Spark of Youth

     Next week is the last week of school for 2013.  Winter Break begins promptly at 3:00 on Friday, Dec. 21st.

     The room this week was buzzing with anticipation for the upcoming break.  Holiday spirits were filling the room--as the kids seemed to be smiling more brightly, dancing more frequently, and singing in Music class with a bit more enthusiasm and added charm.

     With the snow falling alongside the temperature Room 202 quickly became our safe haven from the elements.  Indoor recess, heat blowing through the vents, and holiday music playing in the background as we continued with the all important tasks of learning and teaching. 

    Pictures began filling my desk...each one different yet carrying the same basic message...a message of holiday greetings.  The drawings filled with greens and reds, pictures of Santa’s and elves, presents and snowflakes as the season of giving is now underway.

     Being a teacher at this time of year always makes me feel more like a kid at heart than any other time of the year.  Being surrounded by children and their innocent belief, undying faith, and infectious celebratory nature brings a spark of youth to me heart.  I find myself reliving several feelings I had as a nine or ten year-old; feelings that may have long been lost in time if not for the profession I chose.

    

     I recall the first time I had some chore money saved up to actually go out buy presents.  The evening was cold as I stepped out of my house and the snow was blowing.  My cheeks and nose quickly became ice and the streetlights were illuminated...surrounded by the falling snow.  I had to walk with my head down to avoid the wind the best I could and shuffle my feet through the thick un-shoveled snow.  All the while I kept hold of the ideas I had for the presents I would buy.  All the while I knew that Santa would deliver on his promises as well. 

     

     "Had I been good this year?" I remember asking myself.  The walk to the mall was only 6 blocks but in the increasing storm it took me well over 30 minutes.  In that time I found myself reflecting, maybe for the first time in my life, on the past year.

     

     It had been a hard year for my family.  Circumstances surrounding it actually changed our lives forever.  In that year I saw much of what life can be, both positive and negative.  I reached back through the months and revisited my role in the family; my relationships and my decisions.

     

     By the time I came to a verdict about my behavior I was at the mall.  The spirit of the holiday filled me.  With great enthusiasm, a skip in my step, and a bright smile on my face I traversed through the stores, finding just what I wanted for each person.  The spirit of giving filled me for the first time in my life.  

     

     I see this spirit in the children I work with.  It's wonderful to behold.  It's miraculous to witness year after year the enthusiasm, the dancing, and the bright smiles I get to see everyday.

     

Mr. Casten

Dec. 21, 2013

Copyrighted material of Michael C. Casten

'Tis the Sneezin’

     The hallway at Lincoln seemed to only house myself as I walked from the copy room to my classroom on this frigid early Friday morning.  As I walked the tickle in my nose produced a sneeze that undoubtedly echoed to several rooms nearby.  I regained my composure as often my sneezes tend to stop me in my tracks, and while doing so I heard a faint, “Bless You”…I wasn’t alone after all.

     I thanked the lone voice and continued on my way to my classroom.  As I trudged up the steep Lincoln staircase I began thinking about sneezes.  I realized that each person really has their own distinctive sneeze.  Some are loud and boisterous while others are quick, soft, and discreet.  Some come in waves, one after another, while others are few and far between.  You might even say that a sneeze, in some ways, reflects a person’s personality.

     Now that December has arrived it’s probably safe to say “Old Man Winter” is digging his heels in.  The classroom cloak closets are filled with gloves and hats; some strewn on the floor while others hang from winter jacket pockets.  Scarves, mittens, and boots are the order of the season.  The Kleenex boxes in the classroom have now become a common “go to” place.

     I thought more about the phrase, “Bless You” and realized that almost every single time someone sneezes and at least one other person is around, the phrase ensues.  Kids and adults alike practice this socially acceptable etiquette.

     My curiosity got the best of me and I did a quick research on the origin of the phrase.  Interestingly enough, this is what I found:

~In AD 590 the bubonic plague ran rampant.  Pope Gregory ordered prayer ministers into the streets charged with the duty of “blessing” anyone who sneezed, as a sneeze was believed to be an indication that the disease was ‘brewing” inside the “sneezer”.  The blessing was thought to help curtail the onset of the sickness.

~Another thought was that a sneeze allowed the spirit to escape the body or allowed an evil spirit to enter.  Saying “Bless You” thwarted this from occurring.

~Still another idea was that the heart stopped beating when one sneezed and the saying, “Bless You” encourages the heart to beat once again.

