Reflecting on the Black Lives Matter at School Week of Action

Now that February is ending (how is it already March?!), we are looking back to the beginning of the month when we participated in the nationwide Black Lives Matter at School Week of Action.  When talking about something like Black Lives Matter with third graders, we work hard to make sure that the points of entry and examples are tangible, accessible, and developmentally appropriate.

As we reflected on Dr. Martin Luther King Day, anti-bias education is not something we do just one week (or day, or month) out of the year. It is something we try to do all day, every day as part of our curriculum, teaching philosophy, and classroom culture. The people we highlight and celebrate in our classroom day to day reflect the diversity of our world (just like we the teachers do!).

 Image from

Image from

We started our BLM week by asking students: What do you know about Black Lives Matter? We showed them the image above and then had them reflect using an I think/I wonder chart on large notecards. We were impressed with the thoughtfulness of our students’ responses. They understand that “Black Lives Matter” needs to be explicitly said because we still don’t have equality (as you can see from a few of their responses pictured above).

We continued sharing images throughout the week as an image is a tangible and accessible way for our students to start a discussion or learn about something new. When showing a new image, we would ask: what do you notice? What questions do you have? What do you think you know?

This is a great way to incorporate social justice work on all levels into your classroom - always start with an image! Ask what students notice. Ask what they think they know. Ask what questions they have. They will often surprise you and will have space and time to think deeply and reflect in a meaningful way.


Later in the week, we read this article from Newsela about implicit bias in teachers and how black preschoolers are 3.6 times as likely to be suspended as white preschoolers. After reading the article, we had students write three statements (responses or questions) after reading it (one student's responses are pictured above), and then had a whole class discussion. This example (black preschoolers being suspended at far higher rates) is really helpful for pushing our students to move beyond the idea of history and past discrimination. It provides a way to explain systemic and institutional oppression through a concrete example. The idea of preschoolers being suspended also really upset our students. Many of them made connections to their Kindergarten Reading Buddies (who they read with once a week) and they were shocked that children so young could be discriminated against and suspended.


black history month book bin.jpg

Another resource we loved (and are keeping until the end of the school year) was our “Black History Month” book bin! As you can see (above), it is bursting with books. Students enthusiastically asked to read books from that bin and recommended them to each other. Important note: these are obviously not ALL of our books about black peoples (or that have characters of color). We have many that infiltrate all other categories. This was one way to organize some books related to Black History Month and Black Lives Matter that really worked for our students.


milos museum.jpg

We also did a read aloud of Milo’s Museum by Zetta Elliot and discussed the book afterward. During the read aloud, students volunteered to explain why Milo might be feeling uncomfortable, and said it’s racist because the painting is uncomfortable (referring to a painting of a white woman and a black woman who appears to be a slave), she’s the only black girl there, and she’s not in the museum! This was another tangible and concrete example of institutional exclusion. Students connected to Milo feeling upset about not seeing herself in the museum and many of them empathized (either through the read aloud or from their own experiences) with the concept that representation matters.

We culminated our week of action by asking students to write their own statements of what Black Lives Matter means to them, and why it is important. We told our students before they started writing that we would read and combine their responses into one piece for all of us to sign and display on our door with our “everyone is welcome here” sign. The process of taking all of their ideas and combining them into one overall statement is familiar to them as this is how we created our class contract.

After we received all of their statements, we spent some time paring them down and choosing parts that summarized overall ideas and came up with the statement pictured below. Finally, we had an  unveiling of our finished class statement and each student came up to sign their initials in cursive (which was a big deal because we had finally finished learning how to write all of the letter in cursive the week before!).  Some of our students also surprised us by creating their own Black Lives Matter poster as a small group and asking us to “put it up somewhere everyone can see it!” So today we have two posters up outside our door.

Did you participate in the Black Lives Matter at School Week of Action? What resources or activities would you recommend? We'd love to hear your thoughts.


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Finding the opportunities in our problems, creating new vocabulary for the classroom, and teaching into post Winter Break transition blues!



We are back from Winter Break and full swing into the wonderful world of 3rd grade!

We are also... tired, but isn’t everyone?

That tiredness though, and the adjustment period back into school routines, means that we (teachers and students alike) might bump into a few more dilemmas throughout our days. It happens! It is part of being human, and because we try to be thoughtful humans we have decided to teach INTO it! (Key word being try!).

Our first piece of teaching into it (besides the typical reviewing of our classroom contract etc..) is to read one of our recent favorite books aloud: What Do You Do With a Problem? By Kobi Yamada and Mae Besom. You may have stumbled upon other fantastic work these two have created, our personal favorite being, What Do You Do With an Idea?”, but if we told you all about that book we would be avoiding talking about problems! No, no problems we will not avoid you, in fact with this read aloud, problems is exactly what we discussed this week in 3rd grade.

Full disclosure, during this read aloud the students did the me too sign for pretty much the entire book. If you don’t have a silent signal to represent “me too”, it would be very useful to have for such a relatable read aloud like this one!



