Over the Years

It's early morning.  The last day of school for 2012 is upon us as Winter Break will begin at 3:00 pm today.  The classroom is empty with the exception of the Christmas music playing in the background.  The students' desks are neatly waiting for their owners to arrive.  On each desk lay a Friday Reflection assignment, a candy cane, and two spearmint starlight mints.  

I've spent 18 years working with children ranging from ages 5-12.  Beginning in 1994 in my hometown of Oak Park working with Hephzibah Children's Association until 2001 when I had my first 4th grade class here at Lincoln.  Over those many years I have witnessed the delight in hundreds of childrens' eyes at the mention of Christmastime and the Holiday Season.  

Times have changed dramatically since my first experience working with kids.  Five Presidents have been elected, the millennium was ushered in under the cloak of Y2K, the Twin Towers fell and brought with it the fall of the times we once knew, wars have been waged-fought-ended, natural disasters have plagued our planet, exploration of outer space has made leaps and bounds bringing us images beyond belief, technology has soared into realms that mirror Star Trek and The Jetsons, the Doomsday warnings have come and gone, groups of people have "occupied" cities and government agencies and agendas, violence has taken a turn towards the most vulnerable, friendships have been made between individuals and societies.  

Personally speaking, I secured a job that has brought me joy.  I met my beautiful wife and had three gorgeous children.  I've lost many family members young and old, have gone through 7 cars and lived in 3 apartments, one condo and two houses.  I've housed two cats and one dog.  I live with the knowledge and experience of one of my children battling a terminal illness.   I have watched my children, my nieces, and my nephews grow and flourish, and they continue to do so.

With all that has changed (and I'm sure there is more I could write) one thing has remained constant.

The unconditional love of children.  

Just as I was writing this reflection two children brought presents in for their classmates, secretly placed them on their desks, and scurried out of the room, giggling inside, I'm sure, as they felt the goodness of the Holiday Spirit. 

The unconditional love of children hasn't changed a bit and never will...for it's through this love they naturally possess that makes our world go 'round.  It's from this love that we, as adults, seek to better the world for them.

As you journey through this Holiday Season, as you reflect on the year past, take some time to look into the eyes of your child and fill yourself with the wonderment of their unconditional love for you.

Mr. Casten

Dec. 21, 2012

Copyrighted material of Michael C. Casten

Snow?

Our classroom calendar "sticks" to the whiteboard and has velcro on each day of the month in order to put up the actual date.  Each month's dates have a different kind of "shape" to represent it...during the month of December the dates are written on snowflake shapes.  Of course, this is because one would expect snow during the month of December living in a suburb of Chicago.

Not the case this year.  It is December 14th and it has yet to snow.  I haven't seen one flake.  Yet the reminders of winter are all around us.  We even had a reading test last week where one of the stories was titled, "Snowflakes".  Many of the ties I wear around this time of year have snow somewhere on them.  

As we were outside during a recess I had a short discussion with one student about the weather.  The conversation led to a small discussion about global warming.  We talked about pollution and the ozone layer and how it might affect the weather.  All the while the sun beat down on us and it was warm; many kids had their coats off as they played around us.

The conversation ended and lunchtime was rapidly approaching.  A fifth-grade patrol (a former student of mine) came out.  We exchanged "hellos" and the student said that they wished it would "just snow, because without snow it just won't feel very much like Christmas."  I'm sure the Spirit will still be there but I understand completely what the child was saying...

I reach back into my memory and relive all the winters of my youth...each and every one of them were cold and filled with snow---every one of them.  I remember the Blizzard of "79 when I lost my "Tootsie Roll" hat within two minutes during the storm and didn't find it until Spring had melted the huge snowbanks away.  I remember trudging through the wind and snow guided by the streetlights while making my way to the mall to buy some presents for my family.  I remember playing with our dog, building snowmen, and sledding at the local hill.  I remember shoveling the driveway and sliding on the ice under the gutter spout.  I recall throwing snowballs and watching huge icicles fall from roofs and trees only to splatter into a thousand pieces.

These memories fill me with a warmth of yesteryear and call me to help make the same type of memories with my own kids.  I hope that I get the opportunity this year to do so...

Let it snow, let it snow, let it snow. 

