We just got through the big ordeal of parent conferences a few weeks ago. In the old days--we would have a whole day to conference and two nights. Sadly, most parents work and so can't attend a conference in the middle of the day. So, we have to teach all day and then talk to parents all night....and do this for 3 nights in a row!!
It gets exhausting and mentally draining. One child seems to meld into another and after about 6 in a row--you hope you were indeed talking about their child. With the big number of students in my class this year, my conferences were only 15 minutes. They did feel like "drive by" conferences--talk 'em and walk 'em. We were reminded to use the "oreo method" when talking to parents. That is starting and ending with positives (the outside cookie) and the concerns or negatives in between (the filling). I did this but some of the kids were "double stuffs" (extra filling inside!)--but most of the parents weren't surprised by this.
I couldn't believe that we still had lots of meetings that week. We have to give two planning periods a month to work with our coach. It's always a time when you have millions of other things to do--but it's usually about data. That's more stuff put on our already over-flowing plates. I still haven't figured out when I'm going to get all of this stuff done.
We had our Halloween Parties and parade this past Friday. We chose to party on Friday--and not Monday. With that much sugar, it makes for a tough week. I enjoy watching the parade of little goblins, witches, princesses and one of the most popular this year was Mario. I don't really like dressing up anymore. I did because all of us dress up. I recently read Miss Nelson is Missing--so decided to be Viola Swamp's cousin Violet. (a witch) I had to make up the story that she was injured when she fell off her broom thus had to use a wheelchair. Of course, they didn't believe me...but I tried!
The party is another story. There's something about kids wearing those costumes make them to actually act like little monsters. Ours wasn't too bad. We had lots of food--but now we have someone who is the "food police" come around to the parties to make sure the party had healthy foods--not just cookies and junk. I was taken aback when someone told me that this happened. It seems like one more thing that will eventually be taken away. If parents fed their kids healthy food daily, a little sugar wouldn't really hurt them. This is the most popular party and many parents attend.
Of course, no one cleans up when it's time, and the bell rings before we are ready for it. I had to hustle the bus riders out so they wouldn't miss their ride home--while the others stayed and helped clean up. I usually feel so exhausted after a party day. Glad it's over--but most kids will still go trick or treating on Monday.
Thursday, November 3, 2011
Thursday, October 6, 2011
Parents: Help or Hindrance??
So, with the huge number of kids I have this year, I really need all the help I can get. But...maybe not. Several parents are eager to help in the classroom so I am eager to put them to work. They don't get to just work with their child, but whomever needs it.
One parent has been in many times...sometimes just dropping in. The other times it is to come in and help with math. Of course they get to see and work with other students--especially the needy ones. I try to keep my routine and behavior standards, no matter who is in the room. If a student misbehaves when his/her parent is there, he or she will still get reprimanded and the kids were told this before the parents come in to help.
This "helping" parent told another parent of a child in my class that I was too hard on her son. It was an activity outside of school. The other parent has never been in my classroom or made any complaints--until today. Yes, the principal had to stroll down and take my last 4 minutes of planning time to talk to me about this child.
Now I have to take time that I do not have to discuss this "problem" with her child--a week before parent conferences. I guess this is so urgent that it couldn't wait. She also had to go to the principal instead of to me about this concern. If this is the kind of "help" I'm going to get--I don't want it or need it.
Now, I feel I do not trust this parent who is constantly in my classroom to "help." Is she just spying? Is she there to criticize the way I teach? How can she judge when she has not spent the whole day in class to see the interactions of various students. I almost feel like saying I don't need any help from parents, but that would be punishing other parents who are truly there to help.
Did I ignore the behavior yesterday when this child I've been "too hard" on--smashed a birthday cupcake all over his face to get a laugh? Heck no, I told him and any other student who did that in no uncertain terms to clean up their mess and if they EVER did that again, they would not get to partake in future birthday treats. That might be too hard, or it may be cruel--but they should have learned in kindergarten..."cupcakes go in the mouth, not smashed on your face."
So..when is our next vacation???? (Not soon enough!!)
