Susan Fitzell - Educational Consultant and Speaker » Susan Fitzell

One of Life’s Tough Lessons: We Do Make a Difference

Susan Fitzell — Sun, 18 Mar 2012 03:03:22 +0000

I actually found this piece tonight in a file search. I was looking for something else. It spoke to me today as much as it moved me to write it in February of 2000. The lesson is still as important today as it was then. I cried once more.

One of Life’s Tough Lessons: We Do Make a Difference
By Susan Fitzell, February 15, 2000

I have something to share tonight… not sure why, except that I need to…

I went to a concert at my son’s school. There was a resident artist there, a musician, Randy Armstrong, that I have been following since my college days. Wow, that’s over 20 years.

It was a wonderful concert and to see the spark that Randy ignited in my son by inspiring a passion for the African drum was a wonderful thing.

But, the night was bitter sweet.

Well over a year ago, the principal at my children’s school, Mr. F. had a sudden aneurysm and stroke. He is probably in his early 50’s. He had all kinds of complications that didn’t allow him to recover, as we would have hoped.

He was a man who lived his life for his school. He had been the principal there for at least twenty years. I was fortunate enough to get to know him when he allowed me to do my conflict resolution practicum in his school. To my daughter, he was an extremely special man. My son, although he only knew him for a little over a year in school, had tottered around the building from the time he was two. He also, knew the principal well.

I consider myself to be a very spiritual person, however, I had a very hard time accepting that this charismatic man, this man who had given his life for the community’s children, this man who would bend over backward to help me, my children, and set such a strong positive role model for generations of children would be dealt such a blow.

I know it is not my place to question why things happen the way they do. Even if I do question, there are no answers. All I can think of is the loss that everyone who loves him feels and the loss for all the children who won’t know this great man the way he was.

He came to the show tonight. As he entered on his walker, he looked frail. The entire auditorium rose and cheered and let out whoops of happiness to see him. I did to. But, then I cried. I’m not sure all that I’m crying for, but the tears flow nevertheless.

My daughter wanted to see him after the show. She was his shining star. She knew that. She was warned that he might not remember her name, but, in her young mind, her hope was that he would. She thought, “How could he forget her?”

I went with her. I’m grateful that I was there to support her. As she met him, he looked at her like he knew her, but kept saying, “I can’t remember your name.” He looked at me, and I saw recognition in his eyes, but pain. I told him who we were and he started to cry. He said, “I can’t remember names. This stroke did this. It’s so frustrating, I can’t remember names.” I hugged him, and said it was OK. But, I knew, to him, it wasn’t. One of the things he prided himself in all his years as principal was that he knew every name of every child in the school.

My daughter and I came home. We had a bedroom talk about life, fairness, expectations, letting go, life lessons and harsh realities. And, we cried. I tried to tell her that the past has not changed. She still holds it in her heart and her mind. And the future is just different. Maybe there is a lesson for us to learn here, too.

I am a teacher. He, a principal, was also a teacher. In a different way, he still is one. So many times in life, we wonder what we give to our students, our families, our children, and the world. So many times we question the value of our own lives or our own contribution. Maybe it is not ours to question. Only those who experience life with us, whose lives we have touched and whose lives have touched ours, can really know what it is that we give. Could he have really known how much he was loved? How much he gave to the children in his building? I doubt it.

He is still touching my life. His experience has made me look at life differently. I guess facing your own mortality does that.

People constantly tell me to rest, to slow down, that I will die young if I keep the pace that I keep. Well, there are two ways to look at life. One way is to go though life more relaxed attempting to preserve my health and savor the moments. The other is to live every moment with as much gusto as I can because I can’t foresee the future. My life as I know it could change tomorrow. So, I want to experience everything that I can and give as much as I can to the world now, while I can.

Another thing he is teaching me is that as teachers, principals, peacemakers, humans contributing to the world, even when we think our contribution is minimal, that our efforts are in vain, that our voices are not heard, someone we have touched has learned from what we have given, has grown from our efforts, and has heard our words. We just seldom know it.

My daughter told me of her first memory with Mr. F. It was a simple moment of teasing over a troll she had in show and tell. I’m sure he walked away that day and thought no more of it. But, 7 years later, she still remembers it. To her, it meant he noticed her, that he cared for her, that he liked her. At that time, *that* was important to her.

We touch lives. Even the mistakes we make in our lives are opportunities for ourselves and others to grow. We touch lives for good or for bad. Sometimes it is the smallest of acts that is remembered. For me, tonight was a powerful reminder of that simple truth because this man has touched my life more than he could ever know.

Comment on: America’s Teachers See Growing Poverty – and more!

Susan Fitzell — Mon, 16 Jan 2012 04:53:40 +0000

Dare to read this article — and the comments! Amazingly, the comments are intelligent for once. I’m outraged by what I see happening in schools. Teachers are not the enemy. Yes, there are some that need to retire, however, we are putting our focus in the wrong place. If Unions were the problem, Texas would have perfect schools and systems. When we pay teachers by test score results, who will want to teach the struggling learners? Or, the poor?… Why would a teacher want a student in their class if that student might affect his/her test scores and therefore his/her pay? The political rhetoric is all about playing off public emotion and getting votes and little of it is based in the reality of what makes schools work.

