Undetected and Undernourished



Some of you have asked why I have been absent from Twitter chats, reading & responding to favorite blogs and why I’m not as visible on other social media outlets. It has been a difficult school year for my children. After working a full day, I come home to assist my children with their learning. Sometimes I’m reteaching material and other times I’m assisting them with numerous worksheet packets, test prep sheets, and endless amount of homework. That being said, I thought I would give you a glimpse of what our school year has been like. Please no negative comments. Instead, words of encouragement and support for Sophie would be much appreciated. Thank you 🙂

I hear sobbing from her bedroom again. I hesitate to knock on the door. I know what she is crying about. A lump forms in my throat. My eyes well up. My heart is heavy. I sigh. I take a moment before I knock and ask to enter her room.

14368655_10211563700554859_2999918388971433763_nMy daughter, Sophia (#Sophiegirl) is my heart. She is my mini me. She has smiled and laughed every day of her life. She is our comedienne, our creative artist, and our resident athlete. It’s beyond difficult to see her so upset.

After numerous days and hours studying, memorizing rules and formulas for a math test, Sophie scored a 50%.

Sophie is a hands-on, creative, and visual learner. She is a thinker, “a doer”; she sees things differently. Every year we discuss her learning style with her teachers. We discuss how Sophie needs to make connections with what she is learning; her assignments need to be meaningful. Sophie doesn’t learn like other students in her 6th grade classroom; she does not learn in a linear way. She learns through creating, manipulating and questioning. She is passionate and curious about many things, and needs to express it. She likes a challenge. She likes to figure things out on her own. She is not accustomed to memorizing lengthy test prep sheets. In our home, my children know that learning is not memorizing facts. In our home, learning is anything but memorizing.

Once again, she had 3 days to study and to complete problems from a xeroxed math packet. Her anxiety and nerves were on HIGH alert. She put forth the effort and did not receive the success she was hoping for. Once again, we will reach out to her teacher, asking for assistance.

As I entered her room, I saw her on her iPad. Her eyes red, her cheeks tear stained. Her nose runny. She moved over and invited me onto her bed.

“You okay?” I asked.

She stared intensely at the screen, her eyes becoming moist. She bit her bottom lip (just like her mama) and nodded.

“Did you see my test?”, Sophie asked. “I told you, I’m just not good at math.”

“What are you working on?” I asked.

“I’m re-designing my house. I thought I would add more organized closet space as well as a more detailed laundry room with shelves and a counter. I’m just having a hard time with the measurement, but I think I figured it out.” she said.

As she showed me her creation on a home design app. She discussed how she needed to increase the dimensions of the rooms, which also increased the area of her house. The additional square footage would also mean an upgrade in the heating and cooling system. In the laundry room, she had chosen a plywood based counter but realized it would not be strong enough for the weight of a slab of marble. So, she made the decision to cut into her budget once again, to purchase a solid wood counter. She continued on about her designs, her budget, her measurements, the functionality and proportions of the space.


I sat there a bit dumbfounded. She has such an understanding of design, working within a budget, measuring and proportions. So many math concepts. She learned this all on her own. Why are we still drilling and killing our learners in math? Why hasn’t the xeroxed math packet died? Will her teacher ever realize her potential?

Sophie is a visual spatial learner. These learners think in pictures rather than in words and learn differently than auditory and sequential learners. They learn all-at-once, visually and creatively. When the “a-ha” moment happens, the learning is permanent. Visual spatial learners do not learn from repetition, or the dreaded “drill and skill” methods that we see in classrooms. They need to see the big picture first before they learn about the details. They are also non-linear, and do not learn in a step-by-step manner. The fact is, most teachers today, teach in their own learning style. As adults, this tends to mostly be an auditory, and sequential modality.

Success in today’s schools still depends upon a learner memorizing facts, handing in assignments, following directions and having fast recall. These auditory sequential skills are actually limiting the potential of all students to be successful, and gain employment in today’s world.

Great teachers appreciate that no two students are alike and great teachers recognize differences among students due to readiness, interests, and learning styles. Many teachers try very hard to accommodate the various learning styles of their students, but this can be an overwhelming task, as some of the learning styles inventories and models are quite complicated. We live in an age where multi-modal approaches to teaching and learning are absolutely necessary for our learners’ success. Students need opportunities to engage in mastering concepts and skills by creating, exploring and working with hands on materials and integrated technology.

I know someday, Sophie will be a phenomenal architect and she will meet a teacher who will appreciate her way of thinking. Some day, her gifts will be acknowledged and celebrated. And someday, learning math and studying for a math test will not mean completing problems from a math packet.

Hang in there #Sophiegirl, we’re working on it.







