The Phenomenal Student

Sunday’s Reflection: “Love Thy Craft”

As I took my Walk, I thought about a conversation from last Friday. Shortly before I left work, I showed a co-worker my student’s “personality” comment.

Continuing the conversation, she told me that she thought that I was an “excellent teacher.” She says that she walks past my room and hears how I talk to my kids, and that she like the “engagement” and how they respond to me.

I was honored that anyone–especially a peer–held me in such high regard.

It was apropos that I was in the process of conducting a self-inventory of my practices—good and bad. So, her feedback helped me complete it.

Initial Inventory

Good: I’m great at engaging , setting high expectations and giving kids feedback.

Bad: I need to move around more while kids are talking, have better smoother(to task) transitions and not get too frustrated when kids aren’t meeting the expectations.

Coming into the week, my goal was to strengthen those undeveloped strengths and reinforce those strong areas.

Amid this developmental process, I realized something: I love thy craft.

How did I find this out?

Monday, after completing the Word Power lesson, I read-aloud the first book of the week: Chicken Little. I spiced it up, though. To create more turn and talk flow, I had the kids clap twice after I clapped once to signal the routine. Shaky at first but the kids did well with it. (I stole the signal from a teacher they were showing at the previous Saturday’s training.)

When the kids had to write down their think-aloud, I cued it by saying: All I Know is…

Kids would say: You(Do)!!!

Great energy.

For my Reading comprehension block, I started what I was calling Bloom’s Book Study—where I would take the kids through each stage of Bloom’s Taxonomy while reading a Shared Reading book: Bonk’s New Bike.

Considering it was the first day, the kids absorbed the material, although some couldn’t keep up with the speed.

That night, I took another personal inventory. I was too stern in my correction of a student. Tone is everything.

Tuesday morning, there was a true glow. My students watched a read-aloud from one of their classmates who struggled at the beginning of the year with reading. Y’all should have seen the proud look on his face as his classmates watched him read. (Remember that.)

After that student read-aloud, I started Word Study and added a new routine: Tap It Out. The kids would tap for every letter sound. They rocked it.

One of my kids impressed me during the read-aloud portion of the morning block. When I asked what Foxy Loxy(One of the characters) was doing, she correctly determined that he was trying to trick the other characters and eat them.

Now that the kids knew the Book Study routine, they were ready to take it to the next level. Check out few responses to questions on the book “The Drum.”

What was the theme of the story?

Response: “You treat others the way you want to be treat because if you treat people mean, they might treat you mean back. If you treat people kindly, they might treat you kind back.”

What would have been another good title for the story?

Response: “I would say the good helper because he gave people what they needed, and he was being a good citizen.”

Response #2: “The Brand New Drum because he trading all that stuff to get a drum.”

Closing out that lesson, I reinforced multi-step problems in Math. Then I had the kids review and copy an anchor chart for a Rocks Sort they would participate in. (Delayed due to school event.)

Wednesday, I had the kids spell out their words on their desk with a marker. Outside of a word or two, many of them displayed mastery.

A few hours during recess, I found out why. I asked one of my kids if the tapping it out help her spell the words.

She said: “Yes. I was tapping it out in my head.”

In the evening, the kids finally sorted the rocks. I was excited that the kids used their sentence stem: We divided the rocks by… in the debrief. (You got to scaffold instruction.)

Thursday, the same student who sent in the read-aloud stepped up as a performer during the “Conver” Stations recap.

When I asked how a set of words were similar and different, he stood up and walked to the board and said: Three of them have blends(worked on previous week)…st, cr and fl. The other one doesn’t. And all these have EW(spelling pattern).

Directly afterwards, the kids did a #TechnologyThursday activity(Got on chromebooks). Later, I was able to take my time study the book—Coding Camp—with the kids.

Friday was a rewarding day. In the morning, one of my students wanted me to play the P.I.E(Persuade, Inform, Entertain) song at the end of the day.

To start the instructional day, the kids completed a Word Power quiz. Then I finished the second read-aloud of the week: Randolph and the Lion. Not before my kids amazed me with their reader responses.

When the kids were asked about how Lion was feeling when trapped, here are few words they used to describe: anxious, uncomfortable, scared, terrified and embarrassed because he’s supposed to be the king of the jungle and he’s trapped.

The student, who sent in the read-aloud, showed out again by saying: He’s frightened because his eyes are in a shape where he’s all sad, and I think he’s trying to trick the mouse.”

In response to a theme question, check out what this student said: “Small things come in big packages. Sometimes when big things come in small packages, it’s because they are too full of themselves because they think they’re more perfect than others.”

