A Happy Marriage

"Lauren is fabulous!"

That is what my friend Mark always says whenever I mention my team teacher's name. And he is right. She is fabulous, in so many ways; smart, playful, dedicated, beautiful, stylish, strong and giving.

Lauren and I just celebrated the 5th anniversary of our happy working relationship. In real life she is happily married to an equally fabulous man named Doug. I attended their wedding in June 2006 (pictured left) but I consider myself her work 'husband'. I am honored by the association. As we enter into our 6th year as co-teachers (one year teaching kindergarten and five years in first grade) I find myself thinking back to our first meeting. Who would have guessed that from this inauspicious encounter a beautiful relationship would have blossomed. It's a funny old world hey? (Thanks Poddie).

We both have differing versions of our first meeting. Prior to our introduction, before the commencement of the 2002-2003 school year, we were each told that we would be teaching kindergarten in September with someone we had never met. So, we were interested in meeting one another long before we started a close working relationship. Lauren was the fresh faced ingenue just entering into her first teaching experience. I was the seasoned pro with six years under my belt, having already taught kindergarten and preschool.

Lauren remembers coming out to the school yard to greet me for the first time as I was playing with the children during recess. Her recollection finds me less than interested in our initial "hello's" as I continued to focus my attention on the children without so much as an enthusiastic smile towards her. Her recollection does not sound like me. I am sure that she was mistaken. In actuality, she was probably right. I am sure she just caught me at a bad time. I was probably in the middle of playing. You know how distracted one can get when one is playing.

My version of our first meeting is as follows... I was teaching preschool at the time, and let me tell you something, teaching preschool is not for the weak hearted. Lauren came into the classroom to introduce herself. I remember being a tad nervous because I had spent the previous two years team teaching with the wonderful and beautiful Maggie (who I am secretly in love with, even though she is now married with two children) and both of us and most of the children were hearing, which meant we did not use sign all the time.

I was concerned that Lauren would criticize my abilities in American Sign Language (ASL) since my sign language skills had become rusty while I languished in Pre-K. Lauren was just recently coming off of the honor of being crowned Miss Deaf America so I was sure she must be a little full of herself. People who are full of themselves make me both uncomfortable and uninterested. Oh, preconceived notions are the enemy of good relations. She has since been featured in the book The Gallaudet Dictionary of American Sign Language.

Anyhoo, Lauren came in to the classroom and introduced herself and that was that. She seemed nice and I was looking forward to working with her.

On a side note, Lauren performed a retelling of Shel Silverstein's The Giving Tree in ASL during the talent portion of the competition for Miss Deaf America. She had already established her love of children's literature and was laying the foundation as a role model for young Deaf girls. I wish I had her performance on video!

But, aren't you lucky? You can watch Lauren in action by clicking here. She has performed quite a few stories on this vlog and all of them are a joy to watch. I do hope that you will check them out.

This brings me to the purpose of this post. I wanted to 'formally' introduce you to Lauren because 1) I mention her quite a bit on here and 2) She is going to join me in a series of ASL lessons on my blog. It is my hope that this feature may be helpful to parents or caregivers of deaf children who are struggling with learning a new language.

This endeavour also has a personal connection for me. I have a friend who suddenly finds herself caring for her adorable, precious grandson who is hard of hearing and seriously language delayed. Lauren and I are going to present signs relating to particular themes, such as family, school and feelings.

For the past two years when the preference sheets have come out for the following school year, asking teachers what grade they are interested in teaching and with whom, I have told Lauren that I would understand if she needed to 'see other people'. After all, I am the only team teacher she has ever known and if she feels the need to know what else is out there, who am I to clip her wings? Thankfully she has not taken me up on this selfless offer.

It's great. Isn't it grand? Oh, it's heaven nowadays!

"Happy Halloween"

A Broadway Books First Class Visit From Lauren Ridloff and Joshua Jackson

Stars from the Broadway Revival of CHILDREN OF A LESSER GOD celebrate language, literacy and learning with students in Pre-K and Second Grade 

I never imagined when I started Broadway Books First Class three years ago that I would be welcoming my former team teacher and friend, Lauren Ridloff, as a guest artist. And I certainly could never have imagined she would be accompanied by the handsome, affable star of The Mighty Ducks, Dawson's Creek, and The Affair, Joshua Jackson! Yet, here we are.

2018 Broadway Revival

Lauren made a huge splash on Broadway this season in Children of a Lesser God. She earned Outer Critics Circle, Drama League and TONY AWARD! nominations for her performance as Sarah Norman Leeds and became the darling of publications like The New York Times. Everyone was enthralled with this woman who, as Variety put it, "comes out of nowhere to knock us off our feet".

But, she did have a life before all the attention and accolades. Once upon a time Lauren used to dwell in that proverbial land of "nowhere" with me. Together we taught kindergarten and first grade at PS347 in Room 201 for 9 years and, as I have written in many blog posts, she has always been fabulous.

So, you see, she was really never "nowhere" after all. She was contributing to the development of young minds as an outstanding educator, a fierce defender of young children and a perfect partner - first as a teacher and then as a wife and mother. However, this new chapter allows her to leave a lasting impact and serve as a positive role model on a vastly broader scale.

