Tomorrow, We’ll Celebrate!

Cookie Bar

Chocolate chip cookie bars are fresh out of the oven.  The smell is sweet for more than one reason.  Tomorrow, we’ll celebrate.  We have three days of school left and we just have to celebrate.

Getting students to come to school is the very first step to learning.  If they don’t come, they miss out.  This year, one huge thing stuck out to me about my class… they were always there.  Just ask the secretaries!  I can’t count how many times I forgot to take attendance this year (sorry, Ladies!) mainly because it was never on my mind. My fifth graders were always there.

I’m a data person so I crunched some numbers tonight.  The results blew me away…

  • The students were only absent 69 days combined the entire year.
    • That means they were present 98% of the time.
    • That also means they were only absent 2% of the time.
    • Individually, that means they averaged 3.6 days absent each.
  • When you take out known family vacations (a few lengthy ones were taken) the students were only absent 54 days combined the entire year.
    • That means they were present 98.4% of the time.
    • That also means they were only absent 1.6% of the time.
    • Individually, that means they averaged 2.8 days absent each.
  • 42% of the students were absent between 0-2 days the entire year.
  • 16% of the students have perfect attendance for the entire year!

So tomorrow, we’ll celebrate.  We’ll celebrate with gooey chocolate chip cookie bars that melt in our mouths.  But most of all, we’ll celebrate the sweet taste of the students’ commitment to learning.

Cherish It

Cherish It

If ever you need proof that creating engaging experiences is worth it, just listen to your kids.  Today my class started the day with the daily discussion question, “What have you loved most about fifth grade?”  The kids answer the question, give evidence for their answers and then conclude with a, “So what?” inference which addresses the bigger picture.

One student stood proudly on her chair as she expressed how much she loved the, “special types of lessons we do.”  She gave two examples of hard concepts that she felt she learned because of the game and the song, respectively, that went along with each lesson.  Then came her, “So what?” inference.

“So, if you get the chance to have special lessons, cherish it!

In one sentence, goosebumps covered my arms and every late night of planning, every trip to the dollar store, every summer brainstorming session with my Teach like a Pirate hook chart and every alien look I ever received was instantly worth it.

We, as educators, have the chance to positively impact the lives of children.  We have been given the opportunity to create experiences our students will never forget.  Cherish it!

I Appreciate You

As I connect to an increasing number of educators around the country and world, I can’t help but realize how many amazing people work in our profession.  I mean, truly, I am in awe.  The things you see on social media are nothing short of incredible.  People pour their hearts out for kids moment after moment, day after day and it is a beautiful thing.

In honor of Teacher Appreciation Week, I’d like to recognize five educators who inspire me.  It’s easy for leaders to rise to the top of the field and stick exclusively to other leading educators.  The people that I respect the most make everyone around them feel noticed and appreciated, no matter what kind of status those people have.  All five of my 2017 Education Heroes stand out because they notice all people.

Hero

RYAN MCLANE (@McLane_Ryan)

When I first started out on Twitter, many of my tweets fell on deaf ears.  But I always noticed one thing.  Ryan McLane was listening. He’d retweet, like and respond to my thoughts when no one else did.  Then, about a year ago, I decided to start this blog.  I wanted to become a connected blogger but didn’t really know where to start.  I threw something out there on Twitter and Ryan connected me to the Compelled Tribe.  His response opened countless doors for me.  What I love most about Ryan is that even though we have never met, he has never seen me teach and he has no reason to support me, he does.  Thank you for hearing my voice, Ryan.  I appreciate you.

PAUL SOLARZ (@PaulSolarz)

I love that Paul is a phenomenal teacher and he hasn’t left the classroom for the world of administration.  It gives me hope that I might be brave enough to do the same.  He is a true expert when it comes to turning things over to the kids and giving them ownership.  Although we’ve never met, I have always felt like his classroom is a “brother” classroom to mine because of our similar teaching styles.  He pushes me to turn as much as I can over to my students.  His knowledge of best practices is immeasurable and it is obvious that he is passionate about sharing his ideas.  Paul doesn’t brag or boast and is always available to answer a question or share a resource.  Thank you for pushing me to dig deeper, Paul.  I appreciate you.

