Sense of Belonging MATTERS!

What is race?

How does it affect different people every day?

In this video, Flocabulary asked four rappers from different backgrounds to share their perspectives on that construct of race.

https://youtu.be/-omvA2HNLfo

Having a Sense of Belonging is a human need!  It provides all of us value in our relationships, in our community and in our overall life experiences.  As school leaders, we understand the value of creating a Sense of Belonging for all of our students, no matter their background or ethnicity.  Unfortunately, the news, television, the movies and other forms of social media all contain hidden messages for our students on how they should act and be treated based on their background or ethnicity.  This video is a great reminder that...

"We're ALL connected and that every life is beautiful!"

NOTE:  Thanks to Molly Walker, Hilliard City Schools, for sharing this video and partnership in our work as educators...

She makes a difference! 

@HCSDSELDirector

Using Readers Theater and Puppet Plays in the Granby Gator Library

Introducing Guest Blogger, Mrs. Anastasia Mayberry...

Check out what is happening in the Granby Gator Elementary School Library!

Using Readers Theater and Puppet Plays in the Library

By Anastasia Mayberry

(Librarian, Granby Elementary School)

Growing up in Russia, I was exposed to theater and particularly puppet theater from my early childhood. I remember going to the Obraztsov Puppet Theatre in Moscow, Russia for the first time (https://puppet.ru/ ) and being completely enchanted by the talking puppets, a play, and how real they seem to be.  The arts have this amazing capability to send young children into another world. All the arts, particularly theater, enhance the education of the whole child.  In addition, theater involves multi-sensory learning, making learning more meaningful and therefore more memorable for students.

When I became a school librarian, I dreamed of introducing theater into my lessons, but I was not sure about the logistics.  While taking professional development classes at the Ohio State University I learned about readers theater. Readers theater is a bit different from a full theater production, because the emphasis is placed on reading of the text with expression (not memorization), and because few props are needed. Therefore, when children are introduced to performing arts, their experience is stress-free and enjoyable. There is no pressure to perform in front of a large audience. So I decided to try it.  

I noticed right away how much children enjoy performing in front of their peers. Students work extra hard to read their lines with expression. They try to act out their parts and make the story come alive.  Granby’s 2nd graders perform mini-plays based on the life of president Abraham Lincoln when they are studying American presidents. 3rd graders usually perform readers’ theater based on famous folklore stories. 4th graders perform plays based on stories from the Revolutionary war. Finally, 5th graders perform plays based on Mayan and Aztec legends, and 6th graders based on Egyptian Mythology. By working with classroom teachers, I try to connect the library readers theater productions to the regular classroom curriculum, so students can be engaged in higher level thinking, such as creating and synthesizing knowledge.  This kind of thinking allows the brain to transfer knowledge into long-term memory.

Last school year, I started offering readers theater and puppet shows during library noon options. Our 1st graders produced puppet shows based on fairy tales, such as The Three Little Pigs, The Three Billy Goats Gruff and Goldilocks and the Three Bears.  2nd graders participated in the production of Halloween plays.  What made these productions memorable was that we did two performances for Kindergarteners and 1st graders as well as for students’ parents. Students were so excited to perform for their relatives that they spent extra time practicing at home, and many of them memorized their lines, even though this was not required. Watch an excerpt from The Little Old Lady Who Was Not Afraid of Anything by Linda Williams (script by Beth Saxman) performance by 2nd graders right here:

https://twitter.com/twitter/statuses/925096179691646976

During the 2017-2018 school year, Worthington schools started offering 6th grade extension classes, in which all related arts teachers designed their own courses based on student’ interests.  This gave me the opportunity to take puppet theater production to the next level. I wanted to inspire my 6th grade students not only to perform ready-made scripts, but also to challenge themselves by writing their own original puppet theater scripts.  I had a small group of about twelve students who went above and beyond to create their original stories, practice them and finally perform them in front of a very enthusiastic audience of 1st and 2nd graders. You can watch a little excerpt shared on Granby’s Twitter right here: https://twitter.com/twitter/statuses/959808019780571136

When I asked my students what they liked best about their experience performing in a play/puppet show, they said, “Now we are famous in the whole school! It is hard to be famous!” This is because the younger kids view them as role models and look up to them now. Another student came to the library after this year’s performance of The Snow Queen by Hans Christian Andersen and said, “Mrs. Mayberry, where are your plays located in the library? I want to do another performance with my friends at home.”  Later she asked me to make her ten copies of the Snow White script.  It was well worth it!

Digital Detox

I'd like to introduce you to Lori Poleway, Thomas Worthington Library Media Specialist. Lori and I have the opportunity to work together as educators in Worthington Schools and I am honored to publish her story, "Digital Detox" on my Dream Big blog.

Thanks to Lori for all that she does to help the students at TWHS learn and grow.