Of course, Joshua Jackson has been a role model since he stepped on the scene in 1992 with The Mighty Ducks. His character, Charlie Conway, is the kid every parent wants to call their own. He is ethical, empathetic and kind. I know this because we watched the movie in preparation for his visit and I've laughed my way through a lot of quacking ever since. When Josh stepped into my classroom it was to a chanting chorus of, "QUACK! QUACK! QUACK!"

We also watched a scene from Dawson's Creek involving a tearful goodbye on the beach between Joshua's character, Pacey Witter, and his teacher. It may or may not have been an appropriate relationship and the mention of it in front of our young audience made Josh laugh disbelievingly and blush a little (rest assured, the 2-minute scene out of context is quite innocuous).

Photo Credit: Eileen Lograno

Joshua Jackson fingerspells his name for the Pre-K and Second Grade students

It was a bit surreal to welcome Lauren back into the classroom after 6 years, but it ultimately felt like a true homecoming. As with all guest artists, I spent the week prior to her visit preparing the children by discussing her work. Only once, when I welcomed former student Eden Duncan-Smith, have I ever known so much about a performer or felt as though I were welcoming family.

My words were filled with love, pride, and tremendous joy as I explained her journey to the Great White Way. Lauren's trajectory from ASL tutor to the lead in a Broadway show is the stuff of fairy tales. It is almost unheard of and yet, proves to even the most skeptical that anything is possible.

I seized upon this theme by selecting the children's book Happy Dreamer by Peter H. Reynolds for Lauren and Josh to read. It is a beautiful story encouraging children to embrace their creativity, nurture their dreams, and celebrate all the ways they are unique. The illustrations are colorful, imaginative and sometimes, even shiny! The timbre of the book speaks to my aesthetic of encouraging creative chaos and cherishing the dreamers.

Lauren Ridloff and Joshua Jackson reading HAPPY DREAMER by Peter H. Reynolds.
(What Kind of Dreamer Are You?)

The reading was conducted in both American Sign Language (ASL) and spoken English with the teacher in Lauren on full display as she engaged the children in a dialogue and guided Josh to highlight various elements in the illustrations. The majority of the students in attendance have parents who are deaf, while some are deaf or hard of hearing themselves. Inviting guest artists who can communicate using the children's first language is an important consideration for me and a valuable experience for the students. Congratulations are in order for Josh, whose ASL development continues to grow since I first met him in the Berkshires last summer.

Near the end of the book the author asks, "What kind of dreamer are you?" and offers up a bunch of options. Students and teachers alike raised their hands in response to each choice. This informal poll showed conclusively that the adults in the room were mostly "Nap Happy" dreamers, while the children favored more active manifestations.

Photo Credit: Eileen Lograno

A student asks, "How did you become an actor and why?"

The reading was followed by a question and answer session. We learned that Josh started acting when he was 10-years-old because his mother was in the business. He liked playing so much that he stuck with it (and rather successfully too!).

Lauren shared some challenges associated with the role of Sarah. One was that it required her to use her voice, which she decided not to use when she was 13-years-old. There were both physical and emotional considerations surrounding this stipulation, but in time she found power in reclaiming her voice on the stage.

Josh also shared his challenge with learning a new language, ASL. Their supportive relationship showed the children that difficulties can be overcome with a little help from your friends - an important message for the young ones to embrace.

My favorite picture - Lauren and Josh signing books for the students

The visit concluded with Josh and Lauren hunkering down into preschool-sized chairs and autographing 30 books and chatting briefly with each student. It was also the time that many teachers swept into the room to say hello to their former coworker, Lauren, and catch a glimpse of Joshua Jackson.

Photo Credit: Eileen Lograno

"You get a book! And you get a book!"

It is a very special thing that amidst all the hubbub, the demands for their time, an exhausting schedule, and just a little more than a week before the Tony Awards, Lauren and Josh made visiting a class of young children a priority. That, to me, speaks of character worthy of Charlie Conway and tells the children in no uncertain terms that they are dreamers worthy of attention. It's a beautiful message. Thank you both for making me a Happy Dreamer!

You can watch some highlights from Josh and Lauren's visit in this short clip created by Jamie Kirkpatrick (with additional footage from Eileen Lograno).

Children of a Lesser God

I started this blog back in 2007 to provide a window into the life of an elementary school teacher and document my journey as an educator. At the time I had been team teaching with Lauren Ridloff for five years and stories of our time together populate many of those early posts.

Lauren was my team teacher for nine years - her whole teaching life. She left in 2011 to have her first child and focus on her family.

However, life moves in mysterious ways and on Friday night I went to see Lauren perform the lead role of Sarah Norman Leeds in the Broadway revival of Children of a Lesser God. Yes! Lauren is Broadway's newest leading lady and I see a Tony Award in her future. How amazing is that?!

Reunited with Lauren backstage at
Children of a Lesser God

The show has a wonderful cast. She is up there on the stage playing with her second work husband - I am her first - Joshua Jackson and a cast that includes Anthony Edwards, Kecia Lewis, John McGinty, Treshelle Edmond and Julee Cerda.

