UPDATE: Days 110 and 111

I'm baaaack!

I just want to say that Days 110, 111, and that subsequent Saturday were whirlwinds of activity.  I got back home yesterday afternoon, took a nap, ate dinner, watched TV for a hot minute and went back to bed.  I am still tired today.  (Of course, I did go in and teach today, so that could be a factor.)  Anyhow, there is SO MUCH to share with you all that I don't even know where to begin.  So I decided that I will start the next few days with my Scholastic adventures, followed by happenings from my classroom.  Be forewarned, however, that you will be reading about said adventures for several days this week.  Seriously.  When I say "whirlwinds of activity," I mean it.  Be also forewarned, that I will begin those postings tomorrow, partly because I need to finish downloading all of the pictures from this weekend.  I really didn't know I took so much!

So stay tuned; more is on the way.  

Day 109: T-Minus...

One day until I blow this Popsicle stand! 

Okay, okay, maybe I'm a LITTLE excited about being in New York for a few days with the Scholastic folks.  I am really looking forward to everything this weekend has to offer.  I will try to update each night, but if I don't I'll be sure to take notes for each day so I can get it all down for you!  I'll also take some pics and post for your viewing pleasure.

My plans are out for the substitute, along with all writing project samples, models of projects, game materials, notes regarding students, picture day information and schedules, overheads, workbook pages, emergency plans, folders, read aloud information, etc.  (When I plan, I PLAN!) 

I am ready.  Bring it on.

Day 108: Yet ANOTHER Two-Hour Delay!

Ah.  The snow that was supposed to fall Monday night came down like it was it's JOB.  Here's the thing: When I left physical therapy at 7 p.m, the sky was dark and there were just a few stray snowflakes.  No big deal, right?  WRONG!  By 9 p.m., there was about three inches on the ground.  What? Where did THAT come from?  Needless to say, I went to bed that night a little frustrated because I knew there would be another delay.  Which would set my plans back a day.  The plans I carefully prepared over the weekend (and had already printed out) for my two-day absence later in the week.  The plans that had to be replanned, readjusted, and reprinted so they would be ready Thursday morning. Grr. 

I know what you're thinking.  "Just cut and paste the work from your template."  Ah, if it were only that easy.  See, now I had to move my Friday comprehension quiz into next week (not on a MONDAY, though), and had to push my language arts block forward.  Which means that I had to come up with a "filler" day for Monday so the students could have time to get ready for their comprehension quizzes (because you know they probably won't remember over the weekend...).  I also needed to adjust Social Studies because we had to take some of that time on Tuesday to finish language arts activities.

I have the plans fixed now, and am hoping no other weather-related interruption occurs while I'm gone.  There isn't any in the forecast, but you know what they say about the best-laid plans...

Day 107: President's Day/Make-Up Day

Last week was SO beautiful! 

And then...

There was today. 

The day started with the remnants of a sleet/rain mix that fell overnight.  And the temperature dropped from there.  The difference between the high today and the low tomorrow is just over 20 degrees.  Brr!  Oh yeah, and to top it off, we are supposed to get between 3 and 6 inches of snow tonight.  *Groan.*  I secretly hope that we don't get anything because I just can't bring myself to face another delay or possible snow day. I really have had enough of those.

On an up note, we accomplished a lot today.  The kids were bright-eyed and bushy-tailed. We finished our thank-you notes for Donors Choose, and will finish our Officer Buckle and Gloria letters tomorrow (hopefully!).   We also gave reports on Presidents and reviewed for a math test (even a surprise visit by the principal during math time didn't slow us down!).

I really pray that my students will work as well for the substitute while I'm gone.  They are a pretty good bunch of kids, but just like all children, they can have their moments/days.  I think/hope they'll do fine.

Day 106: What Was I Thinking?