For Reading, I concluded my week of Book Study with the kids. Finishing the Fiction Book Study unit, I was encouraged that my kids who thought high-level thought at an even higher-level and the kids who struggled with thinking high-level started to do so.

At Lunch, I conducted the classroom’s 4^th Leadership Council Meeting. I got some good feedback, too. When asked what was working, my class co-mayor said the “work is getting easier.” My class president said that he’s glad they get to explain their big words.

In the evening, my kids did an Hour of Coding. I can tell that they were enjoying themselves. Following that, they had their dance off. They were competing, too. And to end the day, I played the P.I.E song(as the student requested) and announced the Student of the Month…the student who is exhibiting advanced vocabulary.

Great instructional week.

The week wasn’t done, though. I had a training the next day: Dsylexia and Language Learning. The presenter was Joanne Billingsley—one of the experts on developing kid’s vocabulary. So, I had to ask her what she thought of my Word Study routine. She thought it was ok but asked how early I introduce visuals to the kids.

Me(Convicted):…

After picking my jaw off the floor, I got excited that I received some feedback that would take my babies to the next level.

I Love Thy Craft.

I leave you with two things.

1. What is your craft?

2. Do you love it?

Jeremiah Short, Educator

Sunday’s Reflection: “My Happy Place”

As I took my Walk, I thought about My Happy Place.

Last Sunday, I visited a physician due to the dizziness that I experienced at work the previous week. Everything checked out fine until the doctor took my blood pressure, which was 146/80. Not freakishly high but bothersome–as I had been off work for nine days. I didn’t need medicine, but I had to monitor my levels for a week and return.

In addition to that, she advised me to find a “Happy Place.”

That night, I wondered if it was the wisest decision to re-enter the classroom. But I knew that I got to be there for my kids.

Monday, I realized that being in my room is exactly what the doctor ordered. I got the kids back in the groove and introduced three-digit subtraction.

Later, I went to a local CVS and took my blood pressure: 126/85.

Tuesday, I received a new student. I welcomed her to the Phenomenal Room and let her know that it was a safe space. To further include her in the process, she recapped what we did with her classmate on Seesaw.

Knowing that she was a tick behind, I bought her a few resources on my Tuesday visit to Barnes&Noble.

(Missed an opportunity to take blood pressure)

Wednesday morning, I took my blood pressure before school…125/98. Obviously, 98 is a little high, so I was worried, but one of my babies raised my spirits.

While I was conducting a read-aloud about LeBron’s life, I asked the kids why he started doing better in school when he picked up a basketball.

Most of the responses were solid. Then one child responded: “Because he realized who he was on the inside.”

Me(In My Head): “Shut yo mouth and keep on talking.”

Me(For Real): “Whoaa…We going to stop right there.” (Ended it on a high note)

Thursday, after my kids participated in “Conver” Stations, I challenged them to compare/contrast two people: Rob Mendez and Nick Vujicic. It wouldn’t be easy–as both gentlemen were born with no arms or legs. So, the kids would have to analyze and be empathetic.

Before they compared/contrasted, I had them determine the theme of each person’s life. For Mendez, most of the kids said: “Never Give Up.” It was technically true, but I wanted them to dig deeper. So, I asked them to not use never give up for Nick Vujicic.

Best Responses

Kid #1: “Always believe in yourself.”

Kid #2: Push beyond who you are.”

Kid #3: You don’t have to worry if something is wrong with you.”

Check this statement out when I asked them to note the similarities and differences.

Kid: “They have a problem and don’t doubt themselves. They’re different because they have different personalities.” (Love when students use high-end vocabulary.)

Concluding the lesson, I gave them a prompt: Who Inspires You? I found out that the person who inspires one of my students is me.

She wrote: Who Inspires me? Mr.Short! be cusae I want to be just like him. We do…dance off, outside class, cool magnetism games, and cool books and he lets us do seesaw.

As she left that day, she told me: “Mr.Short, what I said is true? I want to be like you.” (In my feels)

Blood Pressure that night: 130/86

Friday was concerning and rewarding. For the first time, I recorded myself teaching a full lesson-a read-aloud-with the help of my Social Media Manager. It’s something that I was advised to do early in my career, but I’ve always been weirded out by it.

Although it was strange, I enjoyed seeing my classroom in motion.

An hour or so later, I read a short biography of Barack Obama and asked the kids a series of questions. After that, I had them answer an extended response about why Obama wanted to help people.

Again, the kid who said that the two gentlemen had different “personalities” impressed me.

