THE HOGGATTEER REVOLUTION
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  • Exploration
    • Celebrate Good Times (Come On)
    • Cerebral Cinema >
      • Advanced Reading Fluency
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      • Improvisational Exercises
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      • QuickWrite
      • Wonderopolis
    • Earn Your Wings
    • Illustrations for Authors >
      • Art Appreciation
      • Creating Characters
      • Plot Production
      • Setting the Scene
      • Speech, Speech!
    • Theatrical Thinking >
      • Current Events
      • Math "Movies"
      • The Science of Superheroes
      • Video Flash Cards
    • Visual Aids >
      • Grocery Shopping
      • How Do You See It?
      • Infographics
      • Menus for Math
      • Multiplication Hexagons
      • Inference Posters
      • Time for the Classics
      • TweenTribune
      • Unwrapping Wrappers

Timeline of a Career

12/31/2017

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I recently investigated the possibility of retiring early.  I considered accepting a job as the full-time preaching minister for the church in Grove, Oklahoma, and I needed to see how it would cost to buy the last 2.15 years of my  retirement pension to free myself for the job.  I have been filling in on most Sundays since the previous preacher left (I also preach for the church in Columbus, Kansas, on most weeks when I'm not in Grove.).  It was bittersweet that I would be leaving a 28-year career - a virtual lifetime of commitment and dedication to education.

​It was also bittersweet that we decided not to pursue that career change at this time.

During those weeks, I relived many of those years.  Retirement will come soon enough, and I'm sure I will relive them once again - a life passing before my eyes.  It is always interesting to reminisce I've put together a timeline of my educational career from the moment I left high school to the end of this school year.
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1983
Mr. Hoggatt begins working for his degree in Communications from the University of Science and Arts of Oklahoma (USAO).  He takes classes to add a secondary teaching certificate to his degree program.

1985
Mr. Hoggatt graduates from USAO.

1986
Mr. Hoggatt completes his student-teaching requirements at Yukon High School and Mustang Middle School (Oklahoma) and receives his teaching credentials.

1986
Mr. Hoggatt is hired at The Wilds, soon becoming the manager and education director for the outdoor park.

1989
Mr. Hoggatt returns to USAO for a year to fulfill requirements for a Bachelor's Degree in Elementary Education.

1990
Mr. Hoggatt becomes a fifth grade history and reading teacher at the Page-Woodsen Fifth Year Center in Oklahoma City, Oklahoma.

1990
Mr. Hoggatt transfers to Buchanan Elementary School in Oklahoma City, where he teaches gifted second graders in a room with no walls.

1991
The principal encourages Mr. Hoggatt to teach a class of gifted first graders.

1992
Mr. Hoggatt is thrust into a combination class of gifted first and second graders, "looping" with the latter.  The staff nominates him to be the Teacher of the Year for Buchanan elementary, but he has too little experience to qualify by the district's standards.

1993
Mr. Hoggatt earns a small grant for math manipulatives.

1993-1995
For the first time, Mr. Hoggatt teaches the same grade (second) in the same room for two years in a row.
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1995
Mr. Hoggatt is the lead teacher in the school when a terrorist explodes a massive truck bomb outside the federal building in downtown Oklahoma City (4 1/2 miles away).  With the principal at a meeting, Hoggatt locks down the building.

1995
Mr. Hoggatt joins his wife who has recently acquired an engineering job in Joplin, Missouri.  On his second day in town, he is offered and he accepts a job teaching fourth graders at Cecil Floyd Elementary.  The last half of his job interview is conducted in the storm shelter area of the school building as the area is placed under a tornado warning.

1996
Mr. Hoggatt enters a classroom video in a local media competition and wins a monthly prize.  Later the video, depicting a classroom cave, is selected as the grand prize winner for the year, earning the classroom $1000. 

1999
Mr. Hoggatt acquires his Master's Degree in Elementary Teaching from Pittsburg State University (Kansas).

2002
Mr. Hoggatt's Earthquake! unit is selected as Pi Kappa Delta's Excellent Education Program of the year.
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2004
Mr. Hoggatt receives the Joplin Area Chamber of Commerce Golden Apple Award, nominated by students and their parents for the third time.

2005
Mr. Hoggatt is chosen to represent Joplin Schools as the district's Teacher of the Year.  He also represents the district as a nominee for the state Teacher of the Year.

