Art & Science

     The familiar winds of autumn blew rapidly through the playground.  Ponytails flying, unzipped jackets flapping, and soaring playground balls all took errant paths. 

     Just as fall has briskly left so has trimester one.  Reports cards were sent home today and I plan on placing the final touches to each student’s conference narrative.  The practice of filling out the narrative for my students has become one of my favorite “at home” aspects of teaching.  I look forward to retreating to my little office in the basement, surrounded by the faint noises of my family upstairs, and writing.  I seem to enter into a world only my students and I really know; the life of Room 211 on a daily basis. 

     My mind pictures each student as I am writing about them.  Their faces make an entrance into my thoughts followed by the smile I see each day.  I travel back in time to when they first stepped foot into my classroom.  I take a “walk” through different seating arrangements recalling how they socially interact.  Their eyes, when full of wonder at a new concept just realized, captures my attention and leads me to think about how they learn, work, and play.  I can see their vulnerabilities and their moments of confidence.  The laughter that is theirs seemingly fills my ears as I put “pen to paper”.  

     I’ve long looked at test scores, writing samples, formal and informal assessments, homework, and projects.  I have all those items documented, organized, and at my fingertips.  I look for patterns, growth, and areas of relative struggles.  A picture in my mind is painted which guides my thoughts and in turn produces the right words to explain how they are doing in school.  The conference narrative becomes more than just a “narrative”…it becomes a work of art.   

     Teaching and learning is just that…an art.  We often attempt to reduce it to a science; and while there can be a methodical, scientific approach with the realm of education I feel it ultimately comes down to an expression of each participant’s life.  Through teaching and learning we gain an understanding of what’s important to us, of how we can problem solve, how we interact, and ways in which we deal with the struggles we find ourselves in when challenges come our way.  To quantify this abstraction is pointless at best.  The “logical, scientific” aspect of teaching and learning enjoys its own definition. 

     Placing numerical values, grades, and objective measures on learning serves an important purpose.  It allows teacher and student to gauge their progress, set goals, define and redefine expectations, and weave the “art side” of the endeavor into one unified whole.  The system of checks and balances comes to mind.

     The art and science of teaching and learning keeps close tabs on one another if properly nurtured and maintained.  Each can exist among the other in a harmonious dance that keeps time with the changing world.  They allow the individual to grow, expand, and critically think about themselves, their world, and their place in it. 

     Looking forward to seeing each of you (and any kids that come along) at our conference.

Mr. Casten

Nov. 21, 2015

All written material is property of Michael C. Casten

Collective Cusp

There comes a time each school year when the students and teacher begin to fall away from putting one’s best foot forward and it becomes ok to make mistakes, ok to show your true colors, ok to just be yourself.  In doing so a classroom culture is defined.  Those special things that make each year special begin to emerge and take shape.  Moments that will become memories, often distant memories, are forged. 

Emerging from their collective cocoons, my students and I are at the point where we are sharing personal stories from our lives; stories that accentuate the theme of a lesson.  Letting down our collective hair we have begun to find the quirks each possesses; celebrating the unique nature of each person.  Taking a collective sigh we are finally at a point where behavior and discipline are intertwined with comfort and relaxation; the common good of learning is taking precedence.

A “collective” is made up of parts…in this case the collective is the class as a whole, the parts are each person therein.  The “collective” can move as a school of fish might, each member turning in unison with the group…in this case the adherence to expectations is growing stronger.  The “collective” develops attitudes, norms, and acceptance embedded in the overall good of the members…in this case the task of learning while enjoying oneself. 

The “parts” of the collective have an identity all to themselves.  These identities are developing right before our very eyes.  The individual has many decisions to make within a day in a classroom.  The decisions reached call on the individual to seek acceptance.  The collective often decides what is acceptable or not…it can be a rough road at times.  

I would say we’re on the cusp…on the cusp of the members of our little “collective” coming together to identify with the collective…to be known as one made up of many.  I would also say we’re on the cusp of forging memories that have the potential to last a lifetime…and if nurtured with delicate care, these forged memories can become a source of comfort and delight. 

