Yes...I'm alive.
I know it's been SOOOOOOOOOOOOOO long since I've shared with you and you probably figured I didn't love you anymore. Alas, that was not the case; I have just been SO. DARN. BUSY. AND. EEEEEEXXXXXHAAAUUUSSSSTTTTEEEEDDDD. from everything that has been going on.
Let's see...
Where to begin?
Well, you are aware that we had the whole flood/tropical storm remnant issue back in September. (Many of my students and colleagues have recovered fairly well, as has most of the area. One local business (that was literally WASHED AWAY) opened in its original location last week with a celebration dinner (free) for all of the first responders, employees, and their families). It was open to the public the next day and has been busy ever since.
From there, I have been trying my best to stay afloat of all of the changes going on within our district policies. Let's see: we had a principal get fired two months into the school year (said principal is now suing district), we were told to change our reading intervention program YET AGAIN (and the curriculum person in charge left the district--again--to pursue a career outside of public education just a month or so after putting this new policy in place), more responsibilities have been heaped upon us (with less support and supplies) under the guise of "it's better for the children" (trust me, it is SO NOT), I've been preparing for grad classes (starting this month), and trying to keep my personal/home/spiritual life moving along.
Whew.
I have been with this district five years. In that time, our reading intervention program has been changed three times, not counting my first year where we did guided reading with our own students. We have gone from RTI to RTII to some new version of guided reading (I honestly cannot remember what it is called. Pity.). The longest program lasted two years. Even with this, the DATA is showing that the students are not making "enough" progress. (We are not an academically struggling school. In fact, we--until the last two or so years--have been known as a school of academic excellence. Ironic that title has changed since we started those new programs four years ago.) Anyhow, this new program cuts my 2-hour language arts block in half, yet I am still expected to cover anthology, vocabulary, phonology, grammar, comprehension skills, and writing skills in an HOUR. Oh, I am supposed to have phonology lessons for my struggling students 30 minutes three days a week--DURING THAT TIME. And I am supposed to make sure I am teaching writing so the students can have work for their writing portfolios (4 required pieces minimum, from organizer to drafts to final draft). Doesn't sound like much, but when you are talking about teaching seven-year olds how to go from making a complete sentence to organizing thoughts to proofreading and everything in between, it sort of builds up. Oh, and those required pieces don't take into account the other writing projects I aim to do every other week.
Oh yeah, the new program now brings together two grade levels to share a skill group, with the idea being that since students are on the "same reading level" then it should be more beneficial to them to be taught at the same level. Trust me, it's not. I have nearly 20 students in my "small group" reading skills group. They are a mixture of first and second graders. I have had to break that group into three groups because of ability level. You know as well as I do that just because a child can read the material, doesn't mean that they can demonstrate that material as well as someone who is a year ahead of them academically. In short, the first graders are struggling to keep up no matter what I do. Reasons being: They don't have the comprehension or writing skills to keep up with the work required in the skill group (which happens to be a midyear second-grade level), nor are they mature enough to be able to work well independently, which means I spend a lot of time with that group. Which also means the other children are not getting the attention they need. This is the same conversation/gripe we had with our groups from last year. When brought up, we were told simply that this was a directive from the top and we are going to do it this way. One of those, "Sounds great, let's do it!" policies that looks good on paper but doesn't translate well into practice.
Because of this new method, I have eliminated Friday math review games/activities to do Writer's Workshop (otherwise I truly can't get it in because I refuse to sacrifice reading strategies, grammar skills, and phonology in the limited time I am given for language arts). I have doubled on math skills where I can to make sure the children get all they can in the hour I'm given for that. I throw it in morning journal and anywhere I can disperse it through science and social studies. I have also taken a portion of their daily independent reading time (supposed to be 30 minutes as part of a school-wide program) in order to review grammar, vocabulary, and writing skills for 15 minutes. I don't think my principal approves, but these are skills they need. Besides the fact that I assign a minimum 15 minutes of reading homework each night.
Just last week we were told to change our phonology program back to the program's original order. (Second grade changed this order about seven years ago to align with the order that was being presented in our anthology series. All of the lessons are being taught, but in an order that would benefit the children better since they wouldn't be learning two different phonology sets in one week. The weekly stories have a specific phonics and spelling focus that align with the unit tests as well.) Change it back?!? WHAT?!?!
Another major change is in our math curriculum. The committee has literally cut the requirements of what the children need to master each quarter (and subsequently, the year). In my grade, those requirements are almost half. Oh yeah, and we are to score only the first portion of the test for the grade; the rest is to be used for "planning purposes." Problem is, that first portion sometimes only has four or five questions and may not even cover material that we learned in the unit. (This is a professional math program, too, not one made up by my district.) So I'm supposed to base mastery of skills on four or five questions? (Of course I give quizzes and things through the unit as well.) These four or five questions count as the unit test? Sure does. Makes sense, right? Definitely NOT. Do I still teach the things I used to? Yes. Do I still require MY students to have ALL of those things mastered before they leave me? Darn right.) To do otherwise would be criminal.
There is more, but these are the issues that make me the most aggravated. I look at what my students are doing and where they are in comparison to the first class I taught here and I truly feel that this year's class will be the least prepared of any class I have taught my entire 11-year career. They are coming to me less and less prepared because of all these changes over the past few years, more and more of our time/schedule is being taken away, less and less support is being given to us to implement these changes, and it continues. I am working myself to near exhaustion just trying to meet these expectations and teach my students the way they deserve to be taught. Why? Because you don't get do overs in education. You have to get it right while the children are in your care. My students don't benefit if I slack off.
I look at my own children, who attend school in the district, and how their academics are faring. I know where the holes are in the curriculum and address them at home as best I can. But I also know that every parent in the district does not have that benefit, so I try my best to teach my students as if they were my own children.
I am at the point where I don't feel I can continue in the classroom in good conscience. I have been thinking about it for a while now, and I do not see myself in the classroom in another two to three years. My goal is to work in curriculum development or something similar that will take into account all that teachers do in a day before saying this is the end-all-to-be-all in academic achievement. I know that that's only part of the issue, though. Administrators/policymakers need to be made aware of the day-to-day issues facing teachers. I really think they should be required to do one to two weeks in the classroom before they make final decisions on any policy. I also think they need to allow teachers to give input instead of always trying to treat us like sheep.
Just sayin'.
I haven't quite decided what I plan to do, but in the meantime I am going to finish my grad classes so I can earn my M.Ed. in Curriculum and Instruction (and secure my final level of teaching certification in the process, just in case). I truly want to help other people, mainly teachers, be as successful as they possibly can. Will bureaucratic nonsense get in the way? Yes. It always does. But if I can help someone not feel the way I am feeling now by getting back to basics and using common sense in education, then I'm willing to try.
I'll keep you updated.
Showing posts with label Teacher Vision. Show all posts
Showing posts with label Teacher Vision. Show all posts
Friday, January 6, 2012
Tuesday, June 7, 2011
Day 175: Class Lists
It's that time again. Time to sort out the students for the class lists. This year we had to condense six second-grade classes into five third-grade classes. As you know, this is not always as easy as it seems, and we had our own share of problems this time.
