitary, a rose by any other name and all that - the child would realize that the words he is seeing on the paper have meaning.

Well, the "A-ha" moment happened this week during one of our read-alouds. When the word 'you' was signed this boy stood up and fingerspelled the word. For the uninitiated, this is using the alphabet sign for each letter to spell a word. This is the equivalent of a hearing child saying each letter; y-o-u. Lauren and I were both very excited to see him make this connection. We celebrated it with smiles and signing 'wow'. Our support seemed to drive him on because he stepped up to the word wall (pictured) and began pointing to word after word and fingerspelling it and reading it by signing each word. This is an amazing leap. This is a milestone, a watershed moment in reading development.

A moment like this could never be reflected in the 'standards' given on the report card. This child would still be labeled a 1 "far below grade-level standards". Without benefit of the limited space for comments on his report card or face to face interactions with his parents to detail this achievement who would know? My point is this: Children are so much more than test scores. Let's remember to celebrate that.

Quality Conversations: Listening to the Ideas of Young Children

I have been extremely lucky in my teaching life to be surrounded by passionate, caring and motivated professionals. One such person is Lisa Burman. Lisa is our A.U.S.S.I.E literacy coach but that title conveys only a small part of her contribution. She facilitates learning for the teachers at our school through modeling lessons, conferences, professional development workshops and conversations. She has been instrumental in helping to foster an understanding of the Reggio Emilia approach to teaching and how this philosophy can meet the challenges of students in an urban setting. Her encouragement and support allow each of us to proceed with confidence, and when we are unclear in our planning she is on hand to guide us back to lucid thought. In addition to her work with us and in giving presentations at conferences such as the International Reading Association, she has found time to pen a book. The working title is Quality Conversations: Listening to the Ideas of Young Learners. It will be published by Redleaf Press (A division of Resources for Child Caring) later this year. As I write this she is hard at work weaving her magic but I could not suppress my excitement for her and feel the need to mention it here. Below is a brief description of this important work.

At the core of Quality Conversations, is the belief that each child is filled with potential for learning and thinking, is capable and competent. Their ideas show intelligence and logic as they make new connections and build emerging theories about how the world works. Conversations offer a window into this thinking, but one which, traditionally, schools and early childhood settings often fail to capture and value. In these days of "back to basics" activism and growing high stakes testing (which most often leads to narrow teaching to the test), it is essential to advocate for the kind of early childhood environments where children's ideas are valued, where they are listened to, not only heard, and where teachers are skilled and empowered to facilitate and guide learning, not just teach a predetermined curriculum of facts.

Relationships are at the heart of quality learning and teaching and the role of the teacher is critical in facilitating learning. Teachers first and foremost must have skills in careful listening. Quality Conversations will explore the role of teacher as listener, facilitator, documenter and interpreter of children's ideas and conversations. Examples of systems and strategies for documenting conversations, interpreting them in collaborative settings in order to learn from differing perspectives and to guide planning will be detailed. The documentation process offers powerful ways to make learning visible to families and wider community members, and Quality Conversations will include ways to use documentation to communicate with families.

As our government insists on more legislation in support of the No Child Left Behind Act (NCLB) teachers and administrators are feeling tremendous pressure to produce. However, what is being cherished is rote memorization and surface understanding of concepts. Many schools are preparing students to pass the test, but once that obligation is completed where does that leave the students? Lisa's book supports the notion that children are more than a test score. Of course, this level of inquiry demands ongoing, qualitative research. It is exactly this kind of thoughtful pedagogy that falls by the side of the road when educators are only thought qualified in light of quantitative results. In the work that Lisa is doing she is striking a balance that allows the children to remain at the heart of education - where they should be!

Good luck Lisa and congratulations!

Children's Books

Children's literature has become a huge market and everyone is jumping on board. You no longer have to dedicate your life to authoring in a specific genre as did Margaret and H.A. Rey. They are the husband and wife team who are responsible for my all time favorite children's book:

It has become chic if you are a celebrity to write a children's book. The results have been mixed but there are certainly some celebrity authors who are doing a bang up job. Most notably are those authored by Jamie Lee Curtis, Madonna, Julie Andrews and as I recently discovered, Jason Alexander.

I found this out in our school library which is very well stocked and exquisitely run (thanks Sara!). I take my class there every Tuesday morning for a lesson on information technology and library skills. Afterwards the students browse the shelves and labeled book bins for interesting books. When they select their books they are free to sit on the small rocking chairs, low benches, rugs or large stuffed bears and read. It was during this time that I joined one of my students in reading a book she had chosen. I had no knowledge of this book so I became enraptured by the unfolding story. It is a tale of questioning and belief. The message is that we can choose to believe in magic and things we cannot see with our eyes or prove with tangible evidence. We have to ask ourselves if we are willing to trade our dreams for a prescribed reality. Perhaps we are in charge of creating our own reality (and not in an 'out of touch with reality' way but in a 'glass is half full' sort of way). I loved this book with its positive message and gorgeous illustrations.

Here is a description which I lifted from Amazon.com....

When Gaby overhears some older kids on the playground saying that the tooth fairy is just make-believe, he goes straight to his father to find out the truth. The enchanting tale his dad tells him of a time long ago when mysterious and magical creatures lived on the earth will delight and entertain children and adults alike. For any child who has ever wondered about the existence of the tooth fairy, this original and reassuring story will satisfy their curiosity and give them the power to believe magical things can happen!

On the back cover there is an authors note with information for ordering the Tooth Fairy Envelopes used by the characters in the story. A photo of one is shown on the left. The website for ordering and more information is www.toothfairyenvelopes.com. They are really beautiful and not too expensive, so perhaps it can become part of your family's tradition to place a baby tooth into this envelope for the tooth fairy as it has for Jason Alexander and his family. And perhaps when the time comes for you to explain about Santa Claus, the Easter Bunny, sandman or leprechauns you can hearken back to this tale and give your children the choice to believe with their hearts and not always with their heads. As the author states, "I believe that if you take care of the heart, the head will be just fine".