Mr. Casten

Dec. 14, 2012

Copyrighted material of Michael C. Casten

The "Write" Stuff

The kids are writing right now.  They are taking their Unit 3 writing test.  As I look up I see a sea of pencils moving back and forth, people adjusting themselves in their chairs.  Some kids are deep in thought only to quickly jot down those thoughts.  I see kids "mouthing" the words they are writing, then turning their pencils over to erase something that doesn't seem right.  Every so often one of them gets up to sharpen a pencil.  Occasionally they will stretch, take a bite of their snack, or a drink of their water bottle.  At times, they will get e fresh piece of paper as they have much to say with this prompt.  

The room is quiet.  The tapping of my computer keys as I write this reflection is one of the only sounds that float across the room.  The sliding of a chair every so often accompanies it.  The familiar sound of pencils scritch-scratching along the paper provides a soothing hum for the room.  Heads are scratched, necks are craned in a stretch, and feet tap to some internal rhythm of the writer.  With some irregularity students will find their way to the shelf that contains the Thesaurus and take one...searching for that "perfect" word.  

I enjoy reading their writing as they have shown themselves to be creative in their approaches.  It's not easy taking an expository prompt and turning it into a piece that is both enjoyable to read as well as informative, yet this group seems to take the challenge and run with it.  

Mr. Casten

Dec. 7, 2012

Copyrighted material of Michael C. Casten

Invited To My Childhood

When I was a kid we played outside from the time school was over until dinner time.  We played with the neighborhood kids...of all ages and both genders.  We played games that required nothing except maybe a ball (or a can) and our unbridled energy.  While playing we rarely fought over rules or technicalities...simply because there were so few rules.  During our play we formed memories and friendships that have lasted a lifetime.  In spite of our differences we managed to have fun...pure fun.  

My students have been having a rough go of it on the playground lately.  There seemed to be a problem every single day during recess.  From afar I watched to see what I could make of the complaining that had been so prevalent.  I watched the games that were being played, the groups of kids that walked around the playground, the loners and the ones who just couldn't seem to stay in one place long enough to establish themselves.  I watched as they interacted, as they communicated with one another, as they engaged in what humans needs to engage in---social contact and play.

I watched for a week and gathered the information I felt I needed to come to a conclusion.  When the week ended I saw exactly what what causing the problem.  

The lack of simplicity.

The games they were playing were so complex; burdened with rule after rule.  I watched as games began and within less than a minute an argument over rules broke out.  I witnessed kids walking away from games in frustration and defeat.  I saw kids band themselves into groups; not allowing others "in".  I listened to endless bickering.  I felt bad for them.  All of them.  They weren't playing.  They weren't enjoying themselves.  They were struggling;  caught under the weight of too many rules.  It seemed impossible for any one child to make any move during a game that didn't result in some kind of conflict.

The loners didn't want to play because they simply didn't want to get involved in something that was so competitive and unnerving.  They chose to be by themselves than join their peers.  

The kids that went from one activity to another did so in search of a place to play; to amuse oneself; to release the energy that every child has building up inside of them while in a classroom.

I had my "data".  Real-life data from real-life experiences.  I knew exactly what to do.

I invited them to my childhood.

I took a game they were playing that I too, as a kid, played.  This game, known as Four-Square, has now evolved from a simple street-game of my youth to a complicated mess that leaves nothing to be desired...yet the kids of today keep coming back for more.  They want to play the game.  They know it can be fun and they thought they could manage the game to be fun rather than letting the game run itself.  They imposed too many rules to their game.  I reversed that.

I taught them the simple rules of Four-Square as we played it some 35+ years ago.

  

They are simple rules that anyone can follow.  Therefore, anyone can play.

They are simple rules that are few in number.  Therefore, the game moves quickly and everyone gets a chance.

They are simple rules that level the playing field.  Therefore, everyone is equal in the eyes of the game.

They are simple rules that allow for skills to develop without brawn taking over.  Therefore, increasing the pleasure as all the participants grow and flourish.

After teaching them the "new" old rules, I played with them.  We laughed and learned; we lost track of time.  From there I stepped back and called the game as they played...stopping them to show them how the game will begin to evolve as new strategies are developed within the few simple rules established.  I noticed that almost everyone in the class voluntarily joined in the play.  

I noticed there were no arguments.

