The Phone Call

This week, I received a call from a four-year-old, asking me to come to her house to give her a pencil and paper for her homework, since she didn't have any.

This week, I received a call from a four-year-old, asking me to come to her house to give her a pencil and paper for her homework, since she didn't have any.

Crazy? Yes, a little bit. It definitely caught me off-guard. This call came from the daughter of one of my refugee friends while here mom was at work (don't worry, grandma was there watching the kids). Pre-COVID, I would take these kids to the library every week for a little homework help/reading/enrichment. It's been 10 months since that happened, which feels like nearly forever! I've definitely kept in touch with the families, but since this particular family lives 45 minutes away, I have only seen them once since the pandemic started. This brief phone call made me think about several things:

• This is the reality of some of our kids. They don't have pencils or paper at home unless we give it to them, and even then, sometimes it runs out or gets lost. I know this...but it hits my heart differently coming from a friend's daughter. We can't forget about these kids.
• Internet safety needs to start young! I'm glad that I am a safe person, but I didn't love the idea of this preschooler initiating video chats on her mom's phone while mom was at work. I added this to my list of things to chat about when her mom wasn't working.
• Kids are resourceful. As much as I was wary about her using the phone, I was also impressed that she found a way to advocate for herself and express her needs.
• What we do matters. I don't know how this little girl remembered me and figured that she could call to ask for help, and while it could have been random luck, I truly believe that she associated me with going to the library for school stuff (for months, she even thought my name was "Library") and knew that she could call for help. Don't doubt that those little moments really do make a difference!

And finally...can't we end this pandemic and get kids back in school again? I know that day will come, but I can't help but feel impatient when I think about the learning environment of this kiddo compared to what I see in preschool classrooms around the district. Here's to hoping that day comes soon!

The IEP

 A couple of weeks ago, I found out that one of my refugee kiddos was on an IEP, and I was angry!

Let me back up a bit...this student went to school in my state for kindergarten, then moved out of state for 1st grade. He has moved back now for 2nd grade, and brought an IEP with him. With a diagnosis of a learning disability. Maybe it's just me, but 1st grade is pretty early to be labeled with a learning disability, especially for an Emerging Bilingual (English Language Learner) who did not have many opportunities to learn in any kind of formal setting before kindergarten.

Once I calmed down a little bit, I tried to put my finger on what was bugging me so much. A friend asked me, "What does this mean for him?" In truth, it means that he will probably get more help and more interventions. And have a label. It's really not the worst thing in the world.

But I think my anger was a reflection of a greater worry about the role of the education system in perpetuating stereotypes or injustices in our current society. Why is this student automatically labeled as having a disability? Reading his current IEP, have we truly explored whether his slow progress in reading is a result of a disability or the fact that he is learning English or that he has moved around quite a bit and that has disrupted his education? Does he truly have a learning disability, or is it just the easiest and most convenient thing to do to put him on an IEP?

And lest you think I am paranoid, we have statistics to back it up. Do you know that, in my state a couple of years ago (when I could find the data), students who are Black are 2.18 times more likely to be identified with an intellectual disability compared to their non-Black peers? And 2.02 time more likely to be removed from the classroom for discipline issues? That's a problem, friends. You can view these statistics and more on this sheet.

I talked to my student's current special education teacher, and she said that the team would do a full review, since our state qualifies students differently than the other state does. I shared my concerns, and tried to share that if he truly has a disability, that is fine...I never want to be one of those people who is like, "Not my kid!" I just want to make sure we are really considering all of the factors and not jumping to conclusions because he is a student of color who is behind. I felt much better after talking, and feel confident that his school will take an honest look at his strengths and challenges and data to determine what the most appropriate course of action is.

For my part, I know I will continue to speak up and advocate in little and big ways as we wrestle with everything going on in our society right now. Sometimes it is showing up at a public protest, but sometimes, it's speaking to a teacher about one student's IEP.

Fighting the Good Fight

As the country has found a renewed sense of duty to the ideals of equity and equality, I've been pretty quiet on here. Why? Well, 1) I'm exhausted after a long school year, and 2) Social media is typically not my first choice for where to have these conversations. Meanwhile, I've been fighting for equitable treatment for the refugee students I work with locally.* Based on these experiences, I would ask anyone reading this to consider a few things, all of which have occurred in the past month for my kiddos.