One parent has been in many times...sometimes just dropping in. The other times it is to come in and help with math. Of course they get to see and work with other students--especially the needy ones. I try to keep my routine and behavior standards, no matter who is in the room. If a student misbehaves when his/her parent is there, he or she will still get reprimanded and the kids were told this before the parents come in to help.
This "helping" parent told another parent of a child in my class that I was too hard on her son. It was an activity outside of school. The other parent has never been in my classroom or made any complaints--until today. Yes, the principal had to stroll down and take my last 4 minutes of planning time to talk to me about this child.
Now I have to take time that I do not have to discuss this "problem" with her child--a week before parent conferences. I guess this is so urgent that it couldn't wait. She also had to go to the principal instead of to me about this concern. If this is the kind of "help" I'm going to get--I don't want it or need it.
Now, I feel I do not trust this parent who is constantly in my classroom to "help." Is she just spying? Is she there to criticize the way I teach? How can she judge when she has not spent the whole day in class to see the interactions of various students. I almost feel like saying I don't need any help from parents, but that would be punishing other parents who are truly there to help.
Did I ignore the behavior yesterday when this child I've been "too hard" on--smashed a birthday cupcake all over his face to get a laugh? Heck no, I told him and any other student who did that in no uncertain terms to clean up their mess and if they EVER did that again, they would not get to partake in future birthday treats. That might be too hard, or it may be cruel--but they should have learned in kindergarten..."cupcakes go in the mouth, not smashed on your face."
So..when is our next vacation???? (Not soon enough!!)
Sunday, September 25, 2011
When in doubt...call a meeting!!
Well, we've been in school now for about a month--or 23 days of actual school. It's amazing where my class is now from the beginning of those 23 days. They are more solid in our routines. Our transition times are better, they are showing signs of academic progress.
They are enthusiastic about learning and that's why I love teaching second graders. They get excited about new things, they'll work hard for a sticker, they come up and give you hugs, and can be taught independence. I think by mid October we'll be running like a well-oiled machine. That's when I can take a breath....and sit back and watch them do as they are expected.
My job is far from over, though. I have over a year's worth of curriculum to teach them in a year. The district has our daily, weekly and monthly curricula to be taught all laid out. It just doesn't account for the lack of hours in the day. We've already taken out anything that doesn't fit the CAP. (that's the document we all follow) It sounds great to have everything laid out like that, but it doesn't allow for any reteaching when the kids don't get it...or interruptions such as fire drills or assemblies--or God forbid, fun things! When those occur, you are behind. It just seems like you are always trying to catch up.
This document says that students are entitled to a "guaranteed and viable curriculum" by Jeffco. That means that you could walk into any 2nd grade class in the district and we should be teaching the same things in math, reading, writing, etc. This sounds good...but if you walk into any 2nd grade classroom across the district you will find very different situations in each. We are not all the same. Some have very impacted populations that need lots of intense interventions just to get them to the level they should have started at. Others may have students whom can move quickly through the curriculum. Usually, we have both ends of the spectrum and are expected to provide individual students with what they need. That is what we all want to do...hope to do. However, reality steps in--and you do the best you can with the resources you have.
It gets overwhelming. I don't know how new teachers do it. I've been around for 28 years--and I still feel overwhelmed at times. The meetings alone keep your schedule filled. We have staff meetings every Wednesday. Team meetings every week. Meetings with our coach twice a month, we have a book study we are doing and meet monthly for, we have professional development in writing every month. Those are just the planned ones. Then there are the meetings that just seem to pop up out of no where. (parents, or principal, etc.) With all of these meetings, it's amazing that we can get anything done in our classrooms at all. I guess that's why I'm there until 5 or 6pm most days.
It's this time of year I look longingly back at the summer, when my time was my own and the only meeting I had was with my bike on a long path. I'll keep plugging along, and it will get easier, I hope. Until then....if you can't reach me, I'm probably in a meeting.
