The Lasting Impact of Teachers

As teachers, we can never be fully aware of the lasting impact our words or actions may have on our students. I often lament, for instance, that I dread open house or parent conferences because I can only imagine what stories my students bring home to their families. Will they tell mom and dad about the incredible lesson I taught, or that I did so without realizing that one of my pants pockets was hanging out all period like a floppy dog ear? My instinct is to assume the latter.

Last weekend, I shared one of my favorite stories with a small group of college students enrolled in my English Methods course at Medaille College. I think about that story often and it serves as a constant reminder that everything I say or do while in school has the potential to make a monumental impact on my students. Afterward, it got me thinking about some of my own experiences as a kid, and there’s one above all the others that stands out.

In 7th grade, one English assignment required us to write an original poem to demonstrate our understanding of mood and imagery. I don’t remember much from the assignment other than procrastinating until the night before to actually put something down on paper. The result was actually quite good. I remember being proud enough to show my parents before submitting it the next day.

I didn’t realize it then, but that assignment would ultimately shape my life and help shape my career as an English teacher. Below is a scan of the original poem. Read closely the red-inked comment from my teacher.

I was devastated by my teacher’s remarks. By suggesting that the poem was too good to be my own, I felt that he was implying that I was stupid. Whether this was his intention or not, it has stayed with me and I think of it every time I write critiques or constructive criticism on my own students’ works.

Your job as a teacher is to influence. The scary part is that you don’t know how or when that influence will happen.

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Making Connections with Blogging

Something strange has been going on around here lately. I noticed the other night that blog subscriptions through Feedburner have risen nearly 30% since the beginning of September, and the number of folks following the site has also been increasing in small increments. About a week ago, @timholt2007 posted a video he created that was inspired by one of my previous blog posts. Tonight, I was even greeted by four new comments to various blog posts when I logged in to the Blogger dashboard.

It's hard for me to describe how humbling it is when someone tells me that what I'm doing in my classroom and then sharing via my blog or Twitter feed has value to them. It's quite motivating, actually.

This is what blogging is all about - making connections, finding (and sharing) resources, and developing collegiality that extends far beyond the physical boundaries of geographical location. There is so much value in reading and writing blogs - it's a shame that more teachers don't take advantage.

Below is the video post created by Tim Holt. Watch it, enjoy it, then feel free to take a look around his blog too. And to everyone who wilfully listens to my ideas and tolerates my ramblings - thank you.

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It Must Be Nice

Tonight after dinner, I sat on a lawn chair in the garage and watched the kids color the driveway with chalk. They were quite absorbed in the activity, so I decided to use the time to catch up on some work. Here's a quick summary:

First I emailed the school secretary regarding a lost textbook. I received a call earlier today from an embarrassed parent who had accidentally donated it to Goodwill.

I followed that up with a reply email to the parent. Since I had my contacts up, I emailed a few other parents to give a heads up on final averages and the upcoming report cards being mailed home.

As I mentioned in an earlier post, I am using Edmodo to facilitate online book clubs over the summer. I logged into my account, replied to a few kids' questions, then posted links to book excerpts courtesy of Google Books. I also did a few quick comparisons and posted links to sites where the books were most affordable should they wish to purchase a copy.

Next, I realized supply orders were due today. I headed over to Staples.com, ordered pens, pencils, folders, and other supplies for my students, and sent out another email confirming the order.

I still had more to do - a parent letter to be sent home regarding Edmodo, final averages to be entered into the school data software and a mix cd I had promised to a student who had bonded with me through our shared interested in punk rock music - but at this point, our neighbor interrupted my progress. She called out a greeting from across the street and asked if I was done yet with school. I told her this was my last week but there was still a lot to do before wrapping up. She shouted back, "it must be nice only working nine months out of the year."

It would be nice. But don't ask me about it. I wouldn't know.

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Playing the Game of School

This year, I had a group of 10 8th graders as part of a special team designed to help at-risk students before they move on to high school. When describing the goal of the program, perhaps my principal put it best – Our job was to get these kids to buy into school.

