Writing Habit

Today marks my 31st day of writing in my blog.  This is a milestone for me in many ways.  I have attempted to write in my blog, starting at the beginning of the year, many times.  As I had little external encouragement, writing never took a priority in my day and my blogging life lasted less than a week each time.

This year, with the help of a few friends and daily reminders on Facebook and Twitter, I managed to create a writing habit. I have to also give a shout out to my wonderful Sunday am writing group often referred to as "Church".


A habit tends to be created after doing something over and over for 21 times or sequences.  This time, I blogged for 31 straight days.  Did it cause a habit?  I am not sure yet.  I know I feel a nagging grab from my desktop, pulling me to it to write.  Will it continue?  My goal was 31 straight days.  I did it!  I am not sure that I will blog daily from this point...who knows.  I may set a new goal of 3 times a week.

What all writers know is- writing is hard work.  It puts YOU out there in a way that cannot be described or realized if you do not write.  There is a lot of self-judgement in writing.  For that reason, one the first of the year, I came up with a simple rule for my writing...

My blog posts will be brief.  They will be raw.  I will not edit them. They will be mind-streamed emotional wondering.

My writing for the teacher educational website will be 900-1200 words.  It will have one focus and have my voice as I take my readers through my thinking.  It will be perfect, or as well edited as I can make it.

My writing for my two book projects will be the long stuff.  It will be focused and researched.  It will be outlined and as perfect as I can make it before sending it off to editing. It will be in my voice with the intention of teaching along my journey. These chapters are about 11 pages long.

Regardless if my writing is a habit at this point or not... I am now not just a writer, I am writing.  It is truly who I am.  I spend 2-4 hours a day writing or processing my writing. THAT is truly my writing habit!

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Being Real

My students, for years, have told me that they enjoy my class and look forward to coming to my class each day.  For reflection purposes, to find out what I am doing right to keep students interested, I am always willing to listen to what it is that makes my class popular.

Honesty alert, I enjoy hearing that kids love my class. I am guessing that I am not the only one.

My classes are not easy, they in fact are challenging and growth oriented.  This is evidenced by my higher than average data.  My students, however, claim that my class is easy and they are able to understand what they are learning more clearly in my classes.

Honesty alert, I really feel uneasy when my students compare my class to other teachers. I do not allow my students to bad-mouth my peers.

One of my students was able to clarify for me, and I think he might be on to something.

I do not talk down to my students.  I do not yell at them.  I do not have a list of rules. I expect my respect of the students to model enough respect for them to show respect to me.  My students know that learning is not a spectator sport and partnering in growth is most effective.

The reason for my consideration in the post- there are a lot of current books out there about student engagement.  I think they are great.  I think they offer new ways to look at engagement.  They demonstrate real life situations in which to draw from.  I have a lot of respect for people who are searching for answers for their own "teacher" growth.

I know from experience.  Even if you read all of these books and try all of these potential methods... The best was to have students want to fill a seat in your classroom is to be you...the real you...the caring you...  Put your students first and listen to them.  Know them.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Outside the Box

I was in a meeting today about a student that missed a few years of school due to family issues.  He is now in the 7th grade and some of his skills are still at a 4th grade level.

In 18 months, this student will be a high school student.  How can he make up this ground?  What can be done for this student?  If he stays the current course, he will never be able to pass classes in high school.  The obvious result will be- he will drop out.

Unless...

We do something for him now.  Creatively.  Out of the box.  Specific to his needs.  Something to help him and his self-confidence.  Something other than throw a label on him to "slow" his learning down. Something that makes him feel a series of successes and momentum to keep him persevering through the "make-up" stages of his life during the next 18-months.

Do we have such a program?

No.

Will the High School do something creative if we just keep plugging away at the same pace that we have been?

No.

Am I willing to allow these things to happen to this student?

No way!

This student has no control over his past and can only partner in his destiny if there is a worth-while proposition for him.

These situations are heartbreaking to me.  But at the same time, this is the type of challenge that I was created for.  Challenge accepted.  I will not fail this student.  Some way, some how...we will think far enough out of the box to guide this student to success.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Teacher Identity

I have been thinking about my identity beyond being a teacher. My entire life, I have emersed myself in my work.  I have had a mantra that I will never have a job...I will have work, but it has to be rewarding beyond the financial end of it.  I have to be fulfilled.  I need to feel a connection to the work and feel like it is truly worth while...to me.  From making pizzas to being a child therapist.  From being a stock boy to being a teacher. My heart and soul was committed to the work. I become invested in the work to the point that it becomes my identity.

This leaves me...no identity?

I do things for fun, etc. beyond teaching or my investment in the education world.  But- most of my free thought is so invested in the world of education, that in reality...it is who I am.

I am a teacher. It is not what I do.  It is what I am.