I swear the weather is affecting my thinking process.  Could it be that I am succumbing to the "spring fever" I blogged about yesterday?  All day today (which was another 60-plus day), I had a hard time getting my thoughts together.  Not sure why.  Could be that I have a million things running through my head lately.  Gee, let's look at few:
*I've just started physical therapy for my knee.  You know, the one that's been giving me trouble for the past few months? Medication didn't work, wrapping/splinting it didn't work, ice and elevation didn't work.  Hopefully this will do some good.  I have to go three times a week because there is a marked weakness in my knee (somehow I never noticed before). So we are going to work on strengthening the knee and improving range of motion.
*I'm preparing my class for my trip to New York.  Finishing lesson plans, stressing about whether or not I have enough for them to do (or if it's too much.  I am notoriously known for overplanning.).
*I'm preparing myself for my trip to New York.  Thinking about what I am going to wear, what the weather report is going to be, what "down time" activities will I pack (my MP3 and Kindle for sure), etc.
*I'm preparing my family for my absence.  I will get my children off to school on Thursday and then be off to the airport.  I will get back Sunday afternoon.  In the meantime, meals need to be planned, school papers need to be double-checked (Picture day, fundraiser, and yearbook orders are all due while I'm gone.), and outfits need to be checked (especially my middle-schooler's.  T-shirts and sweats do not qualify as school clothes to me.). 

Just too much to think about.

Day 105: Spring Is In the Air

Today was a good day.  The temperature reached a high into the--gasp!--60s!  Oh, my lucky stars!  What have we done to deserve such a wonderful thing?!? 

The snow is (still) melting away, but the children had a chance to actually get out on the playground and PLAY!  In JACKETS!  No gloves or scarves or heavy winter coats today! No siree! No indoor recess or running haphazardly around the bus loop, either.  Not today.  Today there were swings, tricks on the climbing apparatus, jump rope, tag (with a cushion of tanbark to help break the fall), four square, basketball, and slides.  The children were in heaven.  So was I, for that matter, because they weren't inside the classroom competing for Loudest Playgroup. 

I can get used to more days like this.

Maybe Punxsutawney Phil does know what he's talking about.  

Day 104: Reading and Rants

Some of you have asked about the reading series I use in my school.  Right now, all grades use Houghton-Mifflin Harcourt Reading (?) series.  I really can't remember the name of the series.  It's a few years old and it comes in two anthologies, complete with a workbook that goes with each anthology.  Second grade has orange books; the first has a fox carrying a sack on the cover while the second has some sort of tree house on it.  There are six units: Silly Stories, Nature Walk, Around Town: Neighborhood and Community, Amazing Animals, Families, and Talent Show.  Come fall, grades 3-5 will have a new series called "Journeys."  Grades 1-2 will be phased in the following year.

On a different note, there has been a lot of press about the teacher in Pennsylvania who is on suspension for opinions expressed about students on her blog.  What are your opinions on that?  I have tried to read some of the content online, but I can't locate any.  I think there are some snippets on Facebook, but I don't have a Facebook account.  (I know, I am in the Dark Ages, but not too ruffled by that fact.  I'd rather send you an e-mail or call you anyway.) Anyhow, I did read some quotes in some of the daily online papers, and I'm just wondering where the boundaries are.  I mean, on one hand, those are her opinions, and while she didn't name specific students, the frustration is there.  On the other hand, I'm not sure I would have been so (fill in the blank here) while posting, knowing that there is always that possibility of being called on what you've written.  Yet and still, there is some understanding of what she was saying, especially if you are someone who works with children.  Think about it:  How many students have you come across in your years that you had a hard time reaching?  Those students who had potential but seemed to fight you tooth and nail when you tried to get him/her to exhibit said potential? You know what I mean: indifference, attitude, poor effort, not wanting to look "uncool" in front of peers.  And sometimes you see those same students two years later and they are on yearbook committee or tutoring younger ones, or helping in classrooms after school and you wonder what happened.  And then there are situations where the child has more on his/her mind than what you are trying to teach them that day.  Family situations, hunger, abuse, homelessness, language/cultural barriers, neglect, etc. all have an effect.