A New Year of Excellence Awaits!

Susan Fitzell — Tue, 03 Jan 2012 16:08:05 +0000

Wow! Can you believe that it’s 2012 already! As I was spending time with my family over the holiday break I realized that we, as educators, might see things differently. For us, the “New Year” is really in the fall when school starts, while the actual changing of the year, for us, is a break in the middle of our “year.”

Regardless of how you look at the year, I hope that you return to your students this month with a bright new outlook and the resolve to reach as many of your students as you can. To help with that, I’m very excited about my new, FREE, magazine, Terrific Instruction Tips and Tools.

This magazine is full of articles to help teachers, and parents, meet the goal of reaching all learneres. If you, or your campus, service center, or organization could benefit from this information, please contact us at 603-625-6087 and we’ll get some to you asap!

Here’s to a great year ahead, filled with all the success you wish, for yourself, your family, and your students!

“Draw it so you know it!” – Sequences

Susan Fitzell — Mon, 01 Aug 2011 19:35:10 +0000

One of my favorite phrases is “Draw it so you know it!” I believe this is one of the most powerful ways we can help our students remember their lessons. If we can engage more of the brain in learning we can help the lesson “stick” much more effectively.

Drawing activates parts of the brain that wouldn’t necessarily be engaged if, for example, students were just taking notes based on a lecture. Drawing ensures students immerse themselves in the material. Kids don’t have to be great artists to draw – what’s important is that they try, even if it’s just with stick figures!

Drawing using adding machine tape takes the concept of “Draw it so you know it” one step further by having students create a series of drawings in a logical sequence. This sequence could be the stages in a process, a chronological account of events in a story, or the steps for solving a problem. The important part is that students are drawing items in order – so they’re not only thinking about how best to represent the steps, but putting them in the proper order.

Keeping these drawings in their organizers helps students match up the pictures with the words and provides a powerful study tool.

Differentiated Instruction Strategy Blast in Sturgis, SD

Susan Fitzell — Wed, 25 Aug 2010 23:33:31 +0000

I presented “Differentiated Instruction Strategy Blast” to 250 ***AMAZING*** educators from Meade School District in Sturgis, SD today. It was a feel good day with a district that cares about kids!

Please Help Me With My Homework – Spanish Translation

Susan Fitzell — Sun, 06 Jun 2010 13:50:46 +0000

I’ve had my book, “Please Help Me With My Homework: Strategies for Parents and Caregivers” translated into Spanish. I was advised to have it translated into Castilian Spanish so that it would be universal. So, that’s the dialect the book is presently in. I am not Spanish speaking. I had the book translated because of the need for Spanish speaking parents to have a resource to support their students. I do a lot of work with schools that have a significant bi-lingual population and believe this book may help some families.

Does anyone have an idea as to how I might ‘get the word out’ about this valuable resource for Spanish speaking parents and caregivers? I’d appreciate suggestions.

Thanks,

Susan Fitzell

Comings and Goings – Two weeks of Co-teaching Coaching and Training

Susan Fitzell — Mon, 16 Nov 2009 03:02:06 +0000

Co-teaching Seminars This Week

Here in St. Louis (Clayton, actually). Checked in, shuttle driver took me to Whole foods – did groceries, going to polish my co-teaching presentation before bed. Tomorrow St. Louis, Tuesday: Springfield, MO, Wed: Kansas City, MO, Thurs: Minneapolis, MN, and Friday, FARGO!!!

Co-teaching Coaching Last Week

Last week I was working with Permian High School and Odessa High School in Odessa, TX. I love being in the classroom. Both high schools are making great gains in their co-teaching efforts. Not only did I get to work with some awesome teachers and administrators in Odessa, Texas, I attended a Permian High School Football ‘send-off to the state championships’ bon-fire. I also attended an Odessa High Pep rally. They both made it to this past weekend championships in El Paso and they both won! Experiencing West Texas Football and West Texas friendly hospitality is truly delightful. The week flew by.

Presented Successful Inclusion Strategies in Toledo, OH today!

Susan Fitzell — Wed, 29 Oct 2008 02:32:21 +0000

Myers Briggs and Personality Types and Learning Environments

Sometimes I wish I could have my audience do the MBTI indicator just to see if my experience is validated with the results. Sometimes, it just seems to work out that I have an audience of primarily Introverts. Add to that the generally reserved nature of Midwesterners and the result is often a very quiet audience. For us extroverts, who get our energy from those around us, that’s challenging!

I’m fully aware that the audience is listening and taking in every word. And almost always, an audience of introverts is more outgoing after lunch. No one ever complains to me in this type of audience that they can’t hear because others are talking.

Then there are the days where the audience is overwhelmingly extroverted and there’s a low rumble in the background all day. Extroverts process their learning by talking their process. I do get complaints on these days that some audience members can’t hear. Of course, I’m an extrovert, so these days are very energizing for me. I have tons of energy flying around the room to keep me going!