The year was not without its challenges, but I enjoyed it. At night while eating dinner with my family and sharing stories of our day, the group affectionately became known as “the bad kids” by my four-year-old daughter. And by the standards of school, that’s what they were. They were always in trouble. They swore. They fought. They were late to class (if they even bothered to come to school in the first place).

Last Tuesday, we loaded the group onto a school bus and headed to a nearby state park for a field trip. We spent the day geocaching, fishing (yes, we let the “bad kids” handle sharp hooks), and cooking hotdogs. And you know what? It was the best field trip I have ever been on. The kids were an absolute delight. They were patient while we bushwhacked our way through the woods in search of hidden caches. They were supportive of each other while fishing – taking turns with the poles and helping each other get their catches off the line. We even let one girl who aspires to attend culinary school someday man the grill and cook for us.

While playing Kanjam with the group, one of the kids joked that he never realized that his teachers were actually normal people who fish and play games, and eat hotdogs. I don’t think he realized how insightful the comment was. Because it wasn’t until that moment that I realized that this wasn’t a group of bad kids. It wasn’t a group of at-risk, attendance problems. It was just a group of kids.


So what if they aren’t good at school. That doesn’t mean they aren’t smart.

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How I Justify Teaching to the Test

Today was the New York State English Language Arts assessment. I know that it's a mere snapshot of my students' abilities, and that it shouldn't be transformed into the driving force of instruction, but that's essentially what happens for the month or so leading to the day of the exam. This is because, regardless of how hard my students work in class, no matter how much progress they make during the year, and regardless of how passionate they are to learn, it all gets boiled down to a four-point rating scale on this single exam. It sucks, but that's just the way high stakes testing works.

Try this little experiment. Ask the next teacher you see if he/she thinks it's okay to teach to the test. They will probably look at you uncomfortably and murmur something about how it's not necessary if the teaching in the classroom is of high quality. This is the perfect college methods course answer, but the reality is that this answer is completely wrong. (In fact, I conducted this survey last year via Twitter that proves that teachers, when anonymous, admit to the need to teach to the test.)

I liken it to learning how to drive.

To do so, you must learn the essential skills - starting the vehicle, accelerating and braking, turning, etc. But once these skills are mastered, are you ready to cruise around in anything with a motor and wheels? No way. It takes a specific skill set to show mastery of these basic skills while driving a motorcycle, for example, compared to driving a dump truck or a school bus. The vehicle is different and this factors in to how successful you can be with your ability to drive.

It's the same thing with state testing.

I don't spend the entire year examining item analysis information, and I certainly don't model every assessment in class after the big exam. But I think it's important for students to know the format and the expectations of the exam. They need to know if it's a dump truck or a school bus that they will be asked to drive.

This is not the first time I've written about my personal struggle with high stakes testing. Read more here.


Standardized Testing, Simpsons Style

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Facing Layoffs, Teachers Need to Advocate for Themselves

Like many states, New York is struggling with how to manage a bloated budget. Unfortunately, rather than trimming fat and implementing ways to spend wiser, education has become the target of severe cuts in state spending (my school in particular is currently forced to operate next year with a massive 17% cut in funding). Last year, states laid off 58,000 teachers nationwide, and projections for the 2011-2012 school year don't look any better.

Sadly, I have a personal connection to this. My sister-in-law, Amanda Wagner, is one of those teachers whose job will not be in the district budget for next year. Rather than be angry, she took the chance to share her insight via an editorial in The Buffalo News. Her overall message is a call to action; a plea for parents, students, teachers, and community members to take an interest in their schools. Too many see education as an almost invisible part of their community, and this can be dangerous as conditions slowly and quietly decline.

A few days after Amanda's editorial printed, someone posted a negative comment. Maybe this guy was just trolling, but I took the bait and we have been sparring back and forth. My goal isn't to make this person look foolish; I have a much deeper motivation.

