I am not a person who declares that I am a fabulous chef of any kind. For the first 10 years of my relationship, it was my husband who did the majority of the cooking. I have had to work at cooking like I have had to work at learning how to be a teacher. In the past four or five years, I have really tried to do learn recipes I have found on Pinterest, and keep track of the dishes that I feel I am starting to get better at with practice. Sometimes the things that matter take some time to learn. I do remember one recipe that I would make as a 15-year-old teenager. I would first watch my mom bake this bread, and then I would write down the recipe for my own use. I have kept the same recipe card throughout all of these years. Now, whenever I am feeling a little nostalgic, I will make some banana bread…the Butler way. Feel free to pin the image below that has the ingredients and recipe directions side-by-side. Then, brew a cup of coffee or tea and make banana bread today’s snack for the family.

It doesn’t matter what kind of day I have had-I don’t ever dread making oven-baked fajitas. It could be after a day where everything might have gone wrong. It could be on a day when I am overly tired. It could also apply to a day when I don’t necessarily feel like cooking. This recipe is easy to follow and requires little cleanup. One of my favorite parts of this recipe is that there is one pan to cook the ingredients in and one cutting board to scrub when you are done. I am constantly on the lookout for easy one-pan ingredients that I can use for any night of the week. Feel free to pin the image below with the recipe and directions side-by-side (I can’t tell you the number of times I have taken pictures of the ingredients page and then scroll down to take another picture of the directions page on recipes for grocery shopping). This is an easy oven fajitas recipe that can also be substituted with strips of steak or shrimp if you adjust cooking time. Make tonight fajitas night.

What a time to be a teacher! I finally got a chance to relax a bit in July, and then August snuck right on up to say hello. It’s August. Officially. What this normally means in my mind is that I need to start getting around for Back-to-School. Like an alarm that went off in my mind, I woke up early on August 1st ready to start thinking about school. I even walked outside to let out our dog, Laker, and saw that the bush that turns fire-engine red in the fall indeed had three new red leaves. It was crisp in the air. Fall decided it was going to show up early. Like other teachers this summer, I never really shut my brain down long enough to feel like it was summer. Earlier in June, I participated in moving an in-person writing camp to an online format, and I finished up an online summer book club with The Parker Inheritance by Varian Johnson for all middle schoolers in my district. Summer flew by. It always does. I went from being eager and anxious about my district announcing the Return-to-Learn plan on August 3rd, and then I spent some time this week processing what it would mean for me for the upcoming year.

I do know August 3rd still has not provided a ton of answers. My district is offering two main options for students: 1.) A tiered return approach and 2.) A fully virtual option. The tiered approach will work by trimester or every 12 weeks. The first twelve weeks will be online, the second twelve weeks will be a hybrid model of online and in-person learning, and the last twelve weeks will be fully in-person five days a week. This is all contingent on the phase or status of COVID-19 here in Michigan. I wanted to spend the first week of August figuring out how I am handling my own morale and motivation considering returning to the classroom, and I wanted to focus on the items in my routine that are favorite things to use. This post is an August products favorites haul of sorts and inside peeks into the day-by-day schedule that I am using with my new Daily Passion Planner.

I’m not sure I knew that summer burnout existed before this year. There are a ton of possible reasons as to why I am feeling this way. Perhaps, it is the residual burnout from spring online learning, the haphazard end to the school year, or now the impending question of what is to come of the fall. Maybe it is all of the above. Maybe it is more. As I wake up each day to uncertain conversations about what should take place versus what needs to take place and nobody seems to be in agreement with anybody else, I find myself doing a lot of listening and observing. I also find myself wondering how to plan ahead for what I know will be a hard school year this fall.

But, I am certain that this summer burnout is something that I know other teachers are dealing with as well. I see the posts from others each day. I carry many of the conversations with me as I speak with other families, parents, and teachers about what they think of the fall. Many are afraid. Many are overwhelmed. Many are just confused. Summertime is normally the teacher’s time to thrive. Even in the past if I chose to teach summer school, I would be writing every day. I would be reading tons of books, and I would be doing a lot of planning in the form of dreaming for the fall. I normally have a “summer stack” of books that I happily go through and think big in terms of changing how I do business or trying to be a better teacher.

But, I am tired. More than tired.

Feedback is how you know an adventure is complete. Even if it is in stages. I love feedback, specifically, I love critical feedback. I often will immediately scour through my surveys at the end of the year and look for areas that need improvement. I always feel warm and fuzzy from a child’s comment about me being nice, awesome, or their favorite teacher. That is the ultimate compliment. Because that means that I can single-handedly change a student’s day. These comments are on my surveys each year. However, I often find myself looking through the feedback for the points that sting a little or the ways to make my classroom better.