By the end of the read aloud, we brainstormed a problem we’d had in the past, and what the opportunity was that was hidden inside the problem. Of course, after the fact, it is much easier to pinpoint what the positive part of a problem might be, but this is also what made this prompt a decent entry point for the rest of the activity.



We then introduced our new classroom word: PROBLETUNITY! (not our finest, but it worked for them!). We used an in-school example that was relevant to them. Their incredible Music teacher had to let them know that 3rd graders are no longer going to be able to participate in the school musical because there are simply too many students, so they will have to wait until 4th grade. This was disappointing for more than a few students in our class, so we used this moment to think of it as a probletunity! We thought out how that means when they are in 4th grade they will have the opportunity to really shine and have more of the stage to themselves, along with other ideas following that positive thinking path..


We then had some reflection time on our own with two prompts: “What is a probletunity you’ve had at school recently?” and , “What was a probletunity you’ve had recently at home?” We haven’t journaled in a while, and honestly it was just nice to give them private time and space with their thoughts and feelings. Some students got really into it, while for others it was a little bit challenging and they got stuck staying, “I don’t have problems.” So they required some encouragement.


When we all came back together to share, many students were excited to share the ways in which they were reframing their problems as opportunities. One child talked about how she lives in an apartment so when she fights with her family her only alone time is leaving the apartment, but then she is happy to have fresh air, and in the future she will know how to live with other people. Another child talked about how she had to apologize to her brother the other day and he wouldn’t accept her apology. She talked about how she had to think again and come up with a more genuine apology even though she was very upset (she admitted the first time she didn’t say what she was sorry for!). We also added on and coached her through how it is a phenomenal life skill to be able to think of words you need to say when you have strong emotions, and she is already becoming very skilled at that! Another child shared that his brother kept stealing his favorite pen, but when he finally talked to his brother about it, it turned out his brother didn’t realize it was a big deal or think of it as stealing-- talking to his brother gave them both some clarity. We loved the ideas they came up with, the space it gave us for reflection, the normalizing of ‘dilemmas’ and ‘problems’ coming up in life, and the practice in reframing those moments into what they really are (most times): probletunities!


We wrapped up by asking for a catch phrase-type way to say probletunity in the classroom and perhaps a hand signal to go with it. We had suggestions endless excited suggestions. We had one to do the clapping sign in American Sign Language (“Because you can see that you should celebrate instead of being mad”), we had a disco dancing suggestion, flexing muscles (“to work through the problem”), and some hilarious hip shaking (“Stay loose!” Oh the things 3rd graders say). We’ll keep you posted on what we decide, and how this term evolves in our little community.For now, we’re eager to remind them that all sorts of things are opportunities-- from that Math problem they are stuck on, to the conversation that they come to us with that they really need to have with their friend.. We will cheer them on to see it as a probletunity. In writing this, we’re just realizing how much they might start to despise this word, but we are excited for the shared vocabulary, and the fun and pushing through rough patches that may come with it!



Computer tips: How to rollout the great (but challenging) tool!

Congratulations! Your school has just received a gift or made the leap and decided to be a '21st century' school and now all of your students have….. COMPUTERS.


Dun. dun. Dun.

We know. It's exciting because these tools provide access to so much knowledge and so many resources! It's also terrifying because…well, the internet. We are constantly trying to sort out what it looks like to be the best educators we can be while utilizing the computers our students are lucky to have in our classroom. As we searched around to see how other teachers have rolled out computers, we found there really aren't many resources out there to give teachers the skills on how to unleash these tools that can seemingly do almost anything with their students.

We are still learning and will have new ideas for you as we sort out how this can work best with our 3rd graders this year. But for now, here a few tips we have from our past few years of working with our (5th grade) students and computers.

*Note: Most of these steps should happen BEFORE students even get to TOUCH their computers.*

1. Make an agreement before they even get to touch or use their computers.

*For us, this took the shape of a 'Technology Covenant' in which we agreed upon how they were to be used (bringing in our classroom rules as well) and then we had all the students sign the agreement.

*We also (we wanted to be preventative), had a printed version we called the technology contract that we sent home. The contract said that failure to use the tool properly would result in consequences. For us, the consequences usually meant the computer goes and sits on a teacher's desk for the rest of the lesson. We want to be honest and note that this became challenging at times depending on the lesson (we stuck to it anyways) and sometimes with parents. We make sure to check in with other teachers our students have to ensure we are all on the same page-- miscommunication about expectations leads to endless, "Well, in Spanish we get to….etc!" It is also really important to ask administration what they see the escalation of consequences being and how they want to handle different aspects of misconduct so that you aren't figuring it all out as things come up. Naturally, there will always be surprises!