I'm proud to be a teacher, and I truly believe that what we do on a daily basis makes a tremendous difference in the lives of our students. I have used the comment section of my sister-in-law's editorial to hopefully dispel some of the popular misconceptions of teachers. My hope is that immediately after reading my blog post, you will read her article and the comments. Think about what makes you valuable as an educator, and add your own comment. As professionals, we need to advocate for ourselves.

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Advice for Teachers

Two weeks ago, my wife gave birth to our third child, Emily Jean. She is doing well, and we have all adapted quickly to the addition. My other kids – Sophie who is three and Johnny who will be two in February – get along and play surprisingly well together. The other night while sitting in the living room, I watched them playing at my feet and I began to realize that there was much to learn from their behavior. As teachers, we can take these lessons to heart.

Fact #1 – Sophie is the boss. She calls the shots and Johnny follows them, no questions asked.

Lesson #1 – The reason I have yet to witness a toddler mutiny is because Sophie plays fair and doesn't abuse the authority she has over her brother. Sure, sometimes Johnny has to play dress up (on several occasions I have come home to find him dress in sequins and Barbie high heels), but Sophie also suggests other activities like coloring or playing with her brother's beloved toy trucks. She knows how to give and take, and this makes it easy for Johnny to follow her lead.

Fact #2 – When one of the kids doesn't want to eat dinner, my wife and I give them two choices: they can finish the meal now, or they can eat it later instead of having a snack before bedtime.

Lesson #2 – The sooner someone learns to cope with the fact that what they want is not necessarily a choice, the better off that person will be. We are all faced with thing we don't want to do, but sometimes we just need to tough it out and get through it.

Fact #3 – Everything Sophie does, Johnny does too.

Lesson #3 – When Sophie needs to blow her nose, so does Johnny. When she wants an apple, Johnny does too. It's not always a positive thing – when Sophie tantrums at the dinner table and tosses her fork to the ground, there is ultimately two utensils to pick up. As an administrator your faculty and staff will work from your cues and actions – regardless of whether they are positive or negative. It's your job to present yourself as a positive role model. The best way to prevent faculty from exhibiting negative behaviors is to not practice them yourself.

Fact #4 – Whenever Sophie asks for something, she begins the sentence with “Please may can I...”

Lesson #4 – Okay, so maybe her syntax is off a bit, but her desire to be polite is overwhelming. We teach manners at such a young age, yet so many adults forget them (or forget the art of being gracious). As the old adage goes, “You can catch more flies with honey than with vinegar.”

Fact #5 – In the mornings, we have to check on Johnny to see if he's awake. If we don't go in to get him, he will sit for hours looking at books in his crib.

Lesson #5 – There is nothing wrong with the occasional silent meditation.

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The Fine Line Between Charity and Abuse of the System

My mother owns an agency that provides home-based therapy services for children under the age of three. Every year around the holidays I am reminded of a story she shared with me several years ago.

After the new year, my mom went to a family's house to work with their child. Upon entering the house, she was surprised to see wrapped gifts still stacked against the wall. The parent joked that they had so many presents that year that they simply hadn't had the time to open them yet. The family was on public assistance, so this confused my mother. The parent further explained that she made sure to get her children on as many charity lists as possible that year – churches, community groups, schools, etc. The pile of gifts was only a small portion of the donations and didn't include food and household items or gift cards. The parent openly shared all of this with my mother.

It's because of this incident that I am weary to donate money for holiday gift cards at my school. I completely understand that the story my mom shared may not be the norm, but it proves that it is quite difficult to find the line between much-needed charity and abuse of the system. This year, my school raised enough money to give 40 families each a $50 Walmart gift card. As a school, we should be proud that we are able to help so many people, however, I can't get past the fact that some of those families called the school and were asked to be added to the charity list.

How many of those 40 families asked to be added to other lists as well? Is their Walmart gift card destined to end up in an overflow gift pile similar to the one my mother witnessed? And how are we to know that the card didn't go toward cigarettes or alcohol?