In response to the question, he wrote: “He didn’t want people to grow up like he did.”

Me: “And how is that?’

Him: “His dad left to a different country. The other man, he didn’t know that great. Obama, it was hard because he didn’t get to see his dad that much.”

In the evening, the kids completed a Math quiz and frontloaded Rocks and Soil vocabulary. Following those two things and the dance off, I took the kids to the library. While they were in there, I had my blood pressure checked. It spiked to 140/90. (Initially, it read 160/96)

Worrisome but I had to end the day the correct way, so I had the kids chant Phenomenal—as we do every Friday.

Heading home, I was encouraged. One of my babies, the same one who says I inspire her, uploaded a video to Seesaw singing Feliz Navidad to me.

Saturday, I attended a training, spent some time with my older sister’s family and then checked my blood pressure…129/84.

Sunday evening, I returned to the physician. The nurse practitioner told me to go to my happy place. So, I thought of my babies as she checked my blood pressure…120/70.

I found My Happy Place.

I leave you with two things.

1. What’s your happy place?

2. How often do you go to it?

Jeremiah Short, Educator

Sunday’s Reflection: “Giving Them What I Didn’t Have”

As I took my Walk, I thought about how I’m giving them what I didn’t have. Tuesday, I read an article: How We Kill Our Sons Before They Die In The Streets.

In the article, a black mother writes how many black mothers figuratively kill their sons before the world does. It’s a thought-provoking piece, which I hope spurs conversation. I know it resonated with me.

I didn’t grow up on the streets, but I suffered from some of the same trauma that was articled in the article. The lack of hugs. I was called a crybaby. And I was never nurtured.

Marinating on the article, I hearkened back to a comment made a friend shortly before I became a classroom teacher. She said that “I’m giving my kids what I didn’t have.”

Now, four years into my career, I realize that she couldn’t have been righter. Those things that I didn’t get as a kid are the same things that I give my students.

Early in my career, I’ve become known as a high-energy teacher in the “Ron Clark” mold. (Ron Clark is a former National Teacher of the Year and the co-founder of the Ron Clark Academy.)

According to co-worker, the kids say that “I’m the teacher that gets on tables.”

The high-energy label is my teaching style, but my true hallmark is that kids know that my classroom is a safe place. They’ll be nurtured, held accountable ,and I’ll be there every day. (I haven’t missed a day in four years.)

Students have had troubles and come into my room and know that I’ll take care of them. Their walls have come down , and they’ve stepped into their Greatness and become Phenomenal.

My second year, a parent told me that her son “let go of his anger, and he can participate in church things now.”

In addition to that, she said that she pushed him, but maybe he needed a man to do it, too. And boy did a do that. I stayed on that kid. I called his mom when he was in danger of missing honor roll. I called her when he was disrespectful. And I stayed after school to work with him on his interviewing skills, so he could get into the district’s magnet school. He got in and is now talking about “museums” and “projects.”

Another student lost her mom my second year. I purchased her family flowers and bought her a necklace to remember her mom. Later in that year, she said that no one really talks her at home, but I was there for her. Sobering and touching at the same time.

One of my favorites moments as teacher isn’t when my kids did well on the S.T.A.A.R. It’s when most of my classroom stayed on the last day of school, instead of going home. They didn’t want to leave the classroom. They felt at home.

Since I’ve come to Krahn, I’ve tried to be that same type of teacher. I go to kids’ events, teach them life lessons and make learning an experience, not a chore.

Reflecting, my childhood left me a bit “damaged”, but it did something else: made me who I am.

A compassionate, driven and loving teacher.

I’m giving them what I didn’t have.

I leave you with two things.

1. Did you have a tough childhood?

2. How has it helped you become a more effective adult?

Jeremiah Short, Educator

Sunday’s Reflection: “I’m Proud”

As I took my Walk, I thought about how I’m proud.

Thursday night, I was discussing a work issue with a friend. I needed a little advice and to get my mind off things. It had been a rough day. I was stressed, confused and experienced some dizziness that day.

During the conversation, my friend’s wife chimed in and said: “You should be proud if that’s the worst of your problems…considering the circumstances of how you grew up.”

Upon hearing the comment, I paused for a moment to absorb its weight…realizing that she was right.

Due to my #NoDaysOff, #NoTimeOff, #AlwaysGrindin mantra, I never take time to truly appreciate where I am and where I came from.

I’m a person who lived in a trailer for most of his childhood, didn’t own a pair of name brand shoes until middle school and grew up in a single-parent household(although I had a great relationship with my dad).