2. Explain 'work' vs. 'personal'.

We showed our students our work computers. We made a point to talk them through how we email colleagues about work and only about work on these computers. We might make a new document for work. We might look on a website for resources about the Pamunkey tribe for work. We do not use our computers to talk to our personal friends (yes, we do actually have friends..) or family etc. Their school computer is also just that: their work computer. That means it is solely for academic purposes. We also made it clear that everything that happens on their computer isn't private: adults at school can see what is done on it (and we don't want to see any of their personal business please and thank you!). We come back to this when we discuss how to properly email a teacher, as well. It is important to note that they will seek the social options with computer use and that, that makes sense, even though it can be frustrating from a teacher's perspective. We try to give them space on Goodreads as the social outlet, or talking about articles they have read online in groups, as well as having group projects that require a computer from time to time… we're still working on harnessing this!

3. Show how you expect them to carry it, put it away, and be closed if someone is talking.

Modeling all of these expectations makes a difference. We have a rule that all computers must be slanted downwards (or closed) when someone is talking and we wait until that is the case (and ask the speaker to wait) if it is taking someone a moment to catch on. There are few things that would degrade a sense of classroom community and conversation as much as some kids clicking around on their screens while others are talking.

4. Be prepared to differentiate for computer familiarity.

Some students will know how to use the computer with ease, others will be brand new to how to open a browser page. Go through whatever steps (in general) you want them to do and then be prepared to have a stream of questions from some less experienced computer users. We project and go through the steps and have kids keep up with us as best they can. The students who are faster, we ask to turn and check in with their friends who aren't there yet. We also prepare a task ( ie: "You can update your Goodreads when you are done") so that as we check in with students who need more support, our faster students aren't aimlessly on their computers.

5. Have a classroom computer expert.

Along the lines of the strategy above, it was a great confidence boost for some of our students to have this position, and they were very helpful in turn with students who needed support. It's nice for both teacher and the student to be able to say, "Go check in with 'fellow awesome kid' first".

6. Ensure that some sites are blocked.

What can we say? Most young people aren't ready for the depth of the world wide web. As adults, we know we aren't even sure what is out there a lot of the time (and we aren't ready either!). This is not being anti-tech, this is understanding there is a ton we do not understand about the internet. Ask your tech person for assistance. All we can say is it is helpful and prevents loads of unnecessary drama. We all push boundaries and computers happen to be a very fun and sly tool to do so. It will happen at some point, and it is much better to have to shut down kids goofing around about a photo of a man with a duck body and a diaper on (we truly don't know, ask our kids!) than the many, many alternatives.. For us,so far, this also means no listening to music while they work. We've tried it as a support for different students, but we have yet to see it be beneficial enough to outweigh the pieces that come with it.

7. Have a countdown / time warning.

If you're like me, (and most of our students!) it is ridiculously hard to snap out of focusing on the computer. It is hard to stop a task you are engrossed in, in general. As annoying as it might sound, even for older students I'd suggest having a countdown. We give our students a 5 minute warning (telling some of our slower to stop humans that, that means right now), along with a 1 minute warning. From there, we usually have a student countdown (it is the classroom 'timer' job) from 10 in which we have all computers closed and away. By the middle of the year, if we've done some coaching and it is still a struggle, we will simply close computers for students if they aren't ready to go on time. This sets the precedent that shifting gears, means shifting gears and we are done with that tool for now.

8. In lessons, explain everything you need them to know first, then let them open computers.

Along the lines of the previous tip, once their computers are open- you've lost them. Sure they are completely engaged in activity, but it will be pointless to try to wrangle everyone back together once computers are open. Making it the expectation that they come to lesson with their computers closed (or leave them on the table and meet you somewhere else in the room), is a great way to have a clear routine.

9. Be clear about what 'writing' on the computer looks like.

Handing students computers and then saying, 'get started with your writing!' during a writing block is overwhelming for a lot of students and will lead to all sorts of unwanted computer use or unproductive forms of writing. You'll see some diligently typing away (but probably not referencing their graphic organizer!) and others who are typing a sentence and then changing the font size, the color, the font size, the color.. You get the idea. Modeling what writing time looks like with a couple different options is very helpful. We had all students fill out graphic organizers on paper first in the beginning of the year before they could go get their computers and start drafting. As the year went on, some students had graphic organizers we emailed to them that they could type into as a form of differentiation, while others needed to still use paper first. We also have a rule that you cannot change font or colors or anything else in your document until you have been approved to do so by a teacher. Especially for our students with focus challenges, the computer can be captivating and distracting in ways that are hard to reset from. We are also fans of having students print out their draft to edit a hard copy-- they catch so many more mistakes and actually learn how to edit!

10. Be patient with yourself/ them-- we're all just trying to figure computers out!

Computers are fantastic tools. The worlds they open up and the resources we get to use are invaluable. We especially love Newsela, Goodreads, BrainPop, Google Docs, NoRedInk, and more. With these great tools, comes a territory of students learning how to use them in school while also taking in content or other skills. Those are a lot of moving pieces. In addition, whole class lessons getting students set up on a new account or something online always requires a ton of calm on our end-- if anyone has tips for that please share!

We're grateful for the computers in our room and hope that some of these tips help you feel a little more prepared as you roll out computers in your room. Onwards!


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