Even as I sit here trying to list secondary identities in life for myself, they all tend to take a considerable back seat to being a teacher.

I write about teaching.

I present about teaching.

I consult about teaching.

I create about teaching.

Recently, I had a conversation about this with a friend.  They noted that if I had kids of my own, then education would take a secondary role with my family being a priority.

I truly believe that they are right.  But- I do not have kids of my own.  My teacher- wife and I have decided a long time ago that our teaching world might be compromised with kids and we feel more than fulfilled with the kids that we teach.

On a strange note- I am under 5-years from retirememnt. What in the world will my identity become?

Be Mindful.

Peace.

Mark Levine

#MIndfulliteracy
@LevineWrites

Needing to Reflect

Yesterday, I had two students, honors students in 7th grade, say that they wished that they were at home.  I asked them if everything was okay, and they replied, "yes, it's just that we hate school...everything about school."

I have to say that my first emotion was hurt. I felt hurt that they hated everything about school. I am part of the school. I am their teacher. I must be part of what they hate.

After a little more talking, they assured me that they liked me, my class, and the way that they teach. They also went on to name a couple of other teachers and classes that they liked.

So...I asked them the magic question- "What is it about school that you hate?"

Their answers came out of them like a grocery list:

Getting up early
Being told what to do
working when we don't feel like it
Learning stuff we are not interested in
The classes are so long (they are 44 minutes each)
The learning is pointless
There is homework
There are so many other things we could be doing with our lives
Our classmates are lame
All of this is useless to what we will be doing as adults
We are tired of listening to adults
It hurts

When the hail storm of negativity came to an end, I had no words.  I just said that I was sorry that they felt this way and walked away.  This was really unexpected.  These words and feelings came from two students that are bright and have creative minds. I was overwhelmed. I felt like I had failed. I wondered, for a moment, if these students are feeling this way...what am I doing with my life?

I have to admit, after a full day of leaning on these words and emotions, I am feeling a bit lost.

I am sure that I can search my soul...and my planning, and try to make things more engaging, although, I don't really think this is what this is all about.

I need some time to reflect. I am needing time for empathy and to remove my emotional stake in this issue.

I need to continue this post...


Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Supporting Peers

January and February tends to be the roughest time to be a teacher- especially in my world.

The students are no longer excited to be at school. The weather (In Illinois) is like riding a broken roller coaster.  There aren't many breaks.  Students are going through their own cabin fever. The flu is going around and creating significant absences. Teachers are being evaluated. District contracts are being talked about. Mandates fall from the sky like the droppings of a Canadian Goose.  Teacher's nerves are shot and they are defensive.  Evaluations are in full swing.

This creates what I call- The Negativity Phase.

I do my personal best to stay clear of this monster.  I eat alone in my classroom with the lights off. I don't talk to many people unless I have to.  I immerse myself into the world of my students.

Lately, I have been doing what I can to shore up teachers having a rough time.  It isn't easy.  In fact, it is easier to be sucked into their abyss.

This week, a colleague of mine is not having a great week.  In fact, their week absolutely sucks!

I decided, intentionally, that I wanted to be there for this peer. Unconditionally. No judgements. No, "you should haves."  Just be there to help pick up the pieces and be there for them as they needed.

Word is that misery loves company, but this time, misery appreciated time and compassion.

Be there for your peers, colleagues, and friends. We are needed by others, not just our students.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Forgotten Ones

This week, I lost three students. I should say, I had three students move away.  It happens all of the time.  We have a percentage of our students that are transient every year.  This year has been extra busy.  I am not sure if it is our community, our state, or the entire country, but it is bothersome to me.

When these students move away, especially if they had not been in the district long, it sad. These students are left with the task of making new friends and starting all over at the new school.

I often wonder-

Do they keep in touch with any of the kids I teach?

Are they doing okay?

Do they miss this school?

Are they in a good school and environment?

I remember my kids. I remember their names and stories.  I spend 180 days learning beside them. Sure, there are over 160 kids during any given year...but they are important to me.

But the ones who move.  The ones who move mid-year. They tend to get lost somehow.  Almost like they never existed in the first place.

For me, the end of the year os emotional. It is the Goodbyes...
I get closure with my kids, even if I will see them in the building or my class again the following year. (I teach both 7th and 8th grade)

When those that have moved away are not part of that process, I feel that they are somehow forgotten.  They are the Forgotten Ones.

I don't want to ever forget any of my students...even ones that I have had for a total of 4-days. There really have been that I have had for this short of a time.

Last year, I had one of the Forgotten Ones come and visit me.  It was wonderful, but sad.  I apparently touched their life, but I didn't get the closure with them.  I was surprised that they even remembered me. I only half-remembered them.