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Digital Detox                                                                                

Lori Poleway                                                                                                                        

Thomas Worthington Library Media Specialist

A Google search for the phrase “tech addiction” produced 123,000,000 results in .53 seconds on February 26th 2018.   Parents, teachers, and even students will admit that their phones are harder and harder to live without and the controversy over use/abuse in the educational setting has increased in recent years as classroom teachers compete with the entertaining features of smartphones.  We also see the benefits that technology can provide and many of us admit that multitasking is the new normal.

At Thomas Worthington, administrator Greg Garris has had discussions with students about phone use during the school day. Many students report that their phones are deeply ingrained in all areas of their lives. They also admit, somewhat begrudgingly, that their phones can be a significant distraction. Homework, studying, and reading all take longer than they should because of the frequent interruptions coming from their phone. They are not ready to hand over their phones just yet, but agree that there are measures that could be put in place to limit the distractions.

During a recent OCC high school library media conference, one media specialist shared her “Tech Free Friday” program.  I was very excited about providing an opportunity for students to shut down the tech and interact with one another. A number of elementary and middle schools have implemented Maker Spaces to support creative collaboration, but that would be a little tricky in a high school setting where most students elect to come to the library to study.  In an effort to maintain the integrity of the library setting as a work/study space, I proposed my own version of tech free Friday to the department chairs and the administrators to get their reactions.  

For one Friday a month (Final Friday), students can elect to come from academic prep to play card or board games, work on puzzles, color, craft, build with legos, or read.  If a student needed to study quietly, use a chromebook, or their phone they would stay in their prep room for the period.  Seniors hoping to study would need to report to the CARDs Center.   The staff and administrators responded with an enthusiastic and unanimous, “Yes!”

However, “No!” was the initial response from students. The week of  Friday October 27th I posted signs, emailed, tweeted, and audibly announced that Friday would be “Tech Free” in the library.  Games would be available and students who needed to study should stay in their prep rooms. The first group of student arrived at 7:45. They were asked to sign in on a legal pad using their favorite color pen. (I was committed to giving up my scanner, computer, and phone to protect the zone.)  Students were told to put away phones--even headphones.  No, computers--unless they were just printing.  One student questioned the use of lights since they used electric technology.  I quickly determined that if the technology existed in the 70’s it could be used.

“No! Wait, you were serious? But I need to…...”

“No way! I need my phone. I can’t even listen to music?”  

“I have a test and the review sheet is online.”

“This is so dumb.  The library is suppose to be for studying!”

And my favorite, “This is absolutely the very worst idea anyone in this school has ever had!”

Even as I implored them to indulge in some down time for just 50 minutes, several students elected to return to the refuge of their prep rooms and their phones.  Most students who came in were willing to give the idea a try and they timidly selected games to play.   Chess, Yahtzee, Mancala, Jenga, Risk, Battleship, and Apples to Apples were a few of the most popular.  Several decks of cards were available with printed directions for various games.  Uno was soon a favorite.  It was great to hear students negotiate, discuss, argue, hold one another accountable, and cry out in joy when they won!

And so I spent the day watching or teaching students how to play card and board games.  And then they taught me variations they have played at home.  I got to listen to them teach each other.  And they realized that 50 minutes might not be enough time to play a game of Uno with a group of 6 friends.  They wanted to stay longer.

One student who spends most days watching videos on her phone during her first period late arrival told me, very seriously, that she had been thinking about trying to read a book.  “Hmmmm,”  I said.  “Would you like me to show you some of the titles that other students have read and really liked?”   Her response?  “Yes!”  Truly a win-win!

Worthington Students are Amazing...Coding Class at Park!

In my role as Chief Academic Officer in the The Worthington Schools, I have the pleasure of working with our Library Media Specialists. Check out the latest "Guest Blog Post" from Mrs. Jacquie Schmittauer and the coding work she is leading at

Worthington Park Elementary School.

Thanks, Jacquie!

CODING CLASS AT PARK

By: Jacquie Schmittauer

Worthington Park
Library Media Teacher

Code.org is a nonprofit organization that started the Hour of Code a few years ago. It was started as a way to bring computer programming into schools. The goal of the program was to increase participation in the field of computer science. Exposure at a young age would hopefully increase people in that career field. As a library media teacher who teaches all of the students at Worthington Park, I had all students participate in this international event for the past three years. It is always my favorite topic to teach, but one I find challenging to learn.

This year Google introduced their new curriculum for computer coding called Google CS First. The step by step program is free for educators. They even provide passport-style booklets with stickers, directions, and (thank goodness) answer keys to help direct a course for students. Video game creation is one of the courses they have developed and sounded like a fun, motivating option for students. I began the first semester with interested sixth graders.

After the first class, I knew that these students would easily pass my slow pace and knowledge.  As I have told them many times before, I was learning as they were learning. I told the students that I had a limited knowledge and that we would learn together. It was exciting to have students who were so motivated to learn.