First, one of the third-grade teachers will be out on maternity leave until December. We were asked to pay attention to the students because there are a few in second grade this year whose teachers have been on leave in much the same fashion for their kindergarten and first-grade years. So this year has been sort of a catch-up year for them.
Add to that the fact that there are two classes that will have no less than six learning support students in them. (We group them by class so the aides can be available to help instead of having them run back and forth between the rooms. We follow a push-in model for special education, so the students are only pulled out of the regular education rooms if they are in a life skills class. Even then, the students still visit the rooms for socialization purposes.)
Add to that the fact that there are a lot of immature students in the grade level this year. Immaturity often leads to behavior issues. It was an interesting process getting all of those students split up between the classes. Even so, each room has about three students that still have some social growing to do.
Mixed in with all that, we have to make sure the students are grouped heterogenously by rank (low, low/medium, medium, medium/high, high, gifted). Then we have to make sure the balance of girls and boys is as even as possible in each class.
Needless to say, it was an interesting meeting, but we managed to get it all sorted out. All is well.
...As long as parents don't submit special requests to the office...
First, one of the third-grade teachers will be out on maternity leave until December. We were asked to pay attention to the students because there are a few in second grade this year whose teachers have been on leave in much the same fashion for their kindergarten and first-grade years. So this year has been sort of a catch-up year for them.
Add to that the fact that there are two classes that will have no less than six learning support students in them. (We group them by class so the aides can be available to help instead of having them run back and forth between the rooms. We follow a push-in model for special education, so the students are only pulled out of the regular education rooms if they are in a life skills class. Even then, the students still visit the rooms for socialization purposes.)
Add to that the fact that there are a lot of immature students in the grade level this year. Immaturity often leads to behavior issues. It was an interesting process getting all of those students split up between the classes. Even so, each room has about three students that still have some social growing to do.
Mixed in with all that, we have to make sure the students are grouped heterogenously by rank (low, low/medium, medium, medium/high, high, gifted). Then we have to make sure the balance of girls and boys is as even as possible in each class.
Needless to say, it was an interesting meeting, but we managed to get it all sorted out. All is well.
...As long as parents don't submit special requests to the office...
Thursday, May 26, 2011
Day 170: Thinking Ahead
It's about that time. Time to start thinking ahead as to what is happening these last (gasp!) 9-1/2 days and beyond.
During the week before the last day of school, I like to wrap up all of my units and everything so I can get my grading done. My district sends home report cards with the students on the last day of school. My principal also likes to check them over a few days early, so I plan to have mine done. I'll be giving a final unit test in reading, an end-of-the-year math test, and an AIMS Web probe (to help determine math levels for next year).
In between, there will be an assembly about the local library's summer reading program and a "hero fair" put on by the fourth-grade classes. (The fourth grade studies the life of someone who made an impact on America and/or the world. My daughter studied Ruby Bridges for hers a few years ago. They create PowerPoint presentations and presentation boards, then they dress as their person and act as a living statue to tell about their lives. It's pretty neat to see who they study and how they bring it all together.)
In class, we will be starting the creation of an ABC book on what we've learned this year in second grade. I like to use the story The Things I Learned in Second Grade as a starter; it gets the students thinking about what they did this year. I break the children into groups and assign them a set of letters. They have to talk with their group and create a list of things we covered during the course of the year. They can use anything from stories we've read, favorite characters, authors, concepts, math skills, science experiments/vocabulary, social studies ideas, international days, and field trips. I tried this project for the first time last year and was amazed at how much the students remembered!
After the lists are written, I go through and choose three items for each letter of the alphabet. (X can be a little tricky, but you can make it work!) Then I type them into the computer to create a book. I also find pictures that correlate with one thing from the three listed and insert it with the letter. After that, I copy them and bind them. They are given out on the last day of school as keepsakes.
During the last week of school, I have the students clean out desks, I hand back old projects, we clean up the room and double-check puzzles and games, and sort through the class library. I also have the students write a letter to incoming second graders, telling them about the year they are going to have. We do an additional letter to perspective third-grade teachers, telling a bit about themselves. I hang on to both sets of letters and give them out at the beginning of the school year. Between all of those things, we have a class party, a board game day, and a grade-level talent show.
What about you all? What kinds of things do YOU do to end the school year? Leave them in a comment and I'll post them for sharing. I know you have some great ideas!
During the week before the last day of school, I like to wrap up all of my units and everything so I can get my grading done. My district sends home report cards with the students on the last day of school. My principal also likes to check them over a few days early, so I plan to have mine done. I'll be giving a final unit test in reading, an end-of-the-year math test, and an AIMS Web probe (to help determine math levels for next year).
In between, there will be an assembly about the local library's summer reading program and a "hero fair" put on by the fourth-grade classes. (The fourth grade studies the life of someone who made an impact on America and/or the world. My daughter studied Ruby Bridges for hers a few years ago. They create PowerPoint presentations and presentation boards, then they dress as their person and act as a living statue to tell about their lives. It's pretty neat to see who they study and how they bring it all together.)
In class, we will be starting the creation of an ABC book on what we've learned this year in second grade. I like to use the story The Things I Learned in Second Grade as a starter; it gets the students thinking about what they did this year. I break the children into groups and assign them a set of letters. They have to talk with their group and create a list of things we covered during the course of the year. They can use anything from stories we've read, favorite characters, authors, concepts, math skills, science experiments/vocabulary, social studies ideas, international days, and field trips. I tried this project for the first time last year and was amazed at how much the students remembered!
After the lists are written, I go through and choose three items for each letter of the alphabet. (X can be a little tricky, but you can make it work!) Then I type them into the computer to create a book. I also find pictures that correlate with one thing from the three listed and insert it with the letter. After that, I copy them and bind them. They are given out on the last day of school as keepsakes.
During the last week of school, I have the students clean out desks, I hand back old projects, we clean up the room and double-check puzzles and games, and sort through the class library. I also have the students write a letter to incoming second graders, telling them about the year they are going to have. We do an additional letter to perspective third-grade teachers, telling a bit about themselves. I hang on to both sets of letters and give them out at the beginning of the school year. Between all of those things, we have a class party, a board game day, and a grade-level talent show.
What about you all? What kinds of things do YOU do to end the school year? Leave them in a comment and I'll post them for sharing. I know you have some great ideas!
Tuesday, May 3, 2011
Day 155: Inspiration
A few months ago (and sometime last year) I was sent an e-mail called "What Teachers Make." I only recently found out the name of the author of this poem (which was actually published several years ago). If you've read it, you know how funny it is. If you've not, then you are in for a treat.
I was sent a link for a video of the author himself reading the poem at an inservice. Reading it online is one thing, but hearing it said by the author himself takes it to a whole new level. The author, Taylor Mali, is not only a teacher, but a comedian, performer, and slam poetry artist. That said...
Sit back and hold on to your hats.
Enjoy and be inspired!
I was sent a link for a video of the author himself reading the poem at an inservice. Reading it online is one thing, but hearing it said by the author himself takes it to a whole new level. The author, Taylor Mali, is not only a teacher, but a comedian, performer, and slam poetry artist. That said...
Sit back and hold on to your hats.
Enjoy and be inspired!
Friday, April 15, 2011
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.
Saturday, April 9, 2011
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!