~In some cultures, sneezing is an indication of good fortune.  Saying the phrase was a response to acknowledge one’s good fortune bestowed upon them.

~Finally, saying the phrase was simply a response to a physiological occurrence not fully understood.

     While the attempts at finding the origin of the phrase "Bless You” is indeed fascinating, what I find more fascinating is that without really thinking about it we all, for the most part, always say the phrase after someone sneezes.  I find it comforting to share that common practice with so many people.  It never seems to fail, in the midst of almost any situation when a person sneezes and another is around, a response of care, based on whatever origin one believes in, is expressed.

Mr. Casten

Dec. 6, 2013

Copyrighted material of Michael C. Casten

Santa's Letter

I could just see the top of the desk.  I was five years old.  I had to keep rising up on my tipee-toes to get a good look at what my older sister was doing.  It was my first Thanksgiving Break as I was a kindergartner.  The light shone on the paper as my sister wrote the letter.

When she summoned me into her room I hadn’t a clue as to what she was up to.  She was my senior by seven years and in my mind she knew everything.  I caught glimpses of what she was up to and saw that she was intent on her task.  She wrote with what seemed like ease and grace to me…I longed to be able to write someday. 

“What do you want for Christmas?” she asked, “from Santa” she added.

“Santa?” I replied, “You’re writing to Santa?”

Without missing a beat I told her that I wanted an “Oscar the Grouch” puppet.  She obliged and wrote it down.

That’s all I can recall of that time with my sister, writing to Santa. I don’t remember anything else we did that day.  I don’t remember the first Thanksgiving Break other than that select moment.  In fact, I don’t ever recall opening the present on Christmas morning from Santa and finding my wish had come true…a real-life “Oscar the Grouch” puppet.

I still have Oscar.  My kids play with him now.  He’s beat up and is losing one eyebrow; but he’s still with us…after 41 years he’s still with us.

What strikes me the most about this memory is what's always remained in my mind over the years; the few short moments I spent with my sister writing the letter.   As much as I loved “Oscar the Grouch” I do not remember receiving him as a gift…it’s almost as if he was always there.  As much as I loved Thanksgiving and Christmas as a kid, those memories do not seem to hold a candle to the memory of me and my sister, writing the Santa letter.

I told my kids the story of the letter writing.  I then realized that the memory always came to me whenever I saw Oscar.  I realized that my admiration and trust in my sister was most likely cemented that day some 41 years ago. 

My sister has left this world.  She did so in the early summer of 2009.  At 48 years young she lost her 25 year battle with various cancers.  Although she no longer spends time with me she is still right there with me. 

And as the Holiday Season comes upon us the memory of the “Santa Letter” reminds me that it is the relationships that really matter; the people that surround us, making lasting impressions.  Time marches on and things change.  Memories hold a moment as it was, untouched and unfettered, for us to relish in its delight. 

As you go through this Holiday Season I hope that your family will create long-lasting memories that will travel over time with your children.  That these memories will prove be a part of them forever; holding the moments they have with you in their mind’s eye while fueling their heart’s desires.

Mr. Casten

Nov. 26, 2013

Copyrighted material of Michael C. Casten

My daughter, Ava, with Oscar (Nov. 2013)

Dinner & Bathtime

I have three young children (ages 6, 5 and 3).  One first grader and two pre-schoolers.  I look forward to sitting down to dinner with my young family each night, listening to the chatter, enjoying the food.  During the school week my wife and I usually ask our kids what they did in school that day.  From Henry and Ella, our youngest, we usually get the same responses..."recess, play-doh, job of the day"; from Ava we get a bit more but she seems to "forget" what she's done just hours earlier.  We kind of expect these responses but ask nonetheless--if for nothing else than to establish a pattern of expectations.  Expectations for our kids to think about their day at school, share the day's events, and hopefully gain an appreciation of other people's days.

Since we aren't getting a whole lot of information thus far in their formative years, I try and make it a point each night at bath time (I give the baths as my wife gets them ready for bed) to remind them of something.

I remind them to always say their "pleases and thank-you's" while at school...if for no other reason I am trying to set the expectation I have for them while they are in the care of other adults.

In Room 202 we have an "unsolicited compliment" goal each year.  The students set the goal, usually based on the previous year's final number.  Each year the class has "beaten" the previous class.  The goal is really getting up there.  In fact, this year it is set at 102!