She is in very good company!

It feels very satisfying and familiar and amazing to watch her perform on that stage at Studio 54. There is nothing better than seeing good fortune and success come to those you love.

Lauren will step back into the classroom with me for Year Four of Broadway Books First Class (BBFC). Her cast mates Kecia Lewis and Treshelle Edmond are already part of the BBFC family and John McGinty will also join in Year Four.

PS347 teachers showing support for Lauren on the second night of previews for Children of a Lesser God

Children of a Lesser God opens on April 11, 2018 so be sure to get a ticket to watch Lauren soar.  I'll be back on Opening Night and many times afterwards. Color me proud.

Linguistics: American Sign Language

My early experiences in learning my second language, American Sign Language (ASL), came with the acquisition dilemmas of vocabulary and structure. It is one thing to scribble down hand movements in a notebook during class to try to decipher later thinking "how did that sign go again?" and it is another to tap into the grammatical structure of ASL. I think many eager young students want to amass a copious store of signs without delving into the linguistics of ASL. I was fortunate to do an in depth study of this as part of my course work at Columbia University when I was working on my Master's Degree.

ASL is a true, living language with its own phonology, morphology and syntax. Phonology in spoken languages is concerned with speech sounds which then branches off into smaller, more specific realms. In ASL phonology consists of aspects of a sign; namely location, handshape, movement, orientation and nonmanual signals (facial expression). But phonology only looks at these contrastive parts of language devoid of meaning. Meaning is studied by linguists of all languages under morphology.

One of my favorite oft repeated phrases in linguistics is that languages have a finite set of rules that allows us to create an infinite number of sentences. We can mix up the words in our language any way we want, to say anything we want, but we gotta play by the rules. The rules are called syntax. We may not know the rules explicitly but they are implicit to us. How many times have you said "that doesn't sound right but I don't know why?"

When all of these elements are orchestrated to create language in use we do not necessarily separate out each of these essentials. One way these play out in ASL can be seen with the five basic sentence types; questions, negations, commands, topicalizations and conditionals. The focus of this post rests with questions.

The types of questions most asked are either Wh-questions or Yes-No questions. The former engages the use of words like who, what, when, why and where. In spoken English we indicate a question by using a falling inflection at the end of our sentences. Give it a try by saying out loud now "what time is it?". It would feel strange to us if our voice were to rise at the end of that question. So too in ASL when asking Wh-questions there is a correct grammar and 'feel'. The nonmanual features of phonology along with syntax and meaning necessitate the employment of the eyebrows. For Wh-questions the eyebrows lower much like the voice would. When I was first learning this it was like patting my head and rubbing my belly but it does become ingrained eventually, better to learn this early on in your studies.

Yes-No questions in American Sign Language also carry nonmanual features that are evident on the face of the signer. In spoken English when asking a yes-no question such as "Did you like that book?" our ending inflection goes up. In ASL this translates to raised eyebrows (and other nonmaual features like leaning forward and widening the eyes).


Lauren and I have put together another short video explaining all of this again but this time watch Lauren as she signs the 'wh' words. This is followed by a series of questions that are either wh-questions or yes-no questions. Can you notice the differences?After the video I wrote out the questions and answers so you can check out how you did.



If you had a keen eye you would have noticed that I asked all of the Yes-No questions and Lauren asked the Wh-questions.

Gary: Are we friends?

Lauren: Yes. What is your name?

Gary: Gary. Do you like that book?

Lauren: Yes. Where are you from?

Gary: Long Island. Do you like ice cream?

Lauren: No. When is your birthday.

Gary: It just passed, November 4th.

Lauren: Happy Birthday

So there you have a mix of vocabulary and structure. For more on the linguistics of American Sign Language check out Linguistics: A Resource Text for ASL Users of American Sign Language by Valli and Lucas now in its 4th Edition. It contains detailed information on basic ASL concepts, phonology, morphology, syntax and language in use. It's everything you always wanted to know about ASL but were afraid to ask.

Family

For a while now I have been wanting to provide some simple lessons in American Sign Language (ASL) on this blog. My interest in doing this is to perhaps provide other educators, who may have an interest in teaching ASL to their students, with an easily accessible venue for sharing this information in their classrooms. I also hope that it may be helpful for hearing parents with a deaf or hard of hearing child. Many times hearing parents with deaf children are afraid to sign with their son/daughter because they are told not to do so because then their child will never learn to speak or they are too overwhelmed with the daunting task of undertaking another language. I say to you...please sign with your child. Any effort you put forth greatly matters to your child and to the relationship you are building together.

I knew that I wanted to enlist the services of my darling co-teacher Lauren in this project. Not only is she easy on the eyes but her signing is so clear and articulate that she is a great representation of ASL in action. But I was unsure how to best utilize my resources and how this whole project would unfold.

Yesterday I finally decided on a format. Lauren and I would introduce some basic signs associated with a specific topic. She would sign and I would voice. This would be followed by a brief signed conversation that would use the signs we just introduced in a meaningful context so that you could see it in action. The conversation is not captioned because a) that is more work than I can get into right now and b) it keeps the focus on the signs. My challenge to you is to look for the signs we introduced in the first clip while watching the second clip.