I look for… “It was boring.”

I look for… “I didn’t like when we did…”

I seek out the… “class went so slow when….”

When we stop improving, we stop growing and adapting. Engagement is the ultimate tool for feedback. Because in engagement, resides respect, safety, and compassion. Now, the end of the 2019-2020 school year felt a little different. There were so many variables out of our control as teachers. Just to name a few: Online learning, technology, fear and trauma associated with being quarantined, illness, racial and social disparities, homelessness, students with disabilities and ELLs facing learning from home, and more. Finally, with the protesting in response to the murder of George Floyd, Breonna Taylor, and more, and the inability to talk about these issues face-to-face, my survey felt superficial. I knew what didn’t go right. But, I knew that the key was to still ask my students what they thought because their opinions matter. I finally got the courage up to look at their responses from the end of the year. This post is a report of my findings of perceptions as to me as a teacher, evaluations of face-to-face learning and online learning, and their overall journeys with their own reading this year. It is important to note that you will see 68 responses to my survey. I had 140 students this year, but the variables of online learning that made connecting with all students difficult, also presented a barrier to administering an end-of-year survey where all voices were heard. This is feedback in and of itself.

I feel like I would normally be starting this post with what it feels like to finally be in summer. it’s official. Writing camp at Western Michigan University wrapped up last week, and I started to work on the anthology this week with a renewed sense of feeling (more) free from obligations. While I always stay busy, summer is a freedom of sorts from time. However, this year has been so different. We had five weeks off in between schools closing down and starting online learning. We then ran through online learning at a sprinting pace, and June hit all of a sudden before I could even register that I wouldn’t be able to say goodbye to my students. I can’t honestly say the number of Google Meets I have been on since April. I miss my classroom. I miss my students. Now, it’s July. I am just as tired. I feel just as drained. However, I am wondering if it is for other reasons than the weird way the school year ended.

I think I am exhausted because I was not feeding my own creativity and growth in terms of reading and writing during the time of online learning. I felt so frustrated with online learning and the systems and processes in place that I realized that my own goals in terms of creativity just weren’t there. So, after figuring this out about myself, I made July’s plan-with-me post a mid-year check-in review and inventory of where I am at in terms of goals, habits, and dreams. This post outlines how I set up my productivity pages for the month of July, and it also includes how I am doing a mid-year check-in. If you want to also do a mid-year check-in, follow along with the prompts. I hear so many people in the teaching profession and in my own personal life saying that they have “given up on 2020” and “I am already looking forward to 2021.” We have this time, and I know that living in the present moment has been the necessary water my life garden has needed for each phase of my life.

Let’s grow in July.

In the midst of everything lately, I have become laser-focused on the concept of my own comfort zone. This is not just a boundary of physical space, but also a mental periphery of my privilege that extends beyond the tone and color of my skin, my socioeconomic status, my personal education, access to resources and networks, and my formative years of experience. As a teacher, I have been thinking about the status of things that I have grown comfortable with for a long while. Because in my classroom, I am all things comfortable. I own that space because I have made it mine. I have filled it with two cups of love, one cup of understanding, a heaping mound of constantly learning new strategies and resources, and a dash of a look across the room that can say “Please, don’t try that same stuff with me today.” My classroom is where I often feel the most like me.

However, I wonder if that comfort zone is just a thing in my mind I have created to develop a sense of mastery. I am reminded in this process that there is no mastery when it comes to being an ally to my students who are Black, indigenous and people of color. There is only fighting against the comfort zone. While there are many things I disagree with about the system of education and my role as an educator, I have spent 10 years teaching and not much has changed.

On Monday this past week, I walked outside to let the dog out and stretch and was met with the following scene: the clearest blue sky, bright sunbeams, fresh morning air at the just-right temperature, birds chirping, and leaves fluttering. The grass beneath my feet was almost glowing. It was the kind of morning that makes you feel alive and ready to face the day. And what a time right now to need to feel alive. I have found myself looking for the “blue skies” in everything right now. Seeking positivity in the people and places around me.

With the murder of George Floyd on May 25, and the protests following the outcry in response to his murder, Breonna Taylor’s murder on March 13, Ahmaud Arbery’s murder on February 23, and countless others, the days of the first week of June have blurred together. The time has been spent watching the news, talking to friends and colleagues, and seeking answers within myself and the world around me. Black lives matter. As an educator, the fight within our classrooms to hold discussions, talk about books and resources, secure funding for materials, and to help facilitate conversations on the district-level have always been a continual journey. The journey continues. I am hoping with relentless action and voice, teachers can help make the changes needed in our country and classrooms.