• Not all of our families know how to use email, even if they have an email address. If you get the sense they aren't connecting that way, or if you find out that it is not a good form of communication for them, please be willing to consider other options.
• Not all of our ELL families speak Spanish. Putting information out in English & Spanish does not mean that it has been made accessible to every family. Along these lines, don't assume that every kid with darker skin is Mexican and give them Spanish copies of everything without even checking to see if they speak any Spanish!
• Not all students live with their parents, sometimes other family members speak better English, and many other cultures are more extended family-oriented than Americans tend to be. Please recognize and value that extended support system, and don't just see it as a negative that the parents aren't the ones in contact with the school.
• Please spell names correctly, and if you can't figure out how to pronounce them at first (which is understandable at times!), take the time to learn to say them correctly. It makes me so sad when teachers my kids have had for months still don't know how to say their name...and sometimes even avoid calling on them for that reason (which is not good teaching/learning practice).
• Be aware that there are a lot of untold stories. Did you know that, according to the CDE EL Guidebook, Karen is the 18th most popular primary language among our students in Colorado? Yet most people have never heard of it! Due to the news, more people have heard of the Rohingya, another oppressed minority in Myanmar, and sometimes I hear responses such as, "Oh, they are from Myanmar, so they are Rohingya." Yet the Rohingya people are just one of many groups that is being driven out! I don't expect everyone to know this, and I probably wouldn't if it weren't for my work with these families, but just be aware that there are a lot of stories out there that you may not know about.

Finally, I want to say that I have made each and every one of these mistakes myself, and I never want to judge, because most of us are just trying to do the best we can. However, as Maya Angelou says, "Do the best you can, and when you know better, do better." I am writing this in hopes that more of us can know better and do better!

*Note: I am not trying to compare anything, this is just where my energy has been focused.

Looking for more information about how to support refugee students? Check out refugeeready.msayeh.com!

An IEP Meeting...from the Other Side

This past week, I went to an (initial) IEP meeting for one of the kiddos I work with. I know the teachers at this school pretty well, but my role here was to support the parent & family. I was on the other side - literally, when the meeting started, I physically moved from sitting next to the teachers (where I was) to the other side of the table (next to the parents).

We had a great meeting and walked away with some concrete goals and a lot of support. But, as is often the case, doing things with my friends from a different culture gives me a new perspective on our educational system - even something I've done dozens of times, like attend IEP meetings! Here are some of my thoughts:

• IEPs are ridiculous. Don't get me wrong, I am so glad we have laws and protections for some of our more vulnerable students, and I am grateful that they have access to the help they need! At the same time, the number of forms, the lengthy process that must be followed exactly, and the number of sections on each form...it struck me that they were probably all added because something had gone wrong or ended up in court. It was hard to try to explain to my friend, whose life as a refugee did not allow her to spend time in a consistent education system and comes from a culture where teachers are honored and valued, why she had to sign the consent for evaluation, the consent to release information, the consent to bill to Medicaid, the eligibility determination paperwork, the IEP, and more. And why the same information was listed on the evaluation report and the IEP. And why there were so many sections. Just trying to explain that made me think...this is a little ridiculous. It's all there for a reason, but when it comes down to it, the stacks of paperwork can't distract us from the heart of the matter - helping the kiddo we all care about!
  
• Disabilities are viewed differently in different places in the world. The kiddo we were there for was identified with a (fairly mild) speech-language disability. In talking to his mom, she spoke of another person who had a similar issue, but he grew up in the camps and nobody really thought twice about it. It was just the way that person was. We are all excited to be able to help this kiddo, and I think it will help improve his quality of life, but that perspective made me remember that we are all human. In the education world, this label is a ticket to services and supports, but on other places, differences are viewed as just that - differences. Not things that make a person better or worse or more or less likely to succeed. (I also know that, in other parts of the world, disabilities are a reason to cast someone out or drown a child in the river - it's not always pretty!) It was a good reminder to not let the specific labels take away from the basic humanity that defines us all.
  
• Parents matter. In this case, we were looking at an emerging bilingual student whose first language is not English. In fact his first language is not something that we could formally test in (it is a tribal language). Because of this, it became imperative to check in with the parents about their observations of their child. Through interviews, we were able to determine that the speech issues were present in both languages, not just English. (Formal tests were also given - it wasn't just based on interviews - but they played a key piece in understanding the intersection of a disability and an English Language Learner). While this situation was unique, it showed just how important parents are as a part of the IEP team.
  
• A good team makes a world of difference. I have been nothing but impressed by this particular group of teachers and how thorough, thoughtful, and caring they are. As a result, this kid has been growing by leaps and bounds! In the end, what makes the biggest difference, from the school system, is a kid's teachers. Their relationships with the student, expertise in knowing when and how to challenge the student, and the way they see the whole child have made a HUGE difference for this child!

It's easy for me to think this way when I am on the other side of the table, sitting next to parents who speak a different language than me, but how will I bring this perspective in the next time I attend an IEP meeting as an educational professional? I guess we will have to wait and find out - but I definitely have learned some lessons this week!