With all of the students that pass through our doors...they are still our kids. They still deserve to be remembered.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Class is Full

To be honest, I am one of those teachers that does not like small class sizes. I usually have 30ish students in a class. Some more, some less. I think 26 is my sweet spot.  I have a lot of difficulty teaching a class with under 20 kids.  Too quiet. Not enough interaction or collaboration.

I want to be able to confer with one side of the room while the other side is obnoxiously engrossed in inquiry and debate. I want students to be loud with enthusiasm, not quiet with awkwardness.  I find that awkwardness in smaller classes.

I once had a class with 14 students.  I felt like I was teaching one student. They were quiet, hesitant, and overall-shy.  I know.... I know... My attitude had a lot to do with it. I am sure these students were responding to my awkwardness and therefore, were reactively awkward.

On the other hand, I am thinking that 36 students in a class is too much.  I borrowed 6 students for the month of January, to teach a special unit, and this left me with 36.  Granted, I had a co-teacher and an aide, it was too much.  It was at the end of the day. I ended the class with a sore throat and a headache. I wanted and needed to be in way too many places at a time.

This madness ended today.

This is where my reflection comes from.

I am not sure what tomorrow will feel like.  Will I be in heaven with the newfound control?  Will I be saddened by the lack of that "zoo-like" feeling?

In total, I have 6-classes with 171 students this year.

I think I will be fine letting the 6 go.  Its not like I will never see them again.  They are students in the classroom next to me.

Regardless, I do like a full classroom.  I hope it stays that way for a while.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Just Listen

I had a student ask me to stay after school today to talk to me.  She started the conversation by saying, "You know my family, right?"

I had to say, "yes, yes I do".

I taught several siblings prior to her and she was the youngest.

She went on to explain to me that she is being forced into a religion that she doesn't believe in. She is 13. She is being threatened by her parents and family members to join or else.

We often hear, when we are becoming a teacher, that teachers are often counselors, parents, guides, mentors, etc. I do not advertise to my students that I was a child therapist prior to becoming a middle school teachers- but they know. They can read us. They know who they can trust, who they can talk to, who will side with them, who will support them or advocate for them, who will cheerlead for them and who will do none of the above.

Kids know real.

I asked this student to tell me more.  She did.

I asked her what she wants. She told me that she wants nothing to do with religion.

I asked her what her options were.  She cried.

A counselor or therapist does not give advice. They help the students to hear and feel their own thinking and partner with them towards their insight.

I did.

She left singing in the hallways.

Did I solve her problem. No. She will be crying about it again tomorrow.

But- she was heard. She was validated. She was a cared for.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Being Absent

As the flu makes its rounds in my building, today was my day to be down and out.

Due to many issues and an injury with surgeries, I had to miss way too many days this year.  It is strange not being at school when the kids are there. There is an odd ache of letting people down, missing out on special moments, and disappointment students that count on you.

As many days as I missed this year, you might think that the feeling has gone away, or lessened. It hasn't. In fact, as I look at the list of days that I missed, I am left feeling helpless, and somewhat useless.

Does this mean that I crave to be with my students to feel "useful?"  I am not sure. Maybe. But teaching has become my way of life, my way of being. I work and think through ALL teaching breaks.  I am a teacher before being anything else in this life.

Being absent from school is like being absent from life.

I know I will be at school tomorrow and kids will ask me how I am feeling.  They will say that they are glad that I am back or that they missed me.  It will take a full day of guilt to feel like I am back. Not their fault-mine. It is just who I am.

It is my guess that most teachers, especially the great one, share these feeling with me. I know a lot of great teachers, so thankful for that.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Writing not writer

I have spent about four hours each day, since the first of the year, writing.

I have been writing for fun, for inspiration, and for a true book project.

I have felt like a writer more than ever for the past 21 days.

My wife, a few years ago, gave me a small poster that read, "Don't be a writer, be writing".  This, for all of this time, had left me defensive.  Now that I am writing. Now that writing is a daily routine- it is said that habits take 21 days to form and today is day 21. I am no longer defensive.  If I am honest, I am feeling more humbled by my writer behavior. Yes- even embarrassed by the "writer" that I was.

Writing is hard.  Writing is a process of putting yourself out there.  It requires thick skin and the absence of defensiveness. Writing creates a naked soul.  Writing is all in the head-literally.

So- where does this leave me today?

I am proud to be writing.  I am proud to have three or four outlets for my writing.  I am thrilled to be finding and developing my voice...my flow...my writer's mind.

I am thankful for the massively supportive #PLN of writers and friends.

SO- this is my simple way of saying thank you and having a celebratory reflection of being writing, not a writer.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Unconditional Commitment

I have had a high number of students off for extended periods of time this year.  As a middle school teacher, we have our share of students that are hospitalized for emotional issues.  We have students that require surgery for one reason or another. And we also have a large number of students that go out of town or out of the country for weeks and even months at a time.