The first trimester has come and gone, 1/3 of the school year is over.  To date, my students have acquired 34 unsolicited compliments...exactly 1/3 of their goal!  It's not easy in a room of 25 students and a school of just under 600 to be recognized on a consistent basis.  Temptations are strewn about in various places and situations, peer-pressure finds its way into the everyday lives of kids, and excitement (precipitated for a variety of reasons) usually permeates throughout our day.

My students do shine, however.  They are cognizant of their goal and appreciate themselves when given an unsolicited compliment.  They have their moments of "kid-craziness" yet they also have their moments of focused discipline.  When their attention is directed toward working together, being engaged, and completing a task--they demonstrate the qualities needed for students to be receptive to learning.

They say their "pleases and thank-yous", they follow directions, they aim to please..if not for themselves, then for the adults around them.

Thirty-four unsolicited compliments thus far is an achievement in and of itself...with parent encouragement coupled with teacher encouragement they can easily reach their goal, surpassing it perhaps...and setting the stage for next year's class to rise to the challenge.

Mr. Casten

Nov. 15, 2013

Copyrighted material of Michael C. Casten

"Wordle" Lesson

 

 

The above picture was actually created by the class during math. We're starting a new unit and the concept is "Decimals and their Uses".

Whenever I begin a new unit (especially in math) I try to ascertain how much my students already know about the content. This guides my starting point for teaching, insuring that I am not wasting their time or mine by teaching them something they already know. Those ideas are best left for a quick review rather than a full-blown lesson.

There are several ways to determine the "pulse" of a class in terms of a certain unit of study; you can have them complete a K-W-L chart (what do I "Know", what do I "Want" to know, and what did I "Learn"?), or you can give them a pretest on the concepts that will be taught and learned. You could have an informal discussion, asking them to talk to you or each other about the topic at hand. Or you could "Wordle".

Wordle is a computer program that generates "word art" like the picture above. It's a fascinating program in that it can be used for a variety of applications. I've used it before both professionally and personally. I recently used it on a personal level and so it was in the forefront of my mind.

On Wednesday, as my students were taking their Math Unit 2 Test, I began thinking about this next unit, "Decimals and Their Uses". The first thing I, as the teacher, needed to know was how much about decimals do my students understand. Then it came to me like wind blowing through the trees: ideas flowed in and out, centered around "Wordle". Ways to utilize the program began swirling in my head, interacting with one another in a dance that finally culminated in a lesson.

Each student was given an index card. They were instructed that they would have 2-3 minutes to jot down everything they knew about decimals. I gave them an example using fractions. Then I posed some questions on the board to help guide their thinking: "What do decimals mean? Are they related to other math concepts? Are there special names associated with decimals? How do we use them? Are there special symbols used for decimals? Can we add, subtract, multiply, and divide with them? What are the numbers after the decimal called? How do we say numbers with decimals in them?"

After the students wrote down what they knew about decimals I had one person tell us one thing they had written. Then I asked those who had also written the same thing to raise their hand. We did this same process for a total of 7 people. While responses were being given I had the "Wordle" program open on my computer (the kids could see it too, on the big screen). I would type the word that was given the same number of times people reported jotting it down. For example, if the word "money" was reported 12 times, I typed it into the program 12 times. What this does is tell the program that this word is important. The more important a word, the "bigger" it appears on the final product.

If you look at the picture produced by "Wordle" above, you can see the different "decimal concepts" and how they are different sizes. The bigger the appearance of a word, the higher the number of students there are that "understand" the word to be a part of the world of decimals. Can you see the really, really tiny word in the "Wordle" above??

It was an interesting way to gain a glimpse of what my students understand about decimals. Not to mention it was a creative and fun way for them to be engaged in the process. Hopefully they will be interested enough to use the program for other things as well. It's quite engaging!

Mr. Casten

Nov. 1, 2013

 

Copyrighted material of Michael C. Casten

 

The Childhood Tree

The sound of the air conditioner has ceased; replaced by the whirl of the heating vent. When the vent first kicked on the dust flew up along with bits of string, glitter, and other remnants of classes past.

The story for this week was titled, "The Stranger". It is a fantasy tale of a Jack Frost (or the season of Fall) In short, a farmer, with his truck, hits "Jack Frost" while driving down the road. The farmer takes him home to care for him. Jack Frost has amnesia due to the bump he received from the accident. Throughout the story there are clues to his identity.

