Recycle Recycle!

"Dream People"

This past Friday (yesterday) we had some people come to our classes and talk to the kids about following their dreams. My class ended up with a dance crew, since Barron knows me so well, and it was a really good experience for the kids and me. They performed for the kids which was great, and slightly dangerous in the tiny classroom. I've been falling out of love with dance for the past year but this re-inspired me. One of my trouble kids, Joel, who thinks of himself as a touch guy, turned to me and said "I want to take dance lessons!" and my heart jumped out of my chest. Breaking down boundaries! One of the members was a recent high school graduate, and impressed to the kids that grades, working hard, good behavior, and perseverance is important for success. I adored this program and think it really opened a lot of the kid's eyes to what is needed in order to get where you need to go. The picture was posted on the crew's instagram (ignore my troll-dom....)

Also at breakfast yesterday a children beckoned to me and said quietly "i have a cookie in my pocket..." Just the perks of being around children. 

My Hilliarious Conversation of the Day

Me: we got funders coming today, so behave and you'll have a donut party Friday.

Student 1: All rich people are cacasians.

Me: No, look at Obama.

Student 1: He's no longer the president.

Me and Student 2: He is still the president. 

Week 3 at Patterson Park

The last couple lessons have led my class to talk about why we should study and care about the environment. There were two camps of opinion that formed during Wednesday's lesson. The first camp emphasized resources like paper, clean drinking water, and food. The members of the second group valued the beauty of flowers, the comfort of shade, and the sensation of a cool breeze on their skin. Naturally, the class fell to arguing the merits of both positions.

I don't know how well it worked, but I did try to push my students to accept both at the same time and find a middle ground. The ability to tolerate cognitive dissonance comes with age, and some of my older students comprehended what I was saying.

If I were to repeat my argument to an older audience, a simple version might go like this:
If your view of the environment and of the natural world is of a vast chamber of resources, you might prioritize new growth forests for lumber over ancient, old growth groves. Even if you responsibly log the new growth forests, you lose the majesty and history of the old trees. If you are inescapably enamored with wildflowers, you might pick every pretty blossom in sight or artificially select for a monoculture of wildflowers on your property. Beautiful yes, but not diverse and capable of sustaining animals and other plants.

Week 3 was a good week because the in-class curriculum and outside enrichment trips emphasized harmony between both perspectives. Our enrichment providers at Druid Hill Park stressed having fun being outside and our PLT lessons dealt with how humans interact with the earth and the consequences of using its resources. My hope is that my campers walk away from SuperKids more able to conceive of the earth as containing that we can (responsibly) use and possessing extraordinary beauty which we can only marvel at.

^^Campers cataloguing and drawing plants and animals that depend on trees to live.

^^Campers having a blast.

Quotes

I've had a really tough time at camp so far. It's hard to get kids to listen, and even harder for them to actually complete the lesson. But amidst the chaos, I've overheard/experienced some really awesome moments. 

Best quotes by students, weeks 1 and 2

1. "I've been to all the states." "Noooo you haven't been to ISIS!"

2. Sits down in the middle of the trail during enrichment- "I'm just chilling, Ms. Sylvie!"

3. "Put down the chalk!" "But it's pink, for breast cancer!"

4. (Losing in hangman) "Don't let the KKK get 'em!!"

5. " You should wear your hair like that all the time, Ms. Sylvie. I did, and that's how I got famous"

6. (Asked if he was in third grade, when he's in second) "Have you seen me? I'm a midget!"

7. (Asked to sit down) "But I have to stay still for my portrait"

8. (sticks foot out dramatically) "Can someone tell me what the heck is on my shoe? This is the    hugest bummer of my day!"

The Daily Works of My Students and Their Reward for Great Behavior!

COME BECOME MY STUDENTS!!

Ishmael

On page 12 of our book there lies a quote that has stuck with me as I read on. "Five severed fingers do not make a hand." This quote applies not only to family but to any situation that requires teamwork or group work. To me, this quote means that in order to accomplish a goal or to progress as a unit, everyone must work together in unison. 5 individuals do not make a team the same way 5 blood relatives do not make a cohesive family. If any part of a team, group, project, etc. is broken, the function of the whole has been impaired. This relates to my job as a role model for my students. There are so many channels of communication open at once with each students that I have to remain constant and to further build every relationship so that my classroom runs smoothly. 17 children and 1 teacher does not make a class or bring forth an assumed relationship, but a teacher that seeks pupils that he or she believes in and expects growth and cooperation from can build a powerful connection between teacher and student. This quote has helped me put things into perspective as far as building those connections with my students and I now realize that the growth process starts with me and how much effort I put into getting to know my students and believing in them. What does this quote mean to you guys, if it means anything?