Mr. Casten

Oct 16, 2015

All written material is property of Michael C. Casten

100 Ties that Bind

 Before I ReTIrE

When I was deciding to become a teacher I was given some advice…"while getting dressed for work, always dress for the position you desire rather than the position you currently hold".  At that time, many years ago, I was an after-school daycare supervisor.  My attire usually fit my job…jeans, t-shirt, gym shoes, etc.  When that advice was imparted to me and I began my education in education I started wearing more “professional” type clothing.  In doing so I was searching for a role model.  Men are few and far between in the field of education--as a consequence--the school I was working at in Oak Park didn’t offer anyone I could emulate. This dilemma brought me to reach back into my high school days.  I had plenty of male teachers at OPRFHS.  One of them was my Geometry/Trigonometry teacher, Mr. Chirko.

Mr. Chirko was one of those people who always had a slight smile on his face and a twinkle in his eye.  He sported a “buzz-cut” and the hair on his head was white, although he didn’t seem that advanced in years.  When he spoke his smile remained and his voice seemed to resonate with a calm command.  He knew his subject area well and taught it even better.  Mr. Chirko also wore ties.  Yet they weren’t just any old ties, they were "exciting” ties.  They had characters on them; wild designs, and seemed to be themed.  It is from this man that I fashioned my “work fashion” while not only seeking to be a teacher, but as a teacher.

Right before I landed my first, and current, job as a teacher here at Lincoln I began buying myself some ties…but I shopped for the kind of ties Mr. Chirko had.  In a short while I had a tie for each day of the week.

Over the course of 15 years I have collected a multitude of ties.  All kinds of ties…Disney ties, Looney Tunes ties, holiday ties, family inspired ties, sports ties, formal ties, animal ties, Winnie-the-Pooh ties, birthday ties, general cartoon ties, and more.  I decided to set a goal for myself:  collect enough ties so I can wear a different one for each day of the school year…176 ties is what I would need. 

Up until today I really had no idea how many I had in my collection.  So I decided to use our Math class as a place to find out while also teaching my students about Tally Charts and Math Landmarks (maximum, minimum, range, mode, and median).  We categorized my ties and generated a tally chart and then analyzed the data (see below)…

Type of Tie	Tally	Total
Disney Characters	IIII	5
Looney Tunes Characters	IIII IIII	9
Holiday	IIII IIII III	13
Family	IIII	4
Sports	IIII	5
Formal	IIII  IIII  IIII  IIII        IIII  IIII III	33
Animal	III	3
Other (miscellaneous)	IIII   IIII   IIII   IIII	19
Winnie-the-Pooh	IIII	5
Birthday	I	1
Cartoons	III	3
DATA LANDMARKS:	TOTAL	100
	MAXIMUM	33
	MINIMUM	1
	RANGE	32
	MODE	5
	MEDIAN	5

I now have 100 ties.  And how fitting, as one student pointed out, that it just happens to be the 100^th year anniversary for Lincoln School!  Well, in 15 years I’ve amassed 100 ties…only 76 ties to go.  Which will come first—retirement or reaching my goal of one tie for every day of the school year?

Mr. Casten

Sept 18, 2015

All written material is property of Michael C. Casten

Spontaneous Routine

Whether a seasoned teacher or one “fresh out of the box” the idea that establishing a routine for your students is highly valued.

Kids are spontaneous.  We can hear this in their laughter.  We can see this in their actions. We can feel this through their emotions.  Spontaneity carries with it positives and negatives; both contributing to the endeavor of an education within a school day.  It can serve to help or hinder.

Each class a teacher gets from one year to the next has its own “pulse”.  There is a level of spontaneity that must be sought in order to capitalize on it for positive outcomes.  Routines are a way of seeking that level.  Within the routine of a typical day one can gauge the level of spontaneity a class possesses.  As students intertwine within the parameters set forth from the moment they enter the school to the instant they leave for home, much is shared between student and teacher.  Roles become clearly defined and expectations are set.  Fulfillment of both ensues.

Spontaneity finds its way into those routines & expectations.  And with that entrance each participant in the classroom must figure out how to hold fast to the idea of spontaneity while still maintaining some sense of routine.  Knowing that the routine is established helps all to know that spontaneity is acceptable.  It’s the routine that allows spontaneity to flourish in a way that is beneficial. 

