Day 22: Superpowers

How is it that small children think they can get away with things or get over on us "unsuspecting" adults?  You know, sort of like when you send your child up to take a shower only to have the same child emerge from the bathroom in five minutes claiming to be clean?  Only you know they're not really clean because on closer inspection you notice:
a.  There is no scent of soap in the air.
b.  The washcloth is in the same spot it was in before--and it isn't even wet!
c.  The mirrors are not steamy.
d.  The towel, floor, and bath mat are still bone dry.

And when you confront said child, they deny the fact that there was any wrongdoing or untruths told.  But when the evidence is pointed out, the child seems so surprised that s/he has been found out!  This never ceases to amaze me.

The same can be said for the lovely little darlings you teach all day long.  Rest assured, there are going to be times when you will look at the child and think, "How on earth did you think you were going to get away with THAT?" or "Do you really think I'm THAT clueless?"

Two "shining" examples come to mind as I write this post:
Example 1:
Our school has adopted a daily Independent Reading Time.  For about 20 minutes, the class is to read a book on his/her guided reading and interest level.  After reading, students are to fill in a section in a journal about the book.  Some days I ask the students to write about a favorite part, what a character does or looks like, the setting, etc.  It's a good exercise in literature study and a way to practice the reading strategies we are learning in class.  Other days I ask the students to conference with me about their books.  This is what we've been doing this week.

On Monday I assigned a book to a student.  On Tuesday, this same student came to me and said the book was read.  I looked at where the bookmark was--page 86.  I knew good and well this child did not read 86 pages in 20 minutes' time.  (The books are only read during that block of time each day; students have other books for silent reading.)  So I called him on it by asking him to give me a summary of what he'd read so far.  He immediately begins flipping through the pages and fumbling through his explanation.  About a minute in, I stopped him and politely told him that I knew he didn't read the book.  (Insert surprised look here.) I also told him that reading the text is not the same as looking at the pictures because there are no details to support what the pictures are showing.  I then told him I don't appreciate being lied to and if it happened again there would be consequences.  (Insert gulp here.) The conversation ended with me telling him to go back to the first page of the book and begin reading because he would be my first conference the next morning. (Insert shock and more surprise here.)  Lesson learned.

Example 2:
Today, I was working with some of my students who need extra help during a quiz.  The students who finished were to complete their morning work (a math exercise, daily edit pages, and journal) before moving onto silent reading.  One student turns in her quiz and promptly brings out her silent reading book.  I asked her if she was finished with her morning work (I knew she wasn't.).  Her response, quick as a wink, "Yes." (Insert look of innocence here.)  Hmmm.  So I asked her if I could check it over real quick.  (Insert panicked look here.) Then something amazing happened.  She miraculously remembered that she still had part of her daily edit pages to finish, as well as a few math problems.  (Insert motion of hitting head with palm of hand.) Right. I politely told her the same speech about lying and consequences.  (Insert guilty look.) She got right to work.

The funny thing is, as I was talking to her, there were a few others who weren't quite finished either and I could see them "nonchalantly" following our conversation.  (Insert furtive glances here.) When I asked if I could check over her work, they got to theirs, all the while peeking over their shoulders to see if I was coming to look at theirs.  Because I was in the middle of helping two folks with a quiz, I didn't, but sometimes I do.  You gotta keep them on their toes.

It's also funny because little children haven't quite figured out how to whisper, so I sometimes overhear them asking each other how I knew such and such.

How indeed?  Superpowers, children.  Superpowers.

Day 21: Controversy

Have you ever done something to try and make things better and other people take offense to it?  Have you ever been involved in a misunderstanding and people take offense to you? I hate when that happens.

It started yesterday with a colleague sending out an e-mail to the entire grade level asking about an alternate format for reading comprehension quizzes after being asked about them by a parent. Apparently, parents were talking to each other and one parent asked another teacher why the quizzes were different than what his/her child took. This colleague wasn't sure what the parent was talking about, so s/he sent out the e-mail to try and get clarification to explain to the parent what happened.  Come to find out, the children who took the differently formatted quizzes were special education students in another room.  The quizzes were formatted by the special education teacher to meet their IEP goals.  The other children received the regular quizzes.  One part of the issue down.

The second part of the issue continued because I had made two alternate format quizzes to see if the format was challenging enough to let the students practice what they've learned and easy enough for parents to understand.  (We've had problems in the past with parent complaints that the questions--which come directly out of the story discussion section teacher's manual--were misleading and confusing.  A point that I--and my colleagues--agree on.  Some of the quizzes needed work.)  So I explained to the other team members that I am trying out the new format to see if it is better understood by students and parents.  I sent out a copy of one of the quizzes that I made up and said I would gladly share if anyone was interested.  (Some of us don't use comprehension quizzes, but do other comprehension activities.)

I hadn't shared the alternate format prior to the e-mail from yesterday because it is still a work in progress.  If the format is still confusing, I'll need to change it or think of another option.  So far I've done two and the students are doing pretty well on them.  Parents will see them for the first time in the students' test folders on Friday, so I will see how they are received.  

On a side note, my husband would like everyone to know that he is not a mean person.  He didn't like the way I wrote about his actions during the whole cell phone alarm incident from yesterday.  He thought it made him sound like a mean person for laughing at me.  I was totally not trying to make him out to be insensitive or anything. My husband is a great guy and has a ready sense of humor.  I guess I failed to see the humor in the midst of trying to find the source of the blasted vibrating sound!  I DID, however, laugh about it after I realized what I did because it was pretty funny.  Still, I can think of better ways to start a Monday.  =D

Day 20: Another "Wha...?" Moment

My "Wha...?" moment of the day did not occur at school, but as I was getting prepared to go to school. (My actual school day was great!)