Culture

It's fascinating to think about how culture shapes who we are, how we think and process information, and how we act. I've been thinking about this more lately as I read Zaretta Hammond's Culturally Responsive Teaching and the Brain. This may eventually turn into a series, but for now, I want to focus on the first part: self-awareness.

So, who am I? How does my culture impact me? Well, I'm half-Chinese. This means that half of my extended family doesn't speak English as their first language, serves (somewhat) different food at home, and sometimes have different ways of communicating ideas (that are more typical in Chinese culture). Although I have never lived very close to them (geographically), they have always been a presence in my life, and I have always felt connected to this piece of my identity.

[On the other side of the family, I have ancestors who moved to the USA a couple of generations back from Europe. While I don't want to neglect this side of my past, it is much more similar to the dominant culture where I live, so I am going to focus my blog on my half-Asian side.]

While it's hard to pinpoint the exact implications this has had on my life, I wanted to write and reflect on a few ideas here:

• I have always been around people, who I love, who speak English with an accent, or don't speak it fluently. I would guess that it has naturally given me a higher comfort level when communicating cross-culturally than I would have otherwise.
• While I realize that Asian Americans face different realities than those of other races, I have still had personal experiences that demonstrate racial insensitivity (at best). Usually, I just shrug these things off - what else can you do? But I'm starting to wonder if it's an entry point to deeper conversation.
• Something that one of the (South Asian) refugee kids I work with has stuck with me - "The bad thing about being Asian is that everybody expects you to be smart. It's worse being a stupid Asian." While there are many things to unpack in that statement (and you'd better believe we had a conversation about how different strengths does NOT mean you are stupid!), it opened my eyes to the fact that even "good" racial stereotypes can be harmful.
• I've been thinking a lot about the concepts of individualism vs. collectivism. I'm not sure I have really concrete thoughts to write about, I see both really manifest in different areas of my life. It's given me a good lens to think about as I work with students, teachers, and especially my friends who are relocated refugees! I feel a little bad mentioning it here without really having much to say, but it's altered my perspective, albeit subtly, enough that I feel like I need to at least mention it here.

This has been a learning journey for me, and one that I have struggled with how much to say on a public blog. Examining your own cultural background, implicit biases, and thinking about how it interacts with others' is deep work - and easy to misinterpret on a blog without the benefit of non-verbal communication! At the same time, not talking about it enables current patterns to continue, so I feel compelled to write something. Curious to talk more about this? Please reach out - I'm happy to have one-on-one conversations in more detail!

How does your culture influence you? How are you building your own capacity for cultural responsiveness?

What Do You Value?

Last week, I met with one of the families I work with (relocated refugees) and some of the teachers at their school to discuss one of their students. They would like to move forward with evaluating for an IEP. It was a great meeting - full of sharing (as much as possible across the language barrier) and building trust and understanding on both sides. One moment stuck out to me, though.

After spending a good amount of time talking about this student's (speech) challenges and mutual sharing about how it presents at home and at school, the teacher asked if the parent had any questions. She asked, "Is he nice in class? Does he listen?"

It was such a reminder to me that different cultures value different things. One could take her question as a sign that she didn't understand, or that she was looking for some good news about her kid. Being in the room, though, that was not the spirit of the question. Truly, what she cares most about is if her child is being a good person, a good student, and a good friend.

I heard a principal share something similar this week - after receiving state test scores & growth scores that were less than amazing, and sharing them with a group of parents, he said he didn't get many questions. At other schools, people would have been up in arms, wondering what changes would be implemented to get different results. At this meeting, the parents wanted to know, "Are my kids loved and accepted at school? Are they safe? Are they happy?"

These two conversations have brought cultural differences to light for me in a new way. While we all want our kids to be kind, growing, safe, learning, accepted, and challenged, there is a huge variety in the value we place on all of these constructs. And if we miss that in communicating with families, we are already starting out on different pages. Have you ever asked a question, only to have somebody rattle off an answer for five minutes that didn't exactly relate to what you wanted to know? School-family partnerships can sometimes be like that - we definitely need to pay attention to how the students are learning, but as we work with families and students, let's make sure we listen to what they value. In the end, by layering our values together, we will create an even stronger support system for the students!

Connecting with Parents

I want to relay a powerful experience I had at an elementary school Back to School Night this week. I attended the first session with some of the relocated refugee families that I work with, and didn't think much of it - it was a pretty typical presentation by the teachers, something that I have taken part in dozens of times.

As we went out to dinner (kudos to this school and their community partners, who provide dinner for families at Back to School Night), one of the parents asked me how she could help her kids with her homework, because sometimes she understood it and sometimes she didn't.