In the month of June, I am holding on to blue skies to ground me where I am in the present moment. The here and now. This post contains all of my layouts-include monthly and weekly spreads-for the month of June.

Distance or online learning creates the opportunity for teachers to learn new ways to approach students. I have always loved educational technology, and I have to admit, getting excited about learning how to screencast, edit videos, and use technology to meet with students has been good for my student-soul. I created a video tutorial for how to create a journal vision board, put music to the background, and transitions, and you would have thought I was the next coder to grab a hold of a mouse and keyboard. It is a powerful thing to keep learning. And while we must remain open and shift our mindsets to remaining positive during school closures, the most powerful and important tool I have right now in my teacher bag is the student journaling assignment.

As I sat down to plan the coming month, this little phrase kept repeating in my mind. I am hoping it is true. Because April seemed like “showers” was the theme. It almost feels like April didn’t happen. I experienced the move to distance learning, got my items from my classroom, and digested that this academic school year was officially over in terms of going into a school building. The learning isn’t over, but it definitely does not feel the same. I sometimes feel that the season we are in right now is all too appropriate. Spring is in the middle. An in-between. It is not hot and not cold. Quarantine is not productive and not lazy. Social-distancing is hard for some and easier for an introvert like me. We are all trying to figure out the middle. I took this picture while I was outside this past week walking around the yard. It captures the moment before the leaves on this little bush are fully sprouting out to say hello to the world. My goal and theme for May is to honor the middle ground that is spring and look for the moments of growth that are about to happen. This post outlines my bullet journal plan with me for the month of May, as well as some new materials I am using to keep things full of color.

The move to online and distance learning has been a rollercoaster ride of emotions, feelings, and actions. I have simultaneously felt like I am not doing enough, and then in another moment, I am trying to tackle all of the things to make myself feel better, more productive. I am asking myself,

“Are you reading enough?”

“Are you writing enough?”

“Are you thinking enough about what matters? The work that has to be done when we go back?”

“Are you sleeping?”

All of these are check-ins with normal routines and behavior. However, we aren’t in a normal routine or behavior mode. This is something different. I have noticed that many of my first reactions to emails, news feeds, blog posts, and videos about distance learning come with “knee-jerk” reactions that make me feel well,...like a jerk. I started last week working purposefully to get myself out of negative reactions immediately, and then focus on the positive aspects of all situations.

During the course of the past month, I have watched other teachers and people in education take on distance learning with full force. What teachers are doing is powerful. The expectations and protocols to move online and the variances from district-to-district are also stifling. Some are being asked to do too much, other teachers not as much. The moral compass of all of this begs the question, what is right in all of this? My answer would be whatever is best for children and creates a positive response in both you and your online classroom. This blog post outlines how to use your journal to shift to positivity, and it uses many negative reactions as writing prompts to get you thinking about your own mindset.

Sometimes we need to make our own positivity.

Poetry has the power to be transformative, inspirational, and healing. Poetry is what I turn to when I find myself reluctant to read, or if I am having a bad day. It taps into the power of feelings, and most recently, the work I have done with graphic novels and novels-in-verse in my classroom has been the most impactful. Kids report at the end of the year that these two sets of activities are what stuck out to them as memorable, important, and meaningful. Especially during this time period, where many of us have found or are in the process of finding that our school year is cut short due to the COVID-19 pandemic, we turn to the power of poetry. The work of teaching is now different in nature and in context. We turn to the ability to work remotely and still provide the same level of commitment and inspiration to our students. The buildings perhaps are closed, but the process of learning is still open. One thing I am turning to particular in the month of April is poetry. Arguably, we will need poetry as part of the process of healing long after this crisis is over. Yesterday, in my bullet journal plan-with-me post, I spent some time curating a personal collection of poems that made me excited about poetry. I think this is an important exercise to do at the beginning of this month and in the process of kicking off any poetry unit.

Go ahead and make your list now and come back to the rest of this post when you can. Really. Even if you aren’t a poetry fan, you might find some comfort and joy in the lines you read. Your list (hopefully) will get you excited, motivated, and ready to begin to think about how you want to teach poetry to your students.

Then, take what you need from this resource post. I have outlined my favorite poems to teach, my favorite teaching resources, 75+ collections of poetry, novels-in-verse, and picturebooks I love, and I have linked how I teach Where I’m From poems. Maybe you are the one who needs poetry right now. Maybe your students need the poems you will share. As we move forward through social distancing and a pandemic, let’s remember to come back to the power of words on the page as often as possible.