Tuesday, March 29, 2011
Day 132: Help for Students With Deployed Parents
This is a first for me. In all of my years of teaching, I have never had a student with a parent who has been deployed. I have had plenty of students whose parents were in the military but not on active duty in another part of the world.
Until now.
I have a student who's father was deployed to Afghanistan about a month ago; he will be gone for a year. I have been monitoring this student for signs of anxiety, depression, etc. Up until about a week ago, everything seemed to be going pretty well. However, this past week has been a different story. I have pulled this student to the side and asked if there is anything on her/his mind, if there is anything s/he wants to talk about, etc. The response is always "No." I can clearly see that there is something going on, but I think s/he is too embarrassed to say anything about how s/he is feeling.
I have asked the guidance counselor to stop in when she gets a chance, but she has been pulled to monitor (and provide make-ups) for our state standardized tests. She will be doing this for at least another week. In the meantime, I'm trying to figure out strategies to help my little friend.
Does anyone out there have any suggestions? Books to share? Websites to share? Techniques to share? I will be glad for anything you can send me! You can leave them in the comment box below.
Until now.
I have a student who's father was deployed to Afghanistan about a month ago; he will be gone for a year. I have been monitoring this student for signs of anxiety, depression, etc. Up until about a week ago, everything seemed to be going pretty well. However, this past week has been a different story. I have pulled this student to the side and asked if there is anything on her/his mind, if there is anything s/he wants to talk about, etc. The response is always "No." I can clearly see that there is something going on, but I think s/he is too embarrassed to say anything about how s/he is feeling.
I have asked the guidance counselor to stop in when she gets a chance, but she has been pulled to monitor (and provide make-ups) for our state standardized tests. She will be doing this for at least another week. In the meantime, I'm trying to figure out strategies to help my little friend.
Does anyone out there have any suggestions? Books to share? Websites to share? Techniques to share? I will be glad for anything you can send me! You can leave them in the comment box below.
Tuesday, March 8, 2011
Saturday: Day Two of Scholastic Meetings
Saturday, February 26, I awoke around 6:45 to be dressed and ready for room service, scheduled to arrive somewhere between 7:15 and 7:30. Breakfast was prearranged by Scholastic; all we had to do was call down to guest services, tell what time we wanted breakfast, and present a coupon to room service when they came to the door.
After breakfast I met Carol in the lobby again, along with the other teachers. We went back to the Scholastic building for the second round of meetings. The walk was much better than the previous day; it poured on Friday! Saturday was just windy.
We got back to the building where we posed for a group picture, then got to business. We talked about what books we use in class, how we incorporate books into lessons, what types of skills we cover, and what reading intervention programs are used. We also had a chance to meet with the editorial teams in small groups to talk about what topics we would like to see covered in book offerings. (I have a hard time finding books that cover map skills and geography on a second-grade level to supplement my Social Studies geography unit. And guess what? They are planning to create a series on just that!) The last thing we did before breaking for lunch was meet with the design teams in small groups to talk about the design of the book club fliers themselves. Be on the lookout for some changes come this fall...
After the meetings, we were treated to lunch upstairs in the Greenhouse. The Greenhouse is on the top floor and it is like a sunroom where you can have meals al fresco. It was actually too cold to dine al fresco, but the sunlight coming in was warm.
When lunch was over, we were taken to a room where we got to rate and help choose offerings for the new Teacher Bonus catalog. FYI: There are some really neat things coming your way!
Once we finished with the Bonus catalog items, we were given some time to be on our own. So I went along with four other teachers who are also self-professed foodies. We went on a mini food tour, in the manner of Food Network/The Cooking Channel. We started right at the end of the block with Baked by Melissa, a place that specializes in mini cupcakes.
From there we hopped on the subway and trekked up to Union Square. There we hit the Shake Shack for burgers, fries, and shakes. Actually, I only had the fries. I just can't do burgers out! (For a self-professed foodie, I know that's akin to sacrilege. Sorry. Just can't do it.) But, the fries were SO GOOD! I could eat them all day. And you can get them with toppings. Be still my heart!
When we finished, we went across the street to Eataly, an Italian market. There were so many people, they actually had security at each entrance letting people in a few at a time. We were fortunate to get in at the same time. And once we got in...! Wow. There were restaurants and stalls of everything. Chocolate (which was yummy), wine, pastry, cheese, sausages, bread, spices, cooking utensils, cookbooks, fruits, veggies, etc. I could have stayed there all day. But we had more places to go.
After Eataly we traveled on to Crumbs Bake Shop, where we sampled more cupcakes. I split a carrot cake cupcake with one of my colleagues, while the others split a S'mores cupcake--complete with a giant marshmallow baked right in the center. Heavenly.
From Crumbs, we had to hustle into a taxi and get back to the hotel for dinner with everyone else. I know what you're thinking: How are you going to eat dinner after you ate all afternoon? The trick is to order one thing and share it with everyone so you only have a taste. Then you still have room for dinner!
We made it to the hotel with two minutes to spare--literally. We hopped on a chartered bus that took us from the hotel down into the Times Square area where we had dinner at Carmine's. Ah, Carmine's. We were shown to a private dining area thanks to heavy velvet curtains dividing up the dining room. The food was out of this world. Everything is served family style, from the bread to dessert. I tried a little of everything that came to to table: fried calamari with spicy sauce, chicken marsala, penne with vodka sauce, cappelini with tomato sauce, Caesar salad, steamed seasoned broccoli, and eggplant parmesan. The eggplant parmesan was my favorite. It was layered like a lasagna and melted in your mouth. When the main course was over we were served dessert: tiramisu, cannoli, an ice cream concoction, and something like a chocolate cake. I tried a bit of all and they were equally delicious.
After dinner we were treated to the show Jersey Boys in the August Wilson Theater. The show was unbelievable, I think in part to the intimate setting of the theater. I definitely recommend this show. GO!
Once the show was over and we got back to the hotel, we said our goodbyes/goodnights because some of us (like me) were leaving early the next morning. Some of the other folks went on to a place called Please Don't Tell, but I was tired. And coming down with something, I think. (By the time I got to bed I was dealing with a blocked ear and sinus issues.)
I went to bed full of ideas and high hopes for the year to come. Stay tuned!
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This is the coupon we had to present...
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We got back to the building where we posed for a group picture, then got to business. We talked about what books we use in class, how we incorporate books into lessons, what types of skills we cover, and what reading intervention programs are used. We also had a chance to meet with the editorial teams in small groups to talk about what topics we would like to see covered in book offerings. (I have a hard time finding books that cover map skills and geography on a second-grade level to supplement my Social Studies geography unit. And guess what? They are planning to create a series on just that!) The last thing we did before breaking for lunch was meet with the design teams in small groups to talk about the design of the book club fliers themselves. Be on the lookout for some changes come this fall...
After the meetings, we were treated to lunch upstairs in the Greenhouse. The Greenhouse is on the top floor and it is like a sunroom where you can have meals al fresco. It was actually too cold to dine al fresco, but the sunlight coming in was warm.
When lunch was over, we were taken to a room where we got to rate and help choose offerings for the new Teacher Bonus catalog. FYI: There are some really neat things coming your way!