I have mixed feelings about this phenomenon.

When students have little choice, I feel complete compassion for the students.  I do whatever I can to help them get caught up in a very patient manner.

When students are on "vacation" for extended periods of time. It is their choice. Well, really, it is the choice of the parents.

I used to get angry that these students were missing school for fun and the expectation was on the teachers to help the students get caught up.  At times, what made me even more angry, was when the parents did not really take ownership of the lost time in school and didn't make school a priority.

With years of reflection behind me...and being real with myself...I now fully recognize that my 11-13 year old students do not make these choices.  I have no right to be frustrated with them.  All students, when needing my support, will get my support.

It is interesting how we as teachers, become angry or offended because students aren't in school for various reasons...especially for family vacations. I think we take this personally. I know I did.  It really isn't about me/us. It is about the students and their needs.  It is about unconditional commitment and compassion.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Balanced Feedback

Getting and giving feedback is so important.  The issue with feedback is often how it is given and the words used to express it.

I constantly struggle with giving feedback to students.  I give a lot of feedback, but I am often reflecting, with empathy, on my word choice.  Giving praise, as in saying good job, feels superficial and really doesn't help the student to grow. On the other hand, asking students to tell me more about their work or explain their thinking feels vague and just about the work.  I want my students to feel good about themselves.  I want to help them to build a sense of pride that will eventually lead to academic confidence.

I was talking to one of my students today.  She wrote a wonderful piece on the causes and effects of the 1920s teenager as they have led to today's teen.  It was well thought out and incredibly insightful. Without thinking, I said, "This is so wonderful. I learned so much about your thinking and who you are as a writer and as a young teen. You should be really proud of your hard work".

Her response- tears.

She said, "most teachers just give me a grade or tell me what I could have done better. I have tears in my eyes because I am really proud and you told me it was okay to be proud".

I left that conversation with my own tears...and my own reflection.

Later today, I met with my administrators.  They asked me great questions about my work and challenged me to see what I was doing well and where I could grow... Great use of feedback-right?

I wasn't satisfied!

I wanted to be told something I was doing was great!  I wanted to feel proud.

I wish I could have had the moment with them that I had earlier with my student.

We all deserve to hear that we are great sometimes.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Real Caring

I have this student, Casey, that is one of those students that doesn't fit in with others, He is in 7th grade and wears clothes younger than he is. His voice is awkward. He is clumsy. He is smart. He is one of the most polite, caring, empathetic students you can ask for.

Being in 7th grade, of course, Casey gets picked on. When someone picks on him and I intervene, he is even very polite to the student(s) picking on him.

Casey cares a lot.  Does Casey care about others too much?  Does he care about others more than he cares about himself?

The other day, while conferring with Casey, I asked him how he was doing.  His response, "Great!"
I got real with him and told him that it really bothers me when his peers pick on him.  He said, "Oh, please don't let that bother you.  I completely understand that they don't really know me.  If they knew me, really knew me, they wouldn't pick on me all of the time. I am sure that once they get over worrying about what others think of them, they will stop picking on me."

What an amazing kid. Immature, but mature beyond his years. Caring, but realistic.

I wish I knew Casey when I was in 7th grade.

More importantly,  I am really happy that I get to know him now.  He is truly a gift.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Acceptance

As I have proven myself to be successful with some of the hardest to teach students through the years, I have recently been afforded to great privilege of borrowing a handful of students from our program that teaches students with emotional issues.

I have started to connect with all of the students. One, hard to reach student, has chosen me to be her favorite this week.  She started to open up and allow me to teach her.  She has asked to learn more difficult concepts and asked for additional reading to better understand what we are learning.

Apparently, this is odd for her.  This is odd as she tends to not connect with male teachers.

Today, she brought me a Thank you card for taking the time to teach her.

Something like this would warm my heart regardless of which student might do this for me...but this, today, made me tear up.

I allowed her to see me tears. I allowed myself to show her what an impact that she had on me,

A few lessons learned here-

1. Be open to teach ALL students.

2. All students can be reached.

3. Students deserve to know their impact on us.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Repelling the Negative

As I walked down the happy from my classroom today after school, there were three teachers complaining about students.  I call this behavior Celebrating Negativity.  There went on and on about students talking about their lack of abilities, their poor behaviors, and how terrible they were in each of their classes.

I know I should do something to stop this behavior.  I have tried.  I have stopped and explained that these students have needs that are not being met.  I stop at times and explain how these students have had wonderful days.

Today, I stopped and asked, "What are you doing for the student to help them become better?"

All I got was dirty looks and rude grunts.

This teacher behavior frustrates me.  I have heard from so many that these "teachers" exist in all types of schools in every state.  I am not satisfied with accepting this.

