I'm Back!

Wow! The last few months of the school year have been tremendously busy and productive.  I apologize to those I met over the summer who were looking forward to a tour of my class upon returning to the new school year, and who were awaiting some of the tools and procedures I use in my classroom.  

In the past few months, I have been nominated for two teaching awards, one in which I am part of the top five in the nation;

created a graphic organizer that will be used throughout the ELAR department and for any writing that takes place in other subjects; 

and wrote, presented and earned a grant to take 50 National Junior Honor Society (NJHS) students to see Wicked! 

Those are just some of the highlights, add to that a revamping of the current curriculum and tweaking the Advanced Placement (AP) curriculum to be more challenging and you can see, great things are happening to better the lives of students!

That said, I will be certain to keep you posted on the outcome of the nominations, and to include an explanation of the graphic organizer in a later post.  It has been a terrific year so far, and as we all return to school after this wonderful Thanksgiving break, may I leave you with words of encouragement for those of you in the teaching field: 3 more weeks, and it's Christmas break!!

We can endure endure ANYTHING for 3 weeks, right?!?  

On a more serious note, I will share that the next three weeks will be used to target student learning and create a system of intervention as I prepare these kiddos for the STAAR, in addition to keeping up with the TEKS the district has selected as focal points in 8th grade ELAR.  

Utilizing interactive and purposeful lessons that incorporate technology, these kids will be on a pathway to success.  Using the results of the data I gather in the next 3 weeks, my students will be purposefully grouped into meaningful learning tribes, and when we come back in January... 

STAAR Bootcamp will commence!

Creating a Positive Experience in the Classroom

For helpful insight into how to create a positive classroom experience starting on DAY ONE in the class, check out the following PowerPoint.  Within the presentation there are also discipline techniques (some from "Discipline with Dignity") to help address students that are negatively impacting your class room.  Remember, two negatives make a positive ONLY in Math,  not in relationship building.  On the first day of class we are not going into a battle where dominance needs to be established, we are going into an opportunity that provides a space to build positive relationships and set the tone for the rest of the year.

A Guiding Star:Tips for Teachers #2

Team Work is the BEST Way to Work!

Another major contributor to my success this year was being part of a wonderful team.  The team I was a part of should be a model for others to follow, and I say that not because I am a part of that team, but because it is the truth.


My team and I always joke about working "smart," not "hard."  Over the year we met frequently to plan lessons, shared the workload in terms of copies, and were consistent in delivery.  While we all have very different styles of teaching, each student got the same material across 8th grade.  By sharing the work load and planing together we took a challenging and time-consuming component out of teaching and could actually focus on the "teaching" part of being a teacher.  As a result, this year was super smooth.  My challenges this year were never about the "what" in teaching, just the "who" ;-).


The "who" part I discuss in an earlier post, however, part of that challenge was aided in working with my team.  It almost became like a group counseling session for me because I could discuss issues that were coming up in the class and together we were able to come up with solutions.  I was also able to receive encouragement and positive feedback in our meetings.  No matter how a student behaved, I make a mean powerpoint (lol) and that seriously made me feel like a day wasn't a total flop! :-)


The best part of working on a team is that it allows for the opportunity for your strengths to be recognized, shared, and appreciated.  We all have strengths and weaknesses, and each of my teammates have wonderful strengths that I don't have.  Working together, I was able to grow stronger as a teacher because I became better in those areas where I am not naturally strong.


If you are a control freak (which, let's face it, some of us are), you will have to relinquish your control over everything in order to be a good teammate.  That takes a lot of trust in other people, which may be the first step for you.


While you may want to keep hold of the reins on your crazy train, the numbers speak for themselves.  My team and I were consistently the #1 scorers in the district (and that is ALL of our classes, not just one teacher's).  More importantly, we were the most content and stress-free because we did not need to slave after work hours to produce quality lessons. I did not have to stay hours after work hours ONCE!  My first year here, and not once was I here late!!! That is a victory in itself, which is made even grander by the fact that our 8th graders learned SO much!


At a Title I  school we have many battles, but being part of a tight-knit team really helped these kids be more successful.  Our team had precision rotations that targeted student needs and we were all so consistent with delivery that these kids had strategies for reading ingrained on their brains!  We worked smart to help build the students up, and you cannot even imagine the smiles on these kids faces when they passed their standardized tests for the first time... ever!