So here is the first snippet.



In American Sign Language gender is given a specific placement on the head of the signer. As you can see from the picture of the sign for 'boy', signs referencing males are made on the upper portion of the head. Many people remember 'boy' by thinking of scooping the hand down the bill of a baseball cap. Above you saw Lauren signing father, grandfather, brother and son using signs that originated from this area.

Signs indicating females are made near the mouth or chin. It is said that the sign for 'girl' is derived from the bonnet strings that were worn back in the day of Laura Ingalls. Lauren signed mother, grandmother, sister and daughter using signs that issue from this area.

Pictures are taken from A Word in the Hand: An Introduction to Sign Language (Book One) by Jane Kitterman and S. Harold Collins, published by Garlic Press in 1984.

The conversation in the second video (presented below) is as follows:

Gary: Who is in your family?
Lauren: I have a mother, father, 3 sisters, 2 grandmothers, and 1 grandfather.
Gary: Oh, I see. Nice.
Lauren: Who is in your family?
Gary: Mother, father, 2 brothers (but one is a twin brother), and 1 sister.
Lauren: Do you have grandparents?
Gary: No, they died. I don't have any.




I am sure that the format will change as we become more adept at this and to that end I welcome your feedback on both presentation and topics. We are thinking about school signs, those related with feelings and emotions and some basic actions and/or needs.

School Signs

Two weeks ago I gave a talk to a group of teachers at Fordham University to discuss the issues and challenges they might encounter if they suddenly found themselves with a deaf or hard of hearing child in their classroom. 

It is a topic I have spoken about before and every time I present I am asked the same question "Why did you choose this field of education?"  I tend to go on about my interest in Deaf Theater and my early fascination with American Sign Language but I have found that what people really are curious to know is if I have someone in my family who is deaf. And this is an understandable question. 

My answer to that however is "No, I don't".  I did not grow up bilingual (yes, ASL is a true, living language and being able to communicate in both English and ASL does make an individual bilingual) but since I can remember I have wanted to learn how to sign.  I took basic sign language classes when I was in Junior High School but it ended up being a case of "If you don't use it, you lose it".  

I started taking classes again when I was 26.  My first formal class used the Vista Signing Naturally program with workbooks and videotapes (now DVDs).  This is a terrific program that I found very supportive in helping this fledgling signer develop his skills.  You may be able to find them in your local library if you want to check it out without investing the money.

Those early classes solidified for me the importance of practicing a small but growing number of signs and reinforcing what I had just learned by using them in different contexts. Creating dialogues with other students, watching them while they conversed so I could see if I was catching the signs I knew and giving it a go myself were the cornerstones of my early learning experiences.

So, in creating these instructional posts I have used the tenets of effective learning practices - things I have found useful anyway. Below Lauren and I show you some basic signs related to school: teacher, student, book, homework and study. These words are followed by a brief conversation. Watch the video and see if you can pick out these words. A transcript of the dialogue can be found below.



Lauren: Are you a student or a teacher?
Gary: Really both. I am a student of life. And you?
Lauren: Me, yes, I am the same. I am a teacher and a student.
Gary: Do you like homework?
Lauren: Sometimes but I like to study and I like to read books.
Gary: Me too.
Gary and Lauren: Now, go practice!

For more video of the lovely and talented Lauren in action please check out her video blog or Vlog here.

Eternals

This blog was started back in March 2007 as a way to share my passion and love of teaching. At that time, I was paired with a team teacher, Lauren Rifloff, who shared my beliefs and was a perfect compliment to my abilities. She loved taking the lead when teaching writing, I loved taking the lead with reading instruction. She was/is a fantastic artist, I have trouble with stick figures. Our class study of poetry was magic in her hands because she loved the freedom of poetic expression, my feelings about poetry were lukewarm (although she's sold me on its merits). We read stories from picture books and chapter books seated side-by-side, me voicing and her signing. We shared a love of stories and read to our students several times a day. 

She was always ready and willing to assist me in conducting research for my doctoral courses relating to reading development for children who are D/deaf and hard of hearing, examining American Sign Language, and unpacking best practices. 

The days went by smoothly as we taught our kindergarten and first grade students over the course of nine years. During that time we shared a great deal professionally and personally. I grew to love her like a sister. I'm happy that so many of our experiences in the classroom are documented here in this blog because it was a time of growth, challenge, and joy for me. 

She left to have her first son, but I always held out hope that she would return and we could resume our partnership. However, I guess that's not going to happen now because she's become a superhero in the Marvel Cinematic Universe (MCU)! Her sure-to-be blockbuster hit, ETERNALS, is out this week. Lauren plays Makkari, the first Deaf superhero in the MCU. Yep, she's making history!

She is doing a lot of press right now to promote the movie, but embraces her time as an educator in the NYC Public Schools. That is evident in this segment about her on ABC News (see below). Lauren embodies the spirit of, "When one rises, we all rise". 