Although I repel the negativity and make sure that I do my best to make up for these teachers with these noted student, I do not feel that it is fair that they exist.  In all honesty. I do not understand why these people are teachers.  They have all been teaching less years than I have.  I am older than all of these teachers.

I am just not okay with this.

I have always had the mantra, since I was 15-years old at my first job...If I don't like where I am working, it is time to move on.  Also, I will always give 110%- why give any less, it only reflects on your belief in yourself.

I guess I will need to deal with this for the rest of my career, but I will never be okay with it.

Students need their teachers on their sides.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Writing to Reflect

As writing becomes a regular part of my day, I am finding that as I sit down to write in my blog, articles for the online literacy site, or for the book project that I am working on, I fall immediately into a self-reflective type of meditation.  It as if I can see and feel what my mind is considering.

I am not sure if all writers find thins place, but I have to say that I am enjoying it.  It gives my thoughts voice and a need to explore.

Writing is hard.  Good writing is even harder. Blogging, for me has become a bit of a mainstreaming activity that allows my thoughts to find a place to express themselves. So far, for me...this type of writing isn't hard.  In fact, it is therapeutic.

I decided before the beginning of the year that I was going to become much more intentional with my writing...even if there was no audience.

My short-thoughts would be my blog posts.

My well thought-out ideas would become my articles for my literacy site editor.

My real work would be chapter work and research in my current book project.

So far so good.

I am hopeful that others that have lifted the veil of procrastination in their writing are feeling a similar sense of growth.  Of course, I could not be doing any of this without my wonderful support system...especially those that nudge me to write daily.

Be Mindful.

Peace

Mark Levine

#Mindfulliteracy
@LevineWrites

Source of Inspiration

I have been thinking a lot, as I get myself involved in more substantial projects in thought and writing, about what inspires me.

What INSPIRES me?

My initial answer-

My inspirations change all of the time.

So...what is inspiring me right now?

My students are inspiring me as I spend a lot of awareness watching my students learn and grow.  They teach me every day.  In fact, I fear the day that I retire as I am so afraid of losing this wealth of inspiration.

My writers group (local) inspires me as they open my mind to new things in my personal teaching world. They are honest, open, and give real feedback.

My Twitter PLN inspires me as they open my mind to global thinking. I cannot participate in a Twitter Chat without walking away with new ideas and friends.

My writing inspires me. I grow from being immersed in my own thinking on paper.

My library of professional books inspires me as it offers such rich, and wide-ranged thinking that challenges me to try things outside of my comfort zone.

Why think about what and/or who inspires me?

Slowing down and appreciating where my inspiration comes from allows me to become more intentional in finding the inspiration that I need at any given time.

Who or what inspires you?

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Stuck in Stress

In the current social and political climate, kids have more reason to be stressed than ever before.  Our society is being split while people are have more to be concerned about in life than any other time in (my) history. I am worried. I feel for my students and the kids of the country.

I look at my middle school students are worry about them.  I worry that they have little awareness of what their adults lives will be.

And then... I am thankful.

I am thankful that they can continue to be innocent and oblivious enough to not feel the pressures of tomorrow and they get to live in the simple drama of the day.

I would much rather have my students worry about who is going out with who, who has the largest zit, who is not wearing deodorant, whose clothes are not "in" right now, and what they will be eating for lunch that day.

So what is the answer?  What is the right thing to do?

Do we enlighten our teen students to the realities of the world or do we protect them while we still can.

I want to do the right thing.  I want my students to be aware, but not stressed.

I want my students to be happy.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Deserving to Learn

In the school in which I teach, there is a very good program for students with various emotional issues.  These students are self-contained and often look at the students that change classes regularly as the luckiest kids on earth.  As I am teaching the current unit in my class, I invited a group from this class to one of my classes to try it out.

Some of the students are very timid and really proving to not be used to, or ready to be in an outside class at this time.  One in particular, however, is doing well.  He started out seeming uncomfortable like the others.  He has a history of bullying peers due his his size and some emotional stuff.  Then, for a while, he pretty much sat and did nothing.

For the past couple of days, it was clear that he had been paying attention in class.

He came up to me at the end of class and asked me if he could prove that he has been learning.  Of course, I agreed to listen.  He demonstrated that not only has he learned, but he has mastered a few concepts.

I had tears in my eyes.

He smiled, danced, and put both fists into the air.

"I'm not dumb!  I really can learn!"

All students deserve to be this happy and proud. All students deserve to notice what they are capable.

Be Mindful.

Peace.

Mark

#Mindfulliteracy
@LevineWrites

Single Smile

I like to stand out in the hallway, right outside my door between classes at the middle school in which I teach.  Although I have a ton of students, 171 to be exact, it gives me the opportunity to connect with those students that are not in any of my classes.  Each day, students go by me and we make eye contact, say hello, give each other high-fives or fist-bumps.