This conversation got me thinking - was she walking away from B2SN feeling empowered to partner with the school to help her students, or dis-empowered because she didn't have the requisite skills?

As we went back for the second session (siblings!), I tried to listen to the presentations through that lens. I heard many great ideas from teachers about how parents can help, such as "read to/with your child," "read clocks with them," "talk about numbers in your everyday life," etc. And it made me think...if I couldn't read with my child or read a clock myself, how would I feel? Would I see a place for myself in this home-school partnership, or would I leave the education of the kids to the school?

Let me be clear...the teachers didn't do anything wrong. Of course we want to provide ideas for how parents can be involved and help their students at home! And the ideas they provided were perfectly appropriate.

I also want to be clear...while these parents may not be literate (in English or their own language), they have a multitude of skills and things to contribute to their child's education, and they WANT to be supportive and involved.

I'm just wondering how we bridge the two. I don't have any perfect answers, but I think it is important for us as educators to think about how an event meant to connect families, when viewed through a different lens, may actually be subtly doing the opposite. And maybe, just having that little bit of perspective and sensitivity can lead to a conversation or comment that helps ALL families feel empowered to take part in the education of their students.

I'm so grateful for this moment to step into the perspective of this parent to learn something new. I've never thought about this before, and I hope that it will spark some small change in me...and others...in the future!

Library Kid Adventures

Today, being 7/11, I obviously had to take a group of the kiddos I work with (relocated refugee students) to 7-Eleven for free Slurpees! Luckily, there is one just a mile away from where they live (although some might say I'm crazy for taking 9 kids, ages 6-18, in 90+ degree heat on a mile-long walk - some with scooters, some with bikes, some just walking - crossing several streets, including a highway). Every time I hang out with them, I leave full of thoughts and reflections. A few vignettes from the adventure...


Me: "Do you want to come with me to get a free Slurpee?"
Kids: "What's a Slurpee?"
Me: "Uh...kinda like a mix between a popsicle and juice? A soft popsicle in a cup?"
Kids: "Um...maybe..."
Me: "You get to choose your flavor."
Kids: "YES, LET'S GO!!!"


6th grader: "He [4th grader] doesn't realize that they [1st & 2nd graders] all follow him. If he does something stupid, they all go and do it too."
*So much truth, and such good insight from a 6th grader! Luckily, the "stupid thing" was riding a bike down a small hill and needing to walk it back up the stairs.*


Me: "Hey, buddy, wait for us at the traffic light!"
Him: *Gets there first and patiently waits*
Him: *As soon as we get there, takes off into the street, despite the red light and red walk signal.*
Me: *Quickly yelling and pulling him back*
Me: "Buddy, do you see that walk sign? The orange hand? That means we need to stop! When it is our turn to go, it will change into a white guy walking. Then we can go."
Him: "That sounds so racist."
Two things stick out to me here: I have written before about how easy it is to forget that there are some "simple" cultural things that these kiddos may not know. This time, I was guilty of it. I figured that because we had been to many lights before, he knew what a walk signal meant & how to use it. Turns out, he was just following the others! Secondly, it made me wonder how they perceive issues of race. Are there things that they feel that I don't know or think about? Or was it a response based on things they have heard in the past? We are all Asian-American, but being only half-Chinese and being born to parents who are more Americanized, I would guess that my experiences and perceptions are different than theirs.

In the end, we all left happy!

Life Lessons from 7-year-olds

One of my favorite things to do in the summer with my kiddos who are relocated refugees is to take them out in small groups on little dates. When we go to the library for homework club or have parties, it is always a big party of everybody all at once! Those times are wonderful in a different way - but the depth of conversations when you have kids in 2s and 3s can't be replicated.

"Aubrey, we don't laugh at people who are different. Other people do, but we don't."

"That's awesome, girls. Because people who are different have feelings too...they want to be friends, just live everyone else."

"Yeah, like there's this girl who is really small, and so people laugh at her because she is really small, but we just talk and say hi and don't laugh."

Ah, the gift of seeing things like a child - I don't know exactly what is going on with this girl, but they just see her as really small. While I encouraged them to do more than just say hi, I also wanted to affirm them in knowing that it's not okay to make fun of anyone for being different!

"Aubrey, can I take some of this home to save for my [little] brother? Whenever I get anything tasty, I save some to take it home to share with him. And my other cousins are coming over tomorrow, so we can save it and share with all of them."

The spirit of sharing at its finest. If I had been taken out for froyo at this age, I'm not sure my first thought would be taking some home to share with my little brother and cousins.

I love working with these kiddos, and sometimes people say that they are lucky to have me & others as their support system. But, truly, it is just as much of a blessing to me. I always learn from them - and yesterday, it was life lessons from two 7-year-olds.

