Stamina

Last weekend I was supposed to run a 12 mile long run in preparation for the half marathon in February.  I've never run 12 miles before.  But I've been training for this and felt I was ready.  I set out on the run with a good attitude and ready to go.  The first six miles went quite well for me.  I stopped to get a drink and then continued.  Somewhere in the seventh mile I knew I simply could not go on.  I had hit a wall.  There was no way I was going to make another mile much less FIVE more miles during that run.  I know runners have to push past walls, but I was also dealing with some severe knee pain.  I had no stamina to continue.  

That was the last time I have run for a week as I've been dealing with some sort of sinus congestion.  

This past week in the classroom I was working with small groups and again reminded just how similar learning is in any setting and how similar my learning to run is to these young children learning to read and write.  The learner must have the stamina for whatever the task is...large or small.  And some days our stamina shifts and doesn't allow us to complete something we thought we could.  

You and I might look at a simple sentence like "The _____ went in."  and think "any early reader should be able to fill in the blank and write those four words.  It's not THAT hard".  Still, I had some of my best readers and writers struggling with just that task.  Their stamina was low.  Their wall was up and we weren't going to be able to continue.  

Just like the readers, there are great runners who would look at my slow running and say, "C'mon 12 miles is NOTHING...especially at the pace you're doing."  As I've told many of you, I couldn't run 30 seconds last March.  And if someone had told me then that I'd even consider running 12 miles all at once-- on purpose--I would have LAUGHED and said, "There's NO WAY!"  I simply didn't have the stamina for it.  

The truth of the matter is this...sometimes what we don't have stamina for one day, we can build up to for another day. It's a gradual thing.  And it takes time.  The readers in our classroom will be fine. And, for that matter, so will their runner teacher!   In no time four words will seem like nothing at all.  While I don't think you'll hear me say that "12 miles is nothing at all".  I know it's getting easier to do.  We all just need to keep pressing on and building our stamina. 

Inch by inch, word by word, lesson by lesson, practice session by practice session...we'll get there.  

Happy Learning!

Life Lessons to Classroom Application

As I mentioned in my bio, I am learning to become a runner.  Now this is so unnatural for me, it's not even funny!  Up until March of this year, I never ran anywhere on purpose in my adult life.  And my childhood wasn't filled with much running either. I was always last, and I didn't like it.  In March, though, I decided to work on my health.  My son is majoring in "Exercise Science" and had completed a half marathon last year.  He's working on his marathon for this year.  A friend took part in the Couch to 5K running plan.  And I was inspired.  So I started.


Literally, when I started, I could not run 60 seconds without feeling like I was going to DIE!  It was painful, and it was slow...but the plan was steady and doable.  Over the summer, I completed two 5K run/walks (I'm still a bit slow).  And now I'm training to participate in a half marathon in February.  This morning I completed my first ever eight mile run.  As I ran (and walked) I was thinking about my little K learners.  We aren't that different!


Anytime we are learning new things, there are times when it's just plain hard.  But when we take it one little bit at a time and inch our way forward, amazing things happen.


Dr. Brian Cambourne (Australia)  identified eight conditions that all learning requires (whether you're a runner or a Kindergartener).   They are:

Immersion—Children need to be surrounded by whatever they are learning.  As a runner, I have immersed myself into running websites, talked with other runners and read magazines about running. 

Demonstration— Model reading, writing and thinking for children. Let them see you writing notes, letters, stories, recipes, and lists. Make sure they notice you reading to yourself, for pleasure, for information, for directions, and for other purposes. Show them how to hold a book, turn the pages, and read aloud.  My running demonstrations have come from my son running along side me telling me what might help me run faster and more efficient.  

Engagement—Help children become active learners who see themselves as readers, writers and thinkers. Set up a risk-free environment so they can experiment with language, literacy and numeracy.  As a runner, I have to stay engaged in the plan and see myself growing every time I hit the road.

Expectation—Set realistic expectations for learning. Everything takes time, but we must expect that they CAN learn.  I am always motivated by the expectations of others that I can run a little further.  But I also have to expect that I can do things myself.  

Responsibility—Give children choices about their learning. Set up the environment to promote self-direction. With running, I have to take responsibility to get myself out there regularly. 

• Use—Create a climate for functional and meaningful uses of oral and written language. Encourage children to read along with you; help you write notes, letters, and lists; and engage in lots of conversations and problem solving.  Basically, the rule here is: "If you don't use it, you'll lose it."  If I don't stay on my running plan, I won't be able to make progress.  

Approximation—Accept children’s mistakes when they are learning to talk, read, write and do math. Congratulate them on their accomplishments. Guide them gently into accuracy and soon they will begin to self-correct.  My approximations as a runner are MANY!  I'm thankful no one is there whispering in my ear "that wasn't fast enough" or "you don't run well enough."  

• Response—Listen to children, welcome their comments and questions, and extend their use of oral and written language. Celebrate the enormous language and literacy learning that is occurring daily!  The response of friends and family is important to the learner.  I love it when someone says, "You can do it!"  Or "I want to give it a try too!"  

You have probably also learned something in your adult life.  You're no different than any child learner you know.  If we can keep these things in mind, it will help us encourage the learners around us and ensure that we create the proper conditions for maximum learning and growth!

It's Coming...

I cannot believe this new school year is finally coming!  I have been working hard all summer long preparing for a new crop of Kindergarten learners.  As I received the class list the other day, I started wondering just what personalities will be in our Learning Garden this year?  I'm sure some will be happy-go-lucky, others will be full of questions, still others may be shy and scared.  It's OK.  It's so special to be able to learn together!

So, as I prepare to go back to MY first day of school on Tuesday, I'll be thinking about YOUR first day of school next Monday.  I am looking forward to meeting you and your families even before that at our Meet Your Teacher.

Whether you're excited, scared, happy, nervous, or all of those balled up into ONE...know that we're going to have a lot of fun learning together this year!