Not to be all doom and gloom, but the other side of the coin is that you also have students who are excited to be in your room and soak up all of the glorious pearls of information and wisdom you can throw at them.  (Okay, maybe the visual was a bit much, but you understand what I mean.) I think it comes down to the environment you create in your room, and the family situation at home.  I have had students whose families were struggling to make it day by day, and it showed in their academic performance.  They were just preoccupied with "other stuff," and while I tried my best to engage them past a few lessons a week, there were still times I couldn't reach them at all. Others in the same situation came in ready to be sponges.

With that said, there was a comment on one of the news stories that said something along the lines of "Teachers have to give students the inspiration to learn in the classroom." I agree, to a point. Sometimes you can juggle and stand on your head, but the inspiration may not come.  Effort needs to come from the students, too.  Education is not a "you-sit-and-listen-and-work-and-learn" exchange.  Education is a give and take between teacher and student. It's a conversation between (mainly) teacher and student (and parent/guardian--if you are fortunate to have parents/guardians who will communicate with you.  Not that parents don't care, but sometimes it's hard to get involvement because of jobs and other obligations.).  I don't "give" my students inspiration, necessarily.  I present them with ideas and let them form their own conclusions.

I've also been teaching long enough to know that I may not always reach every child; sometimes I'm just laying the foundation for another teacher to build on, and that's okay with me--now.  As my husband used to tell me in my first two years of teaching, "You can't save every student.  You'll have a nervous breakdown in the process."  That doesn't mean I slack off in my daily teaching; far from it.  But I've come to realize that I am not the savior of all things education.  (Although sometimes secretly I wish I could don a cape and be just that.)  I do what I can do--one day, one lesson, one student at a time.

Does that mean that I don't have frustrating days made up of frustrating moments?  That I don't obsess over whether or not Johnny is reading near/on grade level or that Sally's math prowess isn't where it should be?  That I don't worry every time I need to meet with a parent to discuss possible special education services for their child?  That I don't sometimes want to scream because I've gone over the same skill 15 times and no one seems to get it no matter how I present it?  That I don't fret every time report cards come around because I'm not sure how a parent will react to what I've put on the paper?  That I'm not concerned when I have students with special needs in my class and stress about whether I'm meeting their goals and needs? 

Not at all.  That means I'm a teacher.  It's what we do--even if we feel like beating our heads against the wall some days.

Day 103: The Day After the Sugar High

Well, as the title says, today was the day after the sugar high.  I don't think I've ever been able to make this observation before, since all of our parties are usually on a Friday or right before a long break, but I noticed that nearly all of my kiddos seemed a bit "mellow" today.  (I can't say all of them, because there are usually one or two that continue to race through their day at seemingly breakneck speed.)  I think it was the effect of coming down from a sugar high induced the day before by various forms of sugar: chocolate, juice, candy, cupcakes, etc.  Either that or the excitement of the party wore off because, well, we had the party!  It's probably the latter, but I think my reasoning is more creative.  Go figure.

My students came in today ready to get down to business.  As usual, I gave them the plan for the day right after announcements and gave them a few heads up regarding what was coming for the rest of the week  (mainly a new format for comprehension quizzes--which will now include a short open response section--and notification that we will be taking our next unit quiz in Social Studies.). 

We are finishing up the story Officer Buckle and Gloria in our anthology this week.  In the next few days, the students are going to write a letter to Officer Buckle and Gloria from the perspective of one of the students at Napville Elementary School.  They are also going to get a chance to offer their own safety tips to Officer Buckle.  (Wish I could take credit for this project, but this one came straight out of the anthology series.)  I'm looking forward to seeing what kinds of tips they come up with, considering the fact that they can't copy a tip from the book.  I tell them to think of things their parents might tell them around the house, like "Don't sit too close to the TV," or "No jumping on the bed." While I've had some interesting tips written by students over the years, my favorite tips are "Don't ride your dog like a horse," and "Don't jump on your brother's head."  I am not making those up.  The illustrations that went with the tips said it all.  I'll post the final projects later this week, once the children have had a chance to work on them.