As a class we had a great time finding the clues, identifying causes & effects, and unconsciously bringing the Fall season into Room 202. The kids' clothes are aligning more with cool weather than they were last week. The colors being worn are darker, more conservative. The daylight is not as bright as it streams through the blinds. From the windows here in Room 202 (on the second floor) we can see the tops of the trees. We can see that they are slowly changing from their brilliant green to their incredible reds, oranges and yellows. The rain has been pitter-pattering on the windows and the part of the AC that extends out from the building wall...giving us a rhythmic, natural concert.

The change occurring is not only in the seasons, though. The kids themselves are changing. They are comfortable in the classroom. They are opening up and showing their true colors, just as the leaves are doing alongside them. The beauty of the trees mirrors the beauty held within each child. Every tree is different, unique, and boasts a personality all its own; as does each child. The wind whipping around causes a flurry of excitement amongst the leaves on the ground while at the same time pulling the leaves off the trees; so it is with the energy I find in the children...it captures the attention, brings forth new ideas, and makes for an atmosphere of lively interchanges.

Fall is a wonderful season.

Teaching is a wonderful profession.

Mr. Casten

Oct. 18, 2013

Copyrighted material of Michael C. Casten

Real Life Experiences

"We are to prepare children for the future".

While preparaing to become a teacher I heard this often. It can be tricky at times only because the future is uncertain. We're not absolutely sure what kinds of jobs will be around when kids grow up. We're not quite sure what kinds of societal problems will unveil themselves.

So we move along the best we know how, anticipating the future, keeping up on the latest technology, and having discussions amongst our peers. All in the name of preparing our students for the future.

I have had the pleasure of being a co-leader for Student Council for the past 10 years. It's is fulfilling on many levels. One of those levels is the opportunity I have to teach children about the political process.

Our local, state and national government has been set up very carefully by those who founded them. A system of checks and balances, of a government "of the people, by the people, and for the people", of elections that allow those who are qualified, under The Constitution, to run for office.

Student Council, although a simplified version of our american governement, does, in my opinion, provide valuable lessons for students in terms how our governement works.

A system of Check and Balances: Student Council has a president and vice-president (our Executive Branch), we have Miss Brook & myself (The Legislative Branch), and we have our School Principal and office staff (The Judicial Branch). Our Executive Branch makes sure things are running smoothly, brings new ideas (initiatives) to our school, and consults with the other "branches". Our Legislative Branch create rules and regulations to ensure a smooth running Student Council experience. Our Judicial Branch interprets our objectives and plays a deciding role in what can and cannot be carried out.

"Of the people, by the people, & for the people": All officers and room representatives are elected to their office by their peers. In terms of officers (Coresponding Secretary [3rd grade], Recording Secretary [4th grade], Treasurer, Vice-President, & President [5th grade]) they can only be elected to the office once during their Lincoln School career; thereby there is a "term-limit" built into the system. The same student, however, may hold each office in each respective grade level as they progress through the grades.

Room Reps, which are akin to State Representatives, can be elected school year after school year as there are no term limits (State Reps serve two-year terms but there is no term limit). Each Student Council Room Rep, however, only serves 1/2 of the year...because there are two reps per room per year (allowing for more students to enjoy the experience).

Qualifications under The Constitution: There are specific qualification one must possess to hold local, state, or national offices. One of which is being a US citizen. Student Council follows suit. The only qualification is that the students running for Student Council must be "citizens" of Lincoln School...which of course, includes every student. Equality in oppportunity.

While we cannot predict the future, we can, to some degree of certainty, feel comfortable that the government system in our country will remain basically unchanged over time...it was set up that way. With this in mind, we can confidently teach our children about the realities of politics and how our great country operates on a governmental level...not only teach them but give them real world experiences. It may not mirror the "real" system exactly but it comes quite close, and for that I am thankful.

Mr. Casten

Oct. 11, 2013

Copyrighted material of Michael C. Casten

A Well Oiled Machine

Six weeks has passed since the beginning of school. In those six weeks one of my "Friday Reflections" was about establishing a classroom within the first six weeks. Well, here we are. So how has it turned out?

I would say quite well. 

They are still pushing in their chairs when we leave...that's encouraging! And they are slowly but surely become a "well oiled machine".