I know what it does for me- it brightens my day and makes me feel connected to humans. It makes me feel like I matter.  It also allows me to know that kids are okay.

Today.

I had a student come by with her head down.  I do not have this kid in any of my classes and I have no idea what her name is.  I said hi to her.  Nothing.  I told her to have a nice day.  Nothing.  I asked her if she was okay.  Nothing.

I went back to my class and taught my students for 44-minutes.  I noticed that reaction, or lack of a reaction from the girl was bothering me.  I made up my mind to see if I notice her in the hall again between the next classes and ask her if in fact, she was really okay.

After class, I went in the hall and due to some issues at the end of my class, I had temporarily forgotten the girl and my plan.  As I was standing saying hi to passing students, the girl appeared in front of me.  Still looking down.  I asked her, "are you okay?"

She look up to me with tears in her eyes and said, "I just found out we might have to move".

She stayed for a few minutes and told me the story.  She also introduced herself and I found out her name.

We need to remember that even a single smile to a student can have an impact.  They don't have to be our kids.  We don't have to know them. We just have to care. We just need to see the importance of the connection.  Sometimes, we are the student's only connection.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Being human

I had a new student start in my class today.  He just moved into the district and lived in another, more prominent area before moving.  Due to many changes in schedules, the front office was unable to warn me about having a new student and thus, did not give me any information about him.

This class had 35 students, and now has 36.  The new student, I will call him Tom, begins the class by interrupting the class by explaining, in lecture form, how smart he is to the class.  I thought, okay…he is obviously outgoing and I look forward to having a student with higher academic abilities in the class as many of them struggle.

As my 7^th grade class continued, Tom spills out a load of small toys from his backpack.  I find this interesting, so I go and ask him to put them away as we have learning to do. Tom then stands up, and goes to the front of the class and says,

“I have to play with my toys.  My toys are my fidgets. I am an IEP with ED, LD, ODD, OCD, and of course, ADHD”.

He then goes back to his seat, faces the back of the room, and plays with his pile of toys.

Usually, I would have been informed about a student with these types of needs.  This however, is NOT my issue.

My real issue is that he has learned to identify himself as a series of letter. He is not a student, a capable student, but a string of letters. There is only one way that a 12-year old gets to the point that they identify themselves as a string of letters, that in their eyes represents what it wrong with them...they have learned that this is who they are. They have been told this, or at least have heard this enough, from adults.  My guess, they were adults that he expected to trust.

How can we allow this to happen?

How can we ever, in the world of education or working with kids, allow ourselves to distance our connection enough from kids that we describe them as letters. Letters of what the student can't do instead of what strengths they possess. 

I want to take Tom and teach him that he is so much more.

He is Tom.  He is worthy of a name.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy

@LevineWrites

Teaching the Tough

Ever since becoming a teacher, I have found myself asking for students that struggle with other teachers and authority figures.  It maybe because in another life, as a past career, I was a child psychotherapist that worked with the most troubled kids including gang members...or, I just really like a challenge.

I find that these students all tend to share one thing in common- they are missing something in their lives.  They are missing parents, a home, love, a sense of belonging, a sense of success, confidence, self-esteem, friends, and the list goes on.  Something is missing.

Well, it doesn't take a genius to figure out what they are needing from their teacher.  Although, I have found that many of my peers have kept their distance and went to some extreme measures to keep these students out of their classrooms.  As a middle school teacher, teaching in Teams...so to speak, I have made my share of enemies by requesting the type of student that I am talking about to be in my class.  If they were in my class, they would have to be in the classes of the rest of the team.

So...I eat my lunch in my classroom and don't spend time in the teacher's lounge anymore.

What it the answer then?

Care.

Care enough to work with the student and figure out what is missing.  Often, the student doesn't even know-yet.

But if this is our focus and we meet the student with a level of empathy and compassion, not sympathy... If we treat the student as a human with feelings and not as a pile of behaviors... If we try to help our students to get on the path to replace what is missing within them...

We might just help a student find their academic self-esteem enough to let go of the anger and hurt.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

For the Short Term

I recently had a lengthy conversation with an administrator that believed that critical thinking is the only thinking to be fostered in our students.  He went on the express his belief that there is no room in education, nor is it necessary to work with the use or practice of short-term memory (ie: Memorizing of materials).

As a history teacher, I have to admit, when I started teaching, and looking back at my personal experiences, there was a time that all learning felt like it was memorization.  As I became more mature as a teacher and understood learning better, critical thinking was obviously a next step for students as they reach their abstract abilities.

I  am working on a unit where some basic memorization is essential for my students and they are struggling with it.  They are wonderful and deep thinking and making connections and inferences with materials, both primary and secondary.  Ask them to memorize something, and they struggle!