ADAM WELCOME (@awelcome)

Adam Welcome and I.JPG

Adam is an innovator.  He’s honest and shares what our profession needs to hear.  He’s a fearless leader who dares to ask the question, “Why not?”  More than anything, Adam is a good person.  He’s active on our KDI Voxer group.  And get this!  Earlier this week he flew from California to a speaking engagement in New York, where I live.  Most people would have gone straight to the speaking engagement and then flown home.  Not Adam!  Instead of stopping at his hotel to rest after taking the red eye to New York, he found out where I teach and drove an hour each way to hang out.  It was a visit I’ll never forget.  Thank you for making me feel seen, Adam.  I appreciate you.

DAN TRICARICO (@thezenteacher)

Dan shares an important message in his book.  You can be an educator and live a balanced life.  Do you feel like you just read that sentence wrong?  Well, you didn’t.  It’s true!  Dan reminds us that we are better for our students when we take care of ourselves first.  If I had to give only one book to every educator, The Zen Teacher would be it.  When I first started teaching, I noticed that everyone I admired in the field of education worked 24/7 which left me wondering if that was the only recipe for success.  I’ve since learned that you can pour your heart into what you do, get kids to thrive in the classroom and, wait for it… have a life!  Thank you for giving educators permission to take care of themselves, Dan.  I appreciate you.

DAVE BURGESS (@burgessdave)

Dave and I New.jpg

That’s right!  Only a pirate can make this list two years in a row.  But honestly, after reflecting on the last year, Dave had to stay on the list.  Look at the previous four people who have inspired me… all DBC writers.  Dave gives a voice to seemingly ordinary people and shines a spotlight on all of the extraordinary things they do.  Have a question? He’ll respond.  Share an idea?  He’ll retweet it.  Hosting a chat?  He’ll be there to participate in it.  He doesn’t have to but these things are, hands down, what separate him from the rest of the pack.  As I learn more and more about leaders in education, I am more and more impressed by Dave.  Few go out of their way to remember the “small educators” once they’ve found their own success.  Not only does Dave remember the small people but he makes them feel big.  Thank you for steering the education ship, Dave.  I appreciate you.

You're Amazing!.png

Capping Off the Year with Compliments

Soon enough all of our staff will be lined up on the sidewalk of our school.  It will be a steamy day in late June.   We’ll be watching the buses drive off one last time.  The smell of diesel will fill the air.  Bus drivers will be blaring their horns.  Kids will be waving from the bus windows, some with summer smiles adorning their faces, others with tears streaming down their faces.  I’ll be choking back tears as memories of a school year that has, once again, disappeared all too soon flood my mind.  It’s a tear-jerking, beautiful tradition that marks the end of our school year.

In the days leading up to this moment, my students won’t be signing yearbooks.  In fact, it is rare for anyone in my class to purchase one.  Instead, in years past, the kids would grab a piece of paper and have all of their classmates sign it.  They wanted something to hold onto, some sort of physical reminder of their classmates, as they left for summer vacation.  Knowing this paper would quickly become lost, I wanted to send my students home with something to treasure but I struggled to find something meaningful.  Fortunately, thanks to social media, I came across an idea that my students really enjoy.

Compliment Cap Supplies

In the last few days of school, we take time to reflect on the strengths of each member of our classroom family.  The students brainstorm independently and then write out their compliments.  They make sure the compliments are very specific and unique to each recipient.  I purchase blank hats and fabric markers.  Every student gets a hat.  Then, the students write one compliment for each child on his/her hat.  In the end, the kids have colorful hats full of compliments from their classmates.  It’s a phenomenal way for students to cap off the end of the year!