2005
Mr. Hoggatt is a nominee for Disney's American Teacher Awards.

2009
Mr. Hoggatt's class website and blog wins the Missouri State Teachers Association award for having the Outstanding Class Website of the year.
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2011
Mr. Hoggatt teaches tornado safety to a fourth graders in Joplin, Missouri, two days prior to the town (including Hoggatt's school) being struck by a destructive EF5 tornado.

2011
Mr. Hoggatt assists in coordinating disaster relief efforts with the church of Christ at 26th and Connecticut.  When Summer School begins, he teaches fifth graders for the month of July.

2012
Mr. Hoggatt travels to Atlanta, Georgia, to meet and observe teachers and students at the Ron Clark Academy.

2015
Mr. Hoggatt completes five years as the president of the Joplin Teachers Association (local MSTA).

2016
One of Mr. Hoggatt's homemade lyric videos wins third place at the annual PBIS film festival.

2017
Mr. Hoggatt's class is featured in a two-part news report about soft skills.  The report is the recipient of the Missouri State Teachers Association media award for the year.
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2017
Mr. Hoggatt is one of the 100 Alumni You Should Know for USAO.

2018
Mr. Hoggatt will complete 28 years in education, with the last 23 in the same fourth grade classroom at Cecil Floyd Elementary in Joplin, Missouri.
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Innovator's Mindset:  Innovation In Education

12/30/2017

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It would probably be easy for outsiders to the teaching profession to think teachers moan too much about standardized testing and grading papers.  In fact, it's pretty easy for insiders to believe something similar.  The truth is we have some pretty passionate views about these things.  We believe so because we understand that students are not numbers and data points.  Those numbers than stream across our desks do not define our students' abilities or personalities.  The products of our classrooms are living, breathing, thinking, acting, and reacting human beings.

That means we must not treat our products as if they are another car coming off the assembly line with every teacher just attaching a new part.  In The Innovator's Mindset, George Couros confirms his own belief about such things:
Sometimes it scares me to think that we have taken the most human profession, teaching, and have reduced it to simply letters and numbers.  We place such an emphasis on these scores, because of political mandates and the way teachers and schools are evaluated today, that is seems we've forgotten why our profession exists:  to change - improve - lives.  But, as speaker and author Dr. Joe Martin says so well, "No teacher has ever had a former student return to say a standardized test changed his or her life."
Couros quotes Katie Martin, director of professional learning at the University of San Diego Mobile Technology Learning Center:
There is no substitute for a teacher who designs authentic, participatory, and relevant learning experiences for her unique population of students.  The role of the teacher is to inspire learning and develop skills and mindsets of learners.  A teacher, as designer and facilitator, should continually evolve with resources, experiences, and the support of a community.  It is becoming increasingly clear that we don't necessarily need to transform the role of teachers, rather create a culture that inspires and empowers teachers to innovate in the pursuit of providing optimal learning experiences for their students.
It is increasingly important that educators think.  After all, we want no less from our children than for them to think - to make educated and thoughtful choices, to be problem finders and not simply robotic problem solvers.  In short, we want them to innovate.  To achieve this with our students, educators must innovate in their teaching and relationships.  We have to be willing to constantly adapt to the needs of our pupils and communities.
The growth mindset is crucial in one's openness to learning.  But to change education and prepare students for their futures, we need to adopt an innovator's mindset...We must focus on creating something with the knowledge that's been acquired.
Thomas Friedman wrote How to Get a Job at Google.  ​He remarked:
The world only cares about - and pays off on - what you can do with what you know (and it doesn't care how you learned it).
Innovation is not about new gizmos and gadgets, but how we use them, and the tools we already have, to move students forward.  Couros doesn't just address student needs, but the teacher's creative methods, as well.  He wrote:
I believe that the majority of educators want to create engaging and effective learning experiences for their students to achieve the desired learning goals.  No teacher wakes up in the morning and says, "I can't wait to go to school and be mediocre!"
Admittedly, there have been mornings in which I have awakened thinking that I just needed to get through the day.  In fact, there have been mornings when I just needed to make it to the next break.  And then to lunch.  And then to the end of the day.  But that's not how we want to be.  We want to be vibrant and life-changing.

I want to innovate, but there are also times when life, health, and age get in the way.  Mr. Couros is probably correct right when he says no teacher pursues mediocrity, but sadly there are many who never innovate or even change.  Many refuse to make advances or study new methods or even consider new content.