Comfortably Uncomfortable

I am going to take a step back from my usual blog posts about my professional life and write for a moment about my personal life (although still very education-related). When I'm not at school, one of my favorite things to do is to hang out with a special group of kiddos (I've written about them on my blog before). These kids & their families have come to the USA as refugees, facing many challenges that are so different from my own life. This weekend, we're celebrating two girls who are graduating from high school - one is the first in her family, and one is the second (she has an older sibling).

Congratulations, graduates!

When I first met these two, they were in elementary school. We have spent many hours together - from our weekly library homework club (which has been going on for nearly ten years now) to parties to sleepovers and more!

"Family" goes beyond flesh and blood.

I may be the homework helper, but in return, they have welcomed me into their families. At times, it comes with a bit of discomfort. I don't know what kind of food I expected at their graduation parties, but I have to admit, it caught me a little off-guard when I walked in and saw all of this.

Shrimp - bon appetit!

Squid? Octopus? Something like that...

The full dining experience!

And while I don't know if I can say that I enjoy discomfort, I think it is such a good thing for me to experience. It is a reminder of what many kids feel every day when they come to school, to a world where they look different, sound different, and feel different than their peers. It's a reminder that my "normal" is not everyone's "normal" - and mine is not better than anyone else's. It is a reminder that we all have so much to learn from each other, but it takes intentionality and courage to step into a space that is outside of your comfort zone and meet each other there.

Just reach out - like our two first graders
walking to the park today!

When is the last time you were intentionally uncomfortable? What did you learn?

#DEN18: (A Slightly More Coherent) Wrap-Up (Part 8)

After quite a bit of travelling after the academy, I finally made it back home on Thanksgiving, and I've had the chance to reflect a bit more on my #DEN18 experience. I wrote a bit of a wrap-up post the morning after, but I know I was exhausted, and hopefully this one will make a little more sense :-). Warning: it's not short.

TL;DR Version

It was amazing and challenging, all at the same time. Both a struggle and a highlight of my professional career.

Photo cred: @IngviOmarsson 

The Academy

Photo cred: @markwagner

The Academy itself was amazing. Let's start with the people there - bringing together brilliant educators from all over the world creates a powerful think tank! There was a sense of purpose in the group - to change the world through education. And I'm not exaggerating when I say "change the world." We were consistently encouraged to start small, but dream big about how to impact the lives of students, teachers, leaders, & communities. I know that this community will continue to encourage, inspire, stay connected, and do great things throughout the year and beyond!

Photo cred: Innovator Program (@WendyGorton?)

Our three days went by quickly with a mix of team building, inspiration, work on our projects, and just plain fun. At first, I was overwhelmed at how I would get from my "problem" into a "solution" in such a short time, but everything was broken down into small steps, and I feel like I made a ton of progress. There was never enough work time (but is there ever enough?), but we kept moving anyway, and the limited time actually fueled my thinking and stopped me from over-analyzing every bit of my ideas (which I am prone to do). Constraints really do breed creativity!

Photo cred: Innovator Program (@WendyGorton?)

One of my favorite parts was getting to give & receive feedback from a wide variety of people. I feel like my project is a mix of all of the ideas other people gave me, rather than what I came up with, which makes it so much stronger! I loved that we were all there to push each other & ask the hard questions. In education, especially, how often do we hold back on asking a question to avoid conflict? My experience is...too often. I loved the expectation that we would kindly deliver critical feedback, which would make our projects better. Pivots & changes were celebrated, not seen as failures. Risks were encouraged, and support was everywhere!

Photo cred: @jlubinsky

Another big reminder - the environment really does make a difference! Being taken out of my normal context, being surrounded by balloons and decorations and, before long, our work on the walls, created an energizing space to work in. The team at Google did such a good job of taking care of us and keeping us well-fed (you know food had to make an appearance somewhere in this blog!), which meant that I was free to focus on my work rather than where to go for dinner. With all of this, I was in a mental space where I had the freedom to dream, which leads to innovation!

My Journey

Photo cred: @Itsbenwhitaker

Photo cred: @IngviOmarsson 

As I alluded to in previous blog posts, there were some tough parts too. My personal journey was much more of a roller coaster. Let's start with the people. It's way too easy to be in a room with all of these people and fall into the comparison trap. "I haven't done this like they have...they're so good at this...how in the world did I get invited to be a part of this group?" And then, going to a place of fear about what others think: "What do they think of me...why did I just say that, it sounded stupid?" I wrote about this in Part 4 & Part 5 of my live blog reflections, but it was a huge turning point when two of our morning sparks focused on Impostor Syndrome (@deanstokes) & "This Is Me" from The Greatest Showman, with the question, "What's your story?" (@cutiablunt). Two phrases from these sparks really hit a chord in me: "You are not a fraud" & "I'm not scared to be seen, I make no apologies, this is me." It was at this point that I remembered who I am - someone who loves to connect with others, who cares about her faith, who is passionate about pretty much anything she can get her hands on, and who is quirky and nerdy at times - and was affirmed in living that out. No more comparison. This is me, and I have something to bring.