They are enthusiastic about learning and that's why I love teaching second graders. They get excited about new things, they'll work hard for a sticker, they come up and give you hugs, and can be taught independence. I think by mid October we'll be running like a well-oiled machine. That's when I can take a breath....and sit back and watch them do as they are expected.
My job is far from over, though. I have over a year's worth of curriculum to teach them in a year. The district has our daily, weekly and monthly curricula to be taught all laid out. It just doesn't account for the lack of hours in the day. We've already taken out anything that doesn't fit the CAP. (that's the document we all follow) It sounds great to have everything laid out like that, but it doesn't allow for any reteaching when the kids don't get it...or interruptions such as fire drills or assemblies--or God forbid, fun things! When those occur, you are behind. It just seems like you are always trying to catch up.
This document says that students are entitled to a "guaranteed and viable curriculum" by Jeffco. That means that you could walk into any 2nd grade class in the district and we should be teaching the same things in math, reading, writing, etc. This sounds good...but if you walk into any 2nd grade classroom across the district you will find very different situations in each. We are not all the same. Some have very impacted populations that need lots of intense interventions just to get them to the level they should have started at. Others may have students whom can move quickly through the curriculum. Usually, we have both ends of the spectrum and are expected to provide individual students with what they need. That is what we all want to do...hope to do. However, reality steps in--and you do the best you can with the resources you have.
It gets overwhelming. I don't know how new teachers do it. I've been around for 28 years--and I still feel overwhelmed at times. The meetings alone keep your schedule filled. We have staff meetings every Wednesday. Team meetings every week. Meetings with our coach twice a month, we have a book study we are doing and meet monthly for, we have professional development in writing every month. Those are just the planned ones. Then there are the meetings that just seem to pop up out of no where. (parents, or principal, etc.) With all of these meetings, it's amazing that we can get anything done in our classrooms at all. I guess that's why I'm there until 5 or 6pm most days.
It's this time of year I look longingly back at the summer, when my time was my own and the only meeting I had was with my bike on a long path. I'll keep plugging along, and it will get easier, I hope. Until then....if you can't reach me, I'm probably in a meeting.
Saturday, September 17, 2011
SUB TRAUMA!!
I rolled into my classroom on Wednesday with fear. I had heard the sub I had to get "wasn't that great." I knew it was true when I open the door to find trash strewn all over the floor, the chairs in disarray all over the room, things left laying around. I slowly looked around at the carnage. Then I went to the front of the room to where my desk was and saw a big pile of dog poop. Yes, that's right, I said dog poop. I got a sudden case of "sub trauma."
I don't usually get sick too often, but when I do, of course I want someone I trust to take my class. You can't always have that when it's last minute--you get what we refer to as "potluck." When I woke up on Monday I knew I didn't feel right, so I decided to go for the morning and get a sub for the afternoon. What I was going to do that morning was just easier to do myself that to try and explain it in sub plans. I had this sinking feeling I shouldn't be absent..the kids weren't ready.
Most people don't realize that when a teacher is absent for sickness or whatever reason--she still has to do lots of work to prepare for that absence. It's usually more trouble to plan for the sub than to just stay and teach. It's even harder to write sub plans when you are already sick. You can't just leave your plan book for them to follow. You have to write out everything so specific with every detail. You also have to find all of the papers and books and have them out and ready.
When I my fever crept up before it was time for the sub to come...I got permission from the principal to leave while I had someone cover my class. I had the plans all set for the afternoon, and the promise of help from teammates and colleagues if the sub needed it. I went home and slept. If I weren't so feverish...I would have worried.
Getting a sub this early in the year isn't good. The kids are still fragile in their routines. They sort of know what to do but still need a lot of support and reminders to keep them on track. The fact that I have an extra half a class this year doesn't help either. The kids weren't ready to have a sub....but boy, I didn't know how NOT ready they were until I rolled in on Wednesday morning.
Of course, I had a meeting that I had to immediately get to when I arrived. It was an hour long staff development. I asked my former teammate, Julie about the sub. She said, "She wasn't very good. I think she didn't have good control of the kids." I told her what I had found when I had come in.