Once we finished with the Bonus catalog items, we were given some time to be on our own. So I went along with four other teachers who are also self-professed foodies. We went on a mini food tour, in the manner of Food Network/The Cooking Channel. We started right at the end of the block with Baked by Melissa, a place that specializes in mini cupcakes.
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| These are my tasties: S'more, Coconut Cream, and Cinnamon. They were moist and fluffy. Delicious! |
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| You literally walk up to the window, place your order, and walk away with goodness in your hands. |
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| The Shake Shack. |
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| It was about 40 degrees that day, but we were toasty thanks to the outdoor torches above the tables. |
When we finished, we went across the street to Eataly, an Italian market. There were so many people, they actually had security at each entrance letting people in a few at a time. We were fortunate to get in at the same time. And once we got in...! Wow. There were restaurants and stalls of everything. Chocolate (which was yummy), wine, pastry, cheese, sausages, bread, spices, cooking utensils, cookbooks, fruits, veggies, etc. I could have stayed there all day. But we had more places to go.
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| So crowded. But worth it! |
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| Yum! |
We made it to the hotel with two minutes to spare--literally. We hopped on a chartered bus that took us from the hotel down into the Times Square area where we had dinner at Carmine's. Ah, Carmine's. We were shown to a private dining area thanks to heavy velvet curtains dividing up the dining room. The food was out of this world. Everything is served family style, from the bread to dessert. I tried a little of everything that came to to table: fried calamari with spicy sauce, chicken marsala, penne with vodka sauce, cappelini with tomato sauce, Caesar salad, steamed seasoned broccoli, and eggplant parmesan. The eggplant parmesan was my favorite. It was layered like a lasagna and melted in your mouth. When the main course was over we were served dessert: tiramisu, cannoli, an ice cream concoction, and something like a chocolate cake. I tried a bit of all and they were equally delicious.
After dinner we were treated to the show Jersey Boys in the August Wilson Theater. The show was unbelievable, I think in part to the intimate setting of the theater. I definitely recommend this show. GO!
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| The marquee as we walked to the theater. |
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| The program. |
I went to bed full of ideas and high hopes for the year to come. Stay tuned!
Just a Little Nervous (Day 111, Part Two)
Sorry for the hiatus. Since my last post, I worked at my other job over the weekend and battled with a stomach bug I caught from who knows where. I'm home today, regaining my strength for tomorrow. I feel MUCH better than I had. AND my computer is behaving again. Things are good.
Anyhow, let's continue. So after we get into the boardroom and everyone gets settled, the meeting begins. We went around and introduced ourselves to everyone with the aid of a short video on each of us. (Remember I told you the Scholastic staff took pictures when they came to visit my classroom? That's where the pictures went.) After our introductions, the "folks in charge" introduced themselves. We were introduced to the VPs of different departments as well as key players in each department. We were also introduced to the owner of Scholastic, who sat in on every minute of the meetings. (No pressure, right? No seriously, he was great. Very personable and interested in what we had to say.)
Throughout the course of the day, we were asked our opinions on everything from online ordering vs. paper orders, ease of use of the Scholastic website and its features*, how we get our students interested in reading, what types of books we should offer to help students who speak other languages, how to help new teachers be aware of the resources Scholastic offers, and even packaging/sending of orders.
*Speaking of features, did you know that Scholastic has the following items:
After sitting in the meetings all day (and a little shopping!), we were treated to dinner at O'Nieals in Soho. There were probably about 50 or so folks who went to dinner. Not just the teachers, but some of the folks on the staff at Scholastic. I was seated next to one of the ladies that visited my classroom who works on the BookTalk blog, a designer/artist, and one of the other folks that works on the blog. The place was amazing...be sure to look at the link above to see what I mean. Dinner was very tasty. I would definitely go back again.
By the time dinner was over, it was about 9:30, 10:00. I went back to the hotel and called my two back home to wish them goodnight. Then I showered and hit the sack. I was just a bit tired!
Saturday's adventures up next...
Anyhow, let's continue. So after we get into the boardroom and everyone gets settled, the meeting begins. We went around and introduced ourselves to everyone with the aid of a short video on each of us. (Remember I told you the Scholastic staff took pictures when they came to visit my classroom? That's where the pictures went.) After our introductions, the "folks in charge" introduced themselves. We were introduced to the VPs of different departments as well as key players in each department. We were also introduced to the owner of Scholastic, who sat in on every minute of the meetings. (No pressure, right? No seriously, he was great. Very personable and interested in what we had to say.)
Throughout the course of the day, we were asked our opinions on everything from online ordering vs. paper orders, ease of use of the Scholastic website and its features*, how we get our students interested in reading, what types of books we should offer to help students who speak other languages, how to help new teachers be aware of the resources Scholastic offers, and even packaging/sending of orders.
*Speaking of features, did you know that Scholastic has the following items:
- A Facebook page? There are links/pages for teachers, parents, Read 180, etc. There are even pages for specific reading series.
- A blog that highlights favorite books, recommended books, and upcoming titles/subjects? There are book summaries, teacher reviews, author interviews, and links to books by topic. There's also a link about the meeting with the Scholastic Advisors. (Check out the February 28 post on the site.)
- Many, many resources for us teachers to use in the classroom, from lesson plans to printables, teaching resource guides to activities?
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| This is on the wall to your right just before you enter the store. |
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| This is the entrance from the lobby. |
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| The Magic School Bus houses most of the science section, along with sofas and a television showing videos for the little ones. |
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| Would you like a ride on the Magic School Bus? |
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| All of the walls are decorated with different characters from different reading series. I took this section of the wall because these are characters my students would recognize. |
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| This was huge! I'd say he was at least 8 feet tall. |
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| One of the MANY mini displays throughout the store. |
By the time dinner was over, it was about 9:30, 10:00. I went back to the hotel and called my two back home to wish them goodnight. Then I showered and hit the sack. I was just a bit tired!
Saturday's adventures up next...
Thursday, March 3, 2011
Just a Little Nervous (Day 111, Part One)
Friday, February 25 was Day 111. While my students went through their usual Friday routine, I met with the person in charge of the Advisor program, met the teachers I hadn't met the night before at dinner, trekked to the Scholastic headquarters, and began a series of meetings on all sorts of topics relating to how teachers can use Scholastic more efficiently.
Where do I start?
I woke up that morning around 6:15. I hadn't slept well because I was a bit nervous about meeting everyone, and it took a bit for me to get used to the noise in the city. You know, sirens, horns, and...a jackhammer. Yes, a jackhammer. At 10, 11:00 at night. (I remember griping to my husband that morning, saying, "Who on earth jackhammers at NIGHT?" He, being the one of sound mind, politely reminded me that the traffic during the day is probably pretty busy, so the construction is done at night. Sort of like when the crews are repaving a road or something.) Oh well, I was still a bit cranky and sleep-deprived. (If you haven't guessed, I'm a light sleeper.)
So anyway, I got up, took a shower, and got dressed. I didn't eat the yummy room service breakfast; I wasn't hungry. (Nerves, I guess. And about the breakfast, I'll post more on that later. Just one word now: scrumptious!)
