Whoa.
I know I've been asking for spring to arrive, especially after the winter we had, but today takes the cake. As we all know, with spring comes the arrival of rain, rain, and more rain. Well last night and into today, we got hit with that storm front that made it's way across the country and devastated the Midwest and the southern states.
Around 10:00 last night, the lightning started. No thunder until later in the night. And then the rain started. Buckets and buckets and buckets of rain. It sounded like someone had a pressure washer aimed at my windows all night long.
When I got up in the morning I clicked on the local news and the entire Doppler radar area was covered in dark green, yellow, orange, or red. Not colors you want to see first thing in the morning. My family and I went on through our morning getting ready for school. My husband took my daughter, who is recovering from a sprained ankle, up to the bus stop. My son and I finished our morning routine and were about ready to walk out the door only to get a phone call telling us that one of the major roads near my home was flooded. And school would be on a two-hour delay due to the flooding there and other parts of the area. The middle schools, which miraculously already had some students on their way to the buildings (my daughter being one of them), were on a liberal tardy policy. That basically means that any students who were held up by detours would not be marked late.
(In 10 years of teaching, I think I've only had two other days where school was cancelled or delayed due to flooding. That was the year Hurricane Isabel hit the middle Atlantic states. I lived in Baltimore at the time, and a good portion of the area near my school--including my husband's office--was flooded. But here? Definitely NOT your everyday occurrence!)
Anyhow, while I waited at home for the water to subside a bit (the rain finally stopped), no less than four tornado warnings crawled across the screen for surrounding counties. I don't know how my county was missed, but I'm not complaining.
Okay, I get it. Spring is here.
It just needs to tone itself down a bit!
Thursday, April 28, 2011
Wednesday, April 27, 2011
Day 151: Project Update!
My students finished their projects on The Wartville Wizard. Here are some of their finished drawings:
The students really enjoyed this project! I think they were surprised to find out how much trash they make, even as little children. They also learned how they can cut down on the amount of trash they generate and how to properly recycle/reuse/dispose of everything.
A good lesson for anyone.
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| I love the look on his face. |
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| Stylish, even when covered in trash. |
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| Trash as hair accessory and earrings. Priceless. |
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| So much trash that it floats above him. |
A good lesson for anyone.
Day 150: Spring Has Sprung!
Tuesday, April 26, was Day 150. First day back from Easter/Spring Break. First day of what is yet to come.
The flowers are blooming, the bees are buzzing, the butterflies are fluttering...and the heat is returning. The day's high temperature was 86 degrees. I actually dressed in dress shorts, a sleeveless top, and sandals. Why? If you remember my post from the beginning of the year, I work in a building with no air conditioning. My building also has a metal roof. Oh, and my room faces the pavement on the bus loop. Which means that if it is 86 degrees outside, it is 96 degrees in my room. The ceiling fans succeed only in blowing the warm/hot air around. So by the end of the day, my students and I are lumps of sweaty messes.
The good news is that there are only 30 days left until the end of the school year, so we won't have to be sweaty messes for long! (At least during the summer we have the option of running to the local ice cream parlor. I don't think field trip monies would cover that!)
Saturday, April 23, 2011
Day 149: Earth Day Projects
Monday, we read about our human footprints in National Geographic's Human Footprint. The students couldn't believe the amount of stuff ONE person uses in a lifetime. On Wednesday we read The Wartville Wizard by Don Madden. (Tuesday was when we did our egg project because that's when my class was scheduled for computer lab.) Thursday, I had the children pretend they were a resident of Wartville and draw what they would look like with trash all over with them. (This after we brainstormed what type of trash they would produce as children: straws, candy wrappers, gogurt containers, etc.) I'll post those pictures in a few days.
We also watched School House Rock Earth. The children loved the video and some of them were still singing the songs as they were dismissed. If you get the classroom edition, you will get bonus content to use with the students as well as a teacher's guide.
Another thing I like to do to supplement my Earth Day lessons is show pictures/share articles from National Geographic. I think pictures really make the issues real to the children.
Happy Earth Day!
Day 148: Egg Update
Here are some of the students' egg projects I referenced in Day 147.
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| Nature-themed |
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| Another nature theme |
Tuesday, April 19, 2011
Day 147: Easter/Spring Project
With the Easter holiday upon us, I know many teachers like to read the story Rechenka's Eggs by Patricia Polacco. In the story, the eggs are decorated in the Ukranian style called pysanky.* (She also shows the style in the story Chicken Sunday.)
