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By Lorraine Orenchuk, January 17, 2012 7:11 pm

There is a celebration in me and it isn’t really connected to my student who turned 19 today – although, that is pretty exciting. You see we started a new semester last week and it is my chance to begin another graduation project seminar with a group of students who will graduate in June. Our school is a five-year program and these students have amassed many college credits along the way.  Their last high school requirement, however, is this series of challenges where they get to demonstrate all they have learned in their tenure as North Carolina students.  I absolutely love this course! It tickles me to get to watch them stretch their interests and strengths and choose one thing to study for the entire term.

We are off to a great start and today we were able to have a round table discussion regarding progress related to topic choice.  I get to help each child find mentors, community service, research topics, and a final product to create.  The journey is arduous and at times frustrating, but today it was all about possibility and I wanted to share some of the diverse ideas that have made the cut.  We have:

Banjo repair

Autism

Accounting

American Sign Language

Physical fitness

Pastry

Quilting

Veterinary Medicine

Interior Design

Motorcycle engines

Tailoring or Clothing Design

Dental assisting

Leonardo DaVinci model recreation

Teaching

Movie production

Book Binding

Cerebral Palsy

Business management

Architecture

There are several others still being bandied about. Some of these will be tweaked and/or changed completely as well. All will be expanded until the student becomes an expert before presenting to a group of judges at the end of the term.  Like I said, this is a very exciting time and I am honored to act as a guide in this process.  All aboard!

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By Lorraine Orenchuk, December 3, 2011 10:16 pm

I had the pleasure of meeting Peter H. Reynolds a few years ago at a November Learning Conference in Boston.  I believe that NCTE also afforded me that opportunity, but it was last year in Boston, that I got to witness the creative cave that is FableVision and chat with Peter for longer and in person.  The space is humming with energy. His team members are vivacious and personable, engaging and present. I loved it.  To assert that this inspiration applies to teaching is really a no-brainer, but right now I want to explain how his book, The Dot, is stretching my teacher’s soul.

Celebrating the energy that is FableVision

The teacher in Peter’s beloved tale encourages her young charge to “Make your mark, and see where it takes you.” She gently expects an attempt to be made and then allows it to spread dreams just as it is. From a single mark, the size of a freckle or a piece of sand, an artist blossomed.  Powerful stuff.

I have the book on my desk at school right now. I plan to read it to my students. The problem is that it somehow makes me feel like a sham. I am not spreading dream dust – I am trying my best to hone and prune, guide and push. I teach twelfth graders. Our task is college writing and British Literature. We have eighteen weeks to get it all in and I try to fill the gaps they come to me with. Common Core Essential Standards, Outcomes Based Assessment, the Standard Course of Study, and Accuplacer/SAT’s looming in their immediate future, keep me focused on the skills. How do we inspire and create without ignoring the rigor and standard required for these young adults to move on successfully. Why is combining those elements so very difficult? How are you the teacher who says, “Just make your mark, and see where it takes you,” while also filling their toolkits to bursting? Please share, I really want to know.

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By Lorraine Orenchuk, July 17, 2011 9:39 pm

www.betterbee.com

Have you heard about the plight of the honeybee? The declining population has many projecting food shortages in our near future. I have been fascinated by the whole pollinating process since teaching it to first graders many years ago.  It was this and my love for raspberry jam that took me to the Jordan Blackley Farm during the Appalachian Sustainable Agriculture Project’s Family Farm Tour in June. The farm was beautiful and I saw what I set out for: chicken runs, vegetable beds, mushroom production, berries in abundance and beekeeping.  I wanted a look at how a young family could manage such a huge endeavor while holding other jobs and raising a small child.  You see, these Herculean tasks remind me of teaching, of the importance of the teacher/student connection, and the very real possibility of extinction of the creativity that makes teaching a vibrant vocation and not just a job.  I wasn’t disappointed.

I garden quite a bit and have (probably predictably) likened teaching to gardening for years. The idea that beekeeping would relate really didn’t compute.  Then I asked Cindy Jordan how her bees were doing. I know other farmers whose production has diminished and others who lost their colonies altogether.  How, I asked, were her hives doing? I wanted to know if she was experiencing the declining honeybee population and loss of hives that the rest of the globe was reporting. Honeybees pollinate about a third of the plants that comprise the human diet and their decline is very ominous to me.  Cindy said she really hasn’t lost any bees.  I was incredulous.  Really?  Then she told me her theory.