I noticed there were no hurt feelings.

I noticed the feelings that I had as a child playing outside with the kids of my old neighborhood came flooding back.

I noticed that my students realized that play does not have to be lost in a sea of rules...

I noticed that they took my invitation to revisit my childhood with me and found that although we differ in age and generation; we still have the desires that all children have--to play; to be a part of it; to enjoy.

I hope that my students continue to embrace the ideas that I grew up with..less is more in so many ways.

Mr. Casten

Nov. 30, 2012

Copyrighted material of Michael C. Casten

What Might Have Been

When the school year started I was assigned 28 students.  I put together my class lists, arranged the desks and other furniture in the classroom to accommodate so many.  I made sure I had enough books, storage areas, and other daily items we would need to have a successful year.  I then took some time to prepare myself.  I knew that 28 children in a classroom would be a lot.  I knew, also, that as the teacher I cannot allow the number of students I have to determine how the year will proceed and progress.  Housing 28 kids in one classroom for 6.5 hours per day, 5 days a week would prove to be quite the experience.  I prepared myself to take on the challenge that this would naturally present.  I reached back to the days before I was a teacher, when I was a Daycare Supervisor/Program Coordinator for a before-and-after school program as well as the summer program for Hephzibah Children's Association of Oak Park, IL.  I had been in charge of more than 28 children at a time then, often times upwards of 40 or 50 (with staff help of course).  I reached back to those days and pulled from the experiences I had, coupled them with the past 11 years as a teacher, and began to develop how I was going to approach this upcoming year.  In the end (or so I thought it was the end) I felt confident that having 28 kids would be great.

Days before school was to begin the district hired a 5th teacher for our 4th grade and just like that, my 28 kids turned into 21.  I had to quickly adjust the physical space, the lists, and the mental preparations I had worked out.  The year began and all is well.

I do, however, sit in contemplation of what it would have been like to have the original 28 kids.  Many of those kids who were taken from my class and assigned to the new teacher's class come to me for Math.  I am still getting an opportunity to get to know them, to teach them, and to enjoy being around them.  Sometimes, in the morning, some of them will come to me and pretend to be on my attendance list; I play along and we have a good chuckle.  

We are a fortunate district to be able to have hired a teacher (a good teacher I might add) when we needed one.  We are a fortunate school to have the supports in place to welcome new staff and help each other when needed. I am a fortunate teacher to be surrounded by so many kids that truly like to be here.  The kids are fortunate to have family and community that stands behind them all the way. 

In the end (and now it is the end) I was graced with 21 students.  An ideal number for any teacher.  I can spend more time with each individual student.  Our space is less confining and we can actually breathe!  The resources we have are plentiful in the classroom.

I do wonder, upon spending tidbits of time with those kids who were once supposed to be my students and were moved, what might have been. 

I'm sure it would have been wonderful...

Mr. Casten

Nov. 16, 2012

Copyrighted material of Michael C. Casten

Taking It On Their Own

I have a quote that sits behind me on the wall.  It's a small piece of paper, hardly noticeable.  It reads,

"The object of teaching a child is to enable [him] to get along without [his] teacher"

---Ebert Hubbard

Those very words hold much of what I strive for as a teacher.  Providing my students with the tools necessary to be independent of me in their learning is a goal I employ every year.  The more I work on my goal, the more I help kids learn how to learn, and how to be self-sufficient.

This week I had the distinct pleasure of realizing a part of my goal.  It came in the form of three students who, without even knowing that my goal exists, demonstrated the very essence of "getting along without [their] teacher".

In one instance, a student presented me with a self-made map of England; complete with a key, a compass rose, and major cities marked and labeled.  This came from a discussion we had engaged in this week while learning about the Northeast Region.  Our discussion led to the question of how the names of NE cities/states and even the region (New England) may have come about (specifically those names with the word "New" in them).  We hypothesized that since the pilgrims came to the "New World" they may have carried the names of "Old" England with them and in time people named their "new" cities/states accordingly (New York for example).  The student provided a map showing that England indeed does have a York in it.  The map hangs on my closet door to remind me of the initiative and independence rendered by my student to take the lesson and, completely independent of me, extend the idea and produce evidence of his learning.