Until then, I'll enjoy the calm and imagine what kinds of tips will be coming my way.

Day 102: Valentine's Day

Today was Valentine's Day.  Chocolate, sweets, sugar, and parties.  Needless to say, some of my kiddos were a bit wound up! 

We managed to get through our day and get everything completed.  Then, it was party time!  We ate lots of red food (grapes, strawberries, Jell-o, Hawaiian Punch, cookies, and cupcakes--with some chips thrown in for good measure).  The students showed off their limbo skills and candy heart-stacking skills.  They also played a game where they guessed the valentine (Mickey to Minnie, The Tramp to Lady, Mrs. Claus to Mr. Claus, Prince Charming to Cinderella, and my husband to me.  The latter was added by my room mom without my knowledge.  It was funny to see 19 pairs of eyes swing my direction when they realized who the valentine was for!).

We also traded valentines.  I always give a book or some type of healthy snack (I know, I know...).  The kids on the other hand, sent me home with four boxes of chocolate as well as assorted other goodies.  One of my students even gave me a luggage tag to use on my trip to meet with Scholastic in New York next week!

In all, it was a good day.  We had fun and the weather actually cooperated (almost 50 degrees!).  What else could you ask for?

Day 101: Hi-larious!

If you've been following, you know that Thursday, February 10, was the 100th Day of School.  I had my students write about what their lives will be like when they are 100 years old.  While their stories were pretty cute, their pictures were even funnier.  I've posted a few below for your perusal.

Here are two of my students at 100 years old.  One is a dancer who shares her craft with students while the other is an Academy Award-winning actress.

These are three more students at 100 years old.  There is a scientist/inventor (of the jet-powered wheelchair), a pediatrician, and the student who said his job will be to tell kids to stay off his lawn.  Can you guess which one he his?

 

Here are two more students at 100 years old.  One is a police officer; the other is a veterinarian.

I thought their pictures were too cute.  It's always funny to see what children think being "old" is, but I was surprised at the number of canes, gray hair (or no hair), and age spots they drew on their self-portraits.  All except one student, that is.  He wrote on his paper that he'll discover a pill that will make you 8 years old again.  Ah, the good old fountain of youth! 

100th Day!

Today was the 100th day of school.  Usually, this would be a day of all types of projects.  However, our day was cut short because of a two-hour delay (teacher inservice). 

Even with the delayed start, we were able to begin our writing project on what our lives will be like when we are 100 years old.  I told the students to think of where they would be living, what their families would be like, how technology might change, and what their careers would be/have been.  So far, I have several doctors, actresses, an inventor, a few scientists, a train engineer, a rapper, a dancer, a famous artist, and an old man who tells kids to get off his lawn.  (No kidding on that one!)  Technology has changed to include floating houses, flying cars, jet-powered wheelchairs, solar-powered everything, talking computers, updates to the iPhone (iPhone 50G), and teleportation devices.  All of the students have finished their organizers and rough drafts.  Tomorrow they will write their final drafts and draw their pictures.  (I cannot wait to see what they will look like!  I'll post pics when they are finished.)   

We did the math activities I posted about yesterday, except for the puzzles.  The students enjoyed them, though, especially since they had no math homework today!

On a different note, our inservice was somewhat unproductive.  My district is adopting a new reading series next year called "Journeys."  (If you use it in your school, please let me know your thoughts on it.)  The purpose of the inservice was to allow us to look at the materials and ask questions via a district-wide webinar--our first attempt at this.  The technology aspect of the webinar wasn't the issue.  The issue was the fact that the responses to the questions we submitted throughout the session were all scripted from the company.   I mean, you could actually hear the presenters flipping through the pages to find the answers!  I dare say that nearly half the questions that were asked about how to implement the series with current district (and now changing state) expectations weren't answered.  We kept getting told that we "would get more information when it becomes available" or "That question will be answered in the summer training."  Huh?!?  My school is an LFS school.  We also do RTII in all grades and Project Read in K-1.  We are getting a new multi-million dollar series and no one knows how we are going to implement it?  And where did we get the money to buy the series anyway?  We're supposed to be cutting back our spending and watching the budget. I mean really. We lost staff, had positions cut to half time, weren't able to order the proper materials for curriculum needs, and cut programs.  But somehow we have millions for a reading series we don't really need.