Over the weekend I got a new cell phone.  I put all of my settings in, including my alarm clock.  (I always wake up to my cell phone; there isn't even a clock in my bedroom.)  Anyhow, I woke up before my alarm and was waiting in bed for my husband to get out of the bathroom.  As I am waiting, I hear a vibrating noise.  Thinking it was my new phone, I picked it up to turn off the alarm.  Only there was no display on the screen prompting me to turn off the alarm.  So I fiddled with the phone thinking I missed a step.  Soon the vibrating stops.  Success!

Or so I thought.

Five minutes later, about the time for a typical snooze function to kick in, I hear vibrating again.  By this time my husband is out of the bathroom.  I asked him how to turn off the alarm on my phone because I bought the same model he has.  He looks at me like I'm crazy as I tell him I can't find the screen to turn off the alarm. 

Then--he starts laughing.

I don't get the joke.

By now I'm frustrated because he's laughing at me and I don't know why, and the vibrating still hasn't stopped, so I cry, "If it's not my phone, then where is that noise coming from?"  To which he replies, "Check the closet." 

The closet?  Why is there a vibrating noise coming from my bedroom closet?  So I go to the closet and open the door.  The noise is coming from the shelf.  More specifically, a bag on my shelf.  Most specifically, the bag on the shelf that contains my old cell phone.

The cell phone that was fully charged when I went to buy my new phone.  The cell phone I forgot to turn off.  The cell phone that was trying to wake me up as it had so many other mornings.  The cell phone whose alarm I promptly turned off.  The cell phone I powered down and put back on the shelf.

I emerged from the closet to my husband's laughing face.

Sigh.  What a way to begin a Monday!

Day 19: I'm So Glad Today Is Over

Well.  This was a day.

I started off with a parent meeting because I have concerns about a student.  The parents seemed to be receptive to my concerns and had some of their own.  I'm hoping we can get this child some help so s/he can be successful.

Next, I was stopped in the hallway by my principal because of the newspaper article.  It wasn't a huge deal; he called me a "newspaper star" or something like that.  He also mentioned that he had received a call from the Administration Building (Oops!).  I thought I was in trouble and probably should have contacted someone over there, but he said that wasn't necessary.  The only thing the article mentioned was my district and school, and didn't have anything to do with district policies.  The article was about my choice to use the website DonorsChoose to get supplies for my class.

By then, we were in the midst of another hot day.  (I thought this was fall!) By the end of the day it was a toasty 92 degrees outside.  Which means nearly 100 degrees in my room.  Let's just say my class and I were sweating a LOT today.  One girl complained that she was sticking to her chair.  Ew. Let's also just say that being sweaty with a "breathable" neoprene knee support on is not the most comfortable thing in the world.  Double ew.

That being said, I have returned to my air-conditioned home, removed the knee support, showered, and eaten a snack. I'm feeling pretty darn content right now.

TGIF!

Day 18: Updates

Topic 1:
I didn't find the book order.  After I ripped everything apart--again--I e-mailed the mom of the student and told her what happened.  She didn't seem to upset about it, but I still feel terrible because now she has to cancel her check for the amount and pay whatever fee her bank charges.  I went ahead and ordered the books anyway because they aren't in the next brochure. I paid for them with my bonus points.  I figure it's the least I could do.

Topic 2:
The reporter interviewed me yesterday about using Donors Choose.  You know, why I decided to use the site, if I asked my students' parents to donate to it, and all that stuff. 

I decided to use the site because I've been wanting the WhisperPhones for a while, but I can't afford a class set.  (Sharing is not an option; it's a hygiene issue for me.  I figure each student can be assigned one to use for the year and I can periodically disinfect them.)

I didn't tell my parents about my being on the site. I generally don't ask  the parents for much; I pretty much buy everything I need/want to use outside of what the school provides.  (See the post from Day 15.)  Anyhow, outside of Kleenex, hand soap, and paper towels, there isn't much else I feel comfortable asking for aside from the occasional class book donation from the yearly book fairs.  The parents in my school are very involved in the PTA, from appreciation luncheons for teachers and class parties to assemblies and book fairs.  With all that they already do, it just doesn't feel right to ask for more, especially with the expense of the product I'm asking for.

With Donors Choose, donations are through anonymous donors.  There may be some parents who want to help with the class but may not be able to afford to donate items, through Donors Choose or just in general, and that's fine.  I feel like I'm removing the pressure on parents and allowing them to help however they are able, whether it's during class parties, helping in the building, etc.  

I know there are probably some people who would say that parents want the best for their children and want them to succeed, so why not ask them for donations on Donors Choose?  As a parent, I understand the reasoning.  I donate to my children's classes as I am able.  I think not asking parents for certain items eliminates the feeling/pressure of "having" to donate because someone's child happens to be my student; I don't want to be the one to say you absolutely must donate to the class.  To me, that's too much control over someone else's choice.

But, if after reading the article I have parents who want to donate, that's okay.  I just don't want to tell them they have to do it.