Another instance came forth when two students were reading a non-fiction text with one another.  They were taught the day before to look at the vocabulary for the lesson, the "Find Out" question for the lesson, and the "Lesson Outline".  As they sat at a table just a few feet from my desk, I overheard them using all three pre-reading strategies...not really knowing I was paying attention.  Although the assignment didn't ask them to expand on the "Find Out" question for the lesson, they took it upon themselves to document what they did "find out" from their reading.  

The final piece that brought me closer to realizing my goal was delivered to me by the self-reliant actions of one student.  Each week I sit with this one student and we work through an assignment together.  Each time we do so, the student seems to take on more and more responsibility for the work.  Today, when I called my student to come join me the response was, "I already did my assignment".  When I graded the work it was fantastic!  

Those three instances, all coming to me in one morning, reminds me of one of the reasons I became a teacher...

...so they "can learn to get along without me".

Mr. Casten

Nov. 9, 2012

Copyrighted material of Michael C. Casten

Humor Me

They say "Laughter is the best medicine".  The science behind this has to do with the release of endorphins while a a true laugh is being experienced.  Endorphins generally make us feel good.  Endorphins help us to feel at ease as well, a sense of safety if you will.  Endorphins are also responsible for some feelings of "closeness" to others through shared experiences.

The classroom is a curious place.  In it are many people.  Each person having their own personality.  Each having their own set of experiences.  The dynamics of a classroom can change often.  From year to year, as a teacher, I get to experience the different climates of each class as they pass through my world.

Somewhere along the line of a school year, the "honeymoon" period comes to a halt.  The true personalities of students and teacher come forth.  There are two paths that this revelation can take...one of "personality clashing" or one of "personality harmony".

This week was that time.  This week the path was chosen, unbeknownst to those involved.  This week Room 202 traveled down the path that will most likely be the path we continue on until the end of the year. 

Our path of "personality harmony" has been sealed!

It came in the form of a video submitted by one of the students for their Science Project.  The student actually had two videos...the one to be graded as the project and one that was the "outtakes" of the presentation. 

The outtakes video brought laughter in its purest form to every one who watched.  We watched it again and again, each time laughing harder than the previous viewing.  The endorphins were flowing freely in all of us and a sense of community was born.  

It's times like these that help shape and mold what the the rest of the year can potentially hold.  A sense of community, shared experience, good-feelings, and safety is the recipe for an environment conducive to learning.  We've embarked on a deeper level of ourselves as individuals and more importantly, as a group.

Thank goodness the "personality harmony" met us before any "personality clashing" could rear its ugly head.

Looking forward to an incredible year with these kids...

Mr. Casten

Nov. 2, 2012

Copyrighted material of Michael C. Casten

Mix it Up

My students created a game on the playground.  They made their own rules and figured out ways to be the best at this game.  Then came the challenge.  The girls challenged the boys to a marathon of this game.  Every day when we went outside they would situate themselves around this game.  

As some time passed I noticed that the teams had changed.  It was no longer girls vs. boys.  They mixed it up.  With this change there seemed to be more comradery.  The game flowed more smoothly than it had before and rules seemed to be adhered to more diligently.  

There are times in the classroom where the kids would prefer to be with their own gender.  We respect that.  There are times when the kids like to be with their friends.  We respect that too.  There are times, as well, when they let go of these notions and allow themselves to expand their horizons; including themselves among everyone...male, female, friend, or foe.

This display of mixing it up produces precisely what I, as their teacher, strive for in the social arena of my classroom.  Comradery.  The ability to get along and feel good about the fellowship that comes from sharing time and space with others.  

Play is an important part of learning...it's a natural stage for kids.  The game they created is theirs...they own it, they enjoy it, they learn from it.

Mr. Casten

Oct. 26, 2012

Copyrighted material of Michael C. Casten

Good Morning

Every morning I sit outside my classroom and greet each student.  We exchange "good mornings" and they tell me what they are doing for lunch.  It's a nice time of day because I get to see each one of my students and connect with them, if only for a moment.  The day quickly gets itself into motion and the whirlwind of learning commences. 