“We respect the bees.” My head nodded.  “Many beekeepers who are in this strictly for a business feed the bees sugar water over the winter.  That feels like we are robbing the bees of what is theirs.”  Then she showed me her stands.  I think there were five of them, they looked like wooden storage containers, standing in a row.  She said, “We let the bees keep some of their honey over the winter.” Yes, I replied blandly.  “The honey contains nutrients, anti-oxidants and other qualities that help the bees stay healthy.  We let them keep one of those drawers that you see to sustain them through the winter.”  She was kindly avoiding the beekeeping jargon that I wouldn’t understand but she could see that I still wasn’t getting it.

“What does that really mean?” I asked.

“Well, each of those drawers contains 50 gallons of honey.”  I was shocked.

“Really?”

“Yes, most farmers don’t leave the honey for the bees but we feel we are honoring the relationship and we are just letting them have what is theirs.” Then came the kicker for me, the idea that connected this labor of love to education.  “That represents about $5,000.”

Humble, visionary, salt-of-the-earth, hardworking, small farmer USA, is letting $5,000 yearly stay with the bees to nourish them over a cold winter and ensure the health of the hive.  She even explained that if one of the stands had a super (drawer) that wasn’t quite full, they made sure they evened it out before readying them for the winter months so that the weaker hives would not run out of this amber viscous lifeline.

Managing the Hives

I left there with my head buzzing.  Smiling now while I write I can see her gaze to the wildflowers and trees nearby that nourish her bees.  I can feel the golden sweetness of the honey offered for sale and the conviction that what we take from this earth we also must give back.  The plight of our education system is not so different.  We can’t keep taking from the abundance, diminishing the quality of the teacher/student relationship in honor of the test score, NCLB, or RTT requirement.  We can’t keep cutting the budget and stealing the honey and expect the schools to persist.  They won’t! We have to give some of it back. Stop selling it short and cutting corners so that instead of feeding the kids we are saving money for some other agenda.

If the loss of bees points to food shortages and price increases, not to mention the loss of plants that depend on pollination, then what of the loss of a child’s promise? I know, we are still going to educate them, but when we cut programs, increase class size, let go of seasoned caring professionals, and teach to a test to make some kind of measurement, we are very likely diminishing the chance that we will have the program in place that nourishes the budding apiarist who will solve this swarming dilemma.

I see bees in my dreams, hear their hum as I envision of next year and vow never to steal their honey for my own gain. Are our students bees that swarm each August to pollinate ideas and produce rich honey? Yes, I think they are.  The honey is their dreams, their creativity, their cognitive grappling of global challenges and societal strain, and yes – their acquisition of vast bodies of content that helps them connect to the world around them to create something sweet. Bees and their language are fascinating. Children – our students are equally so and similarly endangered.

A new school year is just around the corner for most of us. What will you do to preserve your hive?

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By Lorraine Orenchuk, March 16, 2011 7:33 pm

I had the great pleasure of hearing Yann Martel speak the other evening. He was talking about his new book, Beatrice and Virgil, at Malaprop’s Bookstore in Asheville, NC. Martel is a significantly famous author for our town. We do get some big names through now and then but usually those folks speak at one of the local auditoriums. Malaprop’s does a fantastic job of inviting important writers to our area. Yann Martel was no exception.

There were many things that struck me from the evening. Martel was eloquent, poised, gracious, funny, and quick witted. He used no notes during the talk and was really impressive in his delivery. Perhaps the most noteworthy were his responses to the questions from the audience towards the end of the night. He fielded some tough ones.

When speaking of his art and what makes a work endure he shared, “The book is only one half the thing, it depends on what the reader takes out of it.” This was one of the simpler comments of the evening but it resonated for me because of how much it felt like teaching. Often, no matter what I do, I can’t seem to reach, teach, instruct, guide, or move a student, at least not in an obvious way. I keep reinventing my craft and trying new strategies but the bottom line remains connected to this fact: the student is “half the thing.” I was amazed by the simplicity and honesty of the statement. Sometimes, no matter what we do, our craft can derail because of our audience.

That doesn’t leave the teacher off the hook, not by any means. We are one half of that whole learning experience and the import of that also resonated. It is even more important that we bring everything we have to the table so that our charges have the best possible chance of meeting us where they will learn.

When asked about what books he has coming next, Martel spoke of a book about teaching. Yes, teaching. He said, “Teaching involves a living, essential dynamic.” He asked, “How do you keep it from not becoming dogma? How do you keep it alive?” His respect for the craft and his awareness of the need for teachers and willing students was tangible. His next animal allegory will probably have as the main characters “a chimpanzee, the primate resembling a human the most, and a rhinoceros, an animal with a tremendous symbolic echo.” This book is important he reminded us as he asked, “how do we keep that wisdom alive?”

Education is forging some rough waters right now, and many of the changes that will evolve are necessary. One thing, however, will never change. We need to keep bringing our fifty percent to the table – one hundred percent of the time. The wisdom depends on it.