I had the potential to rise above my upbringing, but I didn’t for years. Once I got focused, I did…starting my path to be an educator.

That ride hasn’t been smooth(as my sister would describe). My first year(as a paraprofessional), I was bullied, but I got through it.

When I embarked on my journey to be a classroom teacher, I was told that I didn’t have the decision-making skills to teach. I was offered a job an hour after my first interview.

In that time as a classroom teacher, I’ve experienced some performance-related highs. My classroom went from 30 to 90 percent as a rookie teacher. The next year, those same kids hit 91 percent on the S.T.A.A.R. Reading test. (One question away from 91 percent in Math.)

And while last year was a wacky, my kids grew exponentially…both groups.

Performance is a cool metric for which to be judged, but my biggest joy comes from the young minds I’ve impacted.

I think of the student that I received mid-year, my first year who was put out of his school. Nine weeks later, he was on All-A honor roll. Another student who I received that year was put out of three schools(maybe four). I had him for two years(He was a handful, though.). A third student wrote that she looked forward to learning how to read in 5^th grade. It broke my heart. Instead of leaving my first school, I stayed because of what she wrote. It was apropos that she was the last student to pass for the classroom to reach 91 percent.

And one of my enduring legacies is the student who now wants to be a teacher and will call her room: The Phenomenal Room. (She’ll be one of my first hires to The Phenomenal Leadership Academy.)

Those victories keep me going, but I’d be lying if I didn’t say the negativity discourages me at times. People have lied on me, overblown my mistakes, demeaned me,  cursed me(literally and figuratively) and some have even attempted to discredit me to support their position or confirm their own existence.

But I can’t dwell on the negativity. I’ve changed lives–child and adult–the past six years.

I’m Proud.

I leave you with two things.

1. Are you proud of where you are in life?

2. If not, why aren’t you?

Jeremiah Short, Educator

Sunday’s Reflection: “Be Prepared”

As I took my Walk, I thought about the benefits of being prepared.

Last Sunday, I drove to Barnes and Noble to plan the instructional week. It’s a shift in focus for me this year. Normally, I’m typing my lesson plans around that time. So, instead of typing, I  was reviewing and planning each subject, which isn’t easy. I teach five of them, to go along with Word Study and Guided Reading.

Monday, I immediately saw the dividends. In Reading, I introduced a new concept: Author’s Point of View. It’s a tricky skill…no matter the age-level.

To start the lesson, I played What’s the P.O.V. from Flocabulary(Got to tap into the auditory learning style). Then I reviewed the anchor chart. After reviewing it, I guided the kids through a story…asking them for the point of view and what clues let them know what it was. The kids correctly identified the point of view as 3^rd person. The preparation helped.

My preparation couldn’t help with multi-step problems, though. It was crickets during Math. Back to the drawing board.

Tuesday morning, I gave the kids one multi-step problem, instead of the usual Daily Number, with boxes to organize their work. It started to click a little more. (I’ll come back to that.)

For Reading, I wanted to see if the kids could not only determine the point of view but how different characters were feeling throughout the story. To help them structure their thoughts, I stopped after each paragraph for annotation(jot notes). Of course, they aced the comprehension questions.

After recess, I formally re-taught multi-step problems….going slower…wayyyy slower. It worked. My kids grasping the concept supports one lesson I’ve learned: It’s cool being high-energy but the chill approach works, too.

Wednesday, my kids were up and down. The day started beautifully with a video-aloud: “Take Flight.” My kids were able to determine each character’s feeling and why they changed at different points in the story. I loved it.

I didn’t love my kid’s unproductive behavior in the evening, though. They were off task, popcorning out, and not performing to expectation. I told them everyone deserves a bad day, but they better come to school with a better spirit tomorrow.

One student showed the right spirit that night…uploading a video of her reading-aloud a book.

The next morning, I played it for her classmates before circle-up.

Following the circle-up, my kids participated in “Conver” Stations. In the exercise, the kids had four different rotations to discuss and write how the words and picture relate to each other. They did wonderfully–collaborating well and staying on-task.

One child even made a connection. While his group was at Station 3, I asked them how the words go together.

He said: “They’re a type of movement.” (Patterns of movement is the current Science concept.)

Me: “I like that connection.”

The “Conver” Stations technique is one that I learned at a training the previous Saturday from a former District Teacher of the Year.

(Fun fact: Only two people were in attendance for the breakout session: Myself and the person who won Teacher of the Year the year before the presenter. The Superintendent popped up, too. No big deal. Nothing like being in the presence of Greatness.)