That initial connection in the morning is the spark that sets the tone of our day.  It brings to light the humanness in us all; kids are people too and so are teachers. As we get to know one another we find out more and more about each other.  I have the privilege of learning about 21 individuals...each with their own dreams and fears, talents and skills, highs and lows.  Each one of them comes to me day after day with a host of experiences from their lives; as do I to them.  Each one of them comes to me with a sense of self that has been in the works for the past 9-10 years; mine spans 45.  When they approach me in the morning I get to look into their eyes for a brief moment and much of the time I can see what lies behind them.  Some days they are tired, others they are full of life.  Some days they are sad, other days they are bursting with excitement.  Some days they are confused, on others they have a command of their day. 

As we cruise through our day we exchange interactions on many levels.  We talk, we laugh, and sometimes cry.  We help one another with school work and life work.  It's a dance that we do...at times letting the other lead; at times following the other. 

The "good mornings" set the tone for the day.  They help direct our energies to the time directly ahead of us which is full of life.

Mr. Casten

Oct. 19, 2012

Copyrighted material of Michael C. Casten

Apply What You Know

Five weeks of Reading lessons.

   Five selections were read and discussed.

        Skills and strategies were explained and practiced.

             Review took place over the course of one week.

Five weeks of Writing lessons.

     Six papers in all were completed.

         Six papers were edited and revised.

              Writing techniques were taught and practiced.

The time for my students to demonstrate what they have learned finally came.  The reading test had two selections to be read and questions followed; testing their ability to identify main ideas and details, draw conclusions, work with vocabulary words, as well as identifying themes. 

A writing prompt was given and students were expected to create a paper using the techniques and target skills learned with this unit.  They were left to their own devices to piece together a comprehensive paper complete with intro, two body paragraphs, and a conclusion.  Main ideas and details along with "good" word choice were two of the expectations.

The end of the testing week has come to a close.  Before I officially grade my students' writing I like to casually read them, without my "teacher-hat" on.  This allows me to enjoy the writing for what it is and often gives me a chance to absorb what they are trying to say to me in words.  As I read each paper I found myself noticing the parts that were really well done.  It provided me with a sense of what my students "picked-up" from the lessons and practice.  With this writing test I noticed, above all, their introductions.

Introductions are difficult to put together in a way that is effective.  It's the spark of the paper that ignites the reader's attention.  If the spark isn't there, the reader often loses interest.  There's a lot of pressure on the introduction and hence, the writer feels that pressure as well.  The introductions that I read were wonderful...they captured my attention, pulled me into the paper, and set the stage for what was to come.

To say I noticed the introductions above all doesn't mean that the rest of the paper for any student lacked somehow.  There was a tremendous amount of excellent body paragraphs that followed our lessons on form and technique.  Conclusions, too, were well done. 

The official grading of writing takes some time as I must "take-apart" their essays and look at the intricacies therein.  It's worth it though as it produces more confident, well balanced writers out of my students.

At first glance I also noticed that my students, as a group, did well on the Reading Test.  This too speaks to the work and dedication that they put forth over the past five weeks.  They have shown themselves as a group of students who know the value of an education; an excellent prerequisite for learning!

The idea is that their successes on these tests will motivate them to continue in their learning with just as much enthusiasm and vigor they have shown thus far.  We will build on what we know, introduce new ideas, practice over time, and show the world what we can do!

Mr. Casten

Oct. 12, 2012

Copyrighted material of Michael C. Casten

The Educational Arena

The sounds of children playing rush through my open window.  The cool air softly slips past the screen as the fall seasons begins to take hold.  If I stare long enough at the tree across the street I can almost see the leaves changing their colors.  Every so often a shrill of playful delight rings above the children's crowd noise.  And for brief moments there is a seeming silence when the voices all together quiet themselves.  It's as if there is a wave of commotion amongst them.  I know they are all doing something different yet from simply listening to them their sound echoes in unison.

My classroom is still.  It's quiet and lifeless.  The children quickly left for lunch today and their "things" are still exactly where they left them.  Books over turned to save the place of the reader, open journals, pens and pencils randomly placed all rest on the desks.  Jackets hang limp over the backs of chairs. Snack containers, some open and some closed, can be seen.  Water bottles sit upon the desks as small towers...each one different...as are their owners.