These are the issues that I have recently run into.

* Students have a hard time organizing their memories.

* Students have difficulty studying for memory.

* Students need to tie what they are memorizing to stories.

* Students have difficulty in confidence in their recall.

*  Students have real difficulties with the memorization of numbers.

Interesting note: These students do not have to memorize their times-tables.

So...

I find this interesting.

Do I pursue it?  Do I simply appreciate their strengths in higher order thinking and use of higher level DOKs?

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Skipping the Grade

I have been reading and reflecting on many articles about students doing work in class or for class without a grade lately.  I am a strong advocate for teaching students that there is value in learning and growing and the work that you do in the process should not have a "price" on it to be done.  In other words, I don't think students should need to be bribed and/or threatened with grades to get them to do work of substance and growth.

I personally experienced, as a student a long time ago, a grading system that rewarded compliance as much as it did achievement.  As we move away from achievement and towards a model of growth, I think it is very important to build life lessons of practice.  Practice is how we get to where we are going, to get our goals.  We practice to get better at something.  We practice for the big game or the band concert. The "work" is the practice.  It is the forming or formative work that brings us to our goals.  I am not sure that this type of work needs a grade.

Certainly, to promote growth, this work needs feedback. It desires coaching.  I requires some sort of guidance towards getting better or mastery.

The problem?

Changing the mindset.  For students AND parents!

Grades need to take on a different meaning. As a middle school teacher, I find this is the place to start this transition. Grades should be for the results of the practice. The game, the concert, the test, the final showing of mastery.

As I work though this, I will include my students' reflections in my considerations.  This will take conversations about change.

This will require trust.

Be Mindful.

Peace.

Mark

#Mindfulliteracy
@LevineWrites

Noticing the Need

I have long been a

strict believer that students do not learn if they are not connected to their teacher and learning environment.  Students that do not feel good about their learning situation are distracted while students that feel comfortable feel free to be themselves.  There isn't a distractive awareness lingering over them as they try to focus in comfortable settings.  Students that feel confident that their teachers like and care for them can let go of fears and be at their best, unimpeded and ready for learning.

Many of us take this idea very seriously and are very reflective and aware that we are bringing our best selves to the classroom for our students. Most of us are caring by nature as that is simply who we are and why we are teachers of children.  We want all of our kids to be happy, successful, and feel excited to the best them possible.

I have been thinking of 8 students out of my 171 total students in the past week.  They struggle.  They struggle academically. They are disconnected with most of their peers.  They are noticeable to anyone that might come into my classroom when they are in class.  They are disengaged with learning, almost as if it was an allergy- as if they were allergic to learning and growing.  There are times that they seem to try, but little works for them.  They are constantly frustrating their teachers and in the end, they present themselves as behavioral problems and distractions to the classroom environment.

These kids are stuck.

We, their teachers, are also stuck.

I have to wonder, are they stuck because of us?

Have they had that many bad learning experiences that they have checked out and can't find their way back to the learning?  Has it been that long for them by 7th grade that they are so far behind their confidence is also lost?

Regardless of the why or the how...these are the students that need us the most.  The need the connections. These connections are frustrating to attempt for all involved. We have so many other students and obligations that there is only so much time that we can devote to them. We get frustrated that we are not reaching these kids and often give up early.  These kids expect to be given up on.

We cannot continue this cycle for these kids.

I am going to stay with these kids for as long as it takes. They deserve it.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

From the Past

I had the great fortune of running into two students from the past today.  I had them in my middle school social studies classes over a decade ago.

Both of them were very nice and made similar comments about missing me and my class.  They also, both explained that my class...or I, made an impact on their lives.  They explained that I treated them like people, not like "stupid kids" even though they were not great students academically.  They went on reminiscing about how I cared about my kids- all of them.

I asked them how they knew I cared.

They were both eager to explain to me that it was the ways in which I knew them as individuals and paid attention to the details of their lives.  That I knew what was important to each student and how I noticed right away if a student wasn't okay.  One went on to say that my students felt "loved" my me in a way that their parents didn't always show them.

After I shed some tears and thanked them, I walked away and reflected.

I reflected on my students today.  I wondered if all of my students from 14 years ago until today also felt similarly.  I certainly hope that my current students feel somewhat this way.

As I go back to school this coming Monday, after break, I will be curious to know if I still have that ability, to make my students feel as I did so long ago.

My fears-

What if I don't?

What if I now try to push myself to be this way and I am not this way authentically?

I am a very real person, I don't want my students to see right through me.

I guess me answer to this issue is simply to be mindful. To just be aware of myself and my students. To authentically be who I am. To be the best me.

Thanks for joining me.

Be Mindful.

Peace.