Through almost three decades, my classroom has changed tremendously.  While much of the content has remained the same, every year has been one of change.  No two years have been alike.  My principals at the beginning of my career would be hard-pressed to find similarities in my approaches or abilities.  I suppose that comes with age and experience, but it also comes with the desire to always improve and become more effective.  I might describe that desire to innovate as both a blessing and a curse.  It is a blessing because it drives me forward, but a curse because it does not allow me to ever feel satisfied that I have arrived at my destination.  I am constantly looking forward to those mountains in the windshield, and even though I can look in the rearview mirror and see the great distances I have traversed, those mountains remain a distant goal looming before me.
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That's Intolerable (and Coercive)!

12/29/2017

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(Liberty) Bell Work

Word Work
Using today's lesson set,
create a list of words ​to fit in the categories below.
​Pay particular attention to spelling patterns.
Coercive (words with co-)
Intolerable (words with in-)
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Word Wise
Define the
​following words:
​coercive
intolerable
Sentence Surgery
Read the sentence below.  Do you see any problems?
Do not rewrite the sentence.  In fact, don't even fix
the sentence.  Instead, on your paper,
​tell the writer three things that need to be corrected.

why does we have to pay so many taxes
Sentence Augmentation*
Augment the sentence below to greatly improve it.  Record your improved sentence on your paper.

The king makes laws.

​*Augment:  make (something) greater ​by adding to it
Quick Write:  Write about a time you tried to help and ended up making things worse. 
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Referred to by the British as the Coercive Acts, these proclamations are known in the U.S. as the Intolerable Acts.  These were complicated times, and people took sides.

Primary source

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Stamp Act

Compare and contrast the British and American points of view of the Coercive/ Intolerable Acts.  Which side would you take?  Were both sides justified in their actions?

Who was most affected by the Stamp Act on paper goods?  Why might this matter to the situation at hand?

Music Appreciation

Liberty's Kids
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Even More Midyear Memories

12/28/2017

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Here's a third collection of 2017 memories.
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Thinking about Resolutions?

12/27/2017

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Three questions up front:
  1. Just because everyone else is making resolutions, does that mean I have to (If everyone jumped off a cliff, I wouldn't follow them?)?
  2. Who said I can only attempt to improve yourself on January 1 every year?
  3. Is there a rule that says I can't make more than one resolution?

That being said, if you are one to make resolutions, consider the following:
  • Get my child to school on time every day.
  • Ask my child every day about his/her day.
  • Diligently read every note that is sent home from school.
  • Listen to my child read every day.
  • Take time to explain things to my child, including daily news and ethical choices.
  • Finally get my child to master basic facts in all four computation areas (addition, subtraction, multiplication, and division).
  • Read to my child every day.
  • Start and maintain a back-and-forth "journal" with my child.
  • Help my child with homework when necessary.
  • Ask my child to explain his/her homework when s/he does not need my help.
  • Get both sides of the story before advocating for my child.
  • Set a good example for my child, knowing s/he watches the same screens I do, sees the places I visit, listens to my speech and my tone, and notices how I treat my spouse, family, and friends.
  • Attend family events when they are offered at the school.
  • Begin a positive family tradition.
  • Work to make my family a safe, stress-free place for my child.
  • Stop to appreciate the responsibilities and blessings that come with being a parent.

I don't make formal resolutions, but I think and pray about these things every day.  These suggestions, and others, guide me in my very serious task of parenting (Of course, I have a number of similar thoughts concerning the children I teach.).
May the new year bring with it new desires to improve,
learn from mistakes,
and of course wonder, explore, and discover!
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More Midyear Memories

12/26/2017

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Enjoy a second batch of 2017 photo memories.
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Delaware Crossing (December 25, 1776)

12/25/2017

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George Washington's famous surprise attack in Trenton, New Jersey, on Christmas Day meant he had to lead his troops across the icy Delaware River in the dark.

From the Mount Vernon website:
By the time that most of the soldiers had reached the launching point for the boats, the drizzle had turned into a driving rain. And by 11 o’clock that evening, while the boats were crossing the river, a howling nor’easter made the miserable crossing even worse. One soldier recorded that “it blew a perfect hurricane” as snow and sleet lashed Washington’s army.

Art Appreciation

What do you notice?  What do you wonder?  Write a story.
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Liberty's Kids

What Floats Your Boat?