This was the first week we really departed from our normal daily routine of reading and writing which usually takes up our whole morning.  It was review week for the upcoming Unit Test and we were doing just that--reviewing.  For the reading review I had my students take the educational route of creating something in order to review what we have learned in the past 5-6 weeks.  We created a booklet that contains major concepts, complete with definitions, examples, and pictures.  They spent each day perfecting their booklets.  They collaborated with each other, with me, and with our parent volunteers.  They engaged themselves in the content. 

For writing we spent the week editing, revising, and writing our final copy of the 4-week long "How to Study" paper.  It served us well to have parent volunteers in the room so that every student had an opportunity to sit one-on-one with an adult and edit their paper by finding good aspects, errors, and places where the writing might be changed.  Every student in the room was able to produce a four-paragraph expository paper explaining their best practices in studying both at school and at home.  They learned about the writing process from immersing themselves in it.  They became writers.

The change in seasons always prompts me to seek the change in my students as they settle into the routines of Room 202 and begin to show their true selves.  This week, they showed me that their determination to do well, their ability accept constructive criticism, and their courage to take educational risks is indeed present.  What better arena for a teacher to find himself?

Mr. Casten

Oct. 5, 2012

Copyrighted material of Michael C. Casten

Bored Brains

The brain is an amazing organ.  It controls the entire body and allows for learning to take place.  It's also a very particular organ.  Despite the fact that it has millions of tasks to accomplish every minute it grows bored.  Yes...bored.

Part of my job as a teacher is to stimulate the brains of my students.  To capture their attention and cause them to seek more information, to explore beyond their comfort level, and to see the world in a slightly different way than they have before.  Knowing that the brain gets bored easily when subjected to redundancy, a teacher employs many different strategies to combat that boredom. A new perspective must be provided to spark the brain awake! 
Think of Fall, or any change of the seasons.  The beauty of nature elicits creativity and a renewed sense within the brain.  Fall's colors, Winter's pristine snow, Spring's vibrancy, and Summer's green all provide a new perspective.

This week we changed the seating arrangement in the classroom for the first time.  For the students it is exciting because they get to sit next to new people.  For me it's exciting because I know that when a person is moved from a seat they have been in for a while, the new perspective wakens the mind.  It gives them a fresh look at the room, the environment, and their place in it.  I have found that the week seats change is always a high energy week in the classroom...I try to capitalize on that occurrence and use it to learning's advantage. 

We accomplished much this week after the initial excitement of a new seating arrangement dissipated. We learned about how writing introductions and conclusions mirror one another; depending on each other for continuity.  We learned that the volume of an object does not change simply because the shape of the object may change.  We learned about political maps; their uses and design.  We learned about facts and opinions and how to identify them while reading.  

Most of the lessons this week were part of group work.  The learning environment was active, moving, and engaging.  We worked together; sharing ideas, moving around the room from activity to activity, and creating hands-on demonstrations of learned concepts.  

The energy taken from the new perspective through changed seats was harnessed and put to effective use.  As a teacher I am proud of my students for the work they did, the engaged learning they experienced, and the growth that followed.

As Fall approaches we can say farewell to another summer passed...then we can turn our minds to the incredible display that we will encounter as Autumn provides us with a fresh, new perspective.

Mr. Casten

Sept. 21, 2012

Copyrighted material of Michael C. Casten

What's Within

Each child has one.  They all carry one around with them.  Sometimes they take it out during school; sometimes it finds its way out at home.  There are times when the child tries yet cannot find it.  There are times when it shows up in the most unexpected places.  When pushed to extract it, they often resist.  When encouraged to experiment with it, they often oblige.  It what's inside all of them...all of us, for that matter.

The inner writer.

We spent a week with Lincoln School's beloved poet, Bill Buczinsky.  A man after the writings of a child's heart.  A man with exuberance, skill, talent, and energy.  He lights up the school with words, sparking the writer in each of our students.  He brings to the table a pencil and paper, mixes in some words, and dabbles with meaning.  He throws around metaphors while delivering the idioms, and he does it with fervor and a passion that's unmistakable.

My students'  inner writers came forth.  They engaged in the content, immersed themselves in the lessons, and proudly took up the challenge.  They orchestrated free verse and tackled Haiku.  They explored nouns and adjective, verbs and adverbs.  They danced with sentence fragments and were told it was ok.