I taught high school for most of my career. I also taught a third/fourth grade, did some work through my Master’s program with second, fourth and fifth grade and did anger management work with middle school as well as high school students. Now that I teach adult learners much of the time, I’m fascinated at how the personality of learners creates the same dynamic in any learning environment, regardless of the age of the learner. It reminds me every day of the key question teachers ask themselves, “How do I reach every learner in my classroom?” I have tremendous respect for how hard teachers have to work to create a successful learning environment for all learning styles.

I got some fantastic strategies and tips from my audience today. Given the hour, I plan to collect the tips this week and post them next week when I’m back in the office for a few days. Please check back for some very cool strategies, tips and resources from the trenches.

Singing the Guidelines for Flexible Grouping

Susan Fitzell — Sat, 25 Oct 2008 04:28:56 +0000

Woodington Middle School Workshop on Flexible Grouping and Acceleration Centers (™)

Recently, I presented a ‘workshoppy workshop” on Flexible Grouping and Accleration Centers (™)at Woodington Middle School in Kinston, NC. To teach the concept of small groups, the teachers actually get into small groups and learn the material (similar to a jigsaw) well enough to present their section to the rest of the group. After we’ve discussed the basics of flexible grouping and created ground rules, each small group takes a section of the material and creates a mind-map denoting the key points and a creative, non-lecture way to present the information to the group. The eighth grade teachers created and performed a song to the tune of Singing in the Rain to teach and remember successful tips for flexible grouping. They were just awesome! I always appreciate teachers who have the courage to get up in front of their peers to perform. It takes a lot of hootspah! I’m honored that I had the opportunity to work with them.

A poem about small group work sung to the tune of Singing in the Rain.

Written by Susan Heath, Kellie Wolfe, Linda Smith, and Judy Burkett

We are the groupies and we’ll help you with your lengthy hour if you’ll pay attention to our flower power.

Today I am going to see in which groupie you will be. I’ve had a chance to look at last year’s EOG. (North Carolina’s End Of Grade test.)

There is a test we will use to see the various aspects of your personality.

I’ve observed you in the classroom and various other places so you may not be with your friends today but brand new smiling faces.

Your academic abilities may not be the same, combine your strengths and weaknesses you’re sure to win the game.

The interest you have is sure to grow as you share with each other the knowledge you know.

You may not be quite ready for the task that is at hand but after class instruction now you’ve got it man.

In a small group there is no time to sleep recorder, reporter or the time you will keep.

Some of you learn better by listening to what I say. Others learn by touching or in a visual kind of way.

Self-assessment is a valuable tool so leave your exit card with me and you’ll definitely be cool.

How can I Present History Effectively?

Susan Fitzell — Thu, 23 Oct 2008 16:54:21 +0000

Processing Long Information History Chapters!

Susan Streetman, Nederland HS writes, in history, some chapters are long and packed with information. Sometimes I think – how can I present this effectively? It’s too much! So, on colorful large index cards, I write quippy versions of the chapter’s subtopics. (using the exact subtopic would be too easy). Kids can confer during the game.

The Quippy History Game

Materials Needed

Then, also in my own words, I use small white index cards to write the main points under the subtopic. I try to make them humorous. I tell students a tough game is coming and tell them to be prepared. On the day of the game, I use music, a timer and a box. Student materials are the answers all mixed up, a handout with the quippy subtopics and lines denoting the number of items.

How to play the ‘game’

I begin with 3 minutes on the clock. I deal white cards after placing colored cards around the room while the time clicks off. I play music and students have to run around and deal information cards to match the correct heading. We check for the correct matches, put the wrong matches in the box, set timer for 2 minutes and re-deal. They love it and end up with a chapter review. They move around but must be in chair when the timer goes off.

The Summary Race

Cut up summaries to chapters, put students in groups. They race to be first (for a privilege) to descramble and paste the summary together accurately.

Fishing game.

Box decorated to look like ocean, a Scooby Doo fishing pole with a magnet instead of a hook. Paperboard fish with paperclips through eyeholes in ocean. Students compete in pairs to answer questions using magic slates. When correct, blind folded and go fishing. Number of fish lead to a privilege prize.

A Strategy using Videos to Cover History Topics

When I show films, I give out film sheets with different questions on them and 5 lines at the bottom. After the film clip, they must find 5 people with facts different to theirs that they place on their lines. These are shared and used for extra credit.

Groups Idea

Pick an explorer. Research his exploits. Make a poster. Use a clever title like “ Do you have any Ponce de Leon?” (students did that)! The poster must include; a time line, pictures of accomplishments, a map of his trek/s, and at least one navigational tool known at the time.

Give student groups transparencies

Group assignments are placed on them. They present and they are there for all to see. For example, we play, “Constitution Idol” ; student groups must present in any format the 27 amendments to the constitution DVDs, CDs, live. They can take liberties with words. They are an absolute riot. Everything from Barney to rap, Travis Tritt, Chumbawumba,. They are so great. Wear red, while, blue on awards day – for cookie or cake and photo for newspaper. They decide the winner. They all learn the amendments.

Susan Streetman
Nederland HS