Say what you will on standardized testing, although I'll leave my two-bits for another post, students, and I mean ALL students, even the ones who pretend not to care, look at those scores and are disappointed when they see "Below Average."  In ANY language or culture, being below standard is not a good thing, and when you are ALWAYS below average, it affects your perception of your self and future you believe are capable of attaining.


Students who, at the beginning of the year, said they were "too stupid" to go to college, now believe in that dream all because they passed their standardized test for the first time.  At the end of 8th grade these students will decide what path they will take as they enter into high school.  Some will choose to fall into a lifestyle of drugs and alcohol because they have already given up, and some will move toward higher education all because they realized that it is possible to make it to college.


I am happy to have been a part of a team that contributed in challenging students to do better, work harder, and mold brighter futures for themselves.  Team work is the best type of work, not just for a teacher, but for the students.  After all, isn't that the reason we are all here... for the betterment of the lives of students?!?!  If you don't do it for yourself, do it for the kids, because they NEED teachers to be on their game so that they can be ready for the future.

A Guiding Star: Tips for Teachers #1

The Importance of Having A Mentor Teacher

One of the best "gold nuggets" of wisdom I can give to a teacher, newbie or not, is to get a mentor!

 Seriously!!! 

 One of the things I am constantly working on is getting the courage to ask others for help.  Asking for help is just not comfortable or enjoyable for me.  I have always felt that if I have to ask for help, then I have already failed. Luckily for me, the school that I work at required all new hires, regardless of experience to get a mentor or "buddy." This was permission to ask for help! Yay!

Having a mentor was probably the biggest contributor to my success this year. When struggling with figuring out my identity as a teacher (i.e. how to discipline and interact with students), my mentor was extremely influential.  I remember a particularly trying week where I was at my wits end, and she told me, "Don't give students permission to make you have a bad day."

You see, what I was doing, is putting the successes and failures of the students on my shoulders.  In actuality, I am a small part of the equation that results in the success or failure of a student.  At the end of the day, the majority of the responsibility was on the student.

After this realization, I began sharing with students that they are a powerful force in their lives.  They alone decide how far they will go, how well they will do.  I am simply a helping hand in their journey  towards success, if they choose to reach for it.

When struggling with discipline, my mentor was also able to suggest powerful books to read, such as Ruby Paine's, "A Framework for Understanding Poverty."  This book gave key insight into interacting with the type of students I work with.  I learned the importance of consistency.  When working with students whose lives are always fluctuating, whether it is the tendency of many of them to move around, or the instability of their parents' jobs, it is vital that they can depend on me to be consistent.

I cannot waver for a single moment.  If I say there are consequences for talking out of turn, then there WILL be consequences, not just the first few times, but EVERY time.

I also learned from my mentor to set boundaries, both emotional and in terms of time.  I cannot be a student's friend, I am their leader, adviser, teacher, and mentor, but I am not a buddy.  If my hours available are Monday and Wednesday until 4:30pm, then they can see me during those times to make up work, and not the Friday before grades are due.  Work is a PART of me, not the WHOLE, and being told by my mentor to make sure that I have free time was a relief!  I learned that it is vital to balance work and life, and work should NOT get the majority.

Some of you may be shaking you heads at the fact that I am unwilling to sacrifice my personal time and sanity for the sake of a student, and I can understand.  But like my mentor explained to me, y'all are on burnout road. 

Balance is key.  Consistency is key.  Having someone who is wiser than you is key.  Take it from me, reaching out for help was the best thing I did all year.

If you are interested in reading Ruby Paine's book, click the link below:

The Future Is.... NOW!

Computer-Based testing Strategies in ELAR

Strategies for test-taking are one of the most important things we can teach our students.  It is the knife to the hunter; the wrench to the handyman.  If standardized testing is the dragon, strategies is the sword we arm our kiddos with to take down the beast!

This year a "new" test form (or "beast")  has emerged; the computer-based test!  The most terrifying component was that the strategies we previously had were designed for paper-based tests.  

For the students, it was like encountering a "new world" beast with "old-world" weapons, and not enough time to figure out how to take the beast down.

So what did I do?  

I created a set of computer-based testing strategies for students to use, of course, that link the bridge between the paper and the keyboard.  There is a graphic organizer that goes along with the strategies also (see below), that is a helpful companion.  I will add the strategies below, however, keep in mind that these, like anything in this world, will evolve.  The strategies grow and change with the test, so I will do my best to keep any alterations and improvements posted.  