I know some of you are reading this and questioning the fact that I'm asking strangers for these items.  I look at it like a common interest.  When there is a crisis, donation drive for illness, or special collection taken for a need, people contribute if they feel moved to do so.  I look at having supplies to help students be successful as a vital need, especially in these times.  People will contribute if they feel moved to do so, just as they donate to animal shelters, hospitals, and other organizations or causes.  Will I be upset if no one donates?  Maybe.  I'll just try to find another way.

Topic 3:
Still dealing with the issue of the torn meniscus in my knee.  I'm learning how to hobble around with a brace on my knee while trying to keep up with my second graders until I get the MRI on Monday and the doctors tell me what they think should happen next.

As one of my friends always says, "I tell ya. Never a dull moment!"

Day 17: Parent Meetings

I bet you think this post is about the book order.  Alas, it is not.

I know you have come across children in your teaching that make you take a step back and say "Hmmm...."  I have one such student this year that just seems to stand out from the others.  This child has some areas of concern I think need to be addressed.  Here's what I've observed:

First of all, the handwriting is not legible most of the time.  Spacing, sizing, and formation are questionable.  There are days I literally cannot tell what has been written down.  This with some accommodations from the OT already.  Second, the student has a very hard time staying focused on the task at hand.  Third, this student takes an exorbitant amount of time to get anything done, independent or not.  Fourth, I have checked over the files of this child, and s/he seems to be slowing down in his/her academic progress.  Finally, guided reading levels were done last week.  The reading specialist made a trip to my room to ask about this child because progress again showed a reversal.

I have set up a meeting with the parents for this Friday because I know where this child needs to be by the end of the year and if the past three-plus weeks are any indication, s/he won't get there without intervention.

It's always hard to approach parents about the fact that their child may need more intervention because parents are afraid their child will be labeled.  I understand that worry; I've been through the process with one of my own.  I'm just praying that these parents will be receptive to my concerns and are willing to go through the necessary channels so we can figure out what is going on and get this child some help.

Day 16: Wha...?

Okay.  I have officially crossed over into the realm of "D'oh!"

Here's the deal.  I do Scholastic book orders each month for my class.  I collected the orders, submitted the orders online, and waited for the books to come.  Well, the books came.  As I was passing out the orders today, I realized that I didn't have books for one of the children.  Thinking I missed the books on the packing list, I dutifully checked and double-checked the list and the contents of the box.  Still no books.

So then I check in my gradebook. (I keep track of who gave me what forms in there so it's all in one place.)  Sure enough, there is a checkmark beside this student's name.  As I thought about it, I remembered that this particular student was the first person to turn in the book order form for this month.

By now, I'm frustrated.  Where on earth is the envelope with the order and payment?  I checked my Scholastic file (a large manila envelope).  Nothing.  Desk drawer where said envelope is kept?  Still nothing.  Remaining drawers in the desk?  You guessed it.  Still nothing.

Move from frustration to panic.

Every break I had, and some time after school, I rechecked all of my desk drawers (several times), checked over the files and filing cabinet drawers I have used in the past two weeks, and looked through baskets on the shelf behind my desk.  Over and over.  NOTHING.

So now I have to contact this student's mother and let her know that I cannot locate the book order and payment she sent in two weeks ago.  That she can still put in an order if she would like to do so.  (And secretly hope she doesn't think I'm an idiot.) 

Not a good start to the school year.

This would not be so frustrating to me if I was paying attention this past Friday when I put in the orders.  How I failed to realize that I didn't have this child's book order is beyond me.  While my class was in special, I gathered all the envelopes, took out the payments, and paper clipped them together. Then I took the order forms out to put the tallies on the master sheet and put the tallies on the form.  By that time it was time to pick up my class from special.  While the children were at recess I made the selections online, and recycled the envelopes.  I think I recycled this particular order with the other envelopes.  (File under: D'oh!)

The other frustrating part is the fact that I am usually very organized.  I've had principals and colleagues come to me for items when they haven't been able to find them.  I color code everything.  I file everything (You saw my before and after pictures in my earlier posts!).  I plan all subjects a week in advance.  I take the yearly and monthly calendars and write all of the information in my planner as soon as I get it.  I obsess over ways to make my classroom and organization more efficient.  I even made labels for my personal bookshelf according to reading theme and subject.  The student reading center is organized in 12 baskets according to topic; extras are on a shelf waiting to be put into rotation. I know where every item in my classroom is.  Every item, EXCEPT this book order!

Pray for me...and my sanity!

Day 15: Somebody Wants to Interview...Me?

No, the header isn't a typo.  I really can't believe it myself.  Not that it's a national newspaper or anything, it's for the local newspaper, but it's still sort of exciting.

Here's the deal. Over the summer I signed up for a class set of Whisper Phones on the website Donors Choose.  If you're not familiar, DonorsChoose.org is an organization that helps supply classroom teachers with materials for their classrooms through donations by the general public.  This is the first time I've used it, so I'm pretty excited to see how things come together.

Anyhow, the local newspaper is doing a series on teachers and how much we spend out of pocket for classroom materials.  She found my name on the Donors Choose site (you can search by area) and contacted me through e-mail for an interview.

Any teacher can tell you (unless you are blessed to work in an unbelievably wealthy district/school) that we spend a ton of money on school supplies.  I remember when I started teaching (in an urban school district; see earlier posts!), I was given a box of office supplies: a stapler, a staple remover, a tape dispenser, masking tape, scissors, some thumbtacks, and some extra stapler strips.  That's it.  I had to use whatever furniture was there to arrange my room (which isn't uncommon), but I literally had nothing else, aside from the curriculum books and teaching guides.  No paper.  No class library books.  No computer games.  No games at all (learning or otherwise).