In the past, the team of teachers I work with have chosen a student that we know could use a little holiday cheer. We buy him/her a few outfits and maybe a pair of sneakers and then mail the package to the house. I feel good doing this. First, the gift is going to the child. Second, we have the freedom to choose who we think most needs a donation based on our daily observations. It's a lot of extra footwork to prepare the package, but it's worth it knowing that the donation is needed and truly appreciated.

This post is by no means a slam at anyone who donates money around the holidays. I give credit to anyone who is willing to share the wealth, especially to those in need. It's just a shame that some people are willing to exploit the kindness of others. Charities and not-for-profit organizations have been on my list of interests lately, so this will probably not be the last post on this topic. In the meantime, I would appreciate any feedback on good groups/organizations/programs that you feel comfortable donating to. I want to make a difference and would love to know the most effective way to do so...

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Taking a Technology Approach to Vocabulary

Several years ago, I taught the historical fiction book My Brother Sam is Dead. I did the obligatory vocab chart, and while the kids did well with the quiz, it was clear that they would probably never use those words again once the quiz was passed forward. But after the bell, I watched one of my boys, in a middle school attempt at flirting, knock a book out of a girl’s hand. As he sped past me with his crush in hot pursuit, he called to her “Have clemency on me!”

That was one of our vocab words, and this boy had taken it out of class and inserted it into his vocabulary. Pedagogically, vocabulary should be looked at as a skill and not content.

I used this example from 2005 to illustrate vocabulary ownership simply because I can’t think of a more recent example of this actually happening. I don’t think I’m an incompetent teacher; it’s just that there is no magic bullet for teaching vocabulary.

I have never been satisfied with students looking up definitions for unit-specific vocab words and then spitting those definitions back at me on a quiz. I’ve tried visual vocab techniques, word walls, sentence writing, etc, but nothing ever seems to embed those words into the students’ lexicon. That’s what I want – ownership of those words.

Last Friday during a required planning day for my department, I came up with a quick-and-dirty project for my students. The state science assessment is just over the horizon, so to help my team, I decided to have them review science terms.

Each student was randomly given two vocab words. They had to define these and then provide one supplemental bit of information – either a sentence in context, an example, or a description. So far, this was a typical vocabulary assignment, but the real excitement came in the form of the assessment.

Rather than a quiz, students were allowed to choose a location somewhere on the school campus to film a visual dictionary entry using my Mino Flip video camera. These were then uploaded to our team website so students could use them for review.

The results were intriguing. It was the first time I have ever seen students take an interest in vocabulary. Even more so, students could easily recall definitions because they now had an experience to pair them with. My team’s dictionary has 183 definitions, and while I doubt every student’s working vocabulary is now 180+ words richer, this was undoubtedly a better approach to vocabulary than rote memorizing.

I think I may try this with vocabulary next year and keep a running dictionary with my students. I was rushed to get my students ready to record almost 200 video clips and in some videos it shows. In the future I would push the kids to memorize their “script” rather than rely on a note card. Regardless, a Video Dictionary has some serious potential.

If you’d like to take a peek at our Video Dictionary, click here.

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My Online Footprint

My first efforts at consistent blogging were not here, but at a blog that preceded it called 100 Days with the Eee PC. I received an Asus Eee PC for my birthday in November of 2008, just before the term netbook became a household word. Since they were still a fledgling technology, I decided to try a little experiment – to only use the Eee PC as my primary computer. I figured it would be a pretty clear case study to show the potential of the tiny machine.

My experiment was a success, but it came with a residual effect – I realized the excitement (and importance) to blogging. The blog you’re reading right now is a direct result of my netbook experiment.

The 100 Days blog has sat dormant for almost a year now, and I haven’t had too much need to go back to it – until yesterday. I was looking some source code I used about this time last year to create a online quiz for my students. I couldn’t remember where I had downloaded it from, but I did remember that I had blogged about it. I Googled my old blog to see if I could find the link.