I went downstairs to meet CAROL, the person in charge of the Advisors. I've tried to think of a way to describe her, and what I came up with when I talked to my husband was this: "She's like an old friend you've never met." Seriously. When I got downstairs, she was sitting in a chair talking away to some of the other folks. Whenever someone new came into the lobby, she would ask their name and give them their name tag, along with a hug you would expect from a long-lost friend. No airs here, people. She was genuinely pleased to see each and every one of us. I don't know how else to describe her, except maybe to add in that she was sort of like a mother or grandmother. She had something nice to say to everyone and constantly checked in on us throughout the weekend to make sure we weren't overwhelmed or tired or hungry or anything else. She's funny, quick-witted, and a snappy dresser. (She likes crazy socks just like I do, too.)
So after we met Carol, we trekked on to the Scholastic headquarters, which was a few blocks away. It always amazes me when New Yorkers say "Oh, it's just a few blocks." To me, a few blocks is like one or two. This was a bit more, but worth it!
We were then shown into a conference room where we were greeted by even more Scholastic staff. The room was huge. (Cue my nerves again.) In the middle was a U-shaped series of tables where we sat, 11 on one side, 11 on the other, and various VIPs in between. Behind the tables were several (three, I think) rows of chairs on all sides, from one set of walls to another. Those were for the Scholastic staff who were going to be sitting in. By the time everyone was in, there wasn't enough room for all the staff and quite a few ended up sitting on the floor wherever a spot could be found.
More on Day 111 later; seems my computer has had enough tonight! Stay tuned!
Where do I start?
I woke up that morning around 6:15. I hadn't slept well because I was a bit nervous about meeting everyone, and it took a bit for me to get used to the noise in the city. You know, sirens, horns, and...a jackhammer. Yes, a jackhammer. At 10, 11:00 at night. (I remember griping to my husband that morning, saying, "Who on earth jackhammers at NIGHT?" He, being the one of sound mind, politely reminded me that the traffic during the day is probably pretty busy, so the construction is done at night. Sort of like when the crews are repaving a road or something.) Oh well, I was still a bit cranky and sleep-deprived. (If you haven't guessed, I'm a light sleeper.)
So anyway, I got up, took a shower, and got dressed. I didn't eat the yummy room service breakfast; I wasn't hungry. (Nerves, I guess. And about the breakfast, I'll post more on that later. Just one word now: scrumptious!)
I went downstairs to meet CAROL, the person in charge of the Advisors. I've tried to think of a way to describe her, and what I came up with when I talked to my husband was this: "She's like an old friend you've never met." Seriously. When I got downstairs, she was sitting in a chair talking away to some of the other folks. Whenever someone new came into the lobby, she would ask their name and give them their name tag, along with a hug you would expect from a long-lost friend. No airs here, people. She was genuinely pleased to see each and every one of us. I don't know how else to describe her, except maybe to add in that she was sort of like a mother or grandmother. She had something nice to say to everyone and constantly checked in on us throughout the weekend to make sure we weren't overwhelmed or tired or hungry or anything else. She's funny, quick-witted, and a snappy dresser. (She likes crazy socks just like I do, too.)
So after we met Carol, we trekked on to the Scholastic headquarters, which was a few blocks away. It always amazes me when New Yorkers say "Oh, it's just a few blocks." To me, a few blocks is like one or two. This was a bit more, but worth it!
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| This is the Scholastic building from across the street. (Sorry about the corner being cut off; I thought it was all in the frame.) This is where the magic happens. |
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| This is the view as you walk up the 550 block of West Broadway. You can't miss it. |
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| Here is the Scholastic mascot, Clifford. The window was the size of a true shop window; I was nearly on the curb to catch this shot. |
We walked in through security in the lobby and went straight up to the second floor, where we were greeted with various members of the Scholastic company and Clifford.
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| The welcoming committee. |
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| This is the view from the door, looking straight ahead. |
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View from the door, pointing into the room. You can only see the beginning of the first of three rows on the right. I was sitting in the seat with the giraffe bag hanging from it. |
Upon entering the room, we were greeted with a slideshow showing all of the Advisors from this year. We were also greeted with an official Scholastic workbag, filled with goodies.
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| This is a map showing where the Advisors came from. The little dots on the map were actually stars that kept flickering in and out, so I tried to get a shot with all of them lit. There should be 22 little dots from the West Coast to the East Coast, North to South. |
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| New workbag. Snazzy! |
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| Contents of the new workbag. Very generous of Scholastic. I especially like the blue bag in the middle. It is a reusable bag that has the "Reader's Bill of Rights" on the reverse side. Really neat. |
Wednesday, February 16, 2011
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.
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.
Thursday, December 16, 2010
Day 70: What Are We Thinking?!?
Yesterday (Wednesday--which was actually Day 70) I received a call from my friend J. J called to tell me that she could have been killed on her commute into work that morning.
Here's the situation. J lives in an area that has been pounded by snow over the past few weeks. She set off yesterday morning to go to her job as a second-grade teacher in a nearby district. Her normally 20- to 25-minute commute turned into a one-and-a-half hour drive. See, on her way to school, a snowstorm began. Not just flurries or little swirls of snow, but full white-out conditions from time to time. J explained to me that she drove slower, took her time, and still suffered from the usual bane of the snowstorm: icy roads. Even while using all of the precautions of traveling in the snow, she still slipped, slid, and swerved on her way to work.
While reading this, you may be asking why she didn't just turn around or go home. Well, the storm didn't begin until J was more than halfway to work. Second, she was due at school to teach; there was no delay or snow day called for the district she teaches in. So she did what any good teacher does: she went to work! Yes, she was late (along with several other colleagues), but she was there.
As she was talking to me, she asked me what makes educators risk life and limb to get into the classroom? You know what I mean. It doesn't matter if it's snowing snowflakes the size of quarters, pouring rain, or blowing hurricane-force gusts. We go to work!
I was reminded of a time where I should have probably gone back home and called off but I didn't. I was on my way to work when I was rear-ended while stopped at a red light. It was a little bump on my bumper. I wasn't hurt. I exchanged insurance information, checked my bumper for damage (none that I could see), and went on to work. I got there late.
When I arrived, I told my principal what happened. She promptly sent me home for the day to have myself checked over because I was four months pregnant at the time. She told me not to worry; someone would cover my class. So I went home and told my husband what happened. He called off and went with me to the obstetrician and everything else. It wasn't until I was lying on the exam table that I realized I hadn't thought of myself or my unborn child. I was too concerned with getting to work!
On a separate occasion, I woke up to a snowy day. The ticker on the bottom of the television screen said my district (which was about a 30-minute commute from my home) was on a one-hour delay. I decided to leave my house a the normal time to be assured that I had time to drop my children off at daycare and take my time getting to work. I went through my normal routine and dropped off my children. At the daycare provider's home, the news broke in to say that the district I actually lived in changed their delay to a snow day. The district I worked in had not. So off to work I went.
I traveled down the highway, took my exit into the city, and arrived at my school to find no one around. Dark building. No cars. No movement whatsoever. So I waited a few minutes, thinking someone would be on their way soon. Not so. Ten minutes later I decided to go back home. When I arrived at my daycare provider's home, I found out that my district changed the delay to a snow day somewhere between the time I left my provider's home the first time and the time I arrived at my school. WHAT? Again, I was simply going in to work.