Now it seems the whole world knows what I've always known - Lauren is SUPER!

"Adding a Limb to the Family Tree"

Lauren is pregnant!

We have been partners for the past 8 years, working together, side by side, day in and day out for longer than our students have been alive.  Team teaching with Lauren has been a truly edifying experience.

Of course the news brings about changes for us - perhaps.  Once she holds that baby in her arms I fear I will have lost her but oh, what a joyous reason for a hiatus from teaching. We'll see how it plays out. At any rate, I'm sure that all she has expereinced the past 8 years in the classroom will only make her a more insightful mommy.

As the school year came to a close we knew we had to share the news with our students.  Since we are moving to first grade with this class in the fall she didn't want them coming back to a big surprise (she is due in December).  But how would we tell them?

I thought for a moment of pulling a Lucy and having them sing until the message became clear but Lauren decided to read them The Baby Sister by Tomie dePaola. This story centers on the birth of Tomie's little sister and his feelings about being a big brother.  When we finished reading a little girl, as if on cue, asked "why did you read us that book?"

This opened up the perfect segue for breaking the news (don't you love when that happens?).  The children were very excited.  Some didn't really seem too surprised.  I suspect their parents may have let the cat out of the bag because a few had already commented on the changes occuring to Lauren's body.

This is an exciting time.  A new chapter in the life of a young family. I love it!

A Broadway Books First Class Visit From Kenny Leon

Photo: Eileen Lograno

Tony Award Winner Kenny Leon with kindergarten and first grade students

In Kenny Leon's Tony Award acceptance speech for Best Direction of a Play he said, "I'm looking forward to the day when every child in America can have a little piece of theatre in their daily educational lives."

Although I gave a cheer back in 2014 when I heard those words, I had no idea that the folks in my life would one day connect us in a one degree of separation sorta way or that Kenny would personally bring a "little piece of theatre" to my own classroom.

Well, actually I knew a little bit because Kenny had already directed my former first grade student, Eden Duncan-Smith, in the 2010 Broadway revival of August Wilson's Fences. That play won a Tony Award for Best Revival of a Play and I was filled with pride to see Eden join the creative team on stage to accept the award.

Then, in 2018 he brought my team teacher of 9 years, Lauren Ridloff, to Broadway in Children of a Lesser God. That opportunity landed Lauren a Tony Award nomination for Best Actress, which led to roles in The Walking Dead and Marvel's upcoming feature, The Eternals. It was Lauren who introduced me to Kenny and put in a good word for Broadway Books First Class. And I was thrilled to welcome him as my latest guest artist.

I did my homework in preparation for his visit. I read his memoir Take You Wherever You Go and admired how he used theater to bring diverse groups of people together. His work is, and has been, filled with purpose and includes an impressive list of Broadway credits: A Raisin in the Sun, Gem of the Ocean, American Son, Holler If Ya Hear Me, and A Soldier's Play (among others). At a recent preshow talk for a matinee of A Soldier's Play the dramaturg said that Kenny Leon was the go-to guy for directing thought-provoking plays about African Americans on Broadway.

I was psyched for Kenny to pass along some of his passion and insight to my students. I wanted them to feel the strength of his dedication, understand his message, and feel his compassion. As I shared his work with the children in the weeks leading up to his visit, we developed a list of questions.

The students connected in a very personal way when I told them Kenny studied American Sign Language (ASL). They were curious as to why he wanted to learn ASL and how he learned it. This question held immediate importance for the children because, for most of them, ASL is their first language. Kenny's desire to learn more about their language, their culture, and their experience made them want to learn more about him. They were impressed to discover he even had a name sign - a name sign is given by someone who is Deaf and is an important part of Deaf culture.

The students also wanted to know more about his job as a director. And they wanted to know which of his many theatrical experiences was the most special. He told us it was working with Lauren because she was initially his sign language teacher when he was preparing Children of a Lesser God and then she became an actor in that play. He shared that he loves the Deaf community and is, "Really, really, really excited to be here in this class with you today. You have made my day." What a show of respect and generosity from this beautifully affable gentleman!

Kenny Leon reads Hey Black Child by Useni Eugene Perkins alongside ASL interpreter Rick Rubin

I selected the children's book Hey Black Child by Useni Eugene Perkins and Bryan Collier for Kenny to read. This book has parallels to his directorial work in its themes. Bryan Collier expanded on the text by infusing his beautiful illustrations with pictorial commentary on African American history, struggle, empowerment, and pride.

Kenny, in his reading, made wonderful use of the oft-repeated refrain, Hey Black Child. He would read it and wait a beat, silently encouraging the children to echo those words - the momentum building with each stanza. In the illustrator's note in the back of the book Bryan Collier writes, "Hey Black Child is an ode to young black children that inspires and celebrates their lives. The children throughout discover their own worth and ability to the magical words of Useni Eugene Perkins." Kenny Leon's sonorous, expressive voice provided an exquisite reading which honored the poem, the illustrations, and the intention behind the work.