*For those of you who aren't aware, Patricia Polacco's grandmother was of Russian descent and showed Patricia how to decorate the eggs Ukranian style.
As an activity, I read Chicken Sunday to my students as part of our study on Patricia Polacco. Once we read about the part of the characters decorating the eggs, I stop and explain the process to the students before finishing the story. Once the story is finished, I take the students to the computer lab to view a site about pysanky and see a clip online. (We don't have Smartboards or laptop projectors for every room, so the easiest way for me to do it is to take the children to the lab and use the projector there. You do whatever works for you.)
Anyhow, we visit Eve's Eggs, a site of egg artist Eve Butterly. Her site covers the history of pysanky, the different styles/techniques used for decorating, and features a gallery of eggs that she has done for occasions from weddings to baptisms. There is also a link on her homepage that will take you to a videoclip of her creating one of the eggs featured in her gallery. She does a very good job of demonstrating and explaining the process as she goes along.
(FYI: If you can find a video clip from Reading Rainbow Program Episode #84 (the one that features Rechenka's Eggs), Patricia Polacco herself will demonstrate the process. That's actually the first place I saw it years ago, but I can't seem to find the whole clip online. If you find it, please send me the link in the comment box and I'll share it!)
Anyhow, after we visit the sites and watch the videos, I allow the students to create their own version of the pysanky egg. I provide each student with a sheet of white drawing paper and a tracer of an egg large enough to fill the space. I also give them guidelines as to what types of shapes and colors should be used on the eggs. Past that, I allow them to create their own. We began the project today; I will post some of the final designs tomorrow. They are coming along great!
Stay tuned!
*For those of you who aren't aware, Patricia Polacco's grandmother was of Russian descent and showed Patricia how to decorate the eggs Ukranian style.
As an activity, I read Chicken Sunday to my students as part of our study on Patricia Polacco. Once we read about the part of the characters decorating the eggs, I stop and explain the process to the students before finishing the story. Once the story is finished, I take the students to the computer lab to view a site about pysanky and see a clip online. (We don't have Smartboards or laptop projectors for every room, so the easiest way for me to do it is to take the children to the lab and use the projector there. You do whatever works for you.)
Anyhow, we visit Eve's Eggs, a site of egg artist Eve Butterly. Her site covers the history of pysanky, the different styles/techniques used for decorating, and features a gallery of eggs that she has done for occasions from weddings to baptisms. There is also a link on her homepage that will take you to a videoclip of her creating one of the eggs featured in her gallery. She does a very good job of demonstrating and explaining the process as she goes along.
(FYI: If you can find a video clip from Reading Rainbow Program Episode #84 (the one that features Rechenka's Eggs), Patricia Polacco herself will demonstrate the process. That's actually the first place I saw it years ago, but I can't seem to find the whole clip online. If you find it, please send me the link in the comment box and I'll share it!)
Anyhow, after we visit the sites and watch the videos, I allow the students to create their own version of the pysanky egg. I provide each student with a sheet of white drawing paper and a tracer of an egg large enough to fill the space. I also give them guidelines as to what types of shapes and colors should be used on the eggs. Past that, I allow them to create their own. We began the project today; I will post some of the final designs tomorrow. They are coming along great!
Stay tuned!
Monday, April 18, 2011
Day 146: Service Projects Update!
Today we got our updates for our service projects. Our project to raise money for Japan raised nearly $2,000 to send overseas. Our project for the Leukemia and Lymphoma Society (Pennies for Patients) raised over $5,400 for the organization. Yay!
Friday, April 15, 2011
Day 145: Thundercake!
Today saw my class finishing up the story Thundercake in our anthology. I love this story, written by Patricia Polacco. If you are not familiar, the story is about a little girl (Patricia) who learns not to be afraid of thunder while helping her grandmother gather ingredients for a "thundercake."
My students love this story and are especially excited to learn that the recipe for thundercake (which belonged to Patricia's grandmother) is in the back of the book (and on the website linked above). Every year I have students who are surprised to learn that you can use tomatoes in a cake, but they get over it. Mostly because I bake a thundercake (or rather, thunder cupcakes) for my classes every year and share it as a surprise snack. (Truth be told, you don't even taste the tomatoes through all the chocolate and strawberries!)
