Getting More From Your Puzzles

Teachers invest in their classrooms. We invest our hearts, our time, our talent, and our money. Like any professional, we want those dollars to do as much good as possible.

One way to get more from our puzzles is to use both sides. The possiblities are endless. Matching puzzles (often these are available for letters and numbers) lend themselves to becoming manipulatives to practice math facts, compound words, numbers and symbols, and many other skills.

Other puzzles can be flipped over and used as a canvas for nearly any skill you want students to practice or review. Math properties can be written for students to put together, mitosis can be drawn out, vocabulary words and definitions can be listed . . . the possibilities are endless. These puzzles can be teacher created, or challenge students to upcycle by creating review puzzles for the class.

Puzzles are tactile, hands-on, and great for visual learners. Get more from your puzzles by using the flipside.

The Gifts of Our Fathers

Sophomore English students are studying copyright laws and their evolution in our country. The conversation has carried into my classroom. We have reflected on the value our founders placed on creativity and the flow of ideas. It was apparent how closely they linked education, information, and liberty. The more we discussed; the more amazing our nation seems. Consider what these colonists were working with:

• Books were an expensive, luxury item. The family Bible was often the only book in the home. Many families were too busy working to focus on reading and education. Yet, those who sculpted our country thought to make provisions for the flow of ideas and information. These provisions still provide the foundation for today’s copyright laws.
• No internet. No phones (of any kind). No radio. No television. No telegraph. No national postal system. The colonists managed to Declare Independence, organize and fight a war, and create a new government. I wouldn’t be able to manage dinner.
• The most advanced transportation also created fertilizer.

Given enough time, it would be easy to fill pages with a list of barriers that the Revolutionists faced; yet, that’s not what we read about. These men and women had a vision, a passion so great; that they made it work. Countless men and women lost their fortunes, their security, their British citizenship, and their lives.

Do we honor their sacrifice? Have we extended their vision? When these men left their homes and families to form our government, did they intend for their descendants to invest these privileges in Cheetos and cable television? Do we have what it takes to maintain our nation’s ideals? Do we understand the meaning of discipline, honor, passion, and commitment? Perhaps this is one of history’s greatest lessons, we come from greatness; it is our responsibility to rise to the occasion.

Fast Food Education

“I’ll take a #3 with fries and a Diet Coke.” It’s not good for us, but it fills our gut and keeps our hands and jaws busy for a few minutes. It doesn’t do much for us in the long run; no real nutrition to nurture our bodies, but it’s easy and we know what we’re getting.

Do we have fast food schools? Move the kids through, pour in a few facts, give them a test, and let them pee it out on down the road. Our children can not obtain the skills they need through empty, routine lectures and worksheets. Those who eat well and exercise benefit from increased health and energy. Students who are engaged will be prepared for life.

My Tribe

I have a secret, a wonderful secret. I am able to see the remarkable where others cannot. Amazing kids are my business. The “custom jobs” belong to me. Those students who are too big for the boxes society wants to put them in.

We rack up more than our share of detentions, visits to the nurse, referrals to the principal, incomplete assignments, and incident reports. In many ways, we are too much. My mission is to adjust the lens and to create a path that makes that “too much” into the incredible. Teaching is no longer enough, I want to lead a movement.

In his book Tribes, Seth Godin shares Senator Bill Bradley’s definition of a movement. A movement has a vision, a relationship between the leader and the members, and “something to do - the fewer limits, the better.” I have the vision, we have the connection; it is time to start building.

My tribe:

The Artist - bringing imagination to life with paper and clay

The Nurturer - building up everyone in her presence

The Spokesman - articulate and passionate

The Teacher - patiently leading another to understanding

The Sage - confident in her knowledge

The Rock - possesses amazing inner strength and endurance

The Dreamer - escape is only a daydream away

The Spark Plug - inspiring action

The Golden Retriever - her presence is accepting and comforting

The Firecracker - energy exudes from him

The Writer - can sculpt with words

The Professor - incredible memory and factual recall

The Parent - recognizes the physical and emotional needs of others

The Humorist - possesses a subtle, but powerful, wit

The list is endless, but I like making the list. I like my gift. I like to see, to lead. This is MY movement . . . this is MY tribe.

My Hero Is Slow

I sat beside a survivor this morning. The waves came, “lazy . . . half-assed . . . unacceptable . . . disorganized . . . off-task . . . stop cracking your knuckles . . . start doing your homework . . . listen to the teacher . . . don’t listen to that video. . . stay away from him . . . pay attention to her . . . “ On and on, but he stood. He didn’t run, he didn’t fight; he was slow.

Slow to anger

Slow to defend

Slow with excuses

Slow to criticize

Slow to complain

He was slow.

Maybe, we should all be slow.