In addition to my classroom decorations and necessities like a calendar and alphabet line, I bought my plan book, my gradebook, writing paper, construction paper, craft materials, games for learning, number lines, games for indoor recess, computer games, a tape player to listen to stories, mailboxes, desk organizers, chalk, chalkboard erasers, extra office supplies, books for the class library, flashcards, math and language arts manipulatives, science models, learning posters, and at one point, my own copy paper for the copy machine because the district couldn't afford it.  Oh, and did I mention that most of my materials had to be bilingual or I had to buy two sets (one in English and one in Spanish) because my school had a very high ESL population?   Listen closely.  That's the sound of money sprinting out of my pocket. 

My husband and I tallied up my expenses, and I was averaging $200 a month in extras for the class.  Most of it was books and paper, but it was still a lot.  And even then, thanks to good old Uncle Sam, I didn't spend enough to get more than a few hundred back.  And the years I did spend enough to get more than that small sum back, it still wasn't enough to get back all of what I'd spent; only a fraction.

The students brought in items from a list given on the last day of school the previous year.  They had to bring most of their learning materials, and if they didn't have them, couldn't afford them or get them from somewhere else, guess who was responsible?  The list wasn't just pencils and a notebook.  They had to bring their own pencils, crayons, markers/colored pencils, rulers, calculators, notebooks, folders, glue, scissors, pencil boxes/pouches, erasers, pencil sharpeners, and binders.  They were also expected to bring paper towels, tissues, and wipes.   

Now I work in a school with an actual supply closet (!).  I don't go crazy with it; I just get what my students need because I know what it's like when you need something to do your job and it isn't available.  That's more stress than necessary.  I still spend quite a bit, but not nearly as much as I used to spend.

It cracks me up to hear some of the teachers complaining about how there aren't any materials or that the brands aren't what they would have bought.  I think they should just be happy it's there.  Let them go to my former district and try it for a bit.  Puts things in a whole new perspective.

So I'm curious to see what this reporter asks me.  She may just get an earful.

Day 14: Food Allergies and Sensitivities

At one point in time or another, you are going to come across a child with medical concerns.  I've taught children with diabetes, Crohn's disease, bladder issues, digestive ailments, and asthma.  While I've been teaching for a long time, I've embarked on a new adventure this year with food allergies.

My school is not a nut-free school, but does take precautions with those students with nut allergies.  Teachers of students with nut allergies are given placards for their doors to remind people that the room is a "Peanut/Tree Nut-free zone"; you can see the note in one of the pics on an earlier post.  Our cafeteria meals provider uses nut-free products and no peanut butter is served as a lunch choice.  However, students who pack are allowed to bring nut products in their lunches.  To combat this issue, each long set of tables in the lunch room has a designated "allergy table," a safe zone where students with food allergies can sit with their friends and enjoy their lunch (as long as the friend isn't a packer that day, as packers are NOT allowed at these tables).

This has been the practice for several years now and the children are used to it.  I, however, have had to think of my classroom in a whole new way in order to make sure it is truly a safe zone for my student with allergies.

Every morning around 10:15 we have a snack. Students bring their own snacks; I don't provide them.  Prior to the beginning of school, I met with the mom of my student with allergies to ask what was safe and what wasn't so I could add it to my back-to-school letter for parents.  The mom was nice enough to have a list of things her daughter could eat and be exposed to in class, as her daughter is deathly allergic to nuts of any kind.  (The mom actually went through the grocery aisles and wrote down the items and brands her child can eat.)  I sent home the Safe Snack List in my parent letter and posted it on the class website, but still had parents send in things that weren't labeled or were questionable.  In those instances, I had the children save their snacks for lunch, and if they were packers, choose something safe to eat.  Then I followed up with a letter home to explain about the Safe Snack List and why the child couldn't have a particular snack that day.  That was a bit of a headache until Back to School Night, when I re-explained the necessity of sticking to the Safe Snack List on the class website.  I still check snacks everyday to be sure, but I haven't had to send any notes in over a week now.

My own personal snacks have had to be altered as well. I love almonds and granola, but I save those for home.  Those types of items don't even touch my lunchbox.  The plus of adjusting my snack is that I'm eating a bit healthier, with lots of fruits, plain pretzels, and cheeses.

The other thing I've had to look at as far as routines go, is when to get hands washed.  I've always had my students wash their hands before lunch and after snack or lunch if there was something messy/sticky/powdery (like Cheetos),  but now all students have to wash their hands after lunch as well.  Nearly all of the students use the wall pump, but the student with allergies uses a Dial liquid soap pump so the others don't accidentally contaminate her if she touches the pump surface.  It's been working out pretty well.

I also don't let the children open the classroom door after lunch (one of the few times the door is closed when no one is in the room); I open the door with the aid of Clorox wipes. (Even though I wash my hands before I pick them up, I'd rather err on the side of caution.)

In addition to my student with food allergies, I also have a student with a gluten sensitivity.  His mom has been pretty good about sending in gluten-free foods for him to have while in school.  She has also given me a list of foods he can safely eat.  He's not so sensitive that he can't touch things with gluten in them; he just can't eat them.