What makes us think that we HAVE to get to our schools no matter what the conditions are? Why don't we sometimes take that day to keep our own selves safe? Why do we sometimes risk harm to get to our job? Some of us might say (if we dare to admit) that we are afraid our class will fall apart without us. Or that we are embarrassed about the plans that are on our desk--if they are there at all. Or that no one can teach our students like we can. Or that secretly we are all a little OCD and just don't deal with change very well! Whatever your reason, especially in dangerous weather, please take precautions...AND a vacation day if you need to do so!
Here's the situation. J lives in an area that has been pounded by snow over the past few weeks. She set off yesterday morning to go to her job as a second-grade teacher in a nearby district. Her normally 20- to 25-minute commute turned into a one-and-a-half hour drive. See, on her way to school, a snowstorm began. Not just flurries or little swirls of snow, but full white-out conditions from time to time. J explained to me that she drove slower, took her time, and still suffered from the usual bane of the snowstorm: icy roads. Even while using all of the precautions of traveling in the snow, she still slipped, slid, and swerved on her way to work.
While reading this, you may be asking why she didn't just turn around or go home. Well, the storm didn't begin until J was more than halfway to work. Second, she was due at school to teach; there was no delay or snow day called for the district she teaches in. So she did what any good teacher does: she went to work! Yes, she was late (along with several other colleagues), but she was there.
As she was talking to me, she asked me what makes educators risk life and limb to get into the classroom? You know what I mean. It doesn't matter if it's snowing snowflakes the size of quarters, pouring rain, or blowing hurricane-force gusts. We go to work!
I was reminded of a time where I should have probably gone back home and called off but I didn't. I was on my way to work when I was rear-ended while stopped at a red light. It was a little bump on my bumper. I wasn't hurt. I exchanged insurance information, checked my bumper for damage (none that I could see), and went on to work. I got there late.
When I arrived, I told my principal what happened. She promptly sent me home for the day to have myself checked over because I was four months pregnant at the time. She told me not to worry; someone would cover my class. So I went home and told my husband what happened. He called off and went with me to the obstetrician and everything else. It wasn't until I was lying on the exam table that I realized I hadn't thought of myself or my unborn child. I was too concerned with getting to work!
On a separate occasion, I woke up to a snowy day. The ticker on the bottom of the television screen said my district (which was about a 30-minute commute from my home) was on a one-hour delay. I decided to leave my house a the normal time to be assured that I had time to drop my children off at daycare and take my time getting to work. I went through my normal routine and dropped off my children. At the daycare provider's home, the news broke in to say that the district I actually lived in changed their delay to a snow day. The district I worked in had not. So off to work I went.
I traveled down the highway, took my exit into the city, and arrived at my school to find no one around. Dark building. No cars. No movement whatsoever. So I waited a few minutes, thinking someone would be on their way soon. Not so. Ten minutes later I decided to go back home. When I arrived at my daycare provider's home, I found out that my district changed the delay to a snow day somewhere between the time I left my provider's home the first time and the time I arrived at my school. WHAT? Again, I was simply going in to work.
What makes us think that we HAVE to get to our schools no matter what the conditions are? Why don't we sometimes take that day to keep our own selves safe? Why do we sometimes risk harm to get to our job? Some of us might say (if we dare to admit) that we are afraid our class will fall apart without us. Or that we are embarrassed about the plans that are on our desk--if they are there at all. Or that no one can teach our students like we can. Or that secretly we are all a little OCD and just don't deal with change very well! Whatever your reason, especially in dangerous weather, please take precautions...AND a vacation day if you need to do so!
Tuesday, December 7, 2010
Day 64: Me? Teacher Advisor?
I can say that today has been one of the most surreal days in my life. One of those "I-can't-believe-this-is-really-happening-to-ME" days. One of those days where you need to keep pinching yourself to make sure you aren't dreaming.
What has me so worked up?
Read on.
A few months ago, I applied to be on the Scholastic Teacher Advisor board. For those of you who may not be aware of what this is, it is a board of 22 teachers who have been selected to work in conjunction with Scholastic to give feedback on materials, book selections used in classrooms, and suggestions for topics/genres to be added to Scholastic's offerings.
I am pretty psyched because I was called by the woman in charge of the program. She shared that while the board has 22 members, they only selected five new teachers this year to join. AND I WAS ONE OF THOSE TEACHERS!
So in February, I will be travelling to New York to attend a conference and meet the other board members. We'll have some workshops to attend and...I'm not sure what else at this point. (The packet of info hasn't come yet.) I can honestly say that I am really looking forward to the whole process! Except for maybe the Visit. I was told today that my classroom will be visited and observed by two Scholastic staff members at some point prior to my workshop in New York. (I may be a bit of a ball of nerves the day before. You know that feeling you get when you have your formal observation done?)
I was also told that Scholastic will cover my travel, lodging, and meals. The company has us staying in SoHo at the SoHo Grand Hotel. I've been to different parts of the Big Apple, but never there. I would like to check out a few places while I'm in the area, but I have no idea of where to begin.
Do you know of any eclectic/authentic/interesting eateries I should try out? Or shops? Or bookstores? Or museums? Or anything that doesn't involve drinking or clubs? (Sorry, those just aren't my thing.) Don't be afraid to share a comment!
What has me so worked up?
Read on.
A few months ago, I applied to be on the Scholastic Teacher Advisor board. For those of you who may not be aware of what this is, it is a board of 22 teachers who have been selected to work in conjunction with Scholastic to give feedback on materials, book selections used in classrooms, and suggestions for topics/genres to be added to Scholastic's offerings.
I am pretty psyched because I was called by the woman in charge of the program. She shared that while the board has 22 members, they only selected five new teachers this year to join. AND I WAS ONE OF THOSE TEACHERS!
So in February, I will be travelling to New York to attend a conference and meet the other board members. We'll have some workshops to attend and...I'm not sure what else at this point. (The packet of info hasn't come yet.) I can honestly say that I am really looking forward to the whole process! Except for maybe the Visit. I was told today that my classroom will be visited and observed by two Scholastic staff members at some point prior to my workshop in New York. (I may be a bit of a ball of nerves the day before. You know that feeling you get when you have your formal observation done?)
I was also told that Scholastic will cover my travel, lodging, and meals. The company has us staying in SoHo at the SoHo Grand Hotel. I've been to different parts of the Big Apple, but never there. I would like to check out a few places while I'm in the area, but I have no idea of where to begin.
Do you know of any eclectic/authentic/interesting eateries I should try out? Or shops? Or bookstores? Or museums? Or anything that doesn't involve drinking or clubs? (Sorry, those just aren't my thing.) Don't be afraid to share a comment!
Friday, December 3, 2010
Day 62: Time to Celebrate!
I am bursting at the seams with excitement. I simply cannot BELIEVE it! If I weren't sitting down right now, I'd be doing a little happy dance all over my living room floor. And who knows? I just might cut a little rug after I finish this post!
What, you ask, am I SO DELIRIOUSLY HAPPY about?
Well...
Come closer...
Closer...
Lean in...
Good. Listen...
MY PROJECT THAT WAS POSTED ON DONORS CHOOSE HAS BEEN FULLY FUNDED! HOORAY!