One area that proves to be challenging for any class I've had is our rotating stations for Reading & Math. Three times a week, faithfully, we have Math Stations in the morning and Reading Stations in the afternoon. The kids are split into four groups and there are four activities. One activity is always with the teacher, the next activity usually involves a practice book of some sort (Math Journal or Daily Practice Book), a third station will be a game, grading, or extension activity, and the fourth station is always the computer station.

The groups of students spend about 12-15 minutes per station and then they rotate. After the hour or so, everyone has been through each station. It's the rotating that gets 'em every time & understandably so. They are focused on their work during the station time and when the timer sounds that it is time to rotate the room becomes filled with the flurry of conversation and movement.

It used to take them 2-3 minutes to travel the 12 feet from one station to another, settle down, and get to work. We worked on it. Every day we had stations we worked on it. We practiced, we timed ourselves, we worked on it.

This week, the sixth week of school they moved through the stations with relative ease and finesse. It wasn't perfect, but it was much better. They were clocking in at 1 minute, 15 seconds. A marked improvement. 

We took our Reading Street Selection Test and Spelling Test this morning. For the last 5 weeks of doing the same routine. They take the Selection Test, entering their answers on paper and then on the computer. Then they move on to their Spelling Test on the computer. After the Spelling Test is complete they print it down to the LRC and go retrieve it, turning it in to me upon their return. 



For the first 4 weeks of this routine many kids didn't finish in the given time. During this sixth week all of my students who were present finished the assessments on time. It truly was like witnessing a well-oiled machine.

So here we are...week six and the classroom is humming along. What a great environment to teach and learn in day after day.

Mr. Casten

Sept. 27, 2013

Copyrighted material of Michael C. Casten

Confidence & Faith

Today is Thursday. I'm writing my Friday Reflection one day early. It is late afternoon slipping quickly into evening. I sit in Room 202, the sound of the air-conditioner humming in the background, silence around me otherwise.

I will not be in school on Friday. There will be a substitute teacher taking care of my students for the day. It will be the first time this year that my students will tackle the day without me. It's a day of many activities on the agenda.

They will be taking their Selection Test for the story, "Marven of the Great North Woods" along with their spelling test on the laptops. Of course, the Basic Math Fact Test will also be taken with paper & pencil. They will learn about fire safety in our 2nd week of the "Learn Not to Burn" lessons given by the Elmhurst Fire Department. They will have Spanish and Gym. They will complete Reading work and grade math homework. To end their day they will be practicing a "Secure in Place" drill. Quite an agenda, I'd say.

I took some time today to review the schedule for the day so that they themselves would know what to expect from their day. We talked briefly about how it is their job to "run" the classroom in terms of the logistics...in terms of how things proceed on any given Friday.

There's is old saying that hangs behind my desk in my classroom. It sits quietly beneath a picture of some students from my first year of teaching. The students are completing a somewhat difficult task all by themselves, without any help from me. The saying underneath the picture reads, "The object of teaching a child is to enable them to get along without their teacher." -- Elbert Hubbard

I have confidence, faith if you will, that my current 25 students will take the responsibility I have placed in thier path for this Friday seriously...and make the room run...make it hum...make it work...make it on their own; without their teacher.

Come Monday, when I walk into the classroom, I'm sure I'll find a note from the substitute; I always do. And I have always read the note to my students...whatever it may be. I will do the same this year. There's nothing finer than reading a note from a substitute that shows the confidence and faith that I had placed in my students was, indeed, well placed.

Mr. Casten

Sept. 19, 2013

Copyrighted material of Michael C. Casten

 

"Umm...you forgot to grade this."

Fourth Grade is considered a "turning point grade" in the field of education.  It transitions a child from the primary level learning to the intermediate level.  With this transitions comes a host of changes; academically, socially, emotionally, & physically.

A social-emotional aspect that always presents itself revolves around responsibility and accountability.  The two "-abilities" that present the highest level of frustration, confusion, and stress for 9-10 year-olds in a school setting.

On Fridays the kids are given their "work from the week".  They have completed many assignments through the course of a week; grammar, spelling, morning work, science, social studies, test, quizzes, etc..  They like getting their packets of work.  Each Friday I can hear the flipping of pages at the end of the day as kids look at the work they produced.  Minor squeals of delight and moans of distress often accompany the mad rush through the papers.  

Last week a student approached me and politely said, "Umm, excuse me Mr. Casten, you forgot to grade my work."

"Let me see" I replied with concern.