April 1st means it is officially poetry month! I woke up this morning to an email letter from Jennifer Benka, executive director of The Academy of American Poets or Poets.Org. In her email, she stated, “More and more people are turning to poetry at this moment, because amid fear and uncertainty, poetry can help bring needed strength. At a time of anxiety and alarm, poetry can help bring tranquility. Poetry has the power to bring us together.” Poetry is powerful. I have to admit that over the course of the past week or so, I had started reading a little less. I had tried to keep up with my journaling, I was writing away on the blog, but my reading was something that sort of fell off. On a day I was feeling particularly funky, I remembered a line from The Red Pencil by Andrea Davis Pinkney where the main character asked, “What else is possible?” in response to not assuming the worst outcome right away. The poem stuck in my brain as being so important right now. There is always something that goes awry. Stubbed your toe? Slow down. Dishwasher broke? You have an opportunity to learn how to fix something. Unexpected school closures in the last third of the school year due to a pandemic virus? Perhaps there is a reason.

I repeat, perhaps there is a reason.

I immediately started to round up the poetry books and novels-in-verse that were in my house and on my bookshelf. I am making a plan for my reading this month focusing on novels-in-verse and poetry. I was scared I had left a ton at school. I had. However, I had more access to poetry and books than I realized. I made a giant stack, and then I spent the rest of the day making a plan for my journal around poetry. I got excited about collecting poems, making lists, and trying to find the right words. Then, I paused when I came across Sarah Kay’s Poem “The Paradox.”

This is not a blog for finances. I cannot offer specific information about how to invest money, create a magical envelope system, or use a snowball payment system to pay down your debt. However, during the time away from school, I am taking the time, like many of us, to look at my simple budget and make some goals during the school closures. A simple budget is something we all should be doing often. I love using my journal for everyday life. I find that there is something satisfying about having one page be journal writing and the next page to be my monthly budget. Our journals should be living documents of our lives. I like to break down steps and make goals that go into my monthly plans. Financial practices are a form of self-care. I feel like financial self-care is a place that opens a world for us in terms of new learning, growing in good habits, and making goals. In this post, I outline four simple steps to use your journal to create or review a simple budget.

I went back and forth on creating this remote learning document and sending it out to families. I feel that students deserve to have time off with their families, but I also knew that a month away during the school year was an extensive amount of time to miss. What a time we are living in right now. Coronavirus or COVID-19 has taken the country by storm and in attempts to “flatten the curve,” schools have shut down. My own district is out for a month, including one week of spring break. It seems like everywhere I look people are posting ideas for online learning and remote learning. While I know that many of my families struggle with access to technology, many of my families do have resources and materials available. Even if this is in the form of a mobile phone or device. I finally came to the decision that if even if some of my students find these resources useful, I would be glad I put the list together. I wanted to send out a hyperdoc with links to valuable resources that can help allow learning to happen (or at least attempt to) while we are away. This whole issue brings up so many reflections.

As educators, what are we supposed to be taking away from this moment?

What flaws in the system are now clear when our buildings shut down?

What limitations are not being addressed that allow our children to learn when our buildings are up and running?

I am proud that my district will offer food drops, but nothing can replace the routine, the classroom, the learning, the engagement, and the opportunities. The inspiration for this post came from Jennifer Gonzalez from the Cult of Pedagogy and her post titled “How HyperDocs Can Transform Your Teaching.” It made the most sense to offer a hyperdoc that linked to valuable resources. This post will outline my letter to families, a suggested schedule, and 20+ strategies to reach online learners through remote systems.

When I was 8 or 9, one of my favorite books was a light blue field guide of North American birds. I would browse through this book for hours. I loved owls and hummingbirds, robins and blue jays. The sight of birds always makes me smile. I have the same feeling about the month of March, specifically when I can feel spring is coming. The moment when the snow starts to melt and the wet grass is exposed to fresh air after a while. March is right before Spring Break. If you are anyone in the teaching world you know that Spring Break signifies a major benchmark in the school year. You can feel like you have accomplished so much…or you might have a long way to go. You may be gearing up for the testing season, or you may be trying to wrap your mind around the last 14 weeks of a school year and how to tackle each day with sanity.