Inspiration

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By Lorraine Orenchuk, January 29, 2010 2:55 pm

Welcome to SLA

I am delighted to be writing to you from the library at SLA.  I flew in today and braved the very cold, very windy streets to get to the school before they finished for the day.  I cannot express enough, how very glad I am that I did.  The students here are delightful, bright eyed, well spoken, active and engaged young people.  I was greeted at the door by many eager faces, one young lady, Rugeiatu Bah, came to my aid while trying to navigate the door, and offered me a tour.  She helped me store my luggage and whisked me away to the rooms of the school.  Her language and reverence for all the workings of ‘her’ school was  refreshing. We observed language, civics and economics, science (many types but I have to get specific names), technology, drama, and many others.  My favorite was the last block of the day.  Ruge wanted to share her science class because, “her peers were presenting their scientists today”.  Her pride in that room and their work was palpable.  Here we are in the hallway.  More learning awaits for both of us.  Thank you Educon for the warm welcome.

My tour guide Ruge.

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By Lorraine Orenchuk, January 21, 2010 5:33 pm

I attended EduCon online last year and was amazed by the information shared and dialogue exchanged.  This year, with many of my twitter compadres  chatting it up in advance, I began to wonder if I might be able to find a way there as well.  Then one of my graduate school partners commented the other night about how she was able to participate in a new training  opportunity.  She shared, “This program has made me much more pro-active, I decided that when I want to do something it doesn’t hurt to ask.”  What can you lose if you ask?  Far less than if you don’t.  Watching the line up and participant list for EduCon2.2 expand made me wonder if this advice would work for me.  It couldn’t hurt!

I asked my principal if the school could help with the costs but, I waited till this week.  Travel outside of the state is limited and I need to take next Friday off – another not very popular scenario.  The bottom line is – a green light was given to me with the promise from the county to help with as much of the cost as they can.  This morning before school I booked everything: my hotel, airplane, and registration.  It felt wonderful to click those submit buttons.  I can’t get there till midday Friday but I will not miss any scheduled session.  Among the gifted educators are Alec Couros, Dean Shareski, Chris Lehmann, Susan Nussbaum-Beach, Liz Davis, Lisa Thumann, Jackie Gerstein, Bill Ferriter, and Alice Barr.  I have met several of these folks, but these and many others on the attending list I know only from Twitter, where their support and conversation has been invaluable to me.  I can’t wait to meet them in person.

My school is an innovative one. We teach together in a powerful way; the axioms of EduCon 2.2 fit perfectly with our goals for our students.  Let the learning begin!

The Axioms

Guiding Principles of EduCon 2.2
1) Our schools must be inquiry-driven, thoughtful and empowering for all members
2) Our schools must be about co-creating — together with our students — the 21st Century Citizen
3) Technology must serve pedagogy, not the other way around.
4) Technology must enable students to research, create, communicate and collaborate
5) Learning can — and must — be networked.

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By Lorraine Orenchuk, September 16, 2009 6:38 pm

We started back to school in mid August. We have stormed and normed and are off to a great start. The loss of my other blog has me feeling disconnected but hopeful that the reinvention will take root and I will ride the transition out seemlessly.  There is a lot of Spam here (on wordpress), I didn’t have that before.  I also don’t have the gritty, grass roots feel of my first words on line.  This is different.

Today, I want to talk about hope, trust, and possibility.  I have to give a speech tomorrow.  It is really a mock speech, I am in the running for my county’s Teacher of the Year honor.  It is not something that I take lightly.  I have only taught here for a little over two years. This is a county with deep roots.  Lots of “who you knows” and “the way it has always been done’s.”  My experience has not been about that.  My school is all about possibilities – for everyone.  It is a place of new horizons and second chances.  I love being there and teaching there every day.

I don’t love giving speeches.  (I love talking to students, any shape, age or size.) I hope that it is ‘ok’ to say that.  Speeches are necessary sometimes.  You know, I have been honored with this Teacher of the Year finalist position because of my teaching.  I can talk to adults, share my expertise, but the speech idea for a mock audience….  It is creating unrest in my home.

For the love of what I do, the confidence of my peers, and the trust placed in me, I am going to forge ahead and get it done.  It has been in process for a week! I have spent countless hours prepping this.  The problem is, I do better when I speak to real people from my heart.

I guess I better get over it.

Thanks to my critical friends and virtual PLN for your support. I go live tomorrow and the ‘winner’ will be announced on the 21st.  As far as I am concerned we are all winners, we teach kids.  We touch the future.  I am honored to be here, but I am more honored to call myself teacher, accolades or not.  You should be too.  I am the same person tonight as I will be next week after they announce their selection.  I teach again tomorrow. Real students, real outcomes.