Washington used cargo boats and ferries to transport him and his army across the river.  Read about them on Mount Vernon's page under the #4 subtitle.  Consider what type of cargo these boats were designed to carry. What style of boat would be best for carrying these large loads?  Consider boat design as presented by the teacher.  Then, in your group, design your own vessel to be used to float as large a load as possible.  Make a paper prototype, then a final, boat out of a single sheet of aluminum foil.  We will test your boat by putting weights into it to see which group has the best design.
Watch The Winter Patriots on the Mount Vernon website.  Be ready to report about the viewing.
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Be Washington:  It's Your Turn to Lead

Get ready to play the interactive theater game of Be Washington, directly from the folks at Mount Vernon.  The teacher will direct you in joining the game about the Second Battle of Trenton.  Will you make the same choices as General Washington?  
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Victory at Trenton

Washington's "surprise" attack at Trenton was a turning point.  Because of his victory here, the men now had confidence that the revolution could successful.  After Trenton came Princeton.

The Winter Patriots

The video here (right) tells a more complete story about the Trenton and Princeton campaigns.
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Primary Source

In a December 28, 1776, letter to his wife, Lucy, Henry Knox outlined the Trenton attack.  A page of the letter appears below, but you may also read a transcript of Knox's letter in its entirety.
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Amazing Facts

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In 1852, one of the soldiers who crossed the Delaware with George Washington sat for a photograph.  The soldier, Conrad Heyer, had "the earliest date of birth of anyone who has ever been photographed," according the the Mount Vernon website. Heyer was around 100 years old when he sat for the photo.

In that famous painting (under Art Appreciation above), the man holding the flag is supposed to be 18-year-old James Madison, who was shot through the chest during the Trenton skirmish.  Madison went on to become the fifth president of the United States.  As you might have guessed, the painting is historically inaccurate.

Colonel Rall died in the battle at Trenton, but did you know that George Washington consoled him as he died?  Rall asked Washington to treat his soldiers, now prisoners of the Continental army, well. Washington actually invited some of his German prisoners to dinner before they were shipped to prison.  The prisoners reported that Washington was an affable gentleman, though they could understand little of his English language.

Music Appreciation

Building Better Worlds
I'll Be Home for Christmas
Life Is a Highway
​Seize the Day
What About Now
​White Winter Hymnal
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By the Numbers

  • The Delaware River is less than 300 yards (268m) wide at the point where Washington’s army crossed.
  • It took the American army roughly 4 hours to march from the river crossing site to the outskirts of Trenton.
  • Temperatures for the crossing ranged from 29 degrees to 33 degrees, with brisk winds coming out of the north east.
  • George Washington was 44 years old at the time of the Delaware River crossing.
  • There were roughly 1,380 Hessian soldiers in and around Trenton at the start of the battle.
  • Twenty-one Hessians were killed in the Battle at Trenton.  Four American soldiers were wounded, but none was killed.
  • Six brass Hessian cannon, one thousand stands of arms, fifteen prized Hessian battle flags, and forty horses were captured by the Americans.

Ice Ice, Baby

The men braved the icy waters many times after the battle of Trenton, standing knee-deep in water and ice in the boats.  How much do you know about ice?  Let's work some experiments to maneuver our way through the icy river ourselves.
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Happy Christmas to All...

12/24/2017

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...And to All a Good Night!

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Midyear Memories

12/23/2017

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Here are some of the clearer photos from our 2017 times together.
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Take Risks

12/22/2017

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Making decisions can be difficult - especially when the consequences can be so dire.
Take some time to watch this video:
Now for some questions:
  • Did Washington make the right choice in having his troops inoculated?  What was the alternative?
  • How do you think Washington came to his decision?
  • What does it mean to take a risk?
  • Does every risk taken come out positively?
  • How do you know if a risk is dangerous or if it's worth giving it a chance?
  • What are the results of overcoming a risk?
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Christmas Party

12/21/2017

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Thank you to all of the parents who kept the class entertained during our Christmas party.  We had plenty to eat and students played some challenging games like stacking cups and plates, bouncing table tennis balls into cups, and hooking candy canes using only their mouths.  Perhaps the most shocking part of the party was when ZOEY guessed closest to the number of M&Ms in all three containers.

I can't thank those parents enough for running the show.  I'm not one for parties and party games, so these are the days I leave to people with completely different skill sets than my own.
At the same time, for everyone who brought gifts for the teacher, those gifts are greatly appreciated.  As a friend of mine said she doesn't teach for the gifts or the money.  To tell the truth, most of us probably wouldn't teach if they didn't pay us, but the gifts are icing.  More than anything, you make me feel appreciated which just drives me to do better.  As always, thank you.
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Before the Party

12/20/2017

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It was the last day of school for 2017.

We spent our time having a normal school day...said no teacher ever.

Actually, after our multiplication quiz, students played some games.  They learned how to play some new, educational and thinking games, and we were able to kill some time before the Christmas party at the end of our half-day.
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Music Appreciation:  The Boston Tea Party

12/19/2017

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Students are often called upon to read "chorally".
That is, they read together simultaneously
as a group.