The student showed me some of the work, homework mainly, and said, "See, you didn't mark it with the red pen or anything. You forgot to grade my work."

I stood, wondering what to say as I felt I had not done my job.  Then it quickly dawned on me.  The papers had actually been graded by the student...in class!  

"We graded it together, right?  Remember?" I said.  "I didn't mark on it because you already did!" I continued as I pointed out the marks the student had made.  

"Oh yeah.  I forgot.  cool.",  was the student's reply as they walked away looking at the pack of papers more slowly now...seemingly taking more time to notice what was actually written on them.

It was a moment of responsibility and accountability.  The student had been used to having someone else evaluate them.  They were used to receiving their work back with some kind of "grade" or indication of how they did...an external source of feedback.  

Fourth grade calls for the student to accept responsibility for their own work and the evaluation of it...at least in terms of homework and in-class work.  Of course, the teachers still grade quizzes and tests.  And of course, we still look at the homework and in-class work as it comes past our desks.  

The accountability on the students' part comes into play in that fact that their work has been graded...and the mistakes have been corrected...by the student. 

The combination of this type of responsibility and accountability make for a student who is poised to take more control of their learning.  From there, they learn the value of self-sufficiency and independence.

The student who thought that the work went without being "looked at", went without "being graded" seemed to let the world around them dissipate as they were engrossed in their work, their evaluation, their self.

Mr. Casten

Sept. 13, 2013

Copyrighted material of Michael C. Casten

3 Weeks In and 3 to Go

When I began teaching some 13 years ago my principal at the time gave me a book.  It was called, "The First Six Weeks of School"

This book outlines strategies for setting up a classroom and getting the school year off to a good start.  It emphasizes the importance of establishing routines and expectations.  It details ways to model and teach how the classroom should run on a day-to-day basis.  It provides practical advice on how to communicate in a way that elicits respect and an appreciation for both the student and teacher.  

As you might be able to ascertain from the title, the book proports that the first six weeks of school are really the most critical in this "establishing of the environment".  I can recall thinking to myself that six weeks is way too long to spend on establishing a classroom.  There was teaching to be done, curriculum to get through, chapters and quizzes, tests and papers, grades and report cards.  Maybe a good week, two weeks if you wanted to stretch it, would be sufficient for what the book was trying to tell me to do. 

So that first year, and a few after that, I spent one week, maybe two on the "establishment of the classroom" then proceeded to get into the what I thought was the "meat & potatoes" of teaching.

I saw other teachers, more experienced teachers, as they interacted with their students.  I noticed a difference in how things played out.  They seemed more "calm" than I was; more "in sync" with their class. 

My principal continued to encourage her staff to read "The First Six Weeks of School" each and every year at the beginning of the school year.  For another year I didn't take the advice.  I thought I knew how to do it.  Then it dawned on me.  The difference that lies between me and other teachers was not simply a matter of time in the profession, but rather how that time is used.

I read the book again.  Things became easier.  I did what it said by taking the six weeks to establish my classroom.  Things got even better.  Each year I tried something new from the book.  Each year I found managing classroom behaviors a more pleasurable task simply because there were less problems.

This year is no different.  We have spent the first three weeks working on classroom and school behaviors.  We have three to go.  The work is somewhat intensive at times yet it pays off.  The expectations and routines are solidified in that time and last the entire year.  Work still gets done and learning takes place.  It is possible to spend six weeks molding and creating a classroom that runs smoothly while at the same learning and growing. 

Mr. Casten

Sept. 6, 2013

Copyrighted material of Michael C. Casten

Push In Your Chairs, Please...

There are 25 students and two adults in Room 202.  That's a lot of people in a room for 6 hours a day.  Needless to say, there is a shortage of space.  It's hot.  It's stuffy.

On the first day of school I told the kids, as I always tell my new students, to push in their chairs when they leave their desk.  I told them this is especially true this year since we have so many people.

They listened.  Not only did they listen the first day of school, they kept pushing in their chairs day in and day out.  It may seem like a small thing, maybe even insignificant.  But it's more than a simple act of pushing in a chair...it speaks to the character of the class; and ultimately the character of the individual.

A fourth grader has many things on their mind...least of which is to push in their chair when they get up.  They have to think about their school work, their friends, their family; who they are going to sit next to at lunch and play with at recess.  They have to think about the amount of homework they are going to have and how they are going to get things done at home.  They know, in the backs of their mind, that they are growing up, becoming more responsible; more accountable.  This responsibility an accountability can sometimes be a heavy load for a 9 or 10 year-old. 

