Joan Moser
Take a moment—stop what you are doing and think about the students in your class. It might be children you just ended the year with, those with whom you are wrapping up your time together, or those you are currently teaching. When you consider your class, which children are the very first to come to mind?
Is it the child who arrived in your classroom with such large deficits that you were afraid she would never catch up under your tutelage? Perhaps the first image that came to mind was of the child whose behavior left you 
exhausted at the end of each day and unable to sleep because you were worried about what was happening at home that could cause such behaviors.
Maybe you thought about the student who came to you with skills so advanced that you were concerned about how you would best meet his needs.
After revisiting the article "Transformation Begins with Reflection: How Was Your Year?" I became acutely aware that this is a reflection process I go through at the end of each year. And every time it seems as though the first students I think of are the same ones who caused the greatest amount of fear, loss of sleep, frustration, and worry. Every reflection inevitably leads me to wondering why those students come to mind first. Recently it struck me: there is a direct link between the children I first think of and those who taught me the most. They are the students who kept me digging into research, reading professionally, participating in online seminars, attending conferences, and joining countless Twitter chats, and whose memory I carry under my ribs for many years.
In reflection, here are a few things I learn from these students:
- How to research, learn and apply different instructional strategies to better help a student who hasn’t found success in previous years.
- Extra-creative approaches to help children learn how to successfully manage their behavior in the classroom.
- A clearer understanding of how the skills build upon each other so children significantly above grade level receive instruction tailored to their needs.
- And perhaps above all, the perspective to remember next year that those students who provide the greatest challenges are often those I miss the most.
Think back to the students in your class who came to mind. What lessons did they teach you that will help your practice for years to come?
Did you miss our series on reflecting after the year is done? You can find it here.
News from The Daily CAFE
Design Elements . . .
Does Your Classroom Need a Chandelier?*
Shannon Campbell just may have you searching for a chandelier. Here is why!
Take It from Us . . .
Advice for Beginners
If you are new to Daily 5, CAFE, or Math Daily 3, here are some thoughts from our team to help you get started.
That's a Wrap . . .
CCPensieve Summer Cleanup*
As the school year comes to an end, here are some of the things you may want to consider to get your digital conferring notebook ready for next year.
Focus on Health . . .
Inspiring Others
Let's be leaders who inspire others.
*Available to members
Professional Development Opportunities
2016 Live Workshops
Join The 2 Sisters at a LIVE workshop to learn about current research and practices supporting Daily 5, Math Daily 3, and CAFE. Select a location below and sign up while space is still available.
| Location | Day 1 Daily 5 + Math Daily 3 |
Day 2 CAFE |
|
June 23 |
June 24 |
|
|
July 14 |
July 15 |
|
|
July 30 |
July 31 |
|
|
Aug. 6 |
Aug. 7 |
|
|
Aug. 20 |
Aug. 21 |
|
|
Sept. 17 |
Sept. 18 |
|
|
Oct. 8 |
Oct. 9 |
Online Seminars
Prefer short bursts of information combined with independent learning? Each session offers separate seminars on Daily 5, CAFE, and Math Daily 3.
- July 3–July 30 (Daily 5 is Full)
- July 31–August 27
- August 28–Sept. 24
Graduate Course (3 credits)
Register for these courses and earn graduate credits while you learn.
- EDU 555: Launching Daily 5 and CAFE
- EDU 533: Launching Math Daily 3