- to not allow others to get me down when I know that what I am doing for my students is right given my particular situation and group of students; no one knows them better than I do no matter what they think.
- To seek positive and like-minded colleagues (here's a shout out to my PLN, both virtual and in person) from whom I can get and give support and sustenance.
- To treat others the way I want to be treated - it does rub off producing a trickle effect. (Maybe in that sense, Ronald Reagan was right - good vibes do multiply themselves.)
- And, finally, to consider alternative ways to connect, teach, learn, give back, feel professionally validated outside of my school because the reality is that it may not happen there. Sad but true. I am always enriched when I reach out to others through Twitter, blogs, etc and, as a result, my colleagues are impacted as well even if they don't know it.
In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to have focused conversations about books? The answer is easy: teach kids strategies to help them develop effective conversational skills.
As in other blog posts a…