Educating the mind without educating the heart is no education at all.
—Aristotle
Imagining Students Outside of Our Classrooms
When people hear that I’ve volunteered to be one of the chaperones for our sixth-grade field trip, they usually give me an expression showing sympathy for my situation. The situation is this: We take roughly 125 sixth graders several hours from home to camp in cabins in the woods for four days and three nights, a long-standing tradition valued by the community that has taken place in our district since 1964.
The truth is, I don’t mind, and I tell them that.
This is usually met with an incredulous smile, but I love this trip and here’s why:
Before the trip, I have spent about 160 days in a classroom with my students. We read and write and talk and listen to each other. Although we know things about each other from outside our classroom walls, it’s rare that I get to actually spend any time outside of class with my students.
This trip is different. I take students on a 1.5-hour trek through a ravine and up a waterfall trail. I sit and eat three meals a day with a group of students for four days. I watch students act (and act myself) on our infamous “skit” night, where we all need to let go of our insecurities and just be silly. In other words, I get to know my students as they are outside of our classroom walls. And without fail, I get to see another side of my students that helps me appreciate them as whole, rounded people.
I see Shane, who is scattered and disorganized in class, appreciating all the small creatures and plants we see on our hike, and I think that maybe people who appear scattered and disorganized in class are better able to slow down and appreciate little things around them.
I see Jimmy, who has a 1:1 aide traveling with him all day during school because he struggles with anger, keeping everyone laughing throughout our meals with his incredibly witty sense of humor.
I see Brooke, whom I judged to be part of the “popular” crowd, including Michael, who is definitely not part of the “popular” crowd, during the dance when no one else does.
I see Aly, who was terrified of bugs and worms before the trip, not only catch a fish but bait her own hook and remove her catch from the hook with pride.
I see Rocco, who rarely does what I ask him in class, be the most enthusiastic server, going out of his way to make sure everyone at our table gets what they need and what they want.
These other sides of my students help me appreciate them in a fuller light, seeing strengths and parts that may be tucked away when they’re in the classroom.
And the only regret I have is that this trip takes place the week after Memorial Day weekend, when our time together is coming to an end. I imagine the possibilities if it had taken place earlier in the year. Maybe I don’t need a trip. Maybe I just need to imagine who else my students are outside of my classroom.
Shine on,
Tara Barnett and Kate Mills
Contributors
PS—This week we are sharing peeks into classrooms on our Instagram feed and more book talks. If you want to keep a finger on the pulse of what’s happening in classrooms, then join us on Instagram @choice_literacy. Our feed curates snapshots from in-the-field educators who are just as smart and funny as you are.
Brian Sepe guides us in the importance of creating and living by mantras. There is no better time than the beginning of a school year to check in with your own personal mantras. This Leaders Lounge article was first published in 2021.
Follow Brian on TikTok for more of his thoughts about #instructionalcoaching.
Jen Schwanke shares some strategies for sustaining student attention beyond just calling out a student’s name over and over and over again. This article was first published in 2019.
Bitsy Parks teaches the foundations of first-grade classroom life through minilessons early in the year. This article was first published in 2018.
General Workshop Routines is a field experience course that invites us to consider the routines of opening the day, workshop norms, meeting areas, and transitions to make workshop run smoothly.
Classroom observations are some of the most valuable learning experiences. Yet there is no way you can see everything when visiting a live classroom. Our Field Experience collection allows you to virtually discover a variety of field experiences and see instructional strategies that pique your interest, as well as learn about the art of teaching. Many professors find our Field Experience collection perfect for their students.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Gretchen Schroeder is surprised to find benefits of a stronger community and communication skills through a practical attendance practice in her high school classroom.
In a new QuickTake video, Melissa Quimby advises leaving space for students to personalize the classroom when they arrive to start the new school year.
In this encore video, Katrina Edwards demonstrates a daily word work activity with her first-grade students in which they use oral and kinesthetic routines to master new words they should “know by heart.”
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
In this Coaching Minute, Tara Barnett and Kate Mills share an important first step for instructional coaches to help teachers feel invited into the coaching relationship: Make shared coaching plans.
PD2GO: Intentionally building a community of writers is essential for an effective writing workshop. In this session, participants will consider healthy ways to establish a community of writers at the beginning of the school year.
Quote It:
Leaders are dealers in hope.
—Mark Miller
That’s all for this week!