Repeating this practice assists young readers
with reading fluency - the speed, accuracy,
​and inflection of  oral reading.

Why not, since it's called "choral" reading anyway, actually read the chorus of a song? ​
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Hoggatt Cave:  Beyond the Tours

12/18/2017

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It's dark in there!
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Hoggatt Cave is closed to the public for another season to protect the bats during their winter hibernation, but we didn't shutter the entrances completely until after we had a little fun.  After all, what use is a cave if you can't do a little schoolwork by flashlight?
Or...perhaps we can spend just a little time in the cave while we use the iPads.  We have recently started working on Khan Academy for more Math guidance.  We have continued with the Bloggatteer Experience, our student blogs, as well.
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Cave Raves

12/17/2017

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This was the big week!  Hoggatt Cave experienced its full Grand Opening, receiving guests from eight other classrooms, as well as our administrators.  In fact, Dr. Moss, the superintendent of schools, stopped by for a special tour of the cave.  As quickly as the left, we received our first reviews.  Among them:
It was great!  I loved how all of you guys knew your parts...Your touring was awesome!  ...That was one of the best classroom presentations I have ever been too [sic].  I was SHOCKED!
What I really liked about your cave was the glowing column.  I also liked the fossils too.  My favorite thing about your cave was the cave paintings on the wall.  I really enjoyed that you guys put that much time and effort into the cave.
It was very delightful and I hope other classes
​get to enjoy the experience also.
I had so much fun, but at the same time I was learning about caves...It was a great learning experience.
I liked how we crawled in the little cave place.
Your Hoggatt cave was brillient [sic]!
My favorite part about it was when we learned about the sizes that a bat can get...I think you did a super job!
It was so amazing.  My favorite was when the bat peed on me.
I did not know how many animals and mammals there were in a cave.
As much as the reviews from peers meant to the class, the anticipation of Dr. Moss's visit was a rich experience. I'm sure the tour guides were nervous between the time they heard she was coming and the end of her tour.  She had some very kind compliments throughout the tour and afterward told the principal how wonderful the kids were. She specifically recognized their memorization and delivery, and at the end she commented about the students who looked into her eyes and shook her hand.

Even so, some relatives were brought in after school for private tours.  Students picked up the script and gave the entire tour themselves by flashlight.  Parents and others got a taste for the excitement of Hoggatt Cave, and students were very proud of what they presented.
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    Selected Teacher Institute Participant, 2019
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    2014 Recipient
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    Bookshelf

    Recommended Reading
    (For state award reviews,
    ​go to THE LIBRARY ZONE.)
    Al Capone Does My Shirts by Gennifer Choldenko

    Because of Mr. Terupt
    by Rob Buyea

    Charlotte's Web
    by E. B. White

    Chippin Cleats
    by D. Ed. Hoggatt

    Crumbling Spirit
    by D. Ed. Hoggatt

    Echo by Pam Nuñoz Ryan

    Hatchet by Gary Paulsen

    Holes by Louis Sachar

    The Invention of Hugo Cabret by Brian Selznick

    Loser by Jerry Spinelli

    Love That Dog
    by Sharon Creech

    Mumsket
    by D. Ed. Hoggatt

    Out of the Dust
    by Karen Hesse

    Out of the Wind
    by D. Ed. Hoggatt

    Petey by Ben Mikaelsen

    Ramona the Pest
    by Beverly Cleary

    Stone Fox
    by John Reynolds Gardiner

    There's a Boy in the Girls' Bathroom by Louis Sachar

    Touching Spirit Bear
    by Ben Mikaelsen

    Where the Red Fern Grows by Wilson Rawls

    Yankee Girl
    by Mary Ann Rodman
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    December 2012
    November 2012

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    Geography
    free counters
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    Administrators

    Superintendent
    Dr. Melinda Moss

    Assistant Superintendents
    Dr. Ron Lankford
    ​Dr. Kerry Sachetta
    Mrs. Sarah Mwangi

    Principal
    Mr. Chris Bozarth

    Assistant Principal
    Mr. Nathan Stewart
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    Procedures

    Links to external sites
    on the internet are for convenience only.

    No endorsement or approval of any content, products, or services is intended.

    Opinions on sites are not necessarily shared
    by Mr. Hoggatt
    or Joplin Schools.
    (In fact, sometimes
    Mr. Hoggatt doesn't agree with anyone.)

The Hoggatteer Revolution

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