Photo: Eileen Lograno

A student fingerspells her name for Kenny

For almost 40 minutes Kenny charmed and inspired us before tackling a large stack of books awaiting his signature. Students now had an opportunity for some one-on-one time with him as he inscribed a personal message (such as, YOU CAN DO ANYTHING!) for each child. This is a wonderful time in the visits for me because I can relax a bit. The room is abuzz with excitement as children write thank you cards, read their autographed books, and connect personally with the guest artist.

It is also a time when I get to express my gratitude. I often think these visits are like planting seeds from unmarked envelopes. We know something will grow from it, but can't be sure exactly what it will be. One child may be inspired to become involved in theater, another may feel empowered to share their gifts with others, and still another may remember a feeling of simply being seen. To feel acknowledged and valued cannot be underestimated. Kenny Leon made sure that no matter what grows from their time with him, each child knows that, for them, anything is possible.

Students share a laugh while making thank you cards

Top Ten 2008-2009

At the end of each school year our children's librarian, Sara, asks each elementary class to create a list of their favorite books. In the past our top ten choices have been fairly predictable - and by fairly predictable I mean that they reflect my influence.

This year the final cut is reminiscent of the Tony Award nominees - notable as much for the omissions as for what was included. To my horror Curious George was nudged out, as was my man Todd Parr. No Gingerbread Man, Lorax or English Roses!

Lauren's all time favorite children's book The Giving Tree by Shel Silverstein wasn't even in the top 20! Nor was anything in the Lisa & Gaspard series by Anne Gutman and Georg Hallensleben. However, Rotten Ralph did make the short list so one of her favorites was represented.

The number one pick this year was The Incredible Book Eating Boy by Oliver Jeffers. This book was a new discovery for Lauren and I as well. It tells the tale of a young boy who literally eats books - he simply can't get enough of those delicious words. When he eats he 'digests' the words on the page to acquire the knowledge contained therein.

However, this habit gets out of hand when all of the ideas and words overwhelm him. He gets mixed up and confused. Finally he realizes that it is better to gain knowledge the old fashioned way through reading (not eating) books.

There is a bite taken out of the back cover which proved amusing to our students. It is a good book but I was a bit surprised by the #1 status.

Mercer Mayer was well represented in our top ten with three books coming in at numbers 2, 4 and 5. Number 2 is There's a Nightmare in my Closet, # 4 is There's An Alligator Under My Bed and # 5 is There's Something In My Attic.

All three revolve around similar themes of combating your fears and finding out they are not as scary as you first believed them to be. The only difference I find between them is that the main character in two of the stories is a boy and in the Attic book it is a girl.

Our students loved to be scared this year. A book entitled Tell Me a Scary Story...But Not Too Scary by Carl Reiner was just edged out of the final ten. I would have included it, but who am I? These are the kids picks (and I must add that they have fantastic taste).

Once Upon a Potty (boy) by Alona Frankel was a hit at # 3. Just as they loved to be scared they loved to be grossed out. This book is about one boy learning how to use the potty. Sample lines include descriptions about body parts like a 'wee-wee for making pee-pee' (or is it the the other way around) and a hole for making poop (or something like that). His poorly aimed attempts to make it to the potty are illustrated with a mound of poop sitting right next to the potty.

This was one of two books this year (the other was In the Night Kitchen by Maurice Sendak) that depicted drawings of a little boy naked. I'm not sure if I should be appalled at the giggles and pointing to the private parts or if I should just ignore it.

It did provide us with an opportunity to connect to our trips to the Metropolitan Museum of Art where we were surrounded by naked statues. We treated it as rather matter-of-fact and kept it simple. We figured if we didn't make a big deal out of "oh, look they are naked" then the children wouldn't either. I think they know what's what.

Our first true book series came in at #6 with George and Martha by the super-duper James Marshall. This is my 13th year of teaching elementary school (PreK - 1) but my first introducing this book series to my students. How was this gem hidden from me for so long?

Each book contains 5 short stories about the friendship between these two hippototami who find that honesty is the best policy. The books contain rich vocabulary that can be used to promote discussion as well as important lessons regarding trust and sensitivity. Plus who doesn't enjoy seeing a hippo all dolled up in a dress or sporting a gold tooth?

One of Lauren's favorites came in at #7 and is the second book series in the top ten. Rotten Ralph by Jack Gantos and Nicole Rubel made a lasting impression on our 5-and-6-year-olds.

Ralph is indeed a rotten cat who does spiteful, mean and hateful things all in the name of fun (and sometimes just to be rotten). Thank goodness his owner, a little girl named Sarah, is quick to forgive his antics. It took me a while to warm up to this naughty kitty - I am more of a dog person - but I think I finally have accepted him for who he is. There is something lovable underneath all that menace.

Number 8 brings us to the Fly Guy series of books by Tedd Arnold. This is a case of he's so ugly he's cute. This series was another new discovery this year that happened quite by chance. Our school librarian sent up a bunch of these books for us to keep in our classroom library and the children were instantly smitten.

These are chapter books with large print, known vocabulary and basic sight words. They are perfect for the emergent reader who wants to read 'chapter books' but lacks the stamina needed to sustain reading of books with many, many words.