Compliment Caps

*The photo of the hats has been blurred to protect the confidentiality of students.  The hats are usually much brighter.*

Letters of Love for State Testing

Letters of Love

Next week is our state math exam.  In total, the students participate in three days of ELA exams and three days of math exams.  It’s a time that can be stressful for students but I’d like to share a great way to quickly reduce the students’ stress…. Letters of Love!

About two weeks prior to the exams, I write to the families of my students asking them to send in anywhere between one and six letters.  It’s completely their choice whether they send one letter that can be reread every day, a handful of letters that can be read and reread or six different letters for each day.  The instructions are simple.  Write a letter of encouragement to your student.  I add a few suggestions that are listed below.

  • It doesn’t have to be long.
  • Keep it positive! 🙂
  • Feel free to include drawings, pictures or photographs.
  • Use your creativity.
  • Last year we even had notes written from students’ pets.  These letters definitely made the kids smile!

We all know the families give our students extra big hugs and take the time to encourage the kids before they run out the door to catch the bus on the days of the exams.  But, by the time the students ride the bus to school (for some of our students it’s close to an hour), see their friends, eat breakfast, go to the bathroom and return to their seats for the day, they aren’t thinking about the giant hug they received.  I wanted my students to take a deep breath and hear that they are loved from the people who matter most to them right before they started each exam.

Here are three important pointers about Letters of Love…

  • Set a due date for the letters a few days before the exam. That way you’ll know which students didn’t get a letter.  Make sure to write letters of encouragement to all of the students who didn’t receive a letter from home.  Every student has to have a letter on his/her desk on the day of each exam.  If letters trickle in after the due date, replace the letter you wrote with the one from home.
  • Do not leave the letters on the desks during the exam. My kids read the letters in the morning while they are eating breakfast and coloring (another stress reliever) before announcements.  Well before I begin reading test directions, I collect the letters.  I guess this one depends on the state you are in, but we would not be allowed to keep the letters on the students’ desks during actual testing.
  • Let the students keep their letters once all of the exams are over.

This has been the easiest thing to implement.  The families love it and so do the kids.  It gives students a chance to relax and take a deep breath before each exam which is exactly what I need them to do.  And yes, I really do have pets write letters.  Families are so creative!  How cool is it to come in on the day of an exam and read a letter of encouragement from your horse, cat or dog?  It’s a guaranteed smile on the child’s face, instant giggling from all of the friends sitting nearby and most importantly, the perfect opportunity to relax!

Reading is Supposed to be Quiet, Right? Wrong!

Partner Reading Final

In our classroom, I utilize a reading workshop model.  A mini-lesson followed by independent reading and guided reading.  I’ve always wondered how I could make independent reading more robust.  I love the “why” of independent reading but there were always a few students who weren’t totally into it.  Given that so much time is spent independent reading each day, I needed to make sure students were getting a ton out of it.  Last year I had the opportunity to see Ellin Keene model a guided reading lesson with some students from our school and a light bulb went off as she was teaching.  So, at the end of last year, my class and I started partner reading.  The basic premise goes like this… as long as you are not meeting for guided reading on a given day, you may read with a partner.  Easy, right?  Want to get started?  Here’s how we did it.