Yet...
... they push in their chairs when they leave the room. 

Mr. Casten

August 30, 2013

Copyrighted material of Michael C. Casten

Reach Into the Future

The week comes to a close today. My 13th year of teaching is underway. I am fortunate; in many ways.

Being able to work with children has afforded me the opportunity to reach into the future. The kids I taught 13 years ago are now in their early twenties. Some may be finished with college and seeking employment; some may be fully employed. Others may be furthering their educational endeavors by going for a higher degree, while still others may be seeking to start a family. As a teacher, it is strange to think of these scenarios when talking about my former students. You see, I still picture them as the nine and ten year olds that they were when they were with me. Placing them at a graduation ceremony, a job interview, or even a wedding seems to stretch my imagination. But I know they are there; living their lives probably in a manner consistent with their personalities that shone through in my classroom. In the end, I know in my heart that they are fine. And hopefully they carried a bit of something from my little corner of the world where they spent nine months of their life in the "distant past".

Being able to work with children has provided a way for me to grow professionally as well as personally. Each year I am awarded a new group of kids; a clean slate if you will. We exchange our pleasatries and then begin the tasks of learning. Each year I am reminded, by the very nature of children, of what it means to be a child. They are creative and curious. They take risks each and every day in the classroom. They are full of laughs and giggles, bright eyes and wonderment. They require boundries that allow them to safely express themselves yet in the same breath they defy those boundries to assert their independence. With all of this, and more, going on I have the perfect environment to continue improving my art and science of teaching. In many respects, incoming 4th graders are basically the same from one year to the next; therefore I can use what I've learned previously to make the classroom even better. At the same time, each class of kids, and each individual child, is vastly different. This is where the moments of realization, for me, finds itself.

I realize that the little things I do during the day make all the difference in how the day, the week, the month and the entire school year unfolds. From the greeting in the morning to the departure in the afternoon, within those times lies the makings of the future. I realize that each child comes to me with a history not known to me; a history that has shaped who stands before me. Getting to know each student, where they came from, where they are right now, and where they think they want to be fills me with a sense of purpose to be able to help, if just a little, along in their journey.

I look forward to reaching into the future of my current students. I know they too, just like my kids from my first year as a teacher, will be just fine.

Mr. Casten

Aug. 23, 2013

Copyrighted material of Michael C. Casten

100

One hundred.

100.

The number of unsolicited compliments earned by this year's 4th graders in Room 202.

100.

They set their goal at 81.

100.

They had runs of several compliments in one day.

100.

They had runs of one compliment a day for several days in a row.

100.

They had dry spells; some lasting a week or two.

100.

They encouraged each other to "do what it takes" to earn a compliment.

100.

Many students earned a compliment for the class by getting an individual compliment.

100.

They were just as excited for their first compliment as they were for their 100th.

100.

Compliments were given by teachers, administrators, support staff, and parents.

100.

Throughout each day opportunities presented themselves to earn a compliment.

100.

They capitalized on (at least) 100 of these opportunities.  Often times more...which went unrecognized...but I saw them!

100.

They earned them in the classroom, on the playground, in the hallways, on the stairs, during their specials, and at assemblies.

100.

I, as their teacher, had the pleasure of receiving the good news of their good choices throughout the year.
100.

An accomplishment that may very well go unmatched...
100.

One hundred.

Mr. Casten

(May 29, 2013)

Copyrighted material of Michael C. Casten

Three's a Charm...

Charms indeed come in threes...

For the past 12 years my students have set a class goal for themselves beginning on the first day of school.  We call it our "Unsolicited Compliments Goal".  When I introduce this idea to my new 4th graders they understand the concept of a "compliment" but aren't quite sure what "unsolicited" means.  The pursuit of the meaning of "unsolicited" becomes our first official lesson of the school year.  In the end, they understand that "unsolicited" means that a request for something is not expressly made outright.

Following par for the course in their endeavor to reach the goal set for themselves, the "unsolicited compliments" always roll in comparatively "heavy" during the first weeks of school.  Kids naturally are on their best behaviors when school commences in the Fall; they are just figuring out their new environment; they like to put their best foot forward; and they know that first impressions are important.  