Often we think that routine is the path to order.  Might I suggest that spontaneity plays an equally important role?  The allowance of breaking out of a routine safely builds character, toughens the skin, and permits the exploration of just more than reading, writing and ‘rithmetic.

Learning can be messy.  Learning can be loud.  Learning can be quiet. Learning can be challenging.  And, yes…learning can be spontaneous.

Each year I look forward to the tender relationship between spontaneity and routine, balanced with each other in efforts to bring about learning…with each other and from each other.

Tucked Away

The role of a parent runs deep through the life of a child.

     During curriculum night parents had an opportunity to write a note to their 4th grader.  The note was to be read the following morning  by the respective student.  Each parent that attended did in fact write a note.  They were left on their desks.  One note, however, was tucked lovingly away in the student's desk---to be found!

     When the kids arrive to school we marched through the hallway and up the first flight of stairs.  I had them stop on the staircase to give them specific instructions on starting our day.  Being the day after curriculum night, I let them know that if their parent did attend the previous night that they would find a note on their desk.  I didn't realize there was a note tucked away.  I let those kids, whose parents were unable to make it, know that they obviously didn't receive a note but are to take the pile of papers on their desk home to their parents.  With that being said we began our day.

     Those students expecting a note eagerly found their desk and delighted in the words they found on the paper left behind by their parent(s).  It's always heartwarming to see their faces as they read the note...they smile, they sometimes blush a bit, and they have a "brightness" that surrounds them.

    The student whose parent left the note inside the desk was expecting a note on the desk.  The bewildered look on the student's face caught my eye.  I knew the parent had left a note...at least I thought I knew.  The student looked around and witnessed the same joy I had seen in the other students' faces.  The student turned away from the desk and went out into the hallway to visit the lockers, putting away books and getting ready for the day.


     I found this small space of time when the student was out of the room to be an opportunity to go with a hunch.  I thought maybe the note was inside the desk.  I quickly made my way over to the desk and peeked in...it was there.  My sense of relief for the student filled me.  The student returned and began the morning work that was on the desk...and in the mind of the student, that was the only thing waiting.  I walked past the student as the morning work was underway, placed my hand on the student's shoulder and whispered, "Look in your desk."  There was hesitation on the part of the student since what I was talking about was elusive...yet the student did as told and looked in the desk.  By that time I had walked away and tended to other students.

     As I circled the room I caught a glimpse of the expression on the student's face.  It had a shine to it that showed off the love between parents & child.  The student's eyes beamed with brightness, the smile that drew across the face of the student was one of pleasure combined with a sense of trust...as though the student just knew that there had to be a reasonable explanation for not seeing a note on the desk as others had found.  The student's day had just gotten a whole lot better.

     The note that was lovingly placed in the desk of this 4th grader brought such joy to the child.  I wish the parent could have seen the expression!

     Life's little surprises sometimes aren't that little.  

Mr. Casten

Aug. 28, 2015

All written material is property of Michael C. Casten

On the Job

     The sound of silence often accompanies the first days of school.  Students "check out" what their environment holds for them come the next nine months.  And while that silence is eventually broken a sense of comfort has prevailed since entering the building.  The "work" of a child lies squarely in school.  By the time 4th grade has arrived they have been "on the job" for a good 4-5 years already.  They're comfortable in their role. 

     Like any job an adult may have there are parts of it that kids like and dislike.  Regardless of their feelings toward any particular aspect of their work, they are asked and required to fulfill their obligations:  classwork, homework, tests, projects, social activities, and more.  They are put on a path of rigorous work that requires the act of thinking, responding, and questioning.  Their "job performance" is constantly being observed, judged, and critiqued.  In spite of "missing the mark" on a particular task they turn around and try again...day in and day out...to get it right.

     Like any job an adult may have there is the social piece of school that kids experience.  The classroom likens itself to an office space.  It has rules and regulations, procedures and expectations.  Personalities adhere to one another as well as clash against each other.  Drama can infiltrate the environment and feelings are often worn on the shoulder.  A sense of belonging begins to ripen as experiences are shared.