If you've never made a thundercake for yourself (or anyone else), I encourage you to do so. You will not be disappointed. (And it doesn't even have to be a thunderstorm for you to enjoy it!)
My students love this story and are especially excited to learn that the recipe for thundercake (which belonged to Patricia's grandmother) is in the back of the book (and on the website linked above). Every year I have students who are surprised to learn that you can use tomatoes in a cake, but they get over it. Mostly because I bake a thundercake (or rather, thunder cupcakes) for my classes every year and share it as a surprise snack. (Truth be told, you don't even taste the tomatoes through all the chocolate and strawberries!)
If you've never made a thundercake for yourself (or anyone else), I encourage you to do so. You will not be disappointed. (And it doesn't even have to be a thunderstorm for you to enjoy it!)
Day 144: Cows, Cows, Cows!
Day 144 was our field trip for the year. Due to budget cuts, each grade level in the district is restricted to one field trip a year. In years past we have gone on two to three--to a local zoo, a museum, or a wildlife center/nature park. This year we went to a dairy.
Since our grade level is so large (six classrooms), we have to divide our field trips over two days. One half of the grade level goes one day; the other half goes the next day. Fortunately for us this year, we went on a nice sunny day. The group that went the day before us had to tour in the rain. Ugh. (Did that one year. Not fun.)
Anyhow, we toured a local dairy farm and they shared with the children how milk gets from cow to table. They also told how milk used to be delivered to your house in glass bottles (so amazing to the children!). We had a chance to peek into the factory where the milk is pasteurized, homogenized, and bottled for distribution. (This with the help of a window cut between the wall of the lecture room and the factory.) The children really enjoyed watching the bottles come down the conveyor to be filled, washed off, and whisked away again.
After the peek into the factory, we went on a walking tour throughout the farm. The children had a chance to pet some newborn calves and goats. (The cow liked to lick that day and some of the students had their hands, shoes, and/or pants tasted!) They learned how much a cow needs to eat each day to produce milk. They also learned about milking, the difference between Guernsey and Holstein cows, and had a party in one of the antique barns on the property, complete with ice cream made with the milk from the cows on the farm.
When we left, the dairy sent us away with coloring books and stuffed cows for the children. In all, the children had a great trip and learned a lot.
Since our grade level is so large (six classrooms), we have to divide our field trips over two days. One half of the grade level goes one day; the other half goes the next day. Fortunately for us this year, we went on a nice sunny day. The group that went the day before us had to tour in the rain. Ugh. (Did that one year. Not fun.)
Anyhow, we toured a local dairy farm and they shared with the children how milk gets from cow to table. They also told how milk used to be delivered to your house in glass bottles (so amazing to the children!). We had a chance to peek into the factory where the milk is pasteurized, homogenized, and bottled for distribution. (This with the help of a window cut between the wall of the lecture room and the factory.) The children really enjoyed watching the bottles come down the conveyor to be filled, washed off, and whisked away again.
After the peek into the factory, we went on a walking tour throughout the farm. The children had a chance to pet some newborn calves and goats. (The cow liked to lick that day and some of the students had their hands, shoes, and/or pants tasted!) They learned how much a cow needs to eat each day to produce milk. They also learned about milking, the difference between Guernsey and Holstein cows, and had a party in one of the antique barns on the property, complete with ice cream made with the milk from the cows on the farm.
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| Hungry anyone? |
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| That's a lot of milk! |
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| Mmmmmmoooooooo! |
Day 143: First Scholastic Book Review!
Well, well, well.
It hardly seems real. I actually have a book review published. Part of my role as Scholastic Teacher Advisor is to preview new books through Scholastic and write reviews for their Facebook page. I review the books for student interest and classroom connections. I showed the review to my son after it was published. He thought I was famous!
I'm in the middle of my next review (due at the end of the month for May's reviews). Check back on the Facebook page and see what's coming up! You just might find something to use...and your students will thank you for it!
It hardly seems real. I actually have a book review published. Part of my role as Scholastic Teacher Advisor is to preview new books through Scholastic and write reviews for their Facebook page. I review the books for student interest and classroom connections. I showed the review to my son after it was published. He thought I was famous!
I'm in the middle of my next review (due at the end of the month for May's reviews). Check back on the Facebook page and see what's coming up! You just might find something to use...and your students will thank you for it!