When the meeting was over I went back to my class to deal with the mess. When I had more time to look I noticed that one of my book charts had a page torn out. In the meantime the custodian came in and cleaned up the dog poop. I found out later that was the result of the principal's son letting his dog loose in the school when she told him to keep him under control.
I looked at the white board in horror when I saw 5 pieces of my own store bought chart paper (that's like a sticky note) hanging there with scribbling and very little writing on them. She had used my $30 for 20 sheets pad for the kids. It is like gold to me and I only use it for anchor charts I make with the kids I'm going to keep up. I think my blood pressure rose!
I went to my desk to read her notes. She decided to "wing it" for reading and made me get well cards instead. Well, that's thoughtful and all--but she gave them all of our colorful writing paper in our writing center to make them. They each get 3 or 4 pieces of paper and went crazy with it. Several of the boys got into trouble but I don't know if there were any consequences as she seemed to let them run wild. Did she not know that we are in a crisis with our money and supplies at school? She must have thought we get these supplies from the office!! WRONG.....I buy most of my supplies now. I saw on her nicely printed sub card she was an art teacher. No wonder the cards were to most unusual I have received.
When the kids came in they were glad to see me. They were all wild. They seemed to have forgotten our routines. This sub had them for a day and a half and it felt like it was the beginning of the year. As the day went on I'd discover more and more that happened...the drinking fountain in our room was broken, math manipulates were a mess, the secretary had come down to my room and the kids were so loud and not in control. It seemed endless.
My fever began to creep up again. I thought, no way am I going to leave my class to anyone else! I managed to get through the day but had a doctor's appointment that evening. I was going to will myself back to health if I had to.
I had written an email to my principal asking this sub be put on the "do not call" list at our school. I addressed all of the reasons and she agreed to do it.
I was angry that this woman who was obviously NOT qualified to teach an elementary class (she probably taught high school art) would be able to take this job. Last year so many good teachers lost their jobs! Good teachers are out there subbing. She took the half day and then saw my post online and took it for the next day! How could this happen?? How could anyone leave a classroom in such disarray and feel good about the job they did?
I'm feeling better now thanks to some antibiotics. It's a good thing too, because after that SUB TRAUMA....I'd drag myself into school shaking and puking before I'd let a sub like that teach my class again!
I don't usually get sick too often, but when I do, of course I want someone I trust to take my class. You can't always have that when it's last minute--you get what we refer to as "potluck." When I woke up on Monday I knew I didn't feel right, so I decided to go for the morning and get a sub for the afternoon. What I was going to do that morning was just easier to do myself that to try and explain it in sub plans. I had this sinking feeling I shouldn't be absent..the kids weren't ready.
Most people don't realize that when a teacher is absent for sickness or whatever reason--she still has to do lots of work to prepare for that absence. It's usually more trouble to plan for the sub than to just stay and teach. It's even harder to write sub plans when you are already sick. You can't just leave your plan book for them to follow. You have to write out everything so specific with every detail. You also have to find all of the papers and books and have them out and ready.
When I my fever crept up before it was time for the sub to come...I got permission from the principal to leave while I had someone cover my class. I had the plans all set for the afternoon, and the promise of help from teammates and colleagues if the sub needed it. I went home and slept. If I weren't so feverish...I would have worried.
Getting a sub this early in the year isn't good. The kids are still fragile in their routines. They sort of know what to do but still need a lot of support and reminders to keep them on track. The fact that I have an extra half a class this year doesn't help either. The kids weren't ready to have a sub....but boy, I didn't know how NOT ready they were until I rolled in on Wednesday morning.
Of course, I had a meeting that I had to immediately get to when I arrived. It was an hour long staff development. I asked my former teammate, Julie about the sub. She said, "She wasn't very good. I think she didn't have good control of the kids." I told her what I had found when I had come in.
When the meeting was over I went back to my class to deal with the mess. When I had more time to look I noticed that one of my book charts had a page torn out. In the meantime the custodian came in and cleaned up the dog poop. I found out later that was the result of the principal's son letting his dog loose in the school when she told him to keep him under control.