Fly Guy is funny, endearing and helpful. I like him.

Another book series, Nate the Great by Marjorie Weinman Sharmat comes in at #9. These are fantastic books with instantly likable characters. There is dark, brooding, (goth?) Rosamond with her four cats - Super Hex, Big Hex, Little Hex and Hex who is always staring out from under her bangs and uttering strange statements.

There is optimistic and sunny Annie with the dangerous dog Fang that she only sees as a cutie pie. There is Nate's own dog Sludge who provides Nate with the key to solving his mysteries by just being Sludge.

And, of course, there is Nate himself. Pancake loving, serious talking, overly dramatic Nate. In each book (and we have read quite a few this year) Nate solves a new mystery - nothing is refused, nothing is too small.

We went to see a production of Nate the Great: The Musical at Town Hall in Manhattan this year. What a hoot!

The Wanda Witch book series by Katherine McEwen rounds out the top ten. I like these books. Lauren is not a fan. Obviously our students like them because they beat out some other deserving titles for the coveted spot in the top ten.

Wanda is a witch in training who can't seem to get her spells right (think Bewitched's Aunt Clara). Wanda is brought back on track by Cat-a-bogus, her guardian of sorts who makes all things right again.

I guess these are silly, strange books but they strike a chord with their magic, charms and spells.

So there you have it. The top ten books for the 2008-2009 school year for first grade class 201. I wonder which ones will make the cut next year.

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.

Super Reader vs. Super 'Bad' Reader

This is "Super-Reader!"

SuperReader uses many different strategies for figuring out unknown words and making meaning while reading. SuperReader prepares for reading by looking at the cover and title of a book, reading the blurb on the back and taking a picture walk. SuperReader reads many books, shares them with a reading partner and builds his reading muscles every day. SuperReader is gentle with books and understands how precious they are.

SuperReader is cool! Unlike....

Super 'Bad' Reader!

Super 'Bad' Reader likes to destroy books. Super 'Bad' Reader is not gentle with them. In fact Super 'Bad' Reader rips, throws and eats books. Super 'Bad' Reader pulls them away from SuperReaders who are allowing their imaginations to whisk them away to fantastic places while reading. Super 'Bad' Reader gives up when there are difficult words or phrases and does not try any strategy for figuring out tricky words. Super 'Bad' Reader reads words without thinking of their meaning or visualizing the images the author is describing. Super 'Bad' Reader makes young children cry. Super 'Bad' Reader needs a patient and loving teacher.

The above characters were created by my first grade students. They thought of the names (Lauren and I were not so keen on the term "BAD" because as you teachers and parents know...it is not the child who is bad, it is the action. If a child hits another child it is that action that is wrong - it is not a reflection on the character of the child. But, kids aren't so PC and insisted on the name. So we let it slide.) The students chose the colors, the costume, the attitude, the entire look. They are wearing masks because you are not supposed to know if they are male or female. Lauren took the rough sketches we created together as a class and crafted the final versions pictured here.

The evolution of SuperReader and Super 'Bad' Reader is an interesting one.

I have been fortunate in my teaching career to work with a principal and vice principal whose educational philosophy meshes with my own. I have rarely been asked to do anything that I found to be a waste of time or that was in opposition with my stance on education. This seems to be rare in my field. When teachers get together to bitch about their schools I am the odd man out because I am without horror stories to share.

But recently Lauren and I were asked to create rubrics for our students. They would provide the students with clear expectations for work in all academic areas. I didn't really understand what this would look like for first graders. I am quite comfortable creating rubrics and guidelines for the college course I teach but I was really at a loss when it came to doing this for 5 and 6 year old children.

So, we brainstormed and came up with a way to visually represent the expectations for our students as readers. We found a way to take a task which was initally confusing and turn it into an amazing source of information. It makes me think of one of my favorite childhood sayings...

I am still not sure if SuperReader and Super 'Bad' Reader satisfy the requirement but it has been such a cool experience. The characters have sparked interest in the children and have given them a motivating goal that is at once understandable and relatable. It is winning challenges like this that makes teaching that much sweeter...or should I say SUPER!

City Sidewalks

This has been a busy week.

On Friday Lauren and I looked at one another and decided that we needed to take it to the streets. She suggested we gather up the kids and shake things up a bit by heading over to see the festivities at Union Square. I chimed in that we could stop in at the Barnes and Noble there to check out the children's books and a plan was born. We scooped up Miss Cheritha and her first grade students and sang and danced our way downtown.

It was a brilliant move. There really is nothing like doing something unexpected and spontaneous. As I looked at the children smiling I thought once again how blessed I am. I am in the right place, doing the right thing.

We arrived at B&N and headed directly to the large second floor children's book section. I was happy to see that my Curious George obsession had rubbed off on the children as they spent a great deal of time rummaging through the many titles in this book series. They were spread out on the floor and lounging on the chairs with various book titles. Each time they discovered a book we had read in class they felt compelled to run to us, book in hand, to loudly announce their find.

Books were being passed about, children were running from shelf to shelf and some took books from one area and returned it to another. This did not score us any points with the staff. Amidst sour looks and raised eyebrows we invited all of the children to join us in the hundred acre wood for a reading of two holiday favorites.