So between the two lists, I've pared down to common items to keep parents from being overwhelmed when sending in snacks or birthday treats.  Although I have tweaked my birthday treat list to include things such as pencils, stickers, small party favors, etc.  We've only had one birthday so far this year, and I am pleased to say that the parent stuck to the list!

I know it may seem like I'm going a bit overboard, but I have close family whose children also have these types of allergies and sensitivities.  I'm also the parent of a child with severe allergies (to insects, not food), and getting her ready just to go out and play is a process, not to mention needing to have an Epipens in every location she will be throughout the day: school, home, one for transport from place to place.  I also have mild food allergies and know what to avoid.  My worst reaction has been hives, but I know that's nothing compared to what my students would have to go through if they were accidentally exposed on my watch.

I believe we will make it through the school year with no incidents or accidental exposure/ingestion.  Pray with me on that one.

Day 13: Desk Fairy

On the first day of school, I go over all of the books with my class.  We also go over folders, and because I'm slightly neurotic, how to organize our desks.  The students keep the hard-backed books and their daily edit binder in one side of their desks, and all of their soft-sided items (folders, journals, workbooks) in the the other side of their desks.  Keeping track of things this way makes it easier for me to find items if I need to get them together for an absent student, but it also cuts down on transition time.  You're not stuck waiting for the student who is trying to locate the folder or journal that has been swallowed up by the abyss within.

In order to keep the desks and students organized, I call on the "Desk Fairy."  The Desk Fairy randomly appears (when the students are out of the room, of course) and does a desk check.  If the desk is clean and organized, the fairy leaves a little note on the desk and a prize of some sort.  If the desk is not neat and organized, then the fairy leaves a little reminder note that she knows the student can do better for next time.

I've not had much of a problem with students not getting prizes.  The ones that don't always try a bit harder for next time and end up earning their prize.  It's pretty funny because the kids can't wait until the next desk check.  I keep it interesting by changing the times the fairy comes.  Sometimes she will come after school, sometimes she will come during special, and sometimes she will come during recess.

The other thing that keeps it interesting is the fact that she never announces exactly when she is coming.  I'll tell the class something vague, like "She'll be in next week."  That's it. When she comes, she comes.

Today was the first visit from the desk fairy.  The prize today was a trading card from one of the local university football teams.  You would have thought the students were given gold!  Next time, the prize may be a new pencil, stickers, squishy pencil grips, or any little thing that catches me eye.  The kids appreciate it and work toward the next time.  They learn to be more responsible for their things and you have neat desks.

Not a bad deal at all.

Day 12: Hump Day

You know how, once you start getting into the routine of things, your adrenaline level sort of dips down by the end of the week?  Think about it.  During the first few weeks of school, you are constantly modeling, reminding, remodeling, and adjusting.  It's constant motion.  But by the third week of school, things start taking care of themselves, and you are reminding and modeling less.  The students are taking care of themselves, which is a good thing.

The only downside is that all the adrenaline you've been running on during the previous school days now decides to take a little vacation, and you actually start looking forward to Wednesday, or Hump Day, because the fatigue starts to settle in and you can't wait for the weekend so you can sleep in!  At least, that's how I feel at this present point in time.  (It also doesn't help that the weather has gotten a bit chilly and rainy.)  

What about you?  Have you started looking forward to the middle of the week? Or are you still running on adrenaline?

Day 11: Just One of Those Days

Today was one of those days.  Not that everything went horribly wrong, but just enough things happened to make things interesting.

First, I called a student by the wrong name in an e-mail to a parent.  Here's the deal:  Every year, without fail, I inevitably call two students by the wrong name.  It's always students of the same gender that look alike.  I had just read an e-mail from each of the parents regarding last night's Back to School Night; the e-mails happened to come in right after each other.  One parent asked about sending in birthday treats.  I responded about the treats and sent the message.  It wasn't until about five minutes later when I realized I had replied to the mom with the wrong name in the e-mail!  Not a good impression, I'm sure.

Next, I had recess duty.  During my recess, one of the aides broke up a pushing incident between two boys and sent them my way.  I talked to both boys and sent them on their way; they had been tussling over a ball.  Normally, I would have had them owe time and talked to them after.  I didn't on this occasion because one of the students was one of our new intensive learning support students.  One of the problems with the new program is the fact that the younger kids don't always understand that the children with special needs, especially those with developmental delays, may not be able to control their impulses or understand the consequences of their actions.  One way our grade has tried to counter this in the past is to have one of the local centers come in and do a program to provide general knowledge on the topic of special needs.  The program for our grade level is coming next week.  Hopefully after that, there won't be as much misunderstanding.

Also during my recess, one of the girls fell on the other end of the playground and her arm landed in an awkward position.  Needless to say, there was some screaming (on her part, not mine) until the aides got her in to see the nurse.  She was sent home wearing a splint on her arm.  Not a good sign there, either.

Following that incident, I had to send a message to a set of parents regarding the behavior of their child.  S/he's a bit of a talker and s/he's a wiggle worm.  We will be working on that this year!  Hopefully tomorrow will be a better one for him/her.

Tomorrow is another day.  Can't wait to see what it brings.

Day 10: Back to School Night

Tonight was Back to School Night, or Parent Night, as you might call it in your school.  I had nearly all of my parents come, which was good.