I have to stop procrastinating and get back to it.  Thanks for reading.

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By Lorraine Orenchuk, July 28, 2009 11:36 am

BLC09 – I have arrived at the conference hotel and I am already soaking up the energy and enthusiasm surrounding me.  Last year’s conference made me hopeful and certain of my role in education and my place in the wider community of passionate educators who believe that we have the power to change the way students learn in today’s schools.  Pedro Noguera’s ending keynote offered us a challenge.

He said, among other things:

“Internal accountability is far more important than external accountability.”
“Schools don’t exist in a vacuum.”

“Academic excellence and equity are not conflicting goals, they are the same goals and worked on simultaneously.”

“We are stuck in practices that prevent us from truly educating kids at all levels.”
“Too many high school teachers confuse teaching with talking.”

“The best teachers teach the way kids learn.”

“Your background should not determine who should go to college.”

He asked:

“Who are the advocates in your school for the kids whose parents are too busy?”

“Who is in your basement?”

I asked his permission to share his keynote with you and he graciously responded – yes.  He wished me another great year.  I ask myself now, as I prepared to engage in this new, learning experience, have I met his challenge?  Am I reaching all learners, making learning equitable and accessible to all?  “Am I constantly modifying and changing?”

The link below will take you to a recording of the keynote.

Pedro Noguero Keynote 2008

I began last year with the fervent hope that I would use the abundance of ideas to propel learning in my classroom forward.  I made some strides and learned some big lessons.  Here at November Learning – teachers and stakeholders from all over the globe believe those strides can happen.  There should be no student left in the basement.

Thank you Alan for this opportunity for all of our students.

Let the learning begin.

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By Lorraine Orenchuk, July 8, 2009 11:12 pm

While attending an organic, raised bed gardening workshop I was struck by the master gardener’s commentary on weeds. He was a proponent of heavy mulching, no worry about weeds emerging. “Have you ever wondered why you’d see old farmers tilling their fields in the moonlight? Why would they work so long into the night?” Well, the simple answer was weeds. They could go years without worrying about the pests as long as they didn’t turn the soil over in the sunlight. “Almost all the weed seeds need is a flash of sun to germinate.” He gave us this pearl of wisdom in support of his recommendation not to till our soil. I, however, had a huge ah hah moment. Weed seeds as students! Not because they are weeds, no let me say up front that I view them with reverence and appreciation. The analogy for me was speaking to our disenfranchised students, the ones who for whatever reason have not been ignited by learning. Maybe all they need is a bit of sun – a flash of light on their passions to inspire a fresh bloom of inquiry and engagement.

Wildflower

I look to technology for many of these sparks. Look what it has done for us as we network on Twitter and attend keynotes and workshops via chatrooms and video. My learning curve has soared; the Internet brings us ever closer to one another as co-creators of learning. With guidance and intent. I really do believe our students can inspire themselves and each other to discover uncharted waters of learning and discovery. But, the average school is filled with kids who have stories of ache, discomfort, abandonment, increasing financial worry, addictions, fear, and the list continues, to contend with. Yes, there are many students who come from loving homes and all of their needs both physical and emotional are met. They are all attempting to navigate a demanding social structure and ever changing societal landscape. Our kids have ‘stress.’ They move, change, respond and adapt faster than we can imagine. School is a hurdle they must jump and jump with skill if they have any chance of keeping up. Imagine how that must feel when you are starting out so far behind the others?

So, what if technology cannot break through? Maybe the flash that is needed will be a guest speaker, field trip, group project, or community service activity. Maybe it is a chance to share their views on a topic that doesn’t really fit into the curriculum seamlessly. Maybe if asked what they are interested in they would show us how to engage them. Maybe we have to start teaching them with the idea that we will till all the soil, in the blazing light of day, till one day they too find the topic or tool that germinates their learners’ heart.

I have always viewed teaching from my gardener’s eye – how original! I love to plant seeds and watch them grow. To dig deep into the rich earth, worms and all, and feel the aches of my labor sweetly as the day wanes. I viewed my students as flowers to tend with care; always looking for the right balance of tools, structure, understanding, surprise, vision, challenge, creativity, acceptance, and oh so many other things to stand for the sun, rich earth, water, and hard work in the school garden. Not all of my students can be categorized this way anymore. Their gardens are paved over, tattooed, spiked, and YouTubed. New forms of sunlight are going to be needed to germinate their learning seeds. This gardener is going to pay more attention to cultivating all growing things, plants, vegetables, and weeds alike.

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By Lorraine Orenchuk, June 10, 2009 9:26 pm

The loss of my original blog has me starting over. I hope for a new and improved place to reflect and share the journey.  Welcome!