In addition to rocking their Word Study, they blazed analyzing Author’s Point of View.

Check this out. After having them break down the passage—“My Missing Bear–I asked them if the character would agree or disagree with this statement: “Eight-Year Old’s shouldn’t have stuffed animals.”

Most of them correctly stated that he wouldn’t. I couldn’t believe it. They’re thinking at a level that most fifth graders can’t(Some middle schoolers for that matter). These kids amaze me every week.

Friday morning, my kids listened to another read-aloud from a classmate. It was entertaining, too. She used voices and everything. (Wonder where she gets that from)

I closed out the week with Word Study and Point of View assessments. 89 percent passed the Word Study. 100 percent passed the Point of View…Phenomenal. (They still need to synthesize the Point of View, though.)

To end the day and week, I did what is always have kids do: Chant Phenomenal!!!

Saturday, as I was PLANNING the weekend, another student sent in a Read-Aloud. (I might have something on my hands.)

Reflecting, my kids acquired new language, learned a new concept and displayed a love for Reading.

Later today, I’m returning to Barnes and Noble to plan my instructional week. I have no choice.

I got to Be Prepared. My kids need me to be.

I leave you with two things.

1. Is your level of preparation adequate for what you do?

2. If not, how would the performance of those you serve change if you were?

Jeremiah Short , Educator

Sunday’s Reflection: “Take Some ‘Me’ Time”

As I took my Walk, I thought about how we must Take Some Me Time.

Last Saturday, I attended the Texas A&M versus Mississippi State football game, but it almost didn’t come to fruition.

Why?

I almost put professional over personal. My district was holding a Teacher Leadership Summit the same day as the game. So, I had a choice: Go to the leadership training or game.

On Thursday, I still hadn’t decided. Then I talked with my teammates, and they immediately said that should go to the game and take some time for myself, which is a foreign concept. I’m the same person who was planning at a family gathering and taught an instructional strategy at a wedding.(I still have the napkin. 😊)

While it was against my workaholic nature, I bought a ticket to the game and reserved a seat on the Mississippi State Alumni bus traveling to the matchup.

Saturday morning, I rode to the game. It was a relaxing experience. (I was able to get my Guided Reading progression done for the nine weeks done, though. I couldn’t resist.)

About two hours later, we arrived at College Station(Bad traffic.). Sadly, due to the late arrival, I couldn’t tailgate and had to walk directly to Kyle Field(Texas A&M’s football field).

The Dawgs lost 49-30, but the overall gameday experience was refreshing. I got to see my squad, absorb the Aggie gameday traditions(always liked them) and the governor made an appearance.

Following the showdown, I chopped it up with some fellow Bulldogs about the state of the program. For some reason, no one agreed that Garrett Shrader is the future at tight end, not quarterback.

Burned out from the game and talking, I vegged out on the way back to Houston. I spent the rest the weekend recharging the batteries.

With a new energy, my classroom was electric throughout the week. My kids rocked Guided Reading, 2-Digit Subtraction, learned more about their Community Helpers, Magnetism and had some P.I.E(Persuade, Inform, Entertain).

They showed their learning everywhere. One child uploaded a video of her singing the P.I.E. song on the way home. Kids solved 2-Digit problems during Indoor Recess and Dance-Off Friday. And when they were in the library, a few kids opined that the machine they were using had magnets in it and “We’re learning about Magnetism.”

I loved it.

Reflecting, it’s hard for me to think of self when I’m charged with  developing the next generation, but if they’re going to be 100 percent, I must be 100 percent.

Take Some Me Time.

I leave you with two things.

1. Are you able to take me time?

2. What would happen if you did?

*For my Facebook friends, a companion daily questions is available upon request.

Jeremiah Short, Educator

Sunday’s Reflection: “Be An Example”

As I took my Walk, I thought about how we must be an example.

Last Thursday morning, my student came up to me and said: “Mr.Short, I’m going to be an example today.”

Me(with smile on my face): Ok.

At the end of the school day, she asked me: “Mr.Short, was I an example today?”

Me(smile on my face): “Yes. You were.”

Monday, I named her Student of the Week to highlight the intentional behavior.

My student’s behavior reminded me of why it’s so important to be an example. Others are watching. The ones you influence, lead and don’t lead.

In my role as a teacher, I’ve had the opportunity to be an example to over 100 students…future leaders.

Early on, I’m happy with the results. My students have taken on my personality and character traits.

Take my 2^nd group of kids, they truly were Mr.Short’s kids. They were excited about learning, exhibited a growth mindset(I quizzed them.), were higher-order thinkers, super competitive and leaders. Now, they were too hyper and little difficult like me, too.