{Sigh.} Only 80 days to go.

Day 99: Preparation for 100th Day

Tomorrow is the 100th Day of School, due to the snow days we've had.  Our celebration will have to be cut short because tomorrow also happens to be a previously scheduled inservice for teachers.  The students have a two-hour delay.  Which means that some of the neat ideas I had planned for language arts will have to be pushed to next year.  (I usually read a story and do some activities with it, the students create a 100 book, and we write about what our lives would be like if we lived to be 100 years old.  We'll have time to do Daily Edit and write about our lives at 100 before it's time to go to lunch.)

After lunch, we have special.  Then we have social studies.  Since we are talking about natural resources and goods made from those resources, we will see if we can come up with 100 products and categorize them.

During math, we will see if we can come up with 100 ways to add/multiply/subtract/divided to get answers of 100, write our names on the number grid to determine what patterns our names make, and add the numbers of our name to see who's name comes closest to equaling 100. (You assign each letter a value from 1 to 26 and go from there.  The students do their first names only.)  If there is time, we will have a 100-piece puzzle challenge to lead us into recess.

After recess, it will be time to pack up and go home. 

I don't make as big a deal of the 100th day as kindergarten and first grade does, mainly because by the time they've reached the 100th day with me, 100 is not such an awe-inspiring number to them anymore.  They are more interested in 1,000 and 10,000! 

Day 98: More Resources for Black History Projects

Here are the resources I blogged about yesterday.  Some of the sites may be a little harder to read depending on the grade level you teach.  In addition, there are many, many sites out there, but I tried to pick a few that had information about a lot of  people (to save parents from hopping all over the Internet).  I hope you can use them!  (If you do use them, drop me  a comment or an e-mail and let me know how it went!)

FYI: I also told the children they could use books or articles; all of their research does not have to be online.  Speaking of which, don't hesitate to add in your local public library website; many have links to kid-friendly research sites.

Anyway, here they are!

www.biography.com (under the History channel website)

http://www.gardenofpraise.com/ 

www.gale.cengage.com (go the free resources link for Black History)

http://www.academickids.com/

http://www.blackinventor.com/

www.bridgew.edu/HOBA/gallery.cfm

Also, here is a list of names (along with gender and designation) that I assigned in my class...with a few extras in case the student picked someone they've already heard about or read about.

1. Thurgood Marshall-male-Supreme Court Justice

2. Shirley Chisholm-female-Congresswoman

3. Mae Jemison-female-Astronaut

4. Marian Anderson-female-Singer

5. George Washington Carver-male-Scientist

6. Ralph Bunche-male-Political scientist

7. Duke Ellington-male-Musician/Composer

8. Booker T. Washington-male-Educator/School founder

9. Mary McLeod Bethune-female-Educator/School founder

10. Elijah McCoy-male-Engineer/Inventor

11. Benjamin Banneker-male-Inventor/Scientist

12. Wilma Rudolph-female-Olympic athlete

13. Jessie Owens-male-Olympic athlete

14. Matthew Henson-male-Explorer

15. Ruby Bridges-female-Civil Rights pioneer

16. Harriet Tubman-female-Abolitionist

17. Arthur Ashe-male-Athlete

18. Alvin Ailey-male-Dancer/Choreographer

19. Sojourner Truth-female-Abolitionist

20. Phillis (also Phyllis) Wheatley-female-Writer

21. Langston Hughes-male-Writer

22. Ida B. Wells-female-Early civil rights activist/Co-founder of the NAACP

I couldn't get the organizer to load; I still haven't figured out how to get the PDF to load on the blog page.  Basically, it's the basics (birth and birthplace, death, place/manner of death, marriage); obstacles faced during life, contributions to American history/society; lessons learned from reading about the person, questions the students would like to ask if they could meet that person; five additional facts learned.