I looked at the white board in horror when I saw 5 pieces of my own store bought chart paper (that's like a sticky note) hanging there with scribbling and very little writing on them. She had used my $30 for 20 sheets pad for the kids. It is like gold to me and I only use it for anchor charts I make with the kids I'm going to keep up. I think my blood pressure rose!
I went to my desk to read her notes. She decided to "wing it" for reading and made me get well cards instead. Well, that's thoughtful and all--but she gave them all of our colorful writing paper in our writing center to make them. They each get 3 or 4 pieces of paper and went crazy with it. Several of the boys got into trouble but I don't know if there were any consequences as she seemed to let them run wild. Did she not know that we are in a crisis with our money and supplies at school? She must have thought we get these supplies from the office!! WRONG.....I buy most of my supplies now. I saw on her nicely printed sub card she was an art teacher. No wonder the cards were to most unusual I have received.
When the kids came in they were glad to see me. They were all wild. They seemed to have forgotten our routines. This sub had them for a day and a half and it felt like it was the beginning of the year. As the day went on I'd discover more and more that happened...the drinking fountain in our room was broken, math manipulates were a mess, the secretary had come down to my room and the kids were so loud and not in control. It seemed endless.
My fever began to creep up again. I thought, no way am I going to leave my class to anyone else! I managed to get through the day but had a doctor's appointment that evening. I was going to will myself back to health if I had to.
I had written an email to my principal asking this sub be put on the "do not call" list at our school. I addressed all of the reasons and she agreed to do it.
I was angry that this woman who was obviously NOT qualified to teach an elementary class (she probably taught high school art) would be able to take this job. Last year so many good teachers lost their jobs! Good teachers are out there subbing. She took the half day and then saw my post online and took it for the next day! How could this happen?? How could anyone leave a classroom in such disarray and feel good about the job they did?
I'm feeling better now thanks to some antibiotics. It's a good thing too, because after that SUB TRAUMA....I'd drag myself into school shaking and puking before I'd let a sub like that teach my class again!
Saturday, September 3, 2011
Love Labor Day
We're two weeks in and boy was I looking forward to Labor Day weekend. I remember the old days when that signaled the start of the new school year. Now we start so far into August--it seems like the summer is over way too fast.
Well, I survived a fire drill, two massive days of testing, scheduling changes, and then more changes, numerous meetings, antsy kids who think school is over at 2:00 instead of 3:30, Back to School Night and the principal popping in to check for my objectives on the board. (they were not)
We are slowly but surely getting up and running. The kids are starting to learn our routines--after repeating them 3 million times. (is that exaggeration??) There seems to be a nonstop "stream" of kids that need to go to the bathroom. Maybe they just need to get up and move around....or they just have very small bladders! They can't seem to figure out our bathroom passes, either.
Their "I'm on my best behavior" behavior of the first week of school has long gone. They are behaving the way they normally would--trying to rough house when it's time to get ready for home, playing around with grasshoppers during a fire drill, and forgetting to come in from recess when it's over. Nothing too unusual. They are kids. If they only knew how many times I have to suppress a laugh at some of the things they do. Many times I'll just make a joke of it--and hope they get it. If not, I'll have to say it in a non-joking way.
The day seems too long. Our school stamina still needs some work. I have them at the gathering place trying to discuss coins and their values--and I feel like no one is there. My mouth is moving, words are coming out--but they are going out into the atmosphere without being absorbed! I look into a sea of faces and they are all looking around and chatting with one another. I know that's the time when we need to stop. Unfortunately there is still another hour and a half of school left.
That's why we all needed this weekend. I have relaxed and even gotten some exercise in. Now we face a four day week, which doesn't sound bad. It's just that we try to get five days of learning into four. I am going to enjoy what is left of my three day weekend--and try not to think about the multitudes of things I need to do tomorrow.