Day 142: Pennies for Patients Update
We started our campaign for Pennies for Patients over a week. Our school goal is $3,000. As of Tuesday, April 12, we raised over $2,600. Can't wait to find out the final total!
Day 141: After the Report Cards Go Home
You can always tell the day after report cards have gone home. I know I've said this before, but it's true. The children come in a bit more subdued and ready to get to work. I find this is true of all students, no matter the marks on the sheet, but I find it especially true of those who have a bit of work to do to be academically successful.
Monday, April 11 (Day 141) was such a day. The students came back focused, hard-working, and ready to participate. The students completed everything on the agenda for the day with no complaining and there were no discipline issues.
I love the day after report cards.
Monday, April 11 (Day 141) was such a day. The students came back focused, hard-working, and ready to participate. The students completed everything on the agenda for the day with no complaining and there were no discipline issues.
I love the day after report cards.
Tuesday, April 12, 2011
Day 140: Board Game Party!
Friday, April 8 was Day 140. This day saw us complete our spelling and comprehension quizzes, writing workshop, recess, independent reading time, a tasty lunch (thanks to the International Days food tasting), special, and board games.
Board games, you ask? Yes. Board games.
Friday afternoon was my class reward party for good behavior. I keep a marble jar on the filing cabinet, and it is the students' job to fill it by meeting behavior expectations (no one moving their clip for poor choices, walking quietly in the hallway, being extra considerate of others, etc.). When they fill the jar, there is a reward party. Depending on the time of year, that reward may be extra recess, a movie, ice cream/Popsicles, or a board game party. I allow the students to vote on the kind of reward they will have.
I asked the students to vote on Tuesday, and they overwhelmingly voted for board games. So I told them to bring in their favorite board game on Friday, and we would play those instead of doing social studies or math. I provided snacks and music, and they provided the entertainment. In all, it was a success. The children monitored themselves, games were shared, no pieces were lost or broken, and I even got a chance to play a game or two.
After that,the students had recess. Then we packed up to go home.
It was the perfect way to start the weekend.
Board games, you ask? Yes. Board games.
Friday afternoon was my class reward party for good behavior. I keep a marble jar on the filing cabinet, and it is the students' job to fill it by meeting behavior expectations (no one moving their clip for poor choices, walking quietly in the hallway, being extra considerate of others, etc.). When they fill the jar, there is a reward party. Depending on the time of year, that reward may be extra recess, a movie, ice cream/Popsicles, or a board game party. I allow the students to vote on the kind of reward they will have.
I asked the students to vote on Tuesday, and they overwhelmingly voted for board games. So I told them to bring in their favorite board game on Friday, and we would play those instead of doing social studies or math. I provided snacks and music, and they provided the entertainment. In all, it was a success. The children monitored themselves, games were shared, no pieces were lost or broken, and I even got a chance to play a game or two.
After that,the students had recess. Then we packed up to go home.
It was the perfect way to start the weekend.
Monday, April 11, 2011
Day 139: Animal Report Update!
Animal reports are finally finished and displayed! My students did a lot of interesting animals this year, from white peacocks, panthers, and cobras to hermit crabs, coconut octopus, and elephants. Here are two examples of what the projects look like once they are finished:
Once all of the organizers were done, the students drafted the information they had. After drafting, students conferenced with me and wrote their final drafts. Regarding the pictures, two sessions in the computer lab allowed me time to let the students find the pictures they liked. Many of the pictures could be found through the clip art feature on Windows, but some had to be found on the Internet through Bing images. After the pictures were printed, I coordinated the paper to match the pictures for the final display. The students are very proud of what they've done and couldn't wait to see the final products, which range in length from one to four pages. They can't believe they actually did "all that work"!
I, of course, knew they could. It's just nice to know that they realize it for themselves!
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| This is a student's report on the snowshoe hare. |
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| Another student's report on the white peacock. |
I, of course, knew they could. It's just nice to know that they realize it for themselves!
Day 138: Ahh, Italia!
Wednesday, April 6 began our school's International Days. Every year, we study a country as a school-wide effort for three to four days. We have speakers, singers/dancers, food tastings, cultural trivia, and the school is turned into a mini version of the country of focus. Over the past few years, we have studied China, Switzerland, Ireland, and Mexico.