I use the grade as a double grade; one for social studies (research) and the other for language arts (write ups and presentation).  Remember: Work smarter, not harder!

Day 97: Black History Month Resources

Each year, I have my students do Black History Month projects.  The reason is partly selfish, but also to give the children an idea of the world they live in today.

The school where I teach has a large staff.  As I've said before, we have nearly 650 students in grades K-5.  There are no less than five teachers at each grade level.  (As a matter of fact, there are six first grades and six second grades. Also, there are three kindergarten teachers, but one is split between two schools so she leaves our school after the morning session and the other two teach two sessions each day--morning and afternoon.)  There are also three classrooms set aside for our Life Skills/Intensive Learning Support students.  There are two nurses--who split between schools, two psychologists, two speech pathologists, a guidance counselor, an IST teacher, several itinerant teachers (physical therapy, occupational therapy, braille teacher), around 10 special education aides (who float between rooms in each grade level), seven specialists (one art, two music--who split between schools, one computer tech, two phys. ed. teachers--who also split between schools, and one librarian and an aide), one orchestra teacher, one band teacher, two reading specialists, and one gifted education teacher.  There are four custodians and quite a few cafeteria workers (not sure there; the staff keeps changing).  There are five recess aides.  There are two secretaries, a principal and an assistant principal.  And of course, all of the classroom teachers.  In all of those people, I am the only minority.  (This is not unusual in my district, especially in the elementaries--where children are most impressionable.)  

So, my reasons for learning about all cultures is one of selfishness because I think students should be exposed to different cultures.  I think especially where I am living and teaching, it is important for my students to see that minorities aren't only what television portrays.  It's also a learning experience for their parents, who may not have ever encountered someone outside of their race on a personal basis.  Seems odd, but you would be surprised at the number of parents/students I've met over the past few years who have told me, "Oh, I didn't know...(you fill in the blank)" when their children have shared some of the things we've talked about in class.  Now, do I get all "deep" with my students?  No.  I just let them know that people are people, no matter their culture/language/skin color/country of origin.  The children are often fascinated about how "other" people live.

(Okay, off my soapbox now.) I say all that to say that I have my children do Black History Month reports for social studies, since February is Black History Month.  For most of them, this is the first they've even heard of the idea.  I let the students pick a name out of a hat (from a predetermined list).  I purposely pick people they would not have already talked about in school.  (For example, no Martin Luther King, Jr. or Frederick Douglass)  I choose people from the 1800s to the mid-1900s, and try to cover many areas: explorers, scientists, writers, abolitionists, composers, singers, athletes, politicians.  I also try to balance between gender.  As the names are chosen, I tell the children a little about each person (to get their interest).  Then I show them the organizer they are going to use and go through each question.  They have two weeks to research (outside of class.  Remember, it's a learning experience for the parents, too.).  After that time, we go through the organizer and learn how to write a biography.  Then we find pictures of the people to go along with the finished product and display them in the hallway (after we do a presentation in class).  They are SO proud of themselves once the project is finished.

In addition to the reports, I have a bin of Black History books for the students to read in their free time.  Scholastic has a link on the book clubs page where you can get extra resources.  There is a book order catalog called "Voices" that has an African-American focus.  I have ordered a lot of my books from them.  I have also bought books from the children's section in Borders.  Amazon also has great resources.

If you would like to get started, I will post the list of websites tomorrow, along with a list of names I use for my class.  The projects can be modified to be done individually or as a small group.  I will also try and load the organizer I use as a PDF.  (Hopefully that will work this time!)

Conference Part Deux...Where Do We Go From Here?

Friday was the second round of report card conferences; the last set of the year barring any serious downturns in academic progress by individual students.  It's sort of nice to have them done (except two that needed to be rescheduled for this week).  I feel like the parents have a better idea of what/how their children are doing in class.  To me, the first report card conferences are kind of a wash, because unless you have a kiddo with serious behavior and/or academic issues, there isn't a whole lot to report.