What I found instead was sobering.

On the first page of results was a message board posting that someone had started about my blog. In it, they explained who I was, the purpose of my writing, and what subject area and grade level I taught. He then went on to question the legality of something I had written about. All of this information was easily obtainable through my blog or in my Blogger profile, but it was vexing to see it written by a stranger.

I once wrote that blogging is an open journal, but this Google search made me realize how true that is. There's a valuable message to share about your online footprint - If it's online, someone will find it. If it's something even remotely questionable, someone will question it. And unlike a footprint in the sand, what is said online is never washed away by the inevitable rising tide.

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Knowledge is Obsolete

When I was about 15 years old I was the proud frontman and guitarist in a small-town rock band. In addition to these duties, I also took it upon myself to wear the hat of webmaster. This was in 1997 - before the days of Myspace and Facebook. Instead, I turned to free web hosting sites like the now useless Geocities and Angelfire. WYSIWYG editors were still fairly uncommon at the time so I printed off some tutorials and started hard coding my site. This is how I learned HTML.

More than a decade later, and I’m still up to my old tricks. I recently started another band, and knowing the importance of a web presence, decided to create a website for the project. After looking through some links saved to my Delicious account, I realized something very important. All my coding skills from 1997 mean almost nothing in 2010.

Knowledge is obsolete.

Instead of HTML body tags, it’s CSS now. Instead of fancy Flash menus, it’s all about jQuery. And what the hell is AJAX?!

Fortunately for me, I know where to go for help, and how to practice and master new skills on my own. At some point in my formal education, I learned how to learn.

This is what teachers need to impress on students. Knowledge becomes worthless surprisingly fast, but the ability to acquire new knowledge is essential.

Don’t teach knowledge. Teach learning.

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New Year's Reflection 2009

2009 marked the birth of this blog, and it’s one of my goals to continue using it into the new decade. I didn’t want to set a quantitative resolution because a good blog has a natural ebb and flow. I don’t want to post just for the sake of posting. I’d rather have quality instead of quantity. Instead, I thought it would be a good first post of 2010 if I were to choose my favorite posts from 2009. My resolution is to do the same thing next year and hopefully have an even better crop of posts to choose from.

Classroom in the Cloud’s best blog posts of 2009

• 10 Things New Teachers Need to Know
• 9 Concessions Teachers Must Make
• Confessions of a Bad Blogger
• Damming the River
• Dear Former Teachers, I Turned out Okay
• Eat Dinner with your Family!
• Grammar Enthusiasts VS. Dunkin Donuts
• There's No Place Like Home
• Things Students say (And what they Really Mean)
• My First Typecast

New Year’s resolutions are great (and I make/break them annually), but there’s another practice that I think more people should take part in – New Year’s Reflections. It’s okay that you’re four days late; take a few minutes today to think about what you did well last year and what didn’t go exactly as planned. 2010 is your chance.

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Using Postcards to Connect Students to the World

When I was in 7th grade, my French teacher connected us with pen pals in France. They wrote to us in English, and we responded in French. I remember being most interested in the small details of the letters – how the margins on their lined paper were slightly larger than ours, the curious stamps, and the red-bordered airmail envelopes they were sent in. It amazed me that I was holding something that had traveled thousands of miles. Once, our teacher (at the certain disapproval of our school who had to front the international charges) placed a call to our corresponding class. The idea that the voices on the other end of the speaker phone lived in a foreign land was enough to make all of our young minds explode.

Of course, this was in the early 90s, when the Internet was only for folks wealthy enough to afford AOL's hourly rate service. Other than the occasional Canuck (my hometown is located about 30 minutes from the Canadian border), most of us had never met anyone from another country.

That's something kids seem to take for granted today. It's nothing eyebrow-raising to compete against a German on Xbox live, or to have a conversation on a message board with someone living in Japan, or perhaps read the blog of a person experiencing the turmoil of the Middle East first-hand. Our ability to easily connect to anyone in the world has dulled the excitement in doing so. International connectivity is just a free Skype call away.