This year, we journeyed to Italy. We learned about the country, listened to the Italian national anthem in the morning, made venetian masks, listened to (and sang along with) a group of Italian singers, enjoyed a presentation on the culture of Italy, and had a tasting at lunch, complete with an accordion player and tablecloths in the cafeteria. The students tasted fresh mozzarella, Italian bread with olive oil, garlic bread with bruschetta, and pizzelles.
The PTA does a wonderful job of setting things up. All of the halls are decorated according to theme, and the artwork displayed is done by the students of that particular hallway. The students make giant (read: adult-sized) pictures of things that represent the country we are studying. This year, the kindergarten hall way displayed pasta bowls, the first and second grade hall was gelato cones and pizza, the third grade hall was an olive tree orchard, the fourth grade hall was churches/cathedrals, and the fifth grade hallway was full of gondolas. All of the hallways had words related to the theme suspended from the ceiling.
In the specials hallway, there was a scene from Italy, complete with mosaics created by the children.
Ciao, Italia!
This year, we journeyed to Italy. We learned about the country, listened to the Italian national anthem in the morning, made venetian masks, listened to (and sang along with) a group of Italian singers, enjoyed a presentation on the culture of Italy, and had a tasting at lunch, complete with an accordion player and tablecloths in the cafeteria. The students tasted fresh mozzarella, Italian bread with olive oil, garlic bread with bruschetta, and pizzelles.
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| Some of the masks my students made for the occasion. |
The PTA does a wonderful job of setting things up. All of the halls are decorated according to theme, and the artwork displayed is done by the students of that particular hallway. The students make giant (read: adult-sized) pictures of things that represent the country we are studying. This year, the kindergarten hall way displayed pasta bowls, the first and second grade hall was gelato cones and pizza, the third grade hall was an olive tree orchard, the fourth grade hall was churches/cathedrals, and the fifth grade hallway was full of gondolas. All of the hallways had words related to the theme suspended from the ceiling.
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| One of the signs on the first/second-grade hallway. Other signs said "Delicious" and "Sweet." |
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| The Leaning Tower of Pisa (outside our school library)! |
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| The Coliseum. |
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| A bridge into another part of Italy. |
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| Some of the mosaics done by the students. The entire specials hallway is decorated with them. All kinds of materials were used: noodles, beans, paper, buttons, foam shapes, tile, sequins, pasta, cereal, rocks, and string. |
Saturday, April 9, 2011
Day 137: Aaaahhhh! Report Cards!
Sing with me: Happy days are here again...
NOT!
Ugh. Report cards. I don't know anyone who actually enjoys doing report cards. If there is a better way of showing student progress, I'm all for it.
I've gone crazy this week trying to get my report cards finished by Thursday so they could be reviewed by my principal before they are sent home on Friday, April 8. Thing is, I actually forgot they were due. I know, I know. I can hear you from here. How could I forget about report cards?!? I actually don't know. I kept thinking they went home the following week--but surprise!--that was not the case. Somewhere in between my second job, physical therapy, my regular job, and running a household, things got a little mixed up. (Or maybe I was just trying to keep the thought of them out of my mind for as long as possible. You know, like a bad memory you just want to bury in the recesses of your mind?)
So anyway, I spent a few nights up late putting together the comment forms, newsletter, math checklists, and entering grades on the sheets themselves. It sounds like a lot (and it is), but if you remember the post from earlier in the school year, you know these are all parts of what I send home to keep parents updated on student progress. The newsletter and comment form aren't required by the district or even my principal, but there isn't a clearer way I can think of to get it done.
The good news is, I finished on time. And I'll be sure to keep better track for the next round!
NOT!
Ugh. Report cards. I don't know anyone who actually enjoys doing report cards. If there is a better way of showing student progress, I'm all for it.
I've gone crazy this week trying to get my report cards finished by Thursday so they could be reviewed by my principal before they are sent home on Friday, April 8. Thing is, I actually forgot they were due. I know, I know. I can hear you from here. How could I forget about report cards?!? I actually don't know. I kept thinking they went home the following week--but surprise!--that was not the case. Somewhere in between my second job, physical therapy, my regular job, and running a household, things got a little mixed up. (Or maybe I was just trying to keep the thought of them out of my mind for as long as possible. You know, like a bad memory you just want to bury in the recesses of your mind?)