Lauren and I read How the Grinch Stole Christmas by Dr. Seuss. Me doing my best impersonation of the voice over from the TV special and Lauren signing it in the gorgeous way that only she can. As we read we attracted a few children and adults who probably thought it was a scheduled story time. Our students sat and listened so intently, hanging on every word. I was impressed. It is rather neat to see them out and about in NYC, outside the confines of our classroom.

When this story was finished we read a new book called Snowmen at Christmas by Caralyn Buehner and Mark Buehner. If you ever wondered what antics your snowmen get into while you are fast asleep look no further than this book (well you should also check out Snowmen at Night). These books are so much fun - especially at the end of the night when the snowmen are exhausted. Carrots, coal and buttons litter the field. I defy you to read this book and not chuckle.

After the reading we gathered up our belongings and headed towards the escalator. This was when I saw it. A Santa George! I had to have it. Why? I have no idea but every time I see a Curious George dressed up in a different outfit I have to have him. Luckily I am a first grade teacher so no one questions this odd obsession. We all have our weaknesses I suppose.

Back on the street, with Santa George safely secure in my coat pocket, we strolled around Union Square Park. We thought it would be wonderful if we bought all of the kids some hot apple cider and after some drama with the street vendor that is exactly what we did. We sat in the park sipping hot cider as we chatted and gazed.

Unfortunately not all children like hot apple cider. Several of them felt compelled to 'pitch in' and tossed their cups into the nearest trash bin. Oh well. We tried.

With that, our adventure was over. The morning flew by and now we had some rumbling tummies that needed lunch. Oh, New York. It really is a wonderful place to go to school and a wonderful place to teach.

Catching Up With... Kindia

Sweet kindergartner Kindia is in the front row, second from the left.

My students have inspired, delighted, and charmed me.  They continually teach me a better way to view the world and provide insights I couldn't have dreamed of on my own. They amaze me.

In fact, the dedication page of my dissertation reads (in part), "For the past 20 years it has been my great privilege to teach a wonderfully diverse group of children.  This work is dedicated to those curious boys and girls for allowing me that honor".  I added the curious part as a subtle (or not-so-subtle) shout out to my favorite little monkey.

This year one of those precious students flew back to the nest. Kindia has returned as a high school intern helping out with my current class of first grade students.  She was a student who tugged at my heart strings because she was a child who was always grateful for every kindness and trinket she received.

Her agreeable outlook was a constant reminder of what is truly important.  It isn't material possessions or power.  It is love.  The beliefs her family instilled in her shone in her interactions with everyone.  She was never covetous or demanding.  I knew she would "grow up right" to become an adult who would have a positive affect on those around her.  And she did.  She is.

Kindia's return inspired me to add a feature to this blog to catch up with the lives of my former students.  So, I asked her if she would write a little something about herself and any memories she had from her years with Lauren and I.  Here is her response.

I am currently a senior majoring in dance.  I also intern at my former elementary and middle school, working with Gary and Oni's first graders on Tuesdays.  I am taking lifeguarding classes to earn a lifeguarding certificate and a guaranteed job in the summer.  

After I graduate I will hopefully know what college I've decided to attend, I haven't gotten any acceptance letters yet, but I've applied to 10 good universities.  I still don't know what to major in.  I still label myself as an undecided major but my plan Z is to become an interpreter for the deaf.  I am also thinking about deaf education but I'm still uncertain about it.

There are many things I can remember about being in Gary and Lauren's kindergarten and first grade class, such as the activities in the morning and the stories they read including Matilda and Curious George.  I loved to watch Lauren sign while Gary spoke in his funny voices tyring to match that character.  The writing celebrations we had.  As an intern with him I sometimes compare how things were then and now such as how the kids use iPads and Smartboards but when I was a kid all I had was paper, pencil, a huge notepad, etc.

Gary was and is a great teacher and I'm glad to be working with him.

Ah, so proud!

Thank you Kindia!

Fly Sweet Birdy

This week we bid a bittersweet farewell to a very pregnant Lauren who, after 9 years as my "work wife", is venturing off into a blissful world of her own in anticipation of the birth of her son.

Everyone is asking me, "How are you doing?" And I reply that I feel as though I have gone through a break-up that I saw coming and therefore have prepared myself.

The sadness and drama have passed and I have met the reality of the situation with a clear head.  Of course, there is a bit of avoidance in really thinking too deeply about what this means.  I am sure that on Monday morning I will feel the lack of her presence immensely and my heart will ache a bit.

But knowing that she is embarking on a brilliant stage in her life trumps the sadness and brings me joy.

Tell your baby hello.

Our first graders made her cards to say goodbye and wish her family well. Their drawings of a pregnant Lauren with the "baby inside" are too precious.

I will finish the school year alone.  I am sure I will be fine but I will certainly miss being part of a fabulous team.  And with that, I will end this post.  Emotions are springing up to the surface and I'd prefer to heed the advice of Scarlett O'Hara and think about it tomorrow.

Lauren, I love you!  You will be missed.  xo