There's something missing in all of that. Something tangible – that feeling of wonder I got years ago from holding a paper that had seen more of the world than I had. I wanted to share that feeling with my students, and that's why I decided to turn Postcrossing into our year-long team project.

Postcrossing.com is a free service that allows random users to send each other postcards. For every postcard you send out, one is sent back to you from a different user. It's not correspondence, but more like single serving pen pals. The idea of having an anonymous and captive audience for my students to write to was an idea too good not to try.

Rather than use generic postcards, we had this one printed for our Postcrossing project. It was only about 70 bucks for 500 cards, well worth it in my opinion. Every week I pick one student per class – five total – to write a postcard representing the team. They write about their likes and dislikes, about their homes and families. That postcard is a chance to share a piece of their lives with someone they will never meet.

I don't grade these. It's about the experience, not the evaluation. When we receive postcards, they are shared with the team and then added to our Postcrossing map along with a string indicating its point of origin. And much like myself in 7th grade, my students are fascinated by minutia like the curious images on the postcards, interesting spelling, or unique first names. All things they wouldn't think twice about in an online environment.

At the time of this post, our Postcrossing account indicated that the postcards currently hanging in my room have traveled a combined distance of more than 120,000 miles. Even though that's a number so large most of my kids simply can't fathom it, these postcards connect them to the rest of the world better than any website, chat room, or email could ever accomplish.

A brief article on Postcrossing in The Niagara Gazette

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Eat Dinner with Your Family!

When my wife and I first got married (it'll be four years in April!), my mom gave us one simple piece of advice – never eat dinner with the television on. She reminded us that dinner was a time to catch up with each other's lives; a time to ask How was your day? We've followed her advice, and I feel our lives are better for it.

Today (while not eating a meal), a commercial for Stouffer's caught my attention. They had taken my mom's words of wisdom one step further by suggesting that kids who eat dinner with their families are destined to do better in school, be more successful, and stay out of trouble. Wait a minute, Stouffer's, I think you're manipulating data here.

Am I arguing that eating dinner every night as a family is important? Absolutely not – I wholehearted agree that it's important to establish that as part of the daily routine. But I'm having a hard time swallowing the assumption that sitting down to a sodium-delicious Stouffer's meal will improve a kid's work habits at school. I remember a similar scenario appearing in an Educational Psychology course I had to take in grad school. It went like this - If wealthy families tend to own small dogs, then can it be assumed that small dogs are an indicator of wealth? I don't remember the exact term – some form of causation or correlation – but the same applies to families who eat dinner together. It's not the meal that causes the kids to do well, but the fact they come from a family who has it together enough to know that it's important to share in the lives of the people you love.

I'd like to know the percentage of families who still eat together. I'd assume it's lower than we expect. But in the end, if it takes a commercial campaign to make it happen, I'm okay with that. It's not quite as sentimental as your mother sharing her advice on your wedding day, but the message is clear. It's important to eat as a family, share as a family, and listen as a family.

Here's the commercial, or you can visit the commercial campaign site (dubbed "Let's Fix Dinner") here.

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Am I a Selfish Blogger?

I read a post on CopyBlogger today titled "The 3 Fatal Diseases that Kill Good Blogs." I don't know if my blog constitutes as good but I have learned a lot since I started posting to it nearly 7 months ago. I keep an eye on the guest counter so I know at least some people are visiting, and it just tickles me when one of my blog posts gets retweeted. That's why I was eager to make sure I wasn't leaving myself open to a blog-fatal infection.

The first two diseases focused on folks looking to make their blog into a profession, so that simply didn't apply to me. The third in the list made me think, however.

Here's how the post described it:

The Selfish: These bloggers just don’t see the point in networking or in spreading goodwill. They certainly don’t take the time to foster relationships that can help them reach the next level, including creating a solid relationship with their audience.