One of those kids stands out to me. When I first received this child, I told him that I asked for him to be put in my classroom. I told him that the bar had change. It’s gone from here to here(I pulled my hand up.). For the first few weeks, he “pushed back” and wondered why I wanted him in my classroom. After he made a 100 on an assignment, his tuned changed. He started to take his performance seriously. I vividly remember him asking me what he made on his Practice Benchmarks(He wrote his scores on his glass case.). I loved it.

That student made All A honor roll every nine weeks, was identified as GT and got accepted into the magnet school in my former school district.

The biggest victory was when I talked to him the next year. He was talking about projects and going to a museum. In my mind, I’m thinking is this the same kid who brushed back against me and got put out of a school.

His mom told me that she pushed him, but maybe he needed a male influence. I was an example to him. He’s competitive now, too. He was incredulous that some of my students last year were comfortable with making 60’s and 70’s.

This year, I’ve had a similar effect on my scholars. They’re excited about learning, thinking higher-order and becoming leaders.

One student Imposed Her Will. Another student wants to Be An Example. And this week, a third student put others before himself.

How?

Wednesday, it was “Mustache Day” for Red Ribbon Week. Knowing that some of his classmates might not have a mustache, he brought extras for them. He’s not quite where I want him to be yet, but his act of kindness and thoughtfulness is good start.

Throughout the rest of the school year, my kids will continue to grow, mature and evolve.

While they’re doing it, I’m going to Be An Example.

I leave you with two things.

1. Who follows your example?

2. Is it a good one?

Say Back.

1. What did you like about the Reflection?

2. What do you want to know more about?

Application: Write down three ways you can be a better example to those you lead.

Jeremiah Short, Educator

Sunday’s Reflection: “We’re Staying Together”

As I took my Walk, I thought about how We’re Staying Together.

Tuesday, after I shared the weekly theme with the kids: Be A Beast. I talked to them about a comment that ET(Eric Thomas) made in the video. He said that some of the athletes in the room have been tall their whole life…big their whole life. So, they’re used to being worshiped(by others).

I told them that he’s not being silly. I have a cousin that’s been tall his whole life. There’s even a picture with me and him as small kids, and he’s way taller than me, even though I’m two years older. He ended up being 6’9 and playing college basketball.

Following that short talk, one of my kids said that she feels like she knows my family.(I talk about them a lot. They gave me “The Blueprint.”)

Then I shared with them that my family came a long way. When I was growing up, we lived in a trailer.

Students(aghast): “A Trailer!!!”

Me: “Yes. A Trailer. I lived in one for most of my formative years.” (I use big words on purpose sometimes.)

I told them more about my family. My mom and her siblings slept in the same room as kids. All five of them. Now, they’re extremely successful.

At that moment, I was reminded of how excited I am for the upcoming family trip to Orange Beach, Alabama. I’m so excited that I’m participating in the family group chat for a change.(I once got kicked out for not saying anything.)

More so, I marinated on how my family got to the place where they could gather in love.

We’ve only convened three times as a family in the last 20 years. In 2001 for a family picture. In 2014 for my Aunt Florence’s funeral. And In 2017 for a family reunion.(The last with our grandma living.)

On the outside, it may seem that we didn’t come together because of family strife. Although there has been some, it’s more logistical.

My brother, Berto, was in the military and couldn’t come home often. My Aunt Allean and her family reside in Shreveport, Louisiana. Cyrus hooped at Arkansas and then Miami. My sister, Christina, moved to Houston after college. I moved to Houston a few years after college.

No matter the time apart and distance…the family has always been there for each other—through the good and bad. When all the kids graduated from high school and college, everyone that could show up…did. When Cyrus and Walter played in State Championships, everyone that could show up…did. When I went through my rough times in college, my aunts hovered around me to lend their support.

And when the family suffered devastating losses, our grandad(the patriarch), Aunt Florence(the linchpin) and grandma(the matriarch), we were there for each other.

Most families are split apart by key deaths. We weren’t. We got stronger. In fact, after Flo died in 2014, the family went through a growth spurt. We drew from her strength.

My Aunt Twanda is a postmaster and the owner of a thriving business: Southern Elite Catering. My Aunt Allean is closing out a long career as Director of Anatomical Services at LSU-Shreveport and oversaw a profitable business: Children’s Escape Spa(Recently closed to travel). My Aunt Sandra is a talented Spanish teacher. And my mom, Jeanette has returned to her former workplace and raised it to the previous standard.