So anyway, I spent a few nights up late putting together the comment forms, newsletter, math checklists, and entering grades on the sheets themselves. It sounds like a lot (and it is), but if you remember the post from earlier in the school year, you know these are all parts of what I send home to keep parents updated on student progress. The newsletter and comment form aren't required by the district or even my principal, but there isn't a clearer way I can think of to get it done.
The good news is, I finished on time. And I'll be sure to keep better track for the next round!
Day 136: Pennies for Patients and Voting
Last week we were helping Japan. This week and next week we are helping children with cancer through Pennies for Patients. If you are not familiar, Pennies for Patients is a fundraising effort to help raise money to help with blood cancer research. Last year we raised over $3,000 as a school. Several years ago, one of our students benefited from treatment options researched through the Leukemia and Lymphoma Society. This year another student is also undergoing treatment options made available through the society. I can't wait to see how much we raise for this worthy organization. I'll keep you posted!
On a side note, the votes are in. Our district has voted (80-plus percent) in favor of the pay freeze. That means at this point, jobs and programs are saved. I'm just praying that nothing else major comes along!
On a side note, the votes are in. Our district has voted (80-plus percent) in favor of the pay freeze. That means at this point, jobs and programs are saved. I'm just praying that nothing else major comes along!
Day 135: Helping Japan
A few days ago, I posted about my school's project to help Japan. Well the deadline came and went. My class raised $85 to help the victims of the earthquakes and tsunamis by doing chores/jobs around the house to "earn" five dollars.
I'm not sure what the final building total is yet, but I will let you know when I find out!
I'm not sure what the final building total is yet, but I will let you know when I find out!
Friday, April 1, 2011
Day 134: Pay Freezes and Attitudes
Today is the day. Today my district votes whether or not to take a pay freeze for the next school year. Several nearby districts have already voted to do so. I know the bargaining units are on both sides of the fence here, but that's the way it is with any big issue.
If you've been following me, you know I posted about this last week, along with some other hot-button issues regarding education in my state. I for one, am going to vote for the pay freeze. Yes, my costs are going up just like everyone else's. Yes, there are times I struggle to make ends meet, even with my part-time job outside of teaching.
But...
I'm going to do it: 1) because the alternative is just not even something I'm willing to think about, not if I am truly an educator; and 2) help show the public that teachers are not the bad guys in all of this.
The alternative to not taking a pay freeze would mean a MINIMUM of 49 positions furloughed, increased class size because those positions won't necessarily be filled, additional programs cut, and the increased perception that teachers are spoiled brats who hide behind their unions and don't know the reality of living in a tough economy.
Somehow over the past few months, the public's attitude toward teachers has changed. Suddenly, we are the scapegoats for everything wrong with collective bargaining units, the state budget, and education in general.
Just reading through the editorials in my local newspaper over the past week has made my blood boil--and I'm usually a pretty calm, even-tempered person. But the things that are being said about us is just cruel--and in most cases--wrong.
Some quotes (directly and indirectly) from the paper:
*Teachers are paid too much, work too little, and have Cadillac health plans most of us don't.
*They only work nine months out of the year, have summer off on the taxpayer's dime, and whine about everything.
*They babysit all day.
*They have too many benefits.
*They fail too much with no accountability.
*They hide behind their contracts and unions.
"...you say to walk a mile in a teachers shoes...but they don't walk an entire mile ...they take the last 1/4 off...oh, wait that is a year I am thinking about..not a mile, sorry...they do walk the mile and then they say that if you want them to walk the next mile they will need at least a 3% increase in pay from the previous mile, guaranteed for the next 4 miles, and that you should throw an extra 10% of that amount into a bag, invest it and guarantee it for them, so that they can collect at the end of the road..and to pay for any illness or injury they may suffer along the way...oh, and should they loose (fail to educate to a set of standards) any of your children along the road, be mindful you will be to blame as poor parents...."
"Teaching is a job much like waiting tables, removing dead animal bodies from the side of the road and as well as standing in front of a tax preparation business wearing the statue of liberty outfit. The only difference is, except for teaching, the other jobs don't strike and affect a child's education when they are asked to pay their fair share of benefits."
"Ban the teachers unions and automatic tenure, adopt merit pay for teachers, restore discipline in the classrooms and eliminate political correctness. Oh, and banish the misfits among the kids from classrooms."