GET STARTED

Keep It Simple

  • Don’t make it more complicated than it needs to be.
    • I didn’t want the kids to have to read with someone in their guided reading group.  So I asked the kids before we started, “What will we do if your partner is in guided reading one day and you get called to guided reading on a different day?”  Their response, “We’ll read a different book until our partner is available.”  Problem solved.  Kids are the best, aren’t they?
    • If you don’t have two copies of the same book for each partner, the kids will read out of one copy.
    • Let the kids decide how they read. They can alternate reading aloud by paragraph, page, chapter or section.  Some prefer to read a chunk silently then talk.  Others assign roles and alternate by characters, narrator etc (more on this to come).
    • Don’t think about reading levels. Don’t choose the book for the kids.  Let them pick by interest only.  They’ll abandon the book if they aren’t getting anything out of it.
  • Let it be fluid. When they finish, they can read another book with the same partner or wait for a new partner to become available.  While they wait, they read independently.  It doesn’t need to be complicated.  No rotating charts.  Leave it to the kids to figure out.
  • Make sure there is some variety in reading partners.  I really don’t monitor this much because the partners have changed naturally but just make sure the same two kids aren’t always reading together.  They’ll learn different things from different partners.
  • Embrace the noise! Reading time is supposed to be quiet, right? Wrong!  The room will be louder than you’re probably used to during independent reading time but as you listen in, you’ll hear amazing things.  I like a loud classroom but still found I noticed the noise initially.  I would look up from my guided reading group to scan the room.  After a quick scan I realized I was the only one who noticed the noise.  Seeing the benefits, I quickly embraced the noise.

OBSERVABLE BENEFITS

We Love Reading

  • Increase in on-task behavior during reading time. With an accountability partner, students are more engaged and they all read.
  • More questions are asked and predictions are shared as kids read. When you have a buddy to turn to, why not ask and share?
  • Word solving becomes more fun. The kids are more likely to stop and figure out words when they have a buddy to help.  They are also more likely to notice they’ve made a mistake in the first place.
  • Huge increase in fluency.  Students become the characters.  I mean, they really get into it!  They change their voices and take on roles as they read, just like a play.  Conversations can actually be read in a back and forth style.  I’m not sure this always happens when students read independently.
  • Book recommendations, galore! Students become more interested in what other people are reading because they overhear bits and pieces.  Plus, they are more into what they’re reading so they beg others to read the books when they’re done.
  • Interactions with multiple students in the class. Sometimes the partners they choose surprise me, in the best way.  It’s great to see students step out of their comfort zones and bond over a love for a certain type of book.
  • It’s enjoyable! They’ll be reading more accurately and fluently.  They understand better.  What’s not to enjoy?  I hear giggling and gasping, belly laughing and anger.  They run up to me when reading is over and grill me, “Why would the author do that?”
  • Did I mention how much they look forward to reading? When I call guided reading groups I hear a lot of, “Urgh! Now we have to wait until tomorrow to read together!” comments.  It’s not because they don’t like guided reading but rather that they’re dying to partner read.

We are social people.  When I read a book, I talk about it.  I join Twitter chats and Voxer groups so I can flesh out my thinking.  Let’s not deprive our students of this natural reading opportunity in the classroom.

It All Goes Back to Relationships!

 

Relationships-Collaborative

Relationships are the essential element in our schools. The old adage, “Kids don’t care how much you know until they know how much you care,” is true especially in today’s society when kids are used to so much choice in their world. Also, in today’s busy world, it’s important for teachers and school staff to make positive connections with students. We must be intentional and taking time with these relationships must be purposeful.

Members of the Compelled Tribe have teamed up to share practical ways for educators to build relationships with students. As connected educators we also embrace the notion that it is the power of the team that drives much of what we do. How do you build relationships with those that you serve? See the list below for ideas to add to what you may be already doing in the buildings and districts in which you work.