Our parents have done well for themselves, but the kids haven’t done half bad. My brother, Roberto, has received several promotions and was recently named the NCO of the year. My sister, Christina, has become entrenched as a star teacher in our school district. My cousin, Walter, has established himself in the distribution industry. That tall cousin and Florence’s son, Cyrus, shook off the post-ball cobwebs and is experiencing success in the Hotel industry. Alan Michael, my Aunt Allean’s son, is a Customer Operations Agent. And while I took “a longggg time”, I’m an ok teacher and writer. (😊)

Don’t sleep on the next generation, either. My nephew, Christopher, is an elite cross-country athlete(All-State). His brother, Cullen, is a talented musician(Klein Children’s Choir). And the youngest, Nicholas Kento, is already exhibiting the same Type-A traits that everyone in my family has. (Apparently, he participated in a bike race and didn’t like that he had to use training wheels. No biggie, right? He’s 3!)

Five months from now, we’ll descend upon our Spring Break respite to discuss our losses, celebrate our victories and strategize how we can improve–as a family and people. I can’t wait.

We’re Staying Together.

I leave you with two things.

1. Is your family unit strong?

2. If it’s not, what could you do to make it stronger?

Say Back.

1. What did you like about the Reflection?

2. What do you want to know more about?

Application: Write about he victories of your family.

Jeremiah Short, Educator

Sunday’s Reflection: “How Far Can They Go?”

As I took my Walk, I thought about How Far Can They Go?

Tuesday, I closed out a Main Idea unit, which is the Non-Fiction version of elements of plot, by having the kids read an article: “The Amish Way of Life.”

After they read it, I had them evaluate by asking: Do you agree or disagree with the Amish Way of Life? To high-level for second graders, right? Not my kids.

Here are a few responses.

Student 1: ”I disagree because the woman is responsible for the family. I think the men should be.”

Student 2: “I agree because I like to ride horses and I like to farm.”

Student 3: “I disagree because the woman shouldn’t have to do all the chores. The boys should be gentlemen.”

Student 4: I agree because they took away electronics. Electronics get you away from doing work.

They were charged to synthesize, as well, by stating if they’d like to do anything the Amish do or if they don’t like.

There was one cute response. A child said that “They shouldn’t have to wear clothes that people wore back in the old days. They should be able to wear what they want to wear.”

Another child liked that they had their own school.

Their ability to think deeply about the text and come up with their own thought process encouraged me.

Comprehending text is “supposed” to be a challenge at their age, so having well-thought opinions is next level.

Over the course of the next few days, I finished up Reading Level testing. (Such a chore.)

I was further encouraged by their growth in that area. Only two children fell below expectations. I was surprised but not shocked. I’ve told people that these kids are advancing faster than any group I’ve had in my career.

My kids normally follow a pattern. A few immediately improve, there’s a stagnant stage and then they explode mid-year. Around March or April(S.T.A.A.R. Mode Time), they peak.

Maybe due to their age, they’re improving as a group immediately. There are few pretenders as Na’Carol (Nee Dixon) Hall would say. But overall, they’re a very strong group.

On Thursday, the final day of the week(4-day weekend), I told kids that they had improved on their reading. When we get back, it’s GO time.

Friday, knowing that I had a group ready to be pushed, I created a 4-Day Weekend Task List or OKR(Thanks Measure What Matters).

• Lesson Plan: Reading (2^nd Nine Weeks)
• Lesson Plan: Math (2^nd Nine Weeks)
• Phenomenal Block(R.T.I.) Rotations(3 Weeks)
• Evaluate After-School Tutoring Structure
• Social Studies/Science(2^nd Nine Weeks)
• Research Dyslexia Instruction (My sister, Christina, gives me the cheat code.)
• Conduct PLC’s
• Research Social Studies Structure(My boy AJ gives me the inside track there.)
• Plan Technology Integration
• Daily Schedule (2 Weeks)

I’ve completed many of tasks with a few left. It’s something that must be done. Because if I’m going to find out how far my kids can go, I must put in the work to take them there.

I leave you with two things.

1. How far do you think the group you lead will go?

2. Are you putting in work to get them there?

Say Back.

1. What do you like about the Reflection?

2. What would you like to know more about?

Application: Write down five ways you can take the group you lead to the next level.

Jeremiah Short, Educator

Sunday’s Reflection: “Clean Your Room”

As I took my Walk, I thought about last Friday. I forced myself to stay late at school for the first time in a while. My room was dirty and needed to be cleaned. It’s been out of sorts all year. (The church camp trip cost me a week of prep time.)