I cannot tell you how excited I was to open the e-mail tonight and find out that my class set of Whisperphones is no longer a wish, but a dream come true! One of the donors has children who formerly attended the school where I currently teach. (I didn't have her children, though.) She called it an early Christmas present. That, I think, is the understatement of the year!
If you've never tried Donors Choose, I urge you to give it go. You may be pleasantly surprised!
Have a great weekend everybody!
What, you ask, am I SO DELIRIOUSLY HAPPY about?
Well...
Come closer...
Closer...
Lean in...
Good. Listen...
MY PROJECT THAT WAS POSTED ON DONORS CHOOSE HAS BEEN FULLY FUNDED! HOORAY!
I cannot tell you how excited I was to open the e-mail tonight and find out that my class set of Whisperphones is no longer a wish, but a dream come true! One of the donors has children who formerly attended the school where I currently teach. (I didn't have her children, though.) She called it an early Christmas present. That, I think, is the understatement of the year!
If you've never tried Donors Choose, I urge you to give it go. You may be pleasantly surprised!
Have a great weekend everybody!
Thursday, December 2, 2010
Day 61: I Wish I Could Be a Fly on His Wall...
A few posts back, I told you all about a book I was reading by Rafe Esquith. I have about a quarter of the book to go before I finish it, and I tell you, I will be reading more by this teacher/author. You can find out more about him and his teaching at http://www.hobartshakespeareans.org/.
Simply put, I like the way this guy operates. Granted, I may not have all of the resources and time needed to do all of the things with my second graders that he does with his fifth graders (and some of them are not appropriate for children that young), but there are some really good ideas.
Mr. Esquith (or Rafe, as his students call him. I don't know him so I'll call him Mr. Esquith.) does what all teachers are expected to do: he teaches skills with practical application to life. Not just the "required-by-the-curriculum-and-used-by-such-and-such-method-because-administration-says-you-have-to" sort of teaching, but the teaching that adds in the "this-is-how-to-apply-what-you've-learned-to-other-areas-of-your-life-in-order-to-SURVIVE" kind of teaching.
Even with my second graders, I always relate how what they are learning will be useful to them in the future. Not in the sense of knowing it for a quiz or test, but for the practical application to things. From math skills to science, from social studies to writing in a complete sentence (that actually has a subject and predicate and makes sense!), my students know why and how these skills will help them in their everyday lives. I challenge my students to challenge their parents through homework assignments from time to time, especially if we've had a particularly interesting (and sometimes animated!) discussion on a topic. I see it as a growing experience for everyone.
One thing I can say I am a bit envious of is Mr. Esquith's permission(?) to teach for teaching's sake. Not that he doesn't have requirements through his district like we all do, but for the way he is permitted to meet and exceed those requirements. Let me explain:
In my current district, there is this idea to "teach the basics" and "Stick with the quarterly guidelines! You MUST cover this and that in THIS time period! Stay away from things that detract from learning." (In some buildings, this includes informative academic assemblies!) "Focus on math and language arts, and, if you find the time, cover science and social studies. But-! If you don't get to science and social studies, that's okay; the kids will get it later." WHAT????? My students cover every subject, every day. There's no excuse not to cover them. Yes, it may be a little harried some days, but we do it. Yet I know I work with others in my district who don't get to those subjects on a regular basis, if at all. And this is education?
In my former district/school, we really tried to have the children experience as much as possible through their learning. We had the flexibility to move around units to mirror skills. (Ex.: We had a unit in our science series that covered dinosaurs. We also had a unit in our language arts series that covered dinosaurs. We moved the science unit (by a whole quarter) so we could teach it during the dinosaur unit in language arts. For math, we had measurement around that time, so we took dinosaur lengths from our science text and other supporting texts and measured them in the main hallway. We wrote reports. We made fossils. We made models. We learned and had FUN while doing it!) My second graders (yes, even there!) learned so much about dinosaurs. But they also learned processes, how to gather and organize data, teamwork, planning and organization, and a host of other skills. My colleagues and I did this type of thing for every skill/unit we taught. This kind of teaching was ENCOURAGED.
Sad to say that with my current district, this type of thing is not permitted. Stay on the timeline, no matter when the holiday falls or the skill makes sense. Don't show a video and have a discussion about what you've seen. (I get around that one by tying a United Streaming segment with other projects...) Don't move around the curriculum components so they follow a logical order and/or can be best received by the students. (This especially for Everyday Math!) Add in this (new/improved/better-than-ever) model/strategy/program to use (even though we're going to change it in the next few years). It's like the children are being set up to fail.
Even with these roadblocks, there are ways to be creative with your students and help them along. I use a lot of examples, projects, video clips, stories...basically anything I can get my hands on to help my students grasp the information I am sharing with them. I know you all do, too.
Mr. Esquith said he often has teachers from other areas come and observe his classroom. I think it would be an interesting experience to watch him and his class "in action," so to speak. I say we should petition our Powers That Be for field trips (teachers only) to visit Room 56 (his classroom). We might learn something to take back and help the Powers That Be actually help the children in our districts, instead of hindering them.
Ah well. For the time being, we can only work within the confines of our district expectations (most of the time! wink wink). So to you, I say, "Go on with your bad self and teach those children!" Be creative! Have fun! Be brilliant!
Simply put, I like the way this guy operates. Granted, I may not have all of the resources and time needed to do all of the things with my second graders that he does with his fifth graders (and some of them are not appropriate for children that young), but there are some really good ideas.
Mr. Esquith (or Rafe, as his students call him. I don't know him so I'll call him Mr. Esquith.) does what all teachers are expected to do: he teaches skills with practical application to life. Not just the "required-by-the-curriculum-and-used-by-such-and-such-method-because-administration-says-you-have-to" sort of teaching, but the teaching that adds in the "this-is-how-to-apply-what-you've-learned-to-other-areas-of-your-life-in-order-to-SURVIVE" kind of teaching.
Even with my second graders, I always relate how what they are learning will be useful to them in the future. Not in the sense of knowing it for a quiz or test, but for the practical application to things. From math skills to science, from social studies to writing in a complete sentence (that actually has a subject and predicate and makes sense!), my students know why and how these skills will help them in their everyday lives. I challenge my students to challenge their parents through homework assignments from time to time, especially if we've had a particularly interesting (and sometimes animated!) discussion on a topic. I see it as a growing experience for everyone.
One thing I can say I am a bit envious of is Mr. Esquith's permission(?) to teach for teaching's sake. Not that he doesn't have requirements through his district like we all do, but for the way he is permitted to meet and exceed those requirements. Let me explain:
In my current district, there is this idea to "teach the basics" and "Stick with the quarterly guidelines! You MUST cover this and that in THIS time period! Stay away from things that detract from learning." (In some buildings, this includes informative academic assemblies!) "Focus on math and language arts, and, if you find the time, cover science and social studies. But-! If you don't get to science and social studies, that's okay; the kids will get it later." WHAT????? My students cover every subject, every day. There's no excuse not to cover them. Yes, it may be a little harried some days, but we do it. Yet I know I work with others in my district who don't get to those subjects on a regular basis, if at all. And this is education?