     Like any job an adult may have there is the responsibility of school that kids experience.  Work needs to be completed, behaviors needs to kept in check, and awareness of community must be present.  Kids are learning that their individual actions often affect other people...and depending on the choices they make carve out that affect.  Personal responsibility for actions, words, and demeanor is practiced daily in school.

     Like any job an adult may have there is a sense of accomplishment, of pride as it were, in a job well done.  School offers the chance to shine.  While one may not shine everyday they will shine at some point...and more than just once.  The pride that compliments a job well done, a concept learned, or a well-intentioned act of kindness often permeates one's desire to continue to do well.  What we feed grows!

     I would have to say one of the best parts of teaching is the opportunity it affords me to encourage kids to rise to their potential, to help them understand all that they can be, and to push them farther than they would care to push themselves. 

From My Kids to Yours

     

On Monday I had to take our youngest daughter to see her orthopedic surgeon.  We’ve been keeping a close eye on her spine and hips; monitoring her scoliosis and hip displacements (respectively).  Among other things, Spinal Muscular Atrophy (SMA) is a “progressive” disease in that those afflicted with it get progressively worse over time.  Needless to say this dictates that we must keep a close eye on her muscular as well as skeletal systems.


The appointment did not go quite the way we expected it to go…without going into too much detail I can say we had to make some hard decisions…and we are working through the logistics of those decisions.


The last thing that day I needed on my mind was to have to think about how my class was faring with a sub.  My energies needed to be with my family, they needed to be with the thought processes my wife and I went through, they needed to be with Ella.


When I returned on Tuesday I sat at my desk and reviewed the note from the sub.  I am going to quote a portion of that note:


                "Dear Mr. C,
                  It was a great day in your class—you have the nicest class I have subbed in this year!!”…


The note went on relaying all that went on that day.


The sub was in the building on Tuesday and right after I read her note she showed up at my door.  She wanted to tell me, in person, how wonderful my class was.  She went on and on.  I sat back in my chair after she left and thoughts of your kids entered my mind.  I couldn’t wait to see them.


If the occasion arises again this year where I must be absent for one of my "personal kids", it is extremely comforting knowing that that my “school kids” are--who they are.

Witnessing

     There’s always a bittersweet feeling after Spring Break.  At this time, as a teacher, I fully realize that it’s all downhill from here.  April quickly turns to May and summer is upon us. 

     I reach back to August of last year…the room was fresh, the air warm, and the novelty for the kids was abound.  Methodically time marches along and I find myself sitting in an empty classroom early this morning.  The desks are all in their proper places, the morning works sits idly on top of the desks waiting to be completed.  The floor is clean and the wastepaper baskets are empty.  Silence permeates the room.  All of this, of course, will change dramatically quite soon as the students arrive and they bring with them much.   

     Twenty-one individuals…each have a story to tell of their own.  Each one has a plethora of emotions that follow them through their days.  They have aspirations, inspirations, and frustrations.  Seeking a place amongst their peers while simultaneously deciding who and what they are to be in relation to each situation.  They realize, more often these days, that they are influential on their environment…and with that knowledge they experiment…testing to see the effects…all the while keeping in mind the lessons that their parents have taught them thus far.  They seek friendships, acceptance, and a place to call their own amongst the crowd.  They endure peer pressures, school pressures, social pressures, and self-imposed pressures.  They grow, just a bit, each day.

     

     My goal as a teacher is to have my students be able to “get along without me”…to be independent learners responsible for themselves and the community at large.  To this end we work diligently on the required skills to achieve this goal.  Temperance in ‘letting go” must be adhered to as I must keep in mind that after all, they are still kids…they will still need guidance, support, and a place to turn.

     Teaching and parenting continues to parallel each other more and more the longer I am engaged in both.  It’s bittersweet to watch my own (personal) kids grow up as they are; dealing with all that comes with childhood.  We all know that we would do anything for our own children…I see that quite often as a teacher…I have learned from my witnessing.  It truly does take a village to raise a child.

     Less than two months to go and then I must let them fly free from my “nest”; onward and upward.  They really have grown since that first day in August…and so have I.