If I use my imagination, I can easily foresee ALL testing moving towards the computer format.  I mean, why not?  It's convenient, earth-friendly, and ideally, more efficient.  However, the future is now, and the time to think about computer-based test strategies is upon us.  If you would like a copy of the graphic organizer, would like more information, or even have a suggestion, please comment.  The goal of a teacher is to educate students, not just the kiddos in one's own class, so I am happy to help in any way I can;-)

Reading Strategies for Computer- Based Testing 

1.      Get comfortable and get your space in order.

a.       Locate your computer, computer mouse, scrap paper and pencil.

2.      When you log on to take the test, ask yourself: “What tools will help me be a better test taker?”

a.       Your test tools include: a highlighter, eraser, pencil, note pad and an X to cross out answers you think might be wrong.

b.      Your Accessibility Panel includes:      

                                                              i.      Text to speech: where you can have the questions read to you out loud by the computer

                                                            ii.      Zoom: if you need the screen bigger

                                                          iii.      Color and Contrast: if you think you could read better if the screen was a different color or was brighter or darker.

                                                          iv.      Place marker: a bar that helps to keep your place as you read

3.      Take a deep breath.

a.       It is easy to rush through computer tests, so breathe deep, take your time, and do not rush.

4.      Make a prediction:  highlight the title of the passage using your highlighting tool at the top of your screen and look at any pictures that may be included. 

a.       Write the title of your passage on the line in your graphic organizer.

b.      Make a prediction on your graphic organizer what you think the passage will be about.

c.       Decide whether you think the passage is fiction or non-fiction

5.       Read through ALL the questions before you read the passage.

a.       Use your highlighter tool to highlight your KWIQ words as you read.

b.      Using your graphic organizer, number the questions and write down your KWIQ words.

c.       If the question specifies a certain paragraph, write that down!

6.      Read the passage

a.       As you read the passage, highlight the parts of the passage that answer your questions or refer to your KWIQ words.

b.      If you can, answer the questions as you read the passage.

c.       When you are done reading the passage, answer the remaining questions.

                                                              i.      ALWAYS flip back to the passage to find text evidence to support your answer.

d.      If you can eliminate an answer use your X tool to cross out that answer.

e.       If you think an answer choice might be correct, use your pencil tool and draw a + sign by the answer.

f.       Read through ALL answer choices before you click on the bubble.  Sometimes there are two possible answers, but you have to pick the BEST answer.

7.      Paired Passages

a.       Use the same strategies as you would with any passage.

b.      Read only ONE passage at a time.  Answer the questions for that passage.

c.       Read the other passage. Answer the questions for that passage.

d.      Then, answer the crossover questions using the same process of elimination.

Graphic Organizer:

Why EVERY Teacher Should be Utilizing Google Docs in the Classroom

Google Docs is a wonderful tool to use in the classroom.  As an ELAR middle school teacher I use this frequently in the class, particularly in collaborative writing assignments.  Multiple students can work simultaneously on a document on separate computers.  It is a fabulous tool to help build the skills of struggling writers by placing them in groups with stronger writers.

Additionally, the ability to work collaboratively on assignments applies to not only only Google Docs, but also Google Slides, Google Sheets, and Google Forms.  

This very week the students were assigned an assignment on Google Slides where they were to work collaboratively to build a presentation on an historical event or hero.  You may be thinking, “Hey, isn’t that History?”  But  ELAR is one of those subjects that can link all the subjects together!  With STAAR testing coming up, my team and I found the perfect opportunity to help simultaneously build strengths in reading comprehension, writing and history.  

While Google Docs is extremely useful in the class, it is extremely easy to use also.  Earlier this year my students worked collaboratively to create a Holocaust timeline.  They conducted research, and wrote a report with visuals based upon their research.  When they were finished they shared the document with a peer for peer editing, revised, and then sent it to me.  After checking over the report, I printed the assignment, and the students placed it on the timeline in the correct location out in the hallway for the other students to see and learn from.  

The  possibilities are numerous.  The biggest benefit, undoubtedly is collaborative aspect.  Students need collaboration, and this is a great tool to help them build multiple skills, including their collaborative skills.  