  1. Greet students at the door. Smile and call them by name. Tell them you are glad to see them.
  2. Ask your students to share three things about themselves. Let them choose what they share. Keep them on index cards to help make connections throughout the year.
  3. Know your students families. As important as it is to know the students, make the connection to home. Great relationships with your kids starts where they kick off their day. As the year continues and both the good and bad arise, having that connection will be crucial to getting the results you are seeking.
  4. Journal writing is an activity to get to know your students well and give students a voice in the classroom.
  5. Make positive phone calls home especially within the first two weeks of the school year.
  6. Genius Hour/Passion Projects really give teachers an opportunity to learn about student passions.
  7. Have kids make something that represents them out of Play-dough and share.
  8. In the first couple of days of school, learn the first name of every student in your first class of the day, and something personal and unique about them that has nothing to do with your first class of the day.
  9. Be vulnerable!  Let your guard down and show your students that you are a learner, you make mistakes, and persevere.  They will see you as a person, opening the door for a relationship built on trust. Share stories about yourself as a learner or challenges you’ve faced when you were there age and help them see what it took to overcome it. It’s easy to forget how much a simple connection can make the difference.
  10. Eat together.  Have breakfast with a small group of kids or join them at the lunch table.  Gathering around meal time provides an informal way to have conversations and get to know your students.
  11. Hold Monday morning meetings (We call them “Weekend News Updates”).  Ask each student to share about their weekend – good or bad.  Ask questions.  Be sure to share about your weekend too!  Occasionally bring in breakfast or make hot chocolate.
  12. Laugh with them. Frequently. Show them that school, and your class, is just not about learning stuff. It is about sharing an experience. Tell them you missed them if they were out.
  13. Keep in touch with past students.  Show past students that you do not have a 1 year contract with them.  The ongoing relationship will also model to your current students the value of a positive classroom community.
  14. At the elementary level — hold morning meeting everyday as a class and stick to the routine of greeting, sharing, team building activity, and morning message.  This is a sacred time to build and maintain a culture of risk tasking and building relationships.
  15. Send positive postcards home to every child. Have them address it on the first day of the quarter, keep them and challenge yourself to find at least one thing each quarter to celebrate about your students, let them and their parents know.
  16. Find their interests and what motivates them! Sometimes it may take a bit to break down barriers and build trust, but through being genuine and authentic with them this will happen in no time.
  17. Make personal phone calls to parents. Find one good thing to say about the children in your class.  It can be how they contributed to a class discussion or how well mannered they are in class or in the halls. For older students it can be how diligent a student is at learning challenging content.
  18. Share something about yourself that they will find relevant or interesting to extend your relationships with students.
  19. Tell a story from a time you were their age. This approach allows students to see teachers as they once were and make connections easier to establish and maintain.
  20. Create a unique handshake or symbol for each of your students.  Use it when you greet them at the door or say goodbye.
  21. Eat lunch with a group of kids throughout the week. They will enjoy a time dedicated just to them. (And you will enjoy a peaceful lunch!)
  22. As a school, hold monthly celebrations to recognize students and educators their accomplishments.
  23. Take pictures with students. Print. Write a special note on the back to the student.
  24. At the end of a term or year, write a thank you to students telling them what you have learned from them. Be specific and honest – authenticity goes a long way. Try to make the note handwritten if possible, but email works well too.
  25. Each day write two students a personal  note about something that you have noticed about them.  Go into some detail and be specific. Keep track of who you reach out to over the year and try and reach as many students as you can. The time you spend doing this will deepen connections and pay off 10 fold.
  26. Have dance parties! It is so fun to let loose and get down with students. Students love seeing you have fun with them, and the saying goes, “The class that dances together, stays together”.
  27. Play with students at recess or during a free time. Climb the monkey bars, play kickball, or tag. Students will never forget you connecting with them on the playground.
  28. Hang out in the hall to give high fives or to have quick conversations with students. Relationship-building can be squeezed into any time of the day.
  29. Notice students having a bad day. Ask questions without prying. Show that you care. Follow up the next day, week, etc.
  30. When a student is having a rough day, ask if he/she has eaten. We are all more unreasonable when we are hungry. Keep a supply of snacks on hand (ex: breakfast bars, crackers, etc).
  31. Go see students at their events: sports, theater, dance, volunteering. Meet parents and families.
  32. When a student stops to say “Hello” and has a friend in tow, introduce yourself and be sure that the guest feels important.
  33. Stop class from time to time with a comment such as, “Hey, everyone, Katie just asked me a great question. I think you’ll all benefit from this. Katie, could you repeat that for everyone?”
  34. Sing “Happy Birthday” to students; send birthday emails (I use “Boomerang” to schedule my birthday emails each month).
  35. Say “I missed you yesterday” when a student has been absent. Be sincere.
  36. We have to make time to grow relationships with our students. This time can not always be in a planner or a calendar. Sometimes, this simply means just being there for your students.
  37. Mail them a postcard for their birthday. They are always amazed to receive personal mail!
  38. In a leadership position, learn as many names as you can. Greet students by their name as often as you are able.