(There were also so many other great sparks - these just hit at the right time for me!)

Photo cred: @lesmcbeth

Here's the secret about being an Innovator: Your project is important, but it's more about your mindset. Until that point, I was pretty focused on myself, and wasn't able to absorb as much as I wanted to (which I was aware of, and it was frustrating me)! I'm grateful for my friends (in my area & PLN tribe alike) back home who were able to give me a bit of encouragement through this (living in a connected world is so wonderful). Once I was able to settle my thoughts, I was able to focus on learning. I began to see so many connections between what we were learning and not only my project (which is only somewhat related to my job), but my daily work as well! The tools and ways of thinking I engaged in at the Academy have truly changed how I approach problems in general, and that will benefit me in everything I do!

Photo cred: @markwagner

Another one of my big takeaways was to have fierce conversations. My #Admin2B group did a book study on this book (Fierce Conversations) not too long ago, but I never finished it, and this trip was a great time to dive back in! This is relevant both in our professional and personal lives. Be brave. Confront reality. Don't fear conflict (but DO approach it with kindness) - diversity in thoughts & perspectives makes us all better.

Photo cred: @markwagner

Finally, I was inspired to create some magic. Disclaimer: I tend to be a pretty practical person, and it's easy for me to roll my eyes (on the inside) when we go way above and beyond what is necessary. But there's something amazing in experiencing something that goes so far above and beyond expectations that it truly feels magical! Whether it's with the refugee students I work with, my teachers, or the foster kids I serve every couple of months, I am inspired give them a moment to remember...even if it costs a little bit more money, time, & effort.

My Project

Photo cred: Me, myself and I

Yeah, I'm not going to make this blog post any longer - more later (that's for you, @markwagner)! I am hoping to build a resource to help educators find training about working with refugee students, to help them connect meaningfully with families, and to give refugee students a platform to share their stories. If you have any ideas about what you would like to see or what would help you, please let me know!

Follow Along Live

Post-run selfie! Photo cred: @MrGutoA

In case this wasn't long enough (kidding!) and you want to read my live thoughts & reflections, here they are:

Part 1 - the beginning of the adventure + pre-academy thoughts

Part 2 - arrival in Copenhagen + finally meeting cohort friends in person!

Part 3 - pre-academy reflections + excitement about meeting more of the cohort!

Part 4 - reflection from day #1, when I was in one of the "lows" of the roller coaster

Part 5 - reflection from day #2, after my "epiphany"

Part 6 - quick reflections right after it ended 

Part 7 - even as a tourist, #DEN18 is already changing my perspective!
Innovator Spark Sketchnote - how I kept my hands busy all day!

Thank you!

Photo cred: @KatieF

Thank you to everyone who made this happen. To Google Copenhagen & the team for hosting us. To EdTechTeam & everyone who puts this program together. To our coaches & leaders who set the tone and shared their energy & expertise with us. To my fellow Innovators who pushed me to think further and more deeply. To my family, friends & PLN who have helped me get to this point. My experience is a compilation of all of the encouragement & inspiration you have given me over the years!

So...are you applying next round? Let me know if you want help through the application process!

Photo cred: @IngviOmarsson

#GoogleEI #DEN18 Application

Here we go again...

Earlier this year, I shared about taking a risk by applying to the Google for Education Certified Innovator program, and my reflections when I was not accepted. At that point, I said that I was pretty sure I would be applying again in the future...and here I am, doing just that!

Stepping Back

Before reapplying, I really needed to take a step back and just take time away from my application. I spent so much time on it at first, and was so invested, it was hard to think about what I needed to do differently. Giving myself some space helped me think through some fresh ideas without being boxed into what I had already done.

Talking it out!

If you know me IRL, you will know that I am an external processor. I learn the most when I can talk through ideas and bounce them off of others. This summer, I started chatting with friends about a new idea for my #GoogleEI project. I received a lot of great feedback, insight, and advice which helped me reignite and refine my ideas. If you are thinking about applying...this is something I would highly recommend! Talk about your idea with friends, both near and far, and really listen to their reactions & feedback. We are #bettertogether!

