The * Feels /thə feelz/ n. shorthand for the word “feelings” that is used to describe an intense emotional response about something that has deeply affected the speaker. (source: knowyourmeme.com)
The past week in my classroom has been hitting me right in the feels. I’m so blessed to have a job passion that allows me to get this intense emotional responses every so often. These past five days have been a roller coaster of emotion in Room 27. Here is why…
Feels #1 – March Book Madness
After months of build-up, Tony and I are launching the voting rounds for the March Book Madness book tournament. For the next four weeks, schools all over the US (and some in Asia) will be reading, discussing and voting for books in our brackets trying to determine the TOP book for “Compelling Characters.”
The response to this year’s MBM is unprecedented. Tony and I receive tweets daily from teachers and librarians showing us how much MBM is inspiring the love of books and reading in their schools. Nothing brings me more joy than to see photos of kids examining and pointing at the bulletin board in their classroom with the MBM bracket. I’ve seen Flipgrids, Padlets and iMovies with students sharing their love of a particular book and persuading their peers to pick it to advance to the next round.
Tony and I text regularly about how we can’t believe how this small idea we hatched during a twitter chat in 2014 could give thousands of young readers such excitement and joy about books.
Feels #2 – Refugee
Last Friday, we finished reading Refugee by Alan Gratz for our read aloud. (If you have not read this book, you must, after reading this post of course, go straight to your local independent bookstore or reserve this book from your library.) This particular read aloud with my fifth graders has been like no other. Not only did I have students begging to miss recess to keep reading another chapter, I had students getting copies from the library so they could start reading it again during their free time. But, the suspense and action-packed plot was only part of what made this book truly magical.
Refugee is not just a book. It’s an experience. An experience that allowed me to connect to my students’ lives unlike any other book has. I teach in a school that is almost 30% English language learners and 25-30 students have refugee status. One of them is in my class. He is old enough to remember his journey, yet comfortable enough to pull me aside and tell me that this book made him sad.
Throughout the book, I would show videos about refugees from Nazi Germany in 1940, Cuba in 1994 and Syria in 2015 to provide context to the characters. I will never forget hearing students say “That’s not fair!” or “Why are they doing that?” as they watched Hungarian border patrol aggressively deny entrance to a group of refugees. Forever etched in my mind is the image of three girls huddled together, arm in arm, as we read the author’s note. I’ll always remember watching Mason wipe away a single tear from his cheek as we listened to the final chapter. And perhaps he will always remember watching Mr. Jones wipe away a single tear at the same time.
This book is powerful. Students have talked about it every day since finishing it.
Feels #3 – Letters of Thanks
Each planning period, I walk to my staff mailbox and look to see what annoying professional development pamphlet I’m going to recycle that day. But, this week, I didn’t get any. Instead, I received three envelopes all addressed to me in “not-adult” handwriting. I opened each envelope to find handwritten thank you cards from former students. I took them back to my classroom and began to read. Here are a few samples of their words that are the epitome of right in the feels.
“Thank you for making school fun and making me glad to actually come to school.”
“In your class, school became a happier place that I used to think about it.”
“Thank you for teaching me things that I can pass on to other people to help them too.”
“Thank you for kickstarting my confidence. I’m taking high school math classes in 8th grade.”
“You have made me see what is worth seeing.”
“Thank you so much for boosting my confidence to keep going and never give up.”
“After your class, I feel like I see the value of education.”
My intention is sharing these is not to be self-congratulatory. Rather, it is to show how their thank-yous are not directed towards the assessments, daily lessons or academic standards we provide for our students. Instead, their appreciation is rooted in how our classroom community made them feel.
Most teachers get into this profession to make a difference in the lives of children. It is often a thankless job, and we don’t always get the recognition from our students or the community. Yet, our jobs as teachers is unlike any other job.
We get to see the excitement on our students’ faces first hand when they finally solve that math problem.
We get to experience a great book with our students every day.
We get to provide safe spaces for our students to ask, wonder and notice.
We get to kick start a child’s confidence.
We get to see learning take place first hand!
What makes our job so special is that we actually get to feel the feels.
Did you allow yourself to feel the feels this week? I invite you to share the source of your feels in the comments section.