As long as I've been doing this, I always get a little nervous on Back to School Night because it's a new group of parents, just like your new group of students.  Every year I have packets explaining what to expect over the course of the school year for language arts, math, science, and social studies.  On one of the tables I put little notes for a class wish list  (select-a-size paper towels, Kleenex with lotion, and foaming hand soap refills) so parents can choose what they want to donate, if they want to donate at all.  (I also put the same notes out during report card conferences.)  ***I add a picture that goes along with my classroom theme, put the wish list item beside the picture, and print the notes out on the computer.  See below:

I also have a list of what things I want to talk about.  Ask me if I follow it.  I swear, as much as I try to cover everything, I always feel like I forget something.  Take tonight for example.  On my list, I wrote the things I wanted to go over: some things about myself, behavior and responsibility expectations, allergies in the room, our new intensive learning support program, and what projects we will be doing throughout the year.

I went through everything on my list, and still thought of extra things, like our class party jar and reminding students to bring in water bottles for hot days.  (If you read my post titled "Heatwave" you know what I'm talking about regarding those water bottles!)

The note from tonight is still on my desk at school.  I've decided to let it hang around for a few days in case something else pops into my head.  You know the saying, "Hindsight is 20-20."  That way, I'll add to it if needed, type it up, and file it away for next year.

That should cover it...right?  

Day 9: It's Friday!

We've made it through another week.  The students are getting into the swing of things, we are getting things accomplished, and things are looking good!

I personally am preparing for Back to School Night, my school's version of Parent Night.  I've got my students' projects hung and all additional important information copied and printed.

Let's do this thing!

Day 8: Special Education

My school has a new tier to our special education program this year.  The program, which was moved from one elementary school to my school by central administration, services intensive learning support students.  Some of the students are blind, deaf, have Down's syndrome, traumatic brain injury, and severe developmental delays.  Because of this new program, my school not only has new students, but quite a bit of new staff in the way of teachers, specialists, and aides as well.

I'm not here to complain about the program.  My mother worked for over 15 years as a special education aide for children and an adult education aide for adults with special needs.  I know how hard she worked to help her students and clients.  I know how well she treated those she was put in charge of; like they were members of her own family.  She treated them with respect, challenged them to do their best within their capabilities, and always acted in kindness.

Like I said, I am not here to complain about the program in my school.  Nor am I here to glorify my mother's work ethic; however, I AM here to state an observation. 

I've always wondered how a person who has gone to school to study the field of special education can treat his or her students with disdain.  I mean, this person has studied the conditions children are diagnosed with, the developmental expectations for each child, and strategies to help the children succeed as best they can.  Why oh why then, do we have staff members who act like it is a chore to do the job in which they've invested so much time and money?

On the playground today I observed an aide using sarcasm with one of his/her students.  This child is not as far along developmentally as his/her peers.  This is not an excuse, as his/her caregiver/teacher/helper during the day, to have a smart-aleck attitude with the child.  I always wonder how an aide would feel if the child were his/her own child and the person who is supposed to be helping the child during the day was treating him/her in an inappropriate and what I consider to be a disrespectful manner.

So the child "may not know/understand what's being said," or "doesn't get it."  The fact of the matter is that this child is SOMEONE'S child.  A baby that was carried in the womb with expectations from hopeful parents.  A child whose parents had to deal with the diagnosis of what to expect.  A child whose parents have dealt with (and are more than likely still dealing with) the frustrations, heartache, worries, successes, and triumphs of  raising a child with special needs.  It shouldn't matter whose child needs specialized care.  What should matter is that someone is there to meet the needs of that child without being short-tempered, sarcastic, apathetic, or indifferent. 

If treating a child with respect, courtesy, interest, and general good manners is just too hard to do (in special or regular education), then maybe it's time to find a new career.  The children and their families deserve better.

Day 7: Discipline Expectations

During the first few days of school you go over routines for everything from how to line up to morning routines, from restroom routines to end-of-the-day routines, etc.  Somewhere in the course of those few days you also go over behavior routines and expectations.

Before the first day of school I send out notes to my prospective students as well as separate letters to their parents.  In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations.  Our school-wide program has four basic rules:  Be safe.  Be prepared.  Be respectful.  Be responsible.  The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.

My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir,"  and knew how to say "Please" and "Thank you."   The words "Yeah," "Huh?" and "What?" were unacceptable.  We didn't talk back to our elders; that was a sure way to a righteous butt-warming.  We took care of our responsibilities or there were consequences.  We were respectful to others.  We were taught to leave an area a little better than we found it.  We learned that personal business is personal.

As a parent, I am raising my children to follow these principles.  As a teacher, I'm finding that more and more students are lacking in some of these things. 

When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions.  I explain that I will hold students accountable for these things as well as their academics.  I go further to say that if these expectations are unrealistic, I can be contacted for discussion.  I've never had a parent contact me.

With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room.  Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.

I do not yell at my students; in fact, I rarely raise my voice.  I state the offense matter-of-factly and move on.  I find that it's harder to argue with a tenet that is already in place. 

Case in point, I had three children move their clips today for talking.  I had already told the children to stop talking on two occasions.  The third time was a strikeout, clip moved.  I simply said, "_____, please move your clip to yellow.  I've asked you twice today to stop talking."  End of story.  Done.  No long tirades.  No lecture.  Fact stated; consequence given.  And we moved on.  Message received.

During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday.  Come the third week of school, there are no more reminders.  I figure they should know by then.

When parents come for Parent Night, I reiterate my expectations.  That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner.  (We use district-issued planners in my district.  The students copy their homework and reminders into their planners.  They also copy their behavior color for the day. (Each color is a different level of behavior.  Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.)  Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students.  I figure, if you did it, own up to it.