Completing the Application

In some ways, this was the hardest step. I made a new video, but I struggled with the short answer questions - should I keep what I had written last time, or completely change it up? It felt almost lazy to reuse answers, but if I really liked them, should I change just for the sake of it? In the end, I ended up writing new answers for several. I then asked a few trusted friends to look at both answers & help me choose which one was stronger. In every instance, they preferred my original answers, so I went with those (slightly tweaked). I did feel good, though, about exploring other options and not just copy/pasting what I had before!

Friends & Editors

As I mentioned above, I had an amazing group of friends who looked through my application and gave me feedback every step of the way. Some of these friends I know pretty well, but others are those who I met at a conference & wanted to reach out to. This is another thing I would highly recommend - sometimes, when you are so engrossed in a project, it is hard to take a step back and look at it from an outsider's point of view! They helped me see what I was communicating unintentionally and where some gaps where in my application. Be bold with asking for help!

#JustPushSubmit

And then...the moment of truth. Time to press submit. It can be terrifying, but the worst that can happen is that you don't get accepted...and, I can attest from my previous experience, life goes on ;-)! Truly, what have you got to lose?

The Waiting Game

Here I am again - back in this waiting period. I'm actually less nervous than last time - I really, REALLY am hoping to get accepted, but if I don't, I know I'll be okay. I have lots of friends applying in this round, too, and I hope for the best for all of us! Waiting isn't always fun, but I am sitting here with a sense of accomplishment for not only completing the application, but having the courage to not make it in and try again - #failingforward. What's next? Well, hopefully we'll know in early October!

Stepping Up: Moderating #HackLearning!

Last weekend, I had the pleasure of moderating my very first Twitter chat! I have enjoyed Sunday morning #hacklearning chats for quite awhile, so it was a great place to jump into my first experience leading one.

Here's the thing: I love engaging with people online, but I am not usually very quick at coming up with my responses. I like to think through things, and I was just hoping that I could keep up through these 30 minutes! Pro tip: Scheduling the questions & my answers with TweetDeck was a lifesaver!

I was inspired to chat about this topic after reflecting on several years of experience working with families of ELL students in my own community. When I work with them, I am not a teacher - I come to the schools as a friend of the family, and more in a "parent" position. This has given me so much insight into the assumptions that are often made and how we can break down barriers for better communication.

So how did it go? It was a blast! Here are a few thoughts, in no particular order...

• Wow, everything goes fast. I used two columns on TweetDeck to keep up - one with all of the new stuff and one that was as much as I had gotten through.
• I know that it can be tempting to like everybody's answers, but my goal is always to dig a little deeper - asking questions to push the conversation further. It takes more time, but results in better learning (in my opinion)! I did a mix of both during the chat.
• It's amazing how many good thoughts people have - this is not a new realization, but it's awesome to be connected to a #PLN to constantly help you grow & refine your ideas!

If you get the chance to moderate a chat, I highly recommend it! It really helped me dive deeper on this topic & hear a variety of perspectives. At the same time, it helped me grow in confidence as I continue to share on social media. Thanks, @hackmylearning and the whole crew for the opportunity!

Congrats, graduates!

Usually, I write about professional topics on this blog. But the fact that students & teachers are out for the summer, the three-day weekend, and my overall exhaustion have me dipping a bit into my personal life for inspiration this week!

A week ago, I attended a friend's high school graduation. I have spent years working with her & several other kiddos, who originally came to the USA as refugees, on a weekly basis, tutoring them and just hanging out.

Sometimes, their lives seem so "normal", it's hard to forget where they came from and how much they have overcome. Many of their parents have not attended school, and many of them spent years in camps on the run from people who want to wipe out their tribes.

These may be the families in your school that frustrate you. Not because of who they are, but because you always want the best for your kids, and life doesn't always line up that way. They might be the ones who aren't always there for meetings (night jobs are a real thing). The ones with whom communication (in English) is...challenging. The ones who miss more school than you wish to help with other family obligations.

Look at this community support - isn't it beautiful?

Don't forget - these kiddos have a whole crowd of people cheering them on, too! The support may not look the way that we, as teachers, imagine it should, but it doesn't mean it's not there. This is why I will always advocate 100% for connecting with families, especially those who come from different backgrounds, and listening and learning. They have strengths that we can learn from. After all, our shared goal is for our students to be successful!

Just another American graduation...but there's so much behind it. Congrats, my friend, to you and your whole family!

The Other Side of the Table

This week, I was "that parent".

Okay, not truly a parent, but I was there with the family of one of the kiddos I help with (his family doesn't speak much English, so I often help in a parental role with the school stuff).

I was the one in the principal's office, called in because of his behavior. We needed to have a conference RIGHT AWAY, because he was on the verge of losing the chance to go on the end-of-year, overnight field trip due to his defiance in class. On one side of me was his teacher, his assistant principal, and the school counselor. On the other side sat his cousin, his aunt, and him.