"Cut spending. They spend a record amount of money on education and the situation has gotten worse. Schools hire Public Relations employees and build Taj Mahal's in tribute to someone's over budgeted ego. Schools have astro turf fields and indoor swimming pools. Teachers get raises each and every year along with to die for benefits. Want education to improve? Cut all school budgets by 50% and focus on teaching!"
How did we become the new scapegoats for everything wrong with struggling budgets and education? A lot of the other comments clearly show that the public has no true idea of what we do all day. Most of them think we are glorified babysitters, that we read and sing and play all day. I would love to post that e-mail that had been circulating around about the Survivor Show for Teachers. And of course, that e-mail only hits the tip of the iceberg of our duties.
So anyhow, I'm voting for the pay freeze because fewer teachers in the building doesn't help anyone in the classroom. And I'm voting for it because we teachers do know what it means to live in a tough economy every year (think about all you spend out of your salary to provide things for your classroom, on top of your daily living costs).
It's about time the public realizes we know it, too.
If you've been following me, you know I posted about this last week, along with some other hot-button issues regarding education in my state. I for one, am going to vote for the pay freeze. Yes, my costs are going up just like everyone else's. Yes, there are times I struggle to make ends meet, even with my part-time job outside of teaching.
But...
I'm going to do it: 1) because the alternative is just not even something I'm willing to think about, not if I am truly an educator; and 2) help show the public that teachers are not the bad guys in all of this.
The alternative to not taking a pay freeze would mean a MINIMUM of 49 positions furloughed, increased class size because those positions won't necessarily be filled, additional programs cut, and the increased perception that teachers are spoiled brats who hide behind their unions and don't know the reality of living in a tough economy.
Somehow over the past few months, the public's attitude toward teachers has changed. Suddenly, we are the scapegoats for everything wrong with collective bargaining units, the state budget, and education in general.
Just reading through the editorials in my local newspaper over the past week has made my blood boil--and I'm usually a pretty calm, even-tempered person. But the things that are being said about us is just cruel--and in most cases--wrong.
Some quotes (directly and indirectly) from the paper:
*Teachers are paid too much, work too little, and have Cadillac health plans most of us don't.
*They only work nine months out of the year, have summer off on the taxpayer's dime, and whine about everything.
*They babysit all day.
*They have too many benefits.
*They fail too much with no accountability.
*They hide behind their contracts and unions.
"...you say to walk a mile in a teachers shoes...but they don't walk an entire mile ...they take the last 1/4 off...oh, wait that is a year I am thinking about..not a mile, sorry...they do walk the mile and then they say that if you want them to walk the next mile they will need at least a 3% increase in pay from the previous mile, guaranteed for the next 4 miles, and that you should throw an extra 10% of that amount into a bag, invest it and guarantee it for them, so that they can collect at the end of the road..and to pay for any illness or injury they may suffer along the way...oh, and should they loose (fail to educate to a set of standards) any of your children along the road, be mindful you will be to blame as poor parents...."
"Teaching is a job much like waiting tables, removing dead animal bodies from the side of the road and as well as standing in front of a tax preparation business wearing the statue of liberty outfit. The only difference is, except for teaching, the other jobs don't strike and affect a child's education when they are asked to pay their fair share of benefits."
"Ban the teachers unions and automatic tenure, adopt merit pay for teachers, restore discipline in the classrooms and eliminate political correctness. Oh, and banish the misfits among the kids from classrooms."
"Cut spending. They spend a record amount of money on education and the situation has gotten worse. Schools hire Public Relations employees and build Taj Mahal's in tribute to someone's over budgeted ego. Schools have astro turf fields and indoor swimming pools. Teachers get raises each and every year along with to die for benefits. Want education to improve? Cut all school budgets by 50% and focus on teaching!"
How did we become the new scapegoats for everything wrong with struggling budgets and education? A lot of the other comments clearly show that the public has no true idea of what we do all day. Most of them think we are glorified babysitters, that we read and sing and play all day. I would love to post that e-mail that had been circulating around about the Survivor Show for Teachers. And of course, that e-mail only hits the tip of the iceberg of our duties.
So anyhow, I'm voting for the pay freeze because fewer teachers in the building doesn't help anyone in the classroom. And I'm voting for it because we teachers do know what it means to live in a tough economy every year (think about all you spend out of your salary to provide things for your classroom, on top of your daily living costs).
It's about time the public realizes we know it, too.
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