Now this is not to say that I'm a witch or a tyrant and that we don't have fun.  On the contrary.  Once the expectations are given an reinforced, we actually have more time to do the fun stuff.

Overall, I have a good bunch of children.  There are a few that I will need to "sit" on because of talking or being very social.  I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.

What about you?  What are your expectations for your students?  How do you go about keeping an orderly room?
   

Day 6: Off and Running!

Today was the first taste of what is to come, and I must say, the kids were a bit surprised.  It's always hard to explain how much expectations change from first grade into second grade.  However, once the work starts, it's obviously clear.  Case in point: I always give a "plan for the day" as soon as announcements are over just to let the children know what to expect during the course of the school day.  The practice also helps eliminate questions from the more patience-challenged students in the class because they've already been told what to expect.

Student work starts as soon as they walk through the door.  After making their lunch choice, putting their take-home folders in the bin, and getting unpacked, there is a list of morning work on the board.  The list always starts with the Daily Edit (talked about in an earlier post), and contains about two more items.  These items vary between a math box, journal, practice book page, etc.  Students have until the announcements are over to finish; any unfinished work is to be done during free time.

After morning work, announcements, and the plan for the day we jump right into Language Arts.  Today spelling lists and homework was assigned, a new reading theme was started, a writing activity was done, and some preview work for our story was done.  Somewhere in there was a read aloud, done during snack time.  This was followed by recess.

After short recess, we went over the daily edits; there were two because there was no school yesterday.  Then we were on to lunch. 

Following lunch was another quick read aloud before we dashed off to special.  After special we had Content, where we read about and discussed the purpose and history of Labor Day, as well as what other countries celebrate.  (I just didn't have time on Friday with all of the routines and character education lessons.) 

Math followed Content. Since we are in a review of skills unit, we covered coin values, counting strategies for money, and read a short story about the history of money (I am a big fan of having math stories for reference!).  Then we were out to long recess.

The students were surprised at the amount of work we were able to get in today.  Not that they don't work in first grade, but the level of work and the execution of the work is different.  Learning how to work with a partner without relying on me for step-by-step-by-step directions is something we are working on.  We are also working on reading directions at the top of the page and following those directions.  We are working on being able to look back in the text to find responses and support.  We are working on managing time to get things done in a timely fashion.

It's like being a magician.  Under my guidance, day by day, bit by bit, they will get it.  It's always neat to see the surprise on the students' faces and in their confidence levels when they realize how much they can do by the end of the first quarter, not to mention by the end of the year.

Just watch me work my magic.

Day 5: "I didn't know..."

It's the fifth day of school.  Long enough for students to have a basic idea of what the safety rules are on the playground. 

Most of the children who are in second grade this year have been at this school since kindergarten.  Even if that isn't the case, they were here last year in first grade.  Even if THAT isn't the case, and they are new this year, there are still basic safety rules that we have been reviewing since Monday.

My school has two playgrounds, the "little" playground, used by kindergarten and first grade, and the "big" playground, used by first grade through fifth grade.  (First grade uses both playgrounds; the little one for one recess and the big one for the other recess to get them transitioned for second grade.)

On the first day of school, first recess (15 minutes) and the beginning of second recess (30 minutes), was spent going over the playground safety rules.  The same rules that have been in effect for years.  The same rules that every grade level uses. We covered how to use the equipment, how many people are allowed on a particular piece of equipment at a time, what the safety rules for each piece of equipment are, where the tag areas are, where to find the recess balls for four-square and basketball, and where to walk if time off recess is owed. 

One of the rules we enforce has to do with safety around the gymnast rings.  The jungle gym has a section where the children can use gymnast-type rings to swing across a small area.  Under no circumstances are children allowed to run or walk under the rings.  We don't want anyone getting knocked down, or worse, getting kicked in the head.  Every time someone walks under, we blow the whistle and send them to walk; a violation is an automatic five minutes of walking.

Today I had afternoon recess duty (long recess, 30 minutes).  I kid you not, in the last 15 minutes, I sent nine or so kids to walk because they were running or walking under the rings.  Some of them knew they did it and started toward the walking area when they saw me looking at them after I blew the whistle.  I had one or two who weren't paying attention, but I had them walk anyway as a reminder to pay attention in that area because it could be the difference between having an accident and avoiding one.  And then I actually had one tell me she "didn't know."  Really?  After we spent half an hour on the rules on the first day of school?  After we have been sending children to walk left and right for the last four days and reminding children every time we line up to go inside?  After I've already blown the whistle countless times and sent others on their way?

I wish I could explain the behavior, but I just don't know...

Day 4: Heatwave!

Have you ever heard the oldies song "Heatwave" by Martha Reeves and the Vandellas?  Well let me assure you that the heatwave in my classroom today had nothing to do with the way my husband makes me feel. 

Today was another 90-plus day with no air conditioning.  I think we topped out at 96 degrees today. It's a shame when the temperature outside on the near treeless playground is 10 degrees cooler than the inside of your classroom.  It's also a shame when the adhesive on the masking tape you've used to hang up things melts and sends your posters and such to the floor.  Don't even ask how many times THAT'S happened.