Now before you get upset, here's what I mean:  First quarter, for the most part, is pretty much review of what students have learned in the previous year.  In my school, the first two weeks are used to establish routines and give diagnostic testing like DIBELS and Guided Reading Levels. (The upper grades also have their own form of standardized test practice/assessments.) Then we have our own grade-level testing (math prowess, sight word recognition, etc.).  Only in the third week do we really get into working (without interruptions).  By then, one-third of the quarter is nearly gone.  Then you review all of the things your students learned in the previous grade for another two or so weeks.  Then, and only then, do you get into the skills that help define your grade level.  By then, it's time to start gathering together the report cards and accompanying sheets for conferences.

To me, second quarter is a better indication of how a student is going to do for the rest of the year.  By the time second quarter is over, you have gotten into the "meat and potatoes" of grade-level skills and the students are working more independently.  You can really begin to see what your students are capable of.  Does that mean that you've sat back and took it easy first quarter?  Not at all.  If you teach small (K-2) children, you know that a lot of that time during the first quarter is spent trying to make them less dependent on you.  Sure, you do a lot of hands-on, helicopter-type teaching and you go step-by-step with them through most things, but by the time the second half of second quarter rolls around, you realize they can do more things on their own.  They are reading directions for themselves.  They can write more than a few words for responses.  They're starting to develop those critical thinking skills.  Their attention spans are longer than three to five minutes.  They know where the free time (i.e. "I'm done.  What can I do now?") materials are--and use them appropriately.  You can see their growth and are excited for what the future quarters hold (because you already know the projects and things you have planned for them, now that they have matured a bit and can handle the task at hand.)

In my conferences, I always give a newsletter that highlights what we will be covering in the next quarter.  (If you're new to the blog, check out this link and this link for examples.) This quarter will see my students doing two research reports: one on Black History and the other on animals.  These are not projects I would have attempted earlier in the year; the skills just weren't there.

I can't wait to see what happens!

Day 96: Thawing Out

No, I haven't dropped off the face of the earth. I have been snowed in.  As predicted, the snow came through and the ice followed.  We had two snow days and returned to school today--just in enough time for report card conferences.  My students have officially had the shortest academic week of the year: two whole days. 

These past days have brought the snow day total to three so far this year.  We've had quite a few delays, but there isn't a limit on those.  I think we have reached our allotted snow days for the year now, although we might have one to spare for the remainder of winter. 

Although, I could be the folks in a picture sent to me earlier today.  The interstate was plowed but it was flanked on each side by what looked like 10 to 15 feet of snow.  I'm not sure where it was, but I'm thankful I'm not there!

Tomorrow is report card conferences for the second quarter.  Report cards went home this afternoon. (Very pleased they did not have to be given at conferences again this time.  They were supposed to go home Tuesday, but we know what happened there.  Anyhow, I speak with parents tomorrow.)

Tomorrow is also Wear Red day or Go Red for Women Day.  You are supposed to wear red to support those who have heart disease and other heart-related conditions.  I usually wear red on this day, but I really try not to wear red on a day when a parent may want to argue with me over a child's report card.  (Not that I'm expecting that to happen, but I've had some situations in the past!)  It's sort of like waving a red flag in front of an angry bull. I usually try to wear soothing colors like pastels or shades of blue or green.  I know, I know.  I may be thinking too much into it.  What do you think? 

So I'm off to get ready.  I need to iron my clothes, eat dinner, and relax for just a minute.  (I was at school today until 6 preparing for tomorrow.  Then I had to run to Target to pick up treats for the candy basket.  Then I went over my own children's report cards with them before we took my youngest to his Nana's for the night.  (She's watching him while I'm doing conferences and my husband is working.)  My oldest has a regular day of school tomorrow; middle school doesn't have conferences.

Ah well.  My pizza is calling.  More to come tomorrow!