Each year when Bill leaves, the magic he brings leaves with him.  There always is, however, a smattering of that magic that lingers behind...finding its way to the hearts and minds of those left behind with it.  It's awe-inspiring to witness the invisible magic work its way into the inner writer of each of my students.  It becomes part of them and they are better off for having spent the week completely engrossed in the "power of the poet".

Each child has one.  An inner writer that is always capable of bursting forth and expressing the inner thoughts, feelings, aspirations, and inspirations of its host.

Each child has one.  Ours is the task to invite that inner writer to come forth.

Thanks Bill, for a week that brought the inner writers out; and for letting so many see the beauty in the written word.

Mr. Casten

Sept. 14, 2012

You can visit Bill Buczinsky's website at:

A Child's Voice

Copyrighted material of Michael C. Casten

September 11th: Threads

I drove to work this morning at just about the same time as I always do…between 6:30 and 7:00am.  The roads were different this morning.  It seemed as though everyone was just a touch more polite; a tad more gracious; a bit more forgiving.

September 11^th, 2001 remains in the hearts and minds of so many.  The common thread of 9.11 weaves its way through, around, and between us all.  During stop lights I would look to my right and left at the other drivers.  Most other days I would see people talking on their phones; either hand-held or through their Bluetooth.  I would see people singing along with their music or they themselves glancing around at the other drivers next to them.  This morning, however, I saw none of that.  Every person I saw this morning was strangely silent in their car.  Their faces showed thoughtfulness.  Their expressions were placid.  Their demeanor's were peaceful.

The common thread seemed to halt people from running the yellow light; stopped them from tail-gating, and prompted them to use their turn signals for both turning and lane changes.  The speed limit was easily adhered to and patience, when starting to go after waiting for the red to change to green, was practiced.

This common thread is always present yet often unnoticed.  On this morn I felt that it was strengthened by the memories of that day 11 years ago; strengthened by the life force of those whom we lost.

I find myself occasionally thinking about 9.11 on other days apart from the anniversary date.  My thoughts wander to those in the buildings.  Workers, rescuers.  My body grows cold and my stomach tightens up.  My heart tells my mind to stop yet my mind pursues the thoughts.  I release the resistance and allow myself to imagine what it was like in those buildings and planes…the thoughts flow and run their course.  Everything seems pointless and desolate.  The daily problems of life are swallowed up by the heat, flames, and desecration I have conjured up in my mind.  When my mind has spun its last image and my heart can take no more…I free myself from the tragedy that, in some way or another, haunts each of us.  

It’s a beautiful day here in Chicago on this 11^th of September, 2012.  Much like it was 11 years ago.  Much has happened in life since that time.  In some ways, my own Twin Towers have been toppled in a heap of twisted emotions and physical strains.  During that time 11 years ago the spirit of goodness, the soul of graciousness, and the light of hope shone through for days and weeks following the demise of The World Trade Center.  That same Spirit, that One soul, and that perfect Light is what will guide my life into the way things are to be…they will become the common thread that holds me together with humanity…inseparable and undivided.

I wonder what traffic will be like tomorrow morning?

Neat as a Pin

They spend a lot of time in this room.

They are here from early morning to mid-afternoon.

They work here.  They eat here.  They play here.  They learn here.

The find their place in the classroom; setting up their desks to their pleasure; arranging their books and folders in ways that make the most sense to them.  They become comfortable with their surroundings and begin to regard much of what they see as their own.  They share the space, much of the supplies, and the responsibilities.

The responsibilities.

School is a wonderful place to teach kids about responsibility...both individual and shared responsibilties.  We can elicit classwork, homework, and tests as a way to further develop individual responsibility.  We can look at their desks, their assignment notebooks, and their cubbies to help them organize themselves in a way that leads to success in the learning environment.  In terms of shared responsibility we look to the room as a whole.  We assign jobs to students, we talk about leaving the "legacy" of supplies for groups of kids in the future.  We can step back at the end of the day and look at how the room appears after a day of rigorous learning.

Enjoy some of the pics that tell the story of the shared responsibility in Room 202 this year...my hope is that as the first 3 weeks have passed the ideas of shared responsibility stay with this group---for they are quite good at it!!

Their desks all ready for their morning work!

Their dictionaries put back in the correct order after a vocabulary lesson!

Their classroom library...

Mr. Casten

Sept. 7, 2012