It led to the main idea of the week: It’s beneficial to Clean Your Room. There are several details that support it.

Monday, my kids had one of their better days. They worked well together and were locked in on their assignments. They even won the lunch championship for behavior.

Tuesday, it was more of the same. The did a good job of finding key details and knowing their 3D shapes.

Wednesday, my kids weren’t as on it. In the morning, they were strong. But in the evening, they were shaky. I had to remind them of the expectation in a very “teacher voice” way.

Thursday, the kids got back in sync. They had guests, too(classes were split). So, their behavior was even more impressive.

Friday, the kids supported the Main Idea of the day: It was a Phenomenal Day.

To start the day, I was encouraged by one of my students. She gave me a story. On the back, she wrote “I Love School” and “Good Luck.” (Still trying to figure that one out.)

Then the maintenance person came in and removed the albatross which was the computer desk area at the rear of my classroom. (It was such a space eater.)

After the announcements, I circled-up with the kids and told them that they had a solid week—except for Wednesday evening. But then I told them that they were shaky , because I was shaky. I wasn’t as prepared as I should have been for that block.

Following circle-up, I talked them about the weekly theme: Be Consistent. To drive the theme home, I told them about my friend Dezmond. He was always consistent. He worked hard in high school and earned a football scholarship to the college I attended: Mississippi State. He was consistent enough to get a shot in the NFL…winning a Super Bowl ring with the Steelers. He didn’t sulk after he stopped playing ball. He got a job and now he’s a firefighter.

I let them know that he was a consistent person, too. His wedding was a representation of that. His best men and groomsmen were from different points in his life. Most times, they’re from one point in your life.

That led to my next point to be a consistent person. Be a person that people want to be around. Don’t keep up mess…telling them the reversal of Dezmond. I told them about a person I knew in college who got fired from a job because she kept up mess.

One of my kids opined that her Pre-K teacher got fired because she kept up mess.

To end, I shared one of Eva Kate, my grandma’s, isms for a successful life: Don’t pick at nobody, don’t mess with nobody and help somebody if you can. It will save you a lot of drama. (2^nd graders spend half the day telling on each other.)

Once I finished the soliloquy, I let them write how they can be more consistent. While they were writing, there was a funny moment.

One of my students pulled out some money to hand to me.

Me(with a chuckle): “What’s that for?”

Him: “For being nice to me.” (You never know your impact.)

Me(again with a chuckle): “Keep your money.”

An hour of so later, I went over how to find the main idea of a text using headings and subheadings. The kids did a really good job of locating supporting details.

To close out the lesson, I wanted to see if they could think deeper about the article they read: “World of Bats.”

So, I asked: Does the article make you think differently about bats?

There were a few cool responses.

Student 1: I feel differently because they help out community.

Student 2: I feel different because they help people , and I never knew they could help people.

Student 3: I thought bats were really scary and hurt people, but they’re really nice on the inside.

According to Stephanie Harvey “Striving To Thriving”, kids coming up with a new thought process after reading something is the final level of the five levels of comprehension. It’s week 7. Imagine where my babies will be at the end of the year.

When the kids returned from recess, they had a quick Math assessment. Shortly after they completed it, I put out the materials for the Science activity: “Build A Structure.”

For the activity, the kids got to build a structure of their choosing for 20 minutes. The kids really enjoyed themselves. They got to present their structures to the class, too.

After that, the kids went to the library. Before doing so, they took a group picture with their structures for Seesaw. A suggestion from one of my students. (It was taken in the same area where the computer area used to be.)

The kids returned from the library. With about ten minutes left, I let them have their dance-off Friday. Then I announced September’s Student of the Month(student vote). It was well-deserved. The kid is one of my most consistent scholars.

As my kids left, I asked my Student of the Week, which I named that Monday, what he wanted for winning.

Him: “Takis.”

Me: “That’s it.”

Him: “Takis for my whole table.”

I loved it. Sharing is caring.

Of course, to end a Phenomenal Week, the kids chanted Phenomenal a few times.

Reflecting, I learned a lesson that every person must realize. For things to go smoother, you don’t need to do the big stuff. Seek out more social media followers. Get a better job for a title. Or Buy more expensive clothes to impress others.

Sometimes, you need to just “Clean Your Room.”

I leave you with two things.

1. Is your room clean?

2. If not, how would your life improve if you did?

Say Back.

1. What did you like about the reflection?

2. What do you want to know more about?

Application: Write down one way you can “Clean Your Room.”

Jeremiah Short, Educator