  39. Music! Bond with your students over music. Play soft classical music while they are working. Incorporate music/songs into special events or lessons.
  40. Classroom: Start a compliment jar. Share comments at the end of class or randomly throughout the day. School: Do shout-outs during morning (or afternoon) announcements/news show.
  41. Smile and make eye contact.  “Good morning”, “Good afternoon”.  Something as simple as a greeting in the hall with smile and eye contact conveys both warmth & safety.  Try it tomorrow.  
  42. First day of math class have them choose 10 numbers that are significant to them (3 for number of cats, 1 for brothers, 20 for number of hours they work, etc.).  Everyone shares out.  You will learn lots about all your students in one day.  
  43. Cut them some slack every now and then.  “What were you doing?  What should you have been doing?  Can you do that for me next time?”  We all make mistakes.  
  44. Hold class celebrations and have students develop unique cheers for various accomplishments…these can be anything from a sports team victory, to being selected for something, to earning a grade, and they need not be school related.
  45. Allen Mendler’s 2×10 strategy for challenging students. Spend 2 minutes per day for 10 consecutive days talking to a student about something not academic.
  46. Share your own goals, successes/failures. Don’t be a mystery to your students.
  47. After morning announcements have students participate in a daily discussion question.  Have a student read the question and set a timer for two and a half minutes.  Each person turns to a partner and answers the question then volunteers share with the whole class.  Each question, in some way, will help you get to know your students.
  48. Halfway through the year, have your parents and students fill out a feedback form.  In my classroom, these forms look different.  Allow them to evaluate you so you can keep what works and change things that aren’t working.
  49. In your summer introduction letter, include a letter asking parents to write about their children in 1,000,000 words or less.  Keep the assignment voluntary and open so they tell you what is most important to them.
  50. Don’t be too busy to truly listen.  Listen to understand, not to respond.  Are you starting a lesson when a student interrupts and tells you they are moving?  Take the minute to hear them out.  That time will mean more to the student than the first minute of the lesson ever will.
  51. When students get stuck in class, teach the other students to cheer them on.  We do a simple, “Come on, [Name], you can do it,” followed by three seconds of clapping.
  52. Teach students call and responses to uplift each other.  When a student responds with something profound and someone loves it, that student gets to start the cheer.
  53. When you check in with groups to give them feedback or see how it’s going, make sure you are seeing them eye-to-eye.  If they’re sitting, don’t stand.  Pull up a chair next to them.  If they’re sitting on the floor, sit down on the floor next to them to avoid standing over them.
  54. Give honest feedback even when it may not be positive.  Your students will appreciate that you expect more out of them than they’re showing.
  55. Create a “You Matter” wall.  Take fun pictures of each of your students.  Print each photo and put each student’s photo in an 8×10 frame.  Hang them all on your wall under a “You Matter” heading.  At the end of the year, send the photos home with students.
  56. Tell them what was hard for you when you went through school and how you worked to overcome the challenges.  It shows they aren’t the only ones who struggle.
  57. Defend your students in front of other people.
  58. Take risks so students feel comfortable doing the same.  Don’t ask them to do anything you wouldn’t do.
  59. Create something that is unique to your class.  For us, it’s a house competition.  It’s something that connects my past students and current students.  It’s also a family bond that only the students who have been in my class understand.
  60. Apologize when you make a mistake.
  61. Cook together and then you can eat family style in the classroom. Some fun and easy crockpot meals: applesauce, vegetable soup, chicken and dumplings. Then, make cupcakes for dessert!
  62. Every so often, take the pulse of your building according to students. Convene a volunteer roundtable with student reps from various groups (athletes, scholars, quiet, loud) and ask them for critical feedback about topics you are working on. Some ideas I’ve seen discussed in this format include schoolwide incentives (assemblies, sledding event, etc.), dress code, and discussing recess options for winter.
  63. During your informal walk throughs, saddle up right next to students and ask them the purpose of the lesson they are involved in. Why do you think the teacher is asking you to work on this? You’ll be more than surprised with the honest feedback.
  64. Bring board games back! Add a few games like Checkers, Uno or Chess to your lunch table options. See if any students are willing to play a game or two with you and others.
  65. Use sidewalk chalk to decorate the entry of your building with positive messages to students. Have teachers help you write and draw the notes!
  66. Leave nice notes on post-its for students on the outside of their lockers. Recruit other students to help spread the kindness throughout many lockers!
  67. Forgive them when they make mistakes. Remind them that mistakes are opportunities for learning. Don’t hold grudges against misbehavior and don’t allow other adults to hold them either.
  68. Make time for dismissal. Tell them you can’t wait to see them tomorrow and share high fives on the way out!
  69. Notice which students still don’t have money to pay for lunch. Help them out when you can. Treat them to a snack they don’t usually get to purchase at lunch time.
  70. Find special projects that need to be done around school and recruit the most unlikely helpers.
  71. Remind your students you and your staff were all kids once too. Have your team bring in pictures of themselves as children (at the ages you have in your school). Post them and have a contest allowing students to guess which teacher is which. Those 80s pictures are the most popular!
  72. My favorite question to ask my students or any student I come in contact with is what are you into lately? This opens communication with your students and let’s them know you are interested.
  73. Allow students to do a job shadow. Give them a peek into what you do and how you make daily decisions.
  74. Host an ice cream social for students that meet certain goals.