Wherever you seem to be, my hope is that you find some moments to notice things like birds in the trees, find some moments of reading, and enjoy early morning journaling. Small things. Things that matter. March means we are three months into the new year, but there is still lots of time to do great work. It isn’t too late. This post outlines my plan for the month of March with a monthly layout, weekly layouts, and a reflection page in my bullet journal. I also have included “more” and “less” sections on each weekly layout to help guide a focused reflection each week. What do I want to do more of? Read, sleep, write, and spend time with my husband. What do I want to do less of? Taking work home, to-do list piling, anxiety, and not being proactive about stress. I am still using the same materials from my February post, including my Leuchtturm 1917 Medium A5 Dotted Journal in Port Red.

Journal in hand. Let’s do this, March.

In an effort to battle the idea of book deserts and making sure my classroom library includes all types of books, I have been excited to start graphic novel book clubs this year! This mini-project only takes one week of instruction per class that I teach, and it does not take up the entire day for instruction or work. When I wrote a grant in the fall for 100 graphic novels, the mission was simple: use more graphic novels as mentor texts and create small graphic novel book clubs to kids who can share the joy in talking about the same books that they are reading. We see kids naturally want to form book clubs because reading is social, and it makes it so the act of reading can also be less scary. If I am a struggling reader, I find it less intimidating if I have someone else reading with me. Reading is not meant to be an independent experience. Book clubs can be set up in a variety of ways considering materials, time, and accountability. This post outlines how I conducted my mini-project with my sixth-grade students and the considerations that were made for including graphic novels in choice reading time.

The TED Talk tagline of “ideas worth spreading” is a powerful message about sharing the power of the human voice to transform the everyday experience. Whether it is Luvvie Ajayi urging us to step outside of our comfort zone or Shonda Rhimes telling us to slow down and enjoy the power of play, we learn from shared human experience. A TED Talk is a teacher. A voice that can reach out and inspire others to feel something different or think about something in a new way. Teachers are living TED Talks each day. However, the work of being a living TED Talk in education can be exhausting. The work we do is heavily reliant on our communities and each other when we feel like we are tired, discouraged, or on the edge of burnout. This post is a collection of 10 TED talks that are compiled for the purpose of inspiration to the classroom teacher or person in education who needs to find a small nugget of truth to feel rejuvenated and refreshed. The small “ah-has” are where we find the strength to continue to find meaning inside and outside of our classrooms.

Arthur O’Shaughnessy in his 1874 poem “Ode” wrote: “Yet we are the movers and shakers/Of the world forever, it seems.” I love the term “mover and shaker” because it reminds me of dancing, but what it really lends is to people who make an impact on the world. It is no secret that one of my favorite units to teach is research. I love the choice, the process, and the hard work it takes to produce the product. I also love seeing middle schoolers wrap their brains around the formatting of this project (MLA), and how they get excited about solving problems. One of my favorite things, after all, is to solve problems.

The MLA Research Paper unit I do each winter going into spring focuses on activism. Students identify a problem in their school, community, or world and then research that problem, Inevitably, they see causes, effects, and hypothesize solutions as well. This post will walk you through some mentor texts and resources, strategies, and pacing of the overall unit.

Recently, I got the privilege of talking to a group of educators in Kalamazoo, MI about diverse texts in classroom libraries. The district had worked at providing small libraries of 25-50 books to elementary teachers, and the goal was to move this initiative to middle schools. I am always a fan of giving books to teachers; it possibly is the best resource we can give all of our classrooms. However, the training I was asked to give was intended to be more than what to do with these books, it was more so how to grow your own library and then show up for reading with your students. Books are simply materials or objects if we don’t show students how to use them. Thus, the term “show up” surfaced in a lot of my preparatory work for this training. Tricia Ebarvia in her blog post, “How do we show up?” cites a moment of epiphany when a fellow teacher stated: “Your racial consciousness determines how you show up” -Tony Hudson, an Equity Transformational Specialist from the Pacific Education Group (PEG). In addition to our racial consciousness and discussing the inclusion of voices, how does our consciousness as a reader determine how we present ourselves to students?

The training’s theme was really focusing on the idea of the teacher as a reader. Equipped with the mindset that the teachers in the room may or may not identify as readers themselves and they may or may not have a classroom library, I began to form my goals for the training based on what they do have: a starter set of books, experiences in the classroom that have shaped them as educators and people, and a passion for children and learning evident in their decision to be in the field of education. While naysayers might say that some teachers are not able or willing to change their mindsets, it is with a strong conviction that I know teachers can do better and be better for the students in their classroom that struggle with reading. We all want to help kids, we just need different avenues of the “how.” This post outlines the three objectives covered within training on diverse texts in classroom libraries. It is a calling to assess the materials in our own classrooms, build those materials to create diverse texts #bookflood, and reminders on how we “show up” for reading every single day.