Mr. Casten

April 10, 2015

Copyrighted material of Michael C. Casten

The Groundwork

As we move forward into trimester 3 the tide has shifted.  I like to call this trimester the “application trimester”. 

Trimester 1 was dedicated to learning routines, establishing expectations, developing relationships, creating goals, and setting precedence for a variety of situations (both academically and socially).  The trimester culminated in conferences and we were well on our way to trimester 2.

The second trimester was the delivering of intense instruction in regards to the mechanics of learning and the concepts therein.  We spent much time deciphering our reading, writing, math, science and social studies.  We developed a deeper understanding of the general topics within each discipline and made connections between them.  We practiced skills and strategies that allowed learning to take place and established ways to work together for a common goal; students depending upon one another to learn.

This leads us into the present…trimester 3…the “application trimester”.  Here we will put to use all that we have worked for over the past 6 months.  Lessons will be more about applying what we've learned in terms of learning itself.  We will apply the skills and strategies to further our knowledge and use them in practical ways.   

How will this look?

Up until this point our morning work has been squarely focused…math problems, cursive writing, Common Core work, etc., now…morning work will be more about creative thinking and teamwork.  It will ask students to use what they know and what they’ve learned to accomplish a short task.

Reading:  Trimester 1 and 2 were dedicated to Reading Street and the 4^th grade skills and strategies therein.  Students learned how to use these ideas and became adept at questioning techniques.  Trimester 3 will bring with it a novel study.  Not only will we read a novel together in groups we will hold “book clubs” and students will discuss their comprehension, questions, predictions, and drawn conclusions about each chapter.  We will perform a play whereas the students can bring a story to life, giving characters and situations a flavor all their own.  Reading Street will still be employed but the focus will shift to an application of reading process.

Math:  While we still have a few chapters to learn about we will undoubtedly get through them quickly and efficiently.  The plan after that is to work with real-life problems involving math concepts that we have learned about over the course of the school year.  Utilizing math to solve problems, create something, or explain an idea can be rewarding in and of itself…a challenge that we will welcome in Room 126.

Writing:  The ultimate goal of writing is to communicate effectively.  There are many ways to accomplish this feat.  Learning the basics is what will allow a student to achieve the goals set forth.  Proper paragraphing, variety in sentence structure, effective word choices, and strategies to capture and hold the reader’s attention all play an integral part in effective writing.  We have practiced these skills and will continue to produce works of writing…allowing this skill to flourish.

Science/Social Studies/Health:  Theses subjects lend themselves well to practical application of the classroom ideals such as teamwork and self-directed learning.  An increase in in-class projects and group presentations will fill our time.  This will pave the way for kids to express themselves and what they have learned about the world around them.

As you can see, we have quite the experience of learning ahead of us.  The groundwork has been put down…onward and upwards we go!

It's Worth a Thousand Words...

Energies

The winter months dig in, the cold grips the air.  Boots, hats, gloves. coats, and mittens fill lockers.  Sweaters, sweatshirts, and long-sleeves are the call.  Outdoor recess often takes a back seat to the frigid cold that surrounds us.  Children grow antsy.  The need for outdoor play intensifies as it is denied.  Energies are redirected into other activities.  Movement in the classroom becomes more of a necessity in order to allow for that release of energy.


Energy can also be harnessed in the process of learning.  Over the years I have found that even though "stored" energy as a result of "lack of outdoor play" can be reigned in and put to good use on a mental level.  Having students engage in challenging educational endeavors, promoting group activities that require discussions, asking them to try new technologies, and encouraging them to try, try again are all ways of capturing that 'pent-up" energies.


Often teachers will complain about the "dreaded winter months" as the Fall slips into Winter.  Understandably so, I might add.  And while we cannot take control of the weather; and we cannot realistically take control of student behaviors, we can control how we not only approach this time of year, but also what we ask our students to engage in during this time.  Finding their interests (as a group & individually) allows for one to create an environment that provides an opportunity for kids to use that energy which has found its way into their daily "winter" life.


Promotion of discussions, interactive learning, stations, technology, and challenges are what I have become to rely on to help us weather the weather. 

Mr. Casten

Jan. 23, 2015

Copyrighted material of Michael C. Casten