Mark Levine

#Mindfulliteracy

@LevineWrites

Taking a Moment

As I prepare to go back to school and to my students on Monday, I know I am going to need a considerable amount of coffee.  My sleep schedule is off. My level of daily responsibilities are off. My priorities are off. I am going to need some easing in time.

What I really need to be mindful of...cognizant of...is that my students also need some time to ease into their school heads.  They, too, have been doing other things, thinking about other things.  Their schedules have been off, their priorities have been changed. My students will need some time to shake off the dust that has settled in their brains and slowly and thoughtfully ease into work.

I am thinking about all of this while I plan.

I know that there is data to be looked at. There is curriculum to rush through. There are deadlines looming and district tests coming.

This is not going to get done with any sense of integrity or worth unless we all just take a breath and live in the moment and recognize where we are all at...what we need from ourselves right now.

So-

Monday will come. Monday will be hard.  Monday will not be rushed.  In fact, Monday will be enjoyed.

Why?

Because I will be taking a moment to be.

Be Mindful.

Peace.

Mark

#Mindfulliteracy
@LevineWrites

Being More

As I become more involved and engaged in Twitter chats, I am becoming more and more aware of something...

I am a social studies content teacher in an ELA World.

Well, to be fair to myself, I am a very invested in literacy social studies teacher.

I am always drawn towards literacy and ELA chats. I go to many ELA conferences including NCTE, Illinois Reading Council, and I am even the President of the Illinois Secondary Reading League.

My students tell me that my class is as much of an ELA class than any others that they are taking.

I just feel like I fit in this world.

Last year, while presenting at the Illinois Reading Council on the use of literacy standards in the content area classes, a wonderful person, a principal, challenged me to move beyond the walls of the ELA world and bring my voice to the National Social Studies stage.

I have to admit, I was scared. Maybe...I am still scared.

I know my content and how to teach it very well. My students and data prove this to me. To add this apparent natural addition to my professional side of life should seem like another perfect fit.

It feels like more. Almost awkwardly more.

As I am thinking of my One Little Word- Persist, I see and feel myself needing to push forward and take on this challenge.

It's about Being More.

Be Mindful.

Peace.

Mark

#Mindfulliteracy
@LevineWrites

Looking Foward

At the end of each school year, I have a heart-to-heart talk with my 8th grade students. I explain to them, after hearing the phrase "I can't wait until..." come from their mouths millions of time a day, that when your life becomes about the "I can't wait until..." that we only tend to pay attention to destinations and forget the journeys.

At this point in their lives, my students are in a hurry to reach the cool and exciting milestones in life- driving, graduating, college, marriage, etc.

I give the analogy of going on vacation. Very often, when we need or want to go on our upcoming vacation so badly, it is all that we can think of. We day dream about it, we make lists about it, we research about it, and we plan about it. This IS the exciting part.  This is the journey.

When we are on the vacation, we are lost in the enjoyment and the time flies by quickly. When we are on the way home from the vacation, we often look at what we could have done differently.  When we return to our lives after the vacation, we are off looking for the NEXT, "I can't wait until..."

I explain to my students the joy in looking forward to...

When you are looking forward to something, you are taking the time to look forward to it. You are noting the journey, the day dreams, the process. It is not just about the end result or destination, but the entire time from idea to destination to back again.

I live these words and ideas, and if I am honest...they have become so second nature, that I am noting that something is missing.

My plan: I want to become more aware of looking forward. I want to put a name to each part and sit with it for a while. I want to look forward, but to also look here, now, in the present. In fact, I want to live in the present so much that I get lost in it.

I am looking forward to living now!

Be well.

Peace.

Mark Levine

#Mindfulliteracy
@LevineWrites

Starting Now

It is the first of a new year and I have all of those lofty goals. I have teaching, reading, writing, presenting, being goals. I have goals about building and making. I have goals about how I will approach various items in my life. I have moved furniture around in my office and have cleaned to the studs. I have my new favorite pens and new paper on my desk. I have it all ready.

Wonderful.

But am I ready?

I am finally ready to accomplish things. Not because they are my goals, but because I am ready to simply be who I am and allow myself to be that person first. I am ready to filter "me" though the goals and challenges of the year. This is not because it is the first of the year, per se. This is because who I am in this very moment.

As I look around my office at all of the tools that I need to be a success, I realized that these tools have no soul. They cannot be ready to be successful unless I am genuinely ready to become successful in my movement using them.  With these new eyes, I can now see the true value of these tools. They mean something different now. They are not just objects, but they have voices and lives.

Ready?

I think so.

Starting now,

I have made a pact with myself. Not one that can be broken. Not one as one makes with themselves to join a gym this year and finally get that perfect body. One that simply reminds me to be me.

Be Mindful.

Peace.

Mark

#Mindfulliteracy