At the end of the first semester, we started another class with more students who were interested. After seeing the excitement and expertise that developed with my first class’ students, I was disappointed to see my group move on. At this point I had a thought about one of my students who clearly is a natural at coding.Talking to him individually after the last class, I offered him the opportunity to be the teacher of the next class. I told him to think about it because he may want to participate in one of the other classes. He took a few days to consider it and then came to me to accept. As the new class began the new teacher was excited but nervous. We had talked through what he needed to do and what I would do to help support him. It took about 15 minutes for his peers to really believe he would be teaching. After the first five minutes, I knew this was the best decision that I made this entire year….maybe longer.

Over the past weeks I have seen my new sixth grade teacher grow into his role. I look forward to watching him each Friday and it warms my heart. There have been a couple of times I thought I needed to step in due to misbehavior in a couple other students in the class. Nope, he took care of it like a pro with the other students falling right back into learning. Watching his peers ask him questions and then his responses….best experience of my years of teaching. The things he remembers to say that he has heard me say was the greatest compliment of all. The delight in his eyes when he sees his friend/student learns what he taught….priceless.

Okay, maybe I am a bit late to the party to reach this epiphany in year 29. I know all teachers are told to not be the “sage on the stage”. Of course I have had many students explain and show and present to MY classes. This was completely handing over the reins and stepping completely back. Scary....Different...Seems easy….But SUPER HARD for a teacher at any level of experience.  I highly recommend any teacher try it! Students truly do surprise and amaze you!

**Many thanks to Hadi Partovi and Code.Org for introducing me to coding. Thanks also to Google for the CS First Program. Thank you to my student teacher for inspiring me! He is going to do great things in the future!

Celebrating the life and legacy of Dr. Martin Luther King, Jr.

As I sat in church this morning and listened to the words of the Rev. Dr. Timothy Ahrens, I was inspired to read more closely these words (What is Your Life’s Blueprint?) of Dr. Martin Luther King, Jr., written just 6 months prior to his assassination.  

Our students in Worthington Schools and several other schools around the world, will not be attending school tomorrow as Monday is a day for all of us to celebrate King’s birthday, honor his legacy and shine a light on his leadership during the civil rights movement.  I am hopeful that everyone, including our students, use this day to take the time to read the words of Dr. Martin Luther King Jr. or give back through public service.  Dr. King’s message to Barratt Junior High School students in Philadelphia are powerful and it is my hope that our students in Worthington Schools reflect on their own blueprint and continue to focus on being the best they can be, wherever they are and whatever they choose to do in life.  We believe in you and thank you for honoring the life and legacy of a man who brought hope and healing to America.

What Is Your Life's Blueprint?

On October 26, 1967, six months before he was assassinated, Dr. Martin Luther King Jr.
spoke to a group of students at Barratt Junior High School in Philadelphia.

I want to ask you a question, and that is: What is your life's blueprint?

Whenever a building is constructed, you usually have an architect who draws a blueprint, and that blueprint serves as the pattern, as the guide, and a building is not well erected without a good, solid blueprint.

Now each of you is in the process of building the structure of your lives, and the question is whether you have a proper, a solid and a sound blueprint.

I want to suggest some of the things that should begin your life's blueprint. Number one in your life's blueprint, should be a deep belief in your own dignity, your worth and your own somebodiness. Don't allow anybody to make you feel that you're nobody. Always feel that you count. Always feel that you have worth, and always feel that your life has ultimate significance.

Secondly, in your life's blueprint you must have as the basic principle the determination to achieve excellence in your various fields of endeavor. You're going to be deciding as the days, as the years unfold what you will do in life — what your life's work will be. Set out to do it well.

And I say to you, my young friends, doors are opening to you--doors of opportunities that were not open to your mothers and your fathers — and the great challenge facing you is to be ready to face these doors as they open.

Ralph Waldo Emerson, the great essayist, said in a lecture in 1871, "If a man can write a better book or preach a better sermon or make a better mousetrap than his neighbor, even if he builds his house in the woods, the world will make a beaten path to his door."

This hasn't always been true — but it will become increasingly true, and so I would urge you to study hard, to burn the midnight oil; I would say to you, don't drop out of school. I understand all the sociological reasons, but I urge you that in spite of your economic plight, in spite of the situation that you're forced to live in — stay in school.

And when you discover what you will be in your life, set out to do it as if God Almighty called you at this particular moment in history to do it. don't just set out to do a good job. Set out to do such a good job that the living, the dead or the unborn couldn't do it any better.

If it falls your lot to be a street sweeper, sweep streets like Michelangelo painted pictures, sweep streets like Beethoven composed music, sweep streets like Leontyne Price sings before the Metropolitan Opera. Sweep streets like Shakespeare wrote poetry. Sweep streets so well that all the hosts of heaven and earth will have to pause and say: Here lived a great street sweeper who swept his job well. If you can't be a pine at the top of the hill, be a shrub in the valley. Be be the best little shrub on the side of the hill.

Be a bush if you can't be a tree. If you can't be a highway, just be a trail. If you can't be a sun, be a star. For it isn't by size that you win or fail. Be the best of whatever you are.