The list will grow as our experiences and our connections grow. Feel free to reach out to any of the Tribe members listed below to learn more about the power of our team and how our tribe constantly supports each other in our teaching, leading and learning.

Compelled Tribe Contributors:

Jennifer Hogan, The Compelled Educator  @Jennifer_Hogan
Jonathon Wennstrom, Spark of Learning  @jon_wennstrom
Craig Vroom, Fueling Education, @Vroom6
Allyson Apsey, Serendipity in Education, @allysonapsey
Sandy King Inspiring The Light @sandeeteach
Gary Kidd Reflections and Rants from the Asst Principal, @hinotewailer
Jacie Maslyk   http://jaciemaslyk.blogspot.com/    @DrJacieMaslyk
Jodie Pierpoint  Journey In Learning @jodiepierpoint
Jim Cordery   Mr. Cordery’s Blog  @jcordery
Allie Bond   The Positive Teacher @Abond013
Angie Murphy ConnectED to Learning @RoyalMurph_RRMS
Karen Wood https://karenwoodedu.wordpress.com/ @karenwoodedu
Lindsey Bohler lindseybohler.com @Lindsey_Bohler
Starr Sackstein http://blogs.edweek.org/teachers/work_in_progress/ @MsSackstein
Debbie Campbell The Curious Educator @DebraLCamp
Michael McDonough M Squared at the Microphone @m_squaredBHS
Barbara Kurtz bkurtzteachermentor.blogspot.com @BJKURTZ
Stephanie Jacobs www.thisblogiswhy.blogspot.com @MsClassNSession
Michael Todd Clinton Motivated teacher blog  @MotivatedThe
Cathy Jacobs https://cathyjacobs.org/ @cathyjacobs5
Reed Gillespie Mr. Gillespie’s Office @rggillespie
Molly Babcock Sweet Tea and a Live Oak Tree @MollyBabcock
Lisa Meade Reflections @LisaMeade23