I really hate it when someone comes in the room to speak to me (or comes in trying to investigate the source of the nuclear-heated air wafting into the hallway) and says, "Wow, it's really warm in here!"  What?  What? "Warm"?!?  Perhaps they don't see the puddles and trails of sweat crisscrossing the tile.  Or the items hanging haphazardly on the wall because the adhesive melted.  Or the troop of Campfire Girls trying to make s'mores on my smoldering forehead.  "Warm"?  REALLY!

I do try to keep the kids cool and hydrated with lots of water breaks.  Although, even with all the water, the bathroom hasn't been an issue.  I think it's because the kids are sweating out all of the extra fluid, just like I am.  I swear, even with my minimum of three water bottles a day, I don't feel the need to use the facilities.  And I don't think I'm the only one.  I oveheard a third-grade teacher talking about that very same thing today.

My building's classrooms are equipped with ceiling fans to help keep us "cool," and most of us use box fans or standing oscillating fans to add to the (quasi) cooling effect.  However, those things just blow the hot air around.  Still, I guess it's a breeze. 

The only rooms in the building with air are the main office, the nurse's office, the computer lab, the workroom, the library, and the faculty lunchroom, which didn't have its portable air on today.  (What an uproar THAT caused!)  It's to the point where you find any excuse during the free time you do have to visit (and possibly linger in...) one of these rooms since the remaining 45 or so classrooms and itinerant rooms don't have it. 

At the end of the day there is a mad rush to the parking lot at 4:05 so people can get into their cars and turn the air on full blast.  I only live 10 minutes from where I teach and my hair's blowing in the A/C the entire way home.  Then I go right to the shower and get the sticky, sweaty, griminess off of me as soon as possible.  Today I preempted my husband's post-workout shower because I just couldn't take it anymore.

I think all school buildings should have air conditioning.  With all of the emphasis on test scores and raising the general achievement level of students, how can people expect kids to learn in a room that is 10 degrees hotter than the outside temperature?  It's lunacy.

In my previous school district (see my sister blog  http://www.dontcryoverspilledglue.blogspot.com/ for where that district was located),  we had an early dismissal policy for warm days.  If the temperature was more than 90 or so degrees before 11 a.m., school was dismissed for the safety of the students because the buildings there didn't have air conditioning either.  Some classrooms didn't even have windows.

My current district has no such policies that I'm aware of, and I've been dealing with the heat here now for four years.  I'm concerned about the kids getting heatstroke, headaches, or heaven forbid, passing out.  (Which happened in my former district.)  I myself fell victim to the heat this past spring, when, on another 95-plus day, I experienced headache, nausea, dizziness, and a raised core temperature like a fever.  (My usually low 96-degree self was 99 degrees.)  All of this before noon.  Needless to say, I was sent home early, and I'm the type who doesn't miss a day unless there is a drastic reason for me not to be there.  Amazingly, once I was home and resting comfortably in the A/C, I felt fine.  Coincidence?  I think not.

Tomorrow is another day.  With another 90-plus degree forecast before Hurricane Earl is scheduled to hit the East coast and shift the weather patterns a bit. 

My water, all three bottles of it, is already in the freezer.

Day 3: Is there a doctor in the house?

Today's post is sponsored by cleaning wipes (Lysol, Clorox, take your pick!).  The day was good, but interesting.  We were getting into our routines, children were working and asking questions. 

Then...

...There was a series of massive nosebleeds. 

Three, to be exact. 

In the span of two hours. 

All from the same child.

The first nosebleed started on the way back from special, which happened to be library.  My class was filing into the hallway, being followed by another class, when I hear "Mrs. ___, I have a nosebleed!"  I turn (from checking over class behavior with the librarian) to see one of my students with a palm full of blood.  The librarian grabbed a box of tissue and we stuffed some in his bloody hand to sop up what was there while stuffing another wad of tissue in his other hand so he could pinch his nose. 

While walking back to my line, which hasn't moved because the students were waiting for directions from me (good little listeners, even if we were blocking the hallway at this point!), I noticed that my little friend left a bloody trail on the tile.  Sigh.  Enter me, trying to warn the other classes to step around the trail while coordinating my messenger to deliver a message to the office for the custodian.  This feat was easier said than done, as there were six second-grade classes trying to leave special while five third-grade classes were trying to get to special.  Sigh again.

The custodian was summoned, my class was ushered down the hall to our room, no one tracked the trail (as far as I know), and attention was turned the nosebleed. 

The nosebleed. 

The nosebleed that, when checked for signs of slowing five minutes in, succeeded in spurting from the nose of my poor student and splattering the insides of the trash can.

The nosebleed that went through what seemed like half a box of tissues, trying to get the bleeding to stop.

The nosebleed that went on for 10 more minutes before I had to send the messenger to the office again to summon the nurse, who had to leave her lunch break to come and get my kiddo to treat him. 

The nosebleed that took the nurse another 10 minutes to get under control before she could send my kiddo back. 

The nosebleed....that returned.

The second time (about 45 minutes later) began much like the first, but with minimal mess. (Aside from the poor boy's hands, that is.)  We were able to stop this one pretty quickly.  We had the nosebleeds licked! 

Or so we thought.

Ten minutes before dismissal, guess who decides to pay yet another visit?  This time, the flow was a lot like the second, but the mess ended up on the desk, a pencil, and the floor.  (Thank goodness for cleaning wipes!)  We managed to get this one under control and everything cleaned up before my friend was dismissed, but not before I gave him strict orders of "No more nosebleeds today!" 

I really don't think his little body could have taken another one!