Every teacher should be utilizing Google Docs in the classroom.  The only setback, however, in the inability of many students to type.  That said, give plenty of time to conduct the research and type the reports.  The benefit also, is that students are able to access their documents at home, so they can always work on unfinished assignments at home.  Personally, I discourage homework, particularly computer-based assignments, in schools where the population of students is comprised of lower socioeconomic level students and ELLs (English Language Learners), the choice is ultimately yours.  Perhaps in another post I can share my rationale as to why homework is not helpful for the population above.

To Read the "Historical Events & Heroes" assignment, follow the link:

https://docs.google.com/document/d/1yOh4UTs8ASKy0FKkRazqZqlMUtIyVYnTSLAKTX-hkAg/edit?usp=sharing

Pinterest In The Classroom: Why YOU need to do this!

There are many reasons to get a Pinterest account, whether it is a desire to improve upon your baking skills, or find innovative and cost-efficient ways to improve your home décor.  Yet, Pinterest goes beyond personal use and self-improvement, and is a wonderful means to collaborate globally with educators.  A simple search on metacognitive thinking strategies, can lead you to hundreds of pins from teachers who have found crafty and effective ways to reach this generation of easily bored students.  A search on classroom décor can help give you a plethora of useful and, more importantly, adorable suggestions on how to create a warm and friendly environment in your classroom. 

If you think middle schoolers and high schoolers have grown out of the need for a colorful environment, you are Wrong, with a capital “W” my friend.  At the moment my classroom is covered for STAAR testing, but in a later post I will show you my classroom.  I have bright greens and pinks, flowers, big and decorative letters, and inspirational quotes.  You can walk into my class and feel comfortable, and let’s face it, school is an uncomfortable place for many kids.  So why do many classrooms for older students look like prisons?  I need color and I am more than twice the age of my middle schoolers.

Lastly, Pinterest is for more than simply stylistic choices in a classroom.  You can get wonderful ideas for lesson plans!  I have gotten free worksheets, suggestions, PowerPoint’s, etc., all on Pinterest.  Pinterest truly proves that sharing is indeed caring, because good educators understand that when they have a great tool in the classroom, they share it with other teachers, so that the lives of students can be impacted by teachers who care.

You can follow my "boards" on Pinterest @: https://www.pinterest.com/leesebee/classroom-ideas/

Web 2.0 Applications: Glogster

Working With Glogster

Glogster is a relatively simple Web 2.0 application to use, and is dynamic in terms of the content areas it can be utilized in.  In the instance above, I created a report for a short story my pre-AP students are currently reading.

I can definitely see the potential in using Glogster, particularly if I were to assign certain students a certain literary device to look for in a story.  It would be a great indicator of a students comprehension of literary devices, literary analysis, and coherent understanding of plot.  I could see this also being useful in any other subject, particularly in checking for student understanding.

While these e-posters are certainly visually appealing, the major set-back is that you are limited by the cost of being a Glogster member. It is $95 for one teacher + 125 students per year and $390 for up to ten teachers and 250 students per year.  Moreover, when using the free version, you have certain limitations that prevent you from truly getting the full Glogster feel (such as embedding videos in the poster).

That said, if you would like to utilize this, you would definitely need the help of administrators to fund this.   It would be worth it, if you think you and your team have the time and resources to get your (or rather the districts) money's worth.


Here's the link to my Glogster poster :)

"Roman Fever" Glogster

"Discipline with Dignity:" A Book to Remember

"Discipline with Dignity:" A Book to Remember

Whether an experienced teacher, or an inexperienced teacher, we all struggle with maintaining order and peace in the classroom.  I currently work as a middle school ELAR teacher.  As you may or may not know, middle school is a particularly challenging group of students to work with.  I work daily with a group of "in-betweeners," meaning that they are in-between the stage of blind childish obedience and security in their independence as young adults.  The fact is that this group of young adults is not only testing their boundaries, but have just recently discovered that the boundary even exists, and that it is flexible!

When I first began teaching, I found myself struggling to maintain order, not solely because I was inexperienced, but because I was torn in so many directions in trying to discover who I was as a teacher.  I kept getting "words of wisdom" from others who maintained that students needed to fear you in order to respect you.  Fear was equated to respect.

But I felt wrong.

By nature, I am not a "yeller."  By no means am I reserved, nor passive, I simply do not like to yell.  Moreover, growing up in a home where yelling was the sole means to conversing, I am particularly sensitive to yelling, and as a result, did not adapt well to a teaching strategy of yelling at students, and berating them in front of peers to "teach them a lesson."