In my former district/school, we really tried to have the children experience as much as possible through their learning. We had the flexibility to move around units to mirror skills. (Ex.: We had a unit in our science series that covered dinosaurs. We also had a unit in our language arts series that covered dinosaurs. We moved the science unit (by a whole quarter) so we could teach it during the dinosaur unit in language arts. For math, we had measurement around that time, so we took dinosaur lengths from our science text and other supporting texts and measured them in the main hallway. We wrote reports. We made fossils. We made models. We learned and had FUN while doing it!) My second graders (yes, even there!) learned so much about dinosaurs. But they also learned processes, how to gather and organize data, teamwork, planning and organization, and a host of other skills. My colleagues and I did this type of thing for every skill/unit we taught. This kind of teaching was ENCOURAGED.
Sad to say that with my current district, this type of thing is not permitted. Stay on the timeline, no matter when the holiday falls or the skill makes sense. Don't show a video and have a discussion about what you've seen. (I get around that one by tying a United Streaming segment with other projects...) Don't move around the curriculum components so they follow a logical order and/or can be best received by the students. (This especially for Everyday Math!) Add in this (new/improved/better-than-ever) model/strategy/program to use (even though we're going to change it in the next few years). It's like the children are being set up to fail.
Even with these roadblocks, there are ways to be creative with your students and help them along. I use a lot of examples, projects, video clips, stories...basically anything I can get my hands on to help my students grasp the information I am sharing with them. I know you all do, too.
Mr. Esquith said he often has teachers from other areas come and observe his classroom. I think it would be an interesting experience to watch him and his class "in action," so to speak. I say we should petition our Powers That Be for field trips (teachers only) to visit Room 56 (his classroom). We might learn something to take back and help the Powers That Be actually help the children in our districts, instead of hindering them.
Ah well. For the time being, we can only work within the confines of our district expectations (most of the time! wink wink). So to you, I say, "Go on with your bad self and teach those children!" Be creative! Have fun! Be brilliant!
Wednesday, September 29, 2010
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.
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.
Wednesday, September 22, 2010
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.
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.
Friday, September 3, 2010
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...
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...
Tuesday, August 31, 2010
Day 1: The First Day of School
Day 1. The First Day of School. Sigh. Summer is officially over.
The day started off pretty good, actually. I slept well the night before, was up on time in the morning, and didn't feel apprehensive about the day. Dare I say, I felt ready?
I prayed, ate a good breakfast, made sure I had my lunch packed, and went into school early. Checked over my work, took a few pics, and made some last-minute adjustments. At 8:45, with the ringing of the first bell, the day officially began.
I greeted each student at the door of my classroom and ushered them into the room. One student greeted me with a very cute apple hand sanitizer pump for my desk. (Note: Always have Thank You notes in your desk drawer!)
We got through the day relatively simply, with the routines being explained and behavior expectations being covered. Things did get a little hairy, when, I realized an hour before lunch that I'd forgotten to take the students to the cafeteria to review our serving line procedure, where we sit as a class, and what the allergy-free tables are. This doesn't sound like a big deal, but when there are nearly 640 K-5 students in your school and everyone is trying to go over the lunch routines before the first lunch period begins, it can get a little crazy. (My class interrupted a third grade teacher in the midst of her explanation. Oops!) We were a few minutes late for recess because of that mini fiasco.
The morning was a warm 80 or so degrees, but by the end of the day, the room was sweltering. My school does not have air conditioning, so the 93 degree day outside felt more like 100 degrees inside, and the ceiling fans just blow around the hot air. I told my class to make sure they bring water bottles everyday because my room is one of the hottest in the building. Lucky me.
I have two students with food allergies or sensitivities this year, so snack time was a bit unnerving because I had to check over everyone's snack. I had to send one kid back to put his snack because I wasn't sure about the processing of it. (The factory also makes a peanut cookie, but the wrapper didn't say anything about machines being shared.) I felt bad, but my one child's peanut allergy is VERY SEVERE, so I decided to err on the side of caution. I DID write a note to the child's parents explaining any I sent the snack back home and that they could find a safe snack list on my class webpage. This is definitely a point I need to go over on Parent Night in two weeks.
All said, the day went smoothly (mostly), and I have a read on my kids. Amazing how you can tell the temperament of a child by the end of the first day. I call it "Teacher Vision."
I have 19 little minds that are dependent upon me this year to help them grow academically, socially, and emotionally.
I'm ready for the challenge.
The day started off pretty good, actually. I slept well the night before, was up on time in the morning, and didn't feel apprehensive about the day. Dare I say, I felt ready?
I prayed, ate a good breakfast, made sure I had my lunch packed, and went into school early. Checked over my work, took a few pics, and made some last-minute adjustments. At 8:45, with the ringing of the first bell, the day officially began.
I greeted each student at the door of my classroom and ushered them into the room. One student greeted me with a very cute apple hand sanitizer pump for my desk. (Note: Always have Thank You notes in your desk drawer!)
We got through the day relatively simply, with the routines being explained and behavior expectations being covered. Things did get a little hairy, when, I realized an hour before lunch that I'd forgotten to take the students to the cafeteria to review our serving line procedure, where we sit as a class, and what the allergy-free tables are. This doesn't sound like a big deal, but when there are nearly 640 K-5 students in your school and everyone is trying to go over the lunch routines before the first lunch period begins, it can get a little crazy. (My class interrupted a third grade teacher in the midst of her explanation. Oops!) We were a few minutes late for recess because of that mini fiasco.
The morning was a warm 80 or so degrees, but by the end of the day, the room was sweltering. My school does not have air conditioning, so the 93 degree day outside felt more like 100 degrees inside, and the ceiling fans just blow around the hot air. I told my class to make sure they bring water bottles everyday because my room is one of the hottest in the building. Lucky me.
I have two students with food allergies or sensitivities this year, so snack time was a bit unnerving because I had to check over everyone's snack. I had to send one kid back to put his snack because I wasn't sure about the processing of it. (The factory also makes a peanut cookie, but the wrapper didn't say anything about machines being shared.) I felt bad, but my one child's peanut allergy is VERY SEVERE, so I decided to err on the side of caution. I DID write a note to the child's parents explaining any I sent the snack back home and that they could find a safe snack list on my class webpage. This is definitely a point I need to go over on Parent Night in two weeks.
All said, the day went smoothly (mostly), and I have a read on my kids. Amazing how you can tell the temperament of a child by the end of the first day. I call it "Teacher Vision."
I have 19 little minds that are dependent upon me this year to help them grow academically, socially, and emotionally.
I'm ready for the challenge.
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| View from the front of my room. The lion above the number line is holding a spot for all of the "Grrreat Words to Know" section. Words don't begin until next week. |
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| View from the back of my room. |
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| My desk area. Where all the magic happens. (Wink, wink!) |
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| My door. The sign says "Welcome to the Learning Safari." My giraffe is reminding visitors that my room is a peanut-free and tree nut-free room. The pictures around the door frame further lend to the safari theme. Wish I could show you all of them but the camera lens wasn't big enough! |
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| Classroom routines. Posted near the door (which is on the other side of the blue desk in front of the overhead). |
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| View from student cubbies/hooks. Books, books, and more books. |
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| View from my desk at the end of the day. I made it! |
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