I've been in these meetings before, but mostly in my role as a teacher. Or a principal. It is different being on the opposite side.

I have to say that the school did a great job of facilitating the discussion. They were supportive, but clear about what is and is not acceptable. They did a nice job of bringing data & specific instances to the table to guide our conversation. They helped form a plan going forward that included positive supports and ways to ask for help before things escalated.

I still walked away with a heavy heart.

It is sad to see a kid struggling. It is hard to see how his behavior is affecting others, and ultimately, himself. It's heartbreaking to see him open up about where the pain is coming from, a big reason why he is acting out, and be able to do so little about it. I felt helpless. And I felt bad that "my" kid was one of the ones that probably kept the teacher up at night.

This made me reflect on previous meetings I have had with parents, when I was the teacher at the table. Did parents leave feeling judged? Like it was their fault? Upset with their student? Upset with the school? Feeling like partners in education? Feeling like they were told what to do? Feeling supported? Feeling grateful for the help?

All of these things flashed through my mind, at least momentarily.

While these meetings are never fun, what helped me stay positive in this moment was a prior relationship with the school staff. I knew them, and I trusted them. I trusted that they wanted what was best for this student, and the whole class. I trusted that they wanted to help in any way that they could.

It is so important for us, as educators, to be building positive relationships with families. If the only time they ever get a phone call or see the inside of the school is for something negative, it is hard to feel like true partners in education. I know it's not easy. I know that not everyone responds right away. But we can't stop reaching out. We can't stop being creative in how we connect with families. Often, those who are the hardest to connect with need it the most.

How are you building positive relationships with families at your school?

Will you accept me to your world?

In my non-teaching life, I spend time weekly with a group of students who have moved to this country as refugees.  One of them wrote the following poem for a school assignment.  I found it incredibly moving and wanted to amplify her voice!  This is shared without any edits, with her permission.

I am a girl without a past or without country. Will you accept  me to your world ? 

I wonder what will happen to my future and to world, will there be peace? Will I be able to to have my own country? 

I hear a crying from my people asking for help. Why is it silence? Maybe they were suppose to cry like that?

I see a hope that’s coming through or maybe there really is no hope for  them. 

I want to be a helper to my people. Someone who they can look up to, someone who they admire a lot. 

I pretended like everything was ok, but really I want be like any other kids who belong to their own world. 

I feel scared because people might laugh at me the way my culture is. 

I worry that someday I might not be able to have my own country back and I might be lost in world that I don’t call home.

I cry for my people because they are being chased from their home.

I dream that someday I will be able to have my own country and help my people.

I am a girl without a past or without country. Will you accept me to your world? 

Multi-Age BreakoutEDU

When I'm not in school, one of the things I do is spend some time hanging out with/supporting some incredible families who have also become good friends.  They also happen to have come to the USA as refugees.  I always plan some kind of fun activity for our annual Christmas party, and I knew that this year, I wanted them to experience a BreakoutEDU game.

My audience was about 16 kids, ranging from preschool-12th grade, including one who is deaf.  After looking through the different holiday options, I settled on Reindeer Games.  I know it's on the easier side, but this group has never experienced a breakout before, and while their English language skills are developing, I did not want to use something that required a lot of inferring things based on language.  I also tried to stay away from anything that required a lot of background knowledge, since the background knowledge they have built up is quite different than what many American students would know.

Solving the final clue

In the setup, I used two boxes and put similar locks on each one (I have enough extra locks to do this).  I divided the kids into three teams, each with a variety of ages, and set them free!

This game ended up being just the right difficulty for them - they had to work hard and overcome the urge to give up a few times, but it wasn't so frustrating that they couldn't do it.  Kids of all ages were able to contribute in different ways.  One of the most fun things, though, was watching the parents get in on the action!  They have had very different life experiences, and many have not experienced formal education, especially in regards to the English language.  It didn't stop them from pointing out things to the students and shining those black lights all around the room!  It was fun to see them interact with their kids to solve a puzzle and experience something new alongside their students!


I wish I had taken a video of when they got the boxes open - the cheers and screams were amazing!  I usually don't put prizes in the box at school, but for this Christmas party, I had their party favors (some fun holiday gear/photo booth items) in there.  Once again, the adults were just as excited as the kids were.

Most of us made it into this picture!

These families are so special to me, and I'm glad I was able to share my recent educational obsession with them.  I was nervous about how it would go at first, but it ended up being a rousing success.  I had several of my team members comment that this was the best Christmas activity they have seen, because it required them to think, work together, and engage while having a blast!  

My encouragement to you: don't be afraid to think outside the box or try games with multi-age groups or parents.  It's so much fun, and allows families to relate in a different way!