I have a love – dislike relationship with March.

I love that March is my birthday month. I dislike the length of it.

March is a long month for educators. Teachers are losing steam. The students are restless. Administrators are uptight with standardized testing season around the corner. Some call it the “March of the Winter Dull Drums”, others seem to think spring break fever has hit. It’s during this time that I need something fresh, some sort of inspiration for my lessons. I never thought Instagram would provide a new perspective and creative outlet for Language Arts.

I’ve had an Instagram account for a few years now. I must admit, I’m not a faithful Instagram user. Twitter, Pinterest or Facebook are my “go-tos” for educational inspiration. On Instagram, I usually post pics of my children, our holidays, a classroom activity and a few selfies. I never really thought about using Instagram as a tool to teach or include in my lessons. But that all changed.

Last March I began exploring Instagram a bit more. I was looking for educational materials, images of projects, new classroom activities and ideas, anything that could cure the monotony of March. I was hoping to find some interesting photos to use as a “write a caption for this” warm up activity, but what I found was something phenomenally better. I found #poetry #poetryofig, #haikus and #poetryofinstagram. I found simple quotes, unique statements, and meaningful poems, in a nicely presented package. Of course, I had to sift through MANY romantic, unrequited love poems and poetry with an overabundance of swear words; but eventually I was able to pull out quite a few that I could use as a discussion prompt, a simple close-reading activity and an introduction on unique ways to begin a story.
 The first post I used focused on homework. I chose this simply because I thought my learners could relate to it. Homework is a hot topic now-a-days. Everyone has something to say about it; how meaningful it should be, how much to give or not give. I am a teacher who does not give homework or believes in it. I’ve always felt if the teaching is spot on, no homework is necessary. Some of my students have experienced it from previous years or schools and had a lot to say about it. After reading this to them, hands shot up. Each had a story to tell and many were eager to share their opinion. This Instagram post led to a strong discussion and many opinion pieces about homework and alternatives to homework on our blog site.

 After the success of our first Instagram activity, I thought I would have my learners decipher new vocabulary terms using context clues. I came across this post and thought I would focus on the word “dwindling”. To my surprise, my learners shifted the focus to the actual meaning of this piece. “What is the author trying to say? What is the problem with his friends? Real friends don’t leave you. Why does she feel she needs to please them?” They began questioning the author’s word choice, and interpreting what his problem might be. Many questions popped up in our chat about the author and the title of this piece. When I explained to them that there was no title, they decided to dig even deeper. So, I placed them into smaller groups. Each group member contributed a question about the piece to explore and discuss further. They also gave the piece a title. Not only did they complete their assignment, but many added on to this statement with one group designing a canva poster for it. They also edited the piece by capitalizing the “m” in my and the “i”.

Most recently, I began following storydj  (@DaveJones) on Instagram. His writing is powerful and filled with many different shades of meaning. Many of my learners are not excited to write. So, my personal teaching goal this year was to focus on the joys of writing, build their writing stamina and to motivate them to write. My learners loved this next activity and it sparked more writing and creativity than I could have imagined. My learners enjoy a great challenge and the Seven Word Short Story provided just that.


It did take them some time to come up with a seven word short story. Many struggled and asked for “just one or two extra words” others asked for it to be shorter. All wanted to continue writing about their short story. So, I had them partnered up and I provided them with their partner’s seven word short story and asked them to add just one more suspenseful sentence…any limit of words. Here are some of their story starting writing pieces:

“I can’t believe it was happening again. My hands were sweaty and my heart was beating out of my chest.”

“It started out like a normal day. But what happened next took me by complete shock and surprise.”

“What do you mean, you don’t know?” I was too afraid to answer my mom because I knew I would be grounded for life.

As I reflect, I realize what a useful teaching tool Instagram can be. My learners look forward to our #InstagramInspiration writing activities and I now follow many wonderful “unknown” writers. My next step is to reach out to them and invite them into our virtual live lesson room. My learners are inspired by their work and have even asked for a class Instagram account to share their poetry. I’m still thinking about this, but I’m open to the idea. I’m glad and grateful my learners are feeling more confident in their writing skills and wanting to share their work with the world.

Some teachers find their inspiration while walking through a museum, talking to another colleague or reading a book. Some, like myself, are inspired by their learners, nature and now, writers on Instagram. Many educators view the month of March with dread. Others might try to take a different approach. It is a long month, but it can be filled with wonderful possibilities. Many great things can come out of those long months, the choice is yours to find them.