I needed help and advice, but felt ashamed to ask. My dear and wonderful husband, seeing my struggle and being witness to my tears of frustration gave me a book that changed me as a teacher and helped to set me on the right path.  That book was: "Discipline with Dignity" by Richard L. Curwin, among other writers.

From the book I was able to gain peace.

I would like to emphasize, however, that the teachers who are successful "yellers" are by no means "bad" teachers, they are simply different than myself- and that is okay.  As an educator I have the ability to set the tone of my class, and I chose to be different.  Having a tone of integrity and respect in no way makes my classroom more organized, and my test results better.  In fact, from what I have seen, the teachers who adapt the tactic of fear-based learning have less classroom disruptions, and, at times, may have slightly higher test scores, but the students in my class have learned to make good and right choices, not because "I said so," but because it is the right thing to do.  When I am not present in the classroom, they behave honorably.  If a peer is hurt, they respond with kindness.

I have one example that I will never forget.  This year, I had a particularly "rough" bunch of students in one class.  This group was notorious for their violence, misbehavior, and have even been explicitly "hated" by other teachers at the school. One day, while walking back from lunch (which, by the way, this "rough" class is the most quite and organized group that goes out to lunch), a boy in the class bent to tie his shoe, and his pants ripped.  Not ONE student laughed or snickered.  Immediately a student offered to get a coat to help cover him, so that he could walk to the office to get replacement pants.  It is behavior such as that, that is the result of disciplining with dignity.

I set a tone of integrity and respect in my class, and those are skills that the students in my classes will carry within them for the duration of their life.  When they are adults, they may not remember the theme of "The Giver," they may not remember what alliteration is.  They will remember, however, that their middle school ELAR teacher believed that goodness existed in them, and that they were worthy of respect, even though they were younger and less educated.  Great teachers inspire students to believe that they can achieve their dreams in a world where they are witness to over-whelming failure and sadness.  Great teachers teach lessons that can be carried out into the world, and don't simply exist on paper.

Ronald Reagan once said:

"The greatest leader is not necessarily the one who does the greatest things.  He is the one who gets others to do the greatest things."

While I am far from the "greatest" teacher, I have accomplished greatness by teaching students to show grace and compassion, because their teacher showed it first to them.  

Cursive is dead, and we have killed it!

Is Cursive Relevant in the ELA-R Classroom?

As education tries to catch up with the increasingly viable importance of technology in the classroom, the question I find myself asking as a middle school ELAR teacher is "is cursive still relevant?"  As a member of the Millennial Generation I was one of the last groups of children where the ability to write in cursive was decidedly important, as it was core to the curriculum teacher's based their lessons upon.  Now as an educator myself, I find that few middle school students know how to write in cursive.  In fact, cursive writing has altogether been removed from many state teaching standards for elementary school.

While I can understand how the teaching of cursive has become devalued in a society where the future is in the ability to understand how to use computers and engage in technology, my problem becomes why cursive lessons have not been replaced with typing lessons?  Now, the students entering into the middle school classroom are unable to write in cursive and unable to type.  This is a major problem when it appears that typing is something students are taught in high school (sometimes), and the ultimate desire of any modern-day educator is to integrate technology in the classroom in every level of education.  Furthermore, the inability to type creates students who are fearful of expressing their thoughts on a computer.  Rather than enhance  expression, anything where typing is necessary becomes more of a hindrance to students.

The unfair assumption has become that the ability of students to access social media means that they are media-literate.  This could not be further from the truth.  Sure students can text, upload selfies, and make minuscule comments on their friend's status', but that is a far cry from being able to type a research essay or collaborate with peers in an online discussion about the various themes found in a text.

My proposition is: teach students typing in elementary.  

By students entering into middle school and high school with the necessary foundations of media-literacy we can open the doors of possibility for educators to use technology in the classroom, and for the students to have the confidence and necessary tools in their belt to dive in and express themselves with full confidence.

While there are many educators out there in the United States who have entering into the classroom students who are fully capable of typing, among many other skills in terms of their interaction with technology, the group of students borne into a lower socio-economic standing do not have these skills.  In order to level the playing field for students of every background, typing needs to become a part of the elementary school curriculum.  

Yes, cursive may be dead in education, but there needs to be a replacement that speaks to the needs of the tech-savy society our students live in.

Video:  "Cursive is Dead!"