I wouldn’t say anything is impossible. I think that everything is possible as long as you put your mind to it and put the work and time into it.
—Michael Phelps
Goggles and Independence
I love water aerobics, so when a new class called Deep Water Boot Camp opened, I couldn’t wait to join. It had been too many years since I had participated in a water aerobics class.
I still loved it, but I found myself struggling because of my contact lenses. I couldn’t do the number of reps I wanted to do because I needed to stop and make sure my contacts didn’t float away. I was disoriented as we swam burpees or short laps because I kept my eyes squeezed shut. I slipped off my noodle during the core balance exercises because water kept dripping into my eyes and my contact lenses would slip off.
Finally, I noticed that everyone else used swim goggles. As a former lifeguard and licensed scuba diver, I’m not a stranger to gear. I rummaged around my swim things and found my goggles.
At the next class, I secured my goggles and dove into the deep end of the pool, at once remembering the peace of swimming. I wasn’t worried about my contacts, but instead focused on my strokes and breathing. Throughout the class, I settled into a state of flow rather than anxious concern about losing a contact lens. It was glorious.
And it made me think about students. How often do they try to follow along but are anxious? How do we give them tools to become more independent? Independence can lead to peace, and it can be glorious.
One way for students to become more independent is for them to begin teaching one another. This week we curated articles about intentionally uplifting students as teachers—plus more, as always.
Shine on,
Ruth Ayres
Editor in Chief
Students are always watching us, whether we realize it or not. Jennifer Schwanke explains how we can capitalize on that interest to build independent reading and writing habits. This article was first published in 2018.
Ruth Ayres notices how the distinction between writers and teachers who write is subtle but essential for understanding mentoring in workshops. This article was first published in 2018.
Carly Ullmer ponders what it means to take risks in her middle school classroom as she and her students experiment with different response options. This article was first published in 2016.
The Lead Learners is reading Leading Like a C.O.A.C.H. by Matt Renwick. This is a virtual study group that includes a book club plan, information about facilitating a book club in your school, and resources to support reflective practice for those reading alone. Grab a copy of the book and join us!
(The Lead Learners provides workshops, mentoring, and a supportive community for grassroots teacher leaders.)
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.
Tara Barnett and Kate Mills share a process for empowering students to be teachers in partnerships and small-group instruction.
In this video, Sean Moore confers with second grader Isaiah. Sean prepares Isaiah to share what he is learning later in the writing workshop.
In this encore video, Beth Lawson shares her writing process, as well as the emotions and struggles writers face, with her fourth-grade 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.
Julie Cox offers insight and encouragement to be confident in your own teaching strengths.
In this Picture-It, Ruth Ayres prioritizes nurturing relationships with students when material-use goes awry.
Mike Anderson reminds us how small shifts in teacher talk make a big difference.
Quote It:
My mission in life is not merely to survive, but to thrive and do so with some passion, some compassion, some humor, and some style.
—Attributed to Maya Angelou
That’s all for this week!