Am I guilty of being a selfish blogger? I didn't think so at first. I'm pretty active on Twitter both in tweeting my own posts, and retweeting others, but does that count as spreading goodwill? I almost always respond to comments left on my blog and I try to comment of blog posts of others that I find interesting. That counts a fostering relationships, right?

But something about the last part of the selfish blogger description left me feeling a bit guilty. I keep a list of blogs saved to my favorites, but I don't make them public. I don't have a blogroll on my blog.

I know how excited I get when I spot my blog listed on someone's site. I should give credit where credit it due to the blogs that I enjoy reading.So I've decided to add a blogroll.

Maybe I have been a little selfish.

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Teaching Irony

Last evening a six-year-old named Falcon Heene dominated the news and social media as the world looked on anxiously as a mylar balloon presumably containing the boy drifted across the state of Colorado. Turns out he was in no harm, having instead nested comfortably in a box tucked into the corner of the family's attic. Followers of the story are now singing a chorus of “Foul!” with rumors circulating that the spectacle was all an elaborate publicity stunt for a family who seems to love being in the spotlight.

Unlike countless other bloggers logging in to contribute their two cents to the story, I don't really have much to say about the family, their possible motivations, or the viral (and admittedly very funny) meme videos that are surfacing. Instead, I want to share something that one of my students said to me this morning.

A few weeks ago I began preparing my classes to read the O. Henry short story, “The Ransom of Red Chief.” It seems nearsighted to teach O. Henry without first discussing irony, so after taking a day to give the classes a definition and a few clear examples (none of them being the ironically un-ironic song by Alanis Morrisette), we were set to read. (If interested, here are some of the examples I used.) Students were able to identify irony in Red Chief, so I felt I did an adequate job.

This morning I had a student come to me with an exciting observation. While watching one of the major news outlets cover the story of the “Balloon Boy,” she had overheard the reporter mention that it was ironic that a boy named Falcon has been suspected of taking to the skies. My ever-observant student couldn't wait to share the reporter's error with me.

She eagerly explained that the reporter had mistaken a coincidence for irony. After all, the student noted, our class definition of irony is an outcome that is the opposite of what is expected. In this case, it would have been ironic only if the boy's name had been that of a land-dwelling creature. A boy named Turtle or Goldfish flying off into the Colorado skyline would have been ironic.

The true test of learning is the transference of knowledge. My students will soon forget the specifics of the story they read with me, but they will never forget what irony is.

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Dear Former Teachers, I Turned Out Okay

Quite often, I find myself trying to imagine who my current students will become as they grow up. It's difficult to see past the roles they play in my room – the spaz, the loner, the jock (I'll stop there before the copyright infringement letters from The Breakfast Club start appearing in my mailbox), and that can be disheartening at times. I want my kids to grow up and lead happy and successful lives, but it's just not realistic to assume that will be the case for all of them. It's uncharacteristically pessimistic of me to think this way, but it's reality.

Reflecting on my students made me reflect on myself at that age. I know the role that the 13-year-old me played was a bit sketchy at times. What portrait of the future did my younger self paint to my former teachers? Probably not a very promising one.

Last week I tracked down three of my 8th grade teachers, and sent them an email. I felt it was important that they know I survived college, found a good job, and started a family. It means a lot to me that they know their troubles didn't go without notice.

Here's how I started my letter:

My name is John Mikulski, and I was your 8th grade student in the 94-95 school year.

Like many 13-year-old boys, I was awkward, irritating, and definitely a bit smelly on warm days. I remember crying at the dinner table over homework, and I remember having no clue how to impress the guys while looking cool in front of the girls. 8th grade was a difficult year for me, but for some reason, it stands out as a defining time in my life.

I found writing my letter, and reading the two responses I received to be truly rewarding. I encourage everyone to contact a former teacher and do the same. Tell them you turned out ok. That you're happy. But most importantly, that you are all these things in small part because of them.

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