Lets Agree to Disagree



I recently read a blog post that discussed an author’s disapproval of reading logs as homework. It was a well written blog, that gave alternative assignments to these meaningless reading journals. Throughout the post, there was a recurring phrase written by the author, “I don’t mean to offend anyone.”, “Please do not take this into offense.”, and “My intention is not to offend teachers, reading specialist, lit coaches.” I counted many of these “offend” sentences in his post. Why did he feel the need to say this phrase over and over again? Why couldn’t he just write his viewpoint? Why did he feel that he was going to offend others?

I truly believe that we are the most sensitive society in our world today. Nobody has mastered the art of offending people as we have. For Americans, it’s the one thing we seem to do better than anyone else on the planet. We get offended faster and quicker than anyone. It’s not just our speed in offending others; it’s our endurance. We can go the miles when it comes to offending. As I log into social media, it seems that we, in some strange way, enjoy being offended. Some may even consider it a part of the modern American way of life. I cant help but wonder, why are we taking things so personally? Why can’t we state our opinion without being afraid of potentially offending someone?

My students are really enjoying blogging this year. Many of their blog posts revolve around their opinions and views of the world. As I was checking in on their work one Saturday during NFL playoff season, I realized they too were using that phrase “no offense”.



I was surprised to see the “no offense” statement had trickled down to my 3rd grade learners early in the school year. Are students even using the phrase correctly?

I always thought that the phrase “no offense” meant you were about to say something so powerful and strong, with no holding back, or sugar coating. I thought “no offense” meant your opinions and views were raw and unfiltered. But clearly, the blog post I read, and the title in my students writing suggest something else. In both examples, the message isn’t necessarily powerful. It’s just a simple opinion. One stating that he doesn’t agree with reading logs, and the other simply stating he doesn’t like the NY Giants or the Eagles. Is the “no offense” phrase automatically instigating an angry response from those receiving it? Should we use it when stating our opinion? Are we extra sensitive to one another’s opinions because we have conditioned ourselves to say “no offense”?

“The fact that society may find speech offensive is not a sufficient reason for suppressing it.” ~ Former Chief Justice William Rehnquist

One of the most important lessons I teach my learners is how not to be offended by another’s opinion. I usually teach this during our opinion writing unit late in the year. However, I felt the need to tackle this earlier this year. Disagreeing respectfully with others, especially on issues we are passionate about, is not easy. It requires time, creativity, and maturity. It requires looking inward, not just outward. Just by devoting time to this lesson, it sends learners the clear message that they can disagree, question, or only partially agree with others, but still respect and get along with them. I feel this is a powerful lesson for all.

Here are some tips on teaching students how to disagree respectfully.

Interactive Modeling

I start by having learners discuss various topics. It could be a favorite sport, a favorite book from the Harry Potter series or favorite toppings on pizza. I model with my students how to disagree by using important phrases. “While I don’t support your view that basketball is the best sport, I prefer hockey. I’d like to hear more about why you think it is the best sport.” I also encourage my learners to ask questions to better understand another’s viewpoint.

“I’m going to have to respectfully disagree with that because on this page, the author said…”

“I disagree, but would like to know more about your point of view.”

“I want to ask _____ a question about what he said because I’m not sure I agree.”

Listen to the other point of view.

Being a good listener is a way of showing that you respect and are trying to understand the other person’s perspective. That makes it more likely he or she will do the same for you. When the other person is talking, try to stop yourself from thinking about why you disagree or what you’ll say next. Instead, focus on what’s being said. When it’s your turn to talk, repeat any key points the other person made to show you listened and heard what was said. “You like black olives on your pizza because you feel it adds additional saltiness and sourness to it.” Then calmly present your case and why you disagree.

Teach empathy

There is always a reason for why people feel the way they feel about something. Tap into those feelings; get to the heart of the matter. That’s where empathy plays a huge part in understanding another’s view point.When we teach students that there is always common ground between them and those with whom they disagree, we may be teaching them the most important lesson of their lives.

Here are some additional ideas for teaching the art of disagreeing.


As I reflect, I realize that I don’t struggle with differing opinions. It may be because I was raised in a Greek household. In my family, if we had something to say, we didn’t hold back. If we had something to say, we said it; without a “no offense” phrase. And along the same lines, I don’t struggle with feeling as though I can’t be friends with people whose opinions differ from mine. For I understand the importance of disagreeing. Most importantly, I understand the need to explain and model to our own children, and learners, the importance of respectfully disagreeing .

Over the years, I have learned that using appropriate language, word choices, and tone is the key to maintaining relationships with others. Even though speaking truthfully may be difficult for many, it’s the approach that we take that allows us to earn the respect of others. This also creates a healthy environment and opportunity for growth. It’s important to recognize that opinions actually matter and have the right to be heard. Because, it’s not so much what you say to others; but it’s the manner in which it is said.