As the year rolls forward, gaining "unsolicited compliments" grows more difficult, more challenging.  Every year the class I have has outdone the class previous.  The goal increases slowly over the years.  Year one was 16 "unsolicited compliments"...this year their goal was 81...this week the kids reached their goal and surpassed it...they currently have 82!  I wonder what they will end up with come May 29th?

Watch out next year's 4th graders!

A second and third "charm" from this year is the performance of my students on their MAP (Measure of Academic Progress) Tests.  These test are administered three times per year (Fall, Winter, & Spring).  One indicator I look for is marked improvement in scores from one "season" to the next.  

This year was exceptional.

From Winter to Spring the class, as a whole, improved in BOTH Reading & Math by an average score of about 3 points!  Many students made tremendous gains which is a testament to their hard work and dedication.  If any student went down, it was only by a scant few points (negligible in my opinion).  Some students maintained their previous score as well.  All in all, I can, with high confidence, report that my students have demonstrated exactly what I intended them to demonstrate by this time...learning and application of concepts.

Three is a most definitely a charm:  

1. Reaching Unsolicited Compliment Goal and surpassing it... 
2. Whole Class Improvement in Reading by an average of 3.0 points...
3. Whole Class Improvement in Math by an average of 3.2 points...

Well played 4th graders...well played!

Mr. Casten
(April 26, 2013)

Copyrighted material of MIchael C. Casten

Madagascar Lost?

One of the advantages of teaching the same grade level for an 

extended period of time (12 years and counting in my case) is that 

one learns what works with kids and what doesn't.  One learns the 

likely outcomes of certain practices.  One learns how to avoid 

common pitfalls in lessons and projects which allows for maximum 

learning opportunities for students.

Science is a favorite subject among many students.  It is interesting,

dynamic, and lends itself well to a variety of learning styles.  We 

read, discuss, watch videos, create projects, and perform 

experiments.  We allow the verbal, visual, auditory, and kinesthetic 

learner to experience the concepts...each receiving the information

suited to them.

Currently we are studying the "Changing Earth".  The unit began

exploring the different layers of the earth; their composition, 

temperature, and "thickness".  Videos, discussions, and a project 

were all part of the lessons.  From there we moved on to the 

concept of "Plate Tectonics" and more specifically, "Pangaea".

Pangaea is the scientific theory that all of the current-day 

continents were once one huge super-continent.  Over time 

continental drift, a result of plate tectonics (plate movement under 

the earth's crust), caused the super-continent to "break apart" and 

the separate land masses slowly but surely moved away from one 

another...leading to the current configuration of our continents 

today.  To this day the continents continue to drift.

After discussing this idea and watching a video we embarked on the 

project associated with the lesson.  Students were given outlines of 

the continents as they existed some 225 million years ago.  Based 

on plant & animal fossil evidence and the fact that the continents 

"fit together" like a puzzle, students were to color the continents 

accordingly, cut them out, and paste them to a blue sheet of 

construction paper (which represents the one ocean known as 

"Panthalassa") in the configuration that would best represent 

Pangaea as it may have looked millions of years in the past.

One of the "puzzle pieces" is the little tiny island of Madagascar.  It 

broke away from the African Continent as a result of continental 

drift.  The piece that students need to color for Madagascar is about 

1 inch in length and maybe 2 cm wide...quite small when compared 

to the other continents they have to color.

Every year, since I started teaching, at least one student (often 

more) would lose their little Madagascar after they had colored it 

and cut it out.  Every year we would search the floor, the recycling 

bin, the garbage, high and low.  Every year we would fail to find the 

little critter and the student would have to improvise and make one.

This year, I told the story of the "Lost Madagascar" and challenged 

this group to see if they could ALL keep their little Madagascar.  

The project commenced and lasted much of the day.  Paper was all 

over the place as cutting was rampant.  Glue and glue sticks were 

on desks, the floor, tables, and bookshelves throughout the room.  

Chatter filled the air as the worked was underway.  Little plastic 

baggies were utilized to help keep the continent pieces from being 

lost.  

It was close.  One student thought they lost their little Madagscar 

but it was recovered.  The project ended by 3:00 pm and everyone 

finished.  I hung them in the hallway.  

This morning I checked over them.  I specifically looked for each 

person's little Madagascar.

They had done it.  Every student had their little Madagscar on their 

project, connected to the African Continent just as it was some 225 

million years ago.

Bravo, 4th graders, BRAVO!!

     

Mr. Casten

(April 12, 2013)

Copyrighted material of MIchael C. Casten