Well, I survived a fire drill, two massive days of testing, scheduling changes, and then more changes, numerous meetings, antsy kids who think school is over at 2:00 instead of 3:30, Back to School Night and the principal popping in to check for my objectives on the board. (they were not)
We are slowly but surely getting up and running. The kids are starting to learn our routines--after repeating them 3 million times. (is that exaggeration??) There seems to be a nonstop "stream" of kids that need to go to the bathroom. Maybe they just need to get up and move around....or they just have very small bladders! They can't seem to figure out our bathroom passes, either.
Their "I'm on my best behavior" behavior of the first week of school has long gone. They are behaving the way they normally would--trying to rough house when it's time to get ready for home, playing around with grasshoppers during a fire drill, and forgetting to come in from recess when it's over. Nothing too unusual. They are kids. If they only knew how many times I have to suppress a laugh at some of the things they do. Many times I'll just make a joke of it--and hope they get it. If not, I'll have to say it in a non-joking way.
The day seems too long. Our school stamina still needs some work. I have them at the gathering place trying to discuss coins and their values--and I feel like no one is there. My mouth is moving, words are coming out--but they are going out into the atmosphere without being absorbed! I look into a sea of faces and they are all looking around and chatting with one another. I know that's the time when we need to stop. Unfortunately there is still another hour and a half of school left.
That's why we all needed this weekend. I have relaxed and even gotten some exercise in. Now we face a four day week, which doesn't sound bad. It's just that we try to get five days of learning into four. I am going to enjoy what is left of my three day weekend--and try not to think about the multitudes of things I need to do tomorrow.
Saturday, August 27, 2011
School Shock
The thing that always amazes me is the amount of adjustment it takes to get back into the swing of things. I can spend hours upon hours of time in my classroom and at home getting things ready for the BIG DAY...and still not feel like I'm ready. That first week back we had those supposed, "teacher work days"--which were always filled with meetings. I never got a solid three hours of time to work unless it was on my own time. That's a shame.
On Monday, they came...ready or not. Once I saw their smiling faces, I was once again in my element. They all come in excited and scared and with tummies full of giant sized butterflies. They found their desks and put away their things. I always forget how much training I have to do to teach the kids to be independent. It takes a long time!! There are so many routines to show them and questions they all have. My voice isn't used to it, and by the end of the day I feel hoarse.
I also forget how many decisions we make in a day--little things, but none the less, it requires thought. My brain is tired. After what seems like a whole day of activities that we do, I glance at the clock--and it's only been two hours!! I already feel tired. The kids are all asking if it's lunch time yet, it isn't. I do what every teacher in my building does--when the going gets tough, go out for a recess!! We need the break as much as the kids do. Our school "rigor" does not allow for this all year long--only the first week of school. So next week, it's cold turkey--no extra recess.
We do lots of getting to know you things as we learn to function as a class. I have 29 kids this year. Way more than I've had in quite a few years. The desks and chairs seem packed in and there's not enough room to sit on the floor in a big circle when we do our calendar. When we walk down the hall, it seems like our line is never ending. I have a big group, but I know I will have a hard time parting with any of them IF we ever do get another teacher. I like them all already. I'm their teacher.
I forget how funny and cute the kids are. One boy was filling out a paper that asked the date he was born. He came up and told me he didn't know this. I told, "Tony, you just told me when your birthday was," He said, "Yes, I know my birthday but not when I was BORN." His little light bulb went on when I told him his birthday WAS when he was born! He scooted off with a satisfied look on his face. It never gets old helping kids make connections! This will be one of many chuckles I will get throughout the year.
We had a four day week of regular class and then on Friday was a testing day. I scheduled 12 kids to come in to do a reading test on that day. I ended up doing 15--more than I ever have in one day before! I am excited that I have a large number of good readers. I am just concerned about being able to meet with reading groups with this many kids. We have one more day of testing on Monday. This testing seems more grueling than a regular day of teaching.
I have to get used to grading papers and doing planning. I have been staying late at school after the kids have left to get things done. I will again get the "Sunday blues." That's because it's when I grade papers. I'm like the students...I have to build up my school stamina. It will take time, and we have a whole year to build it.
On Monday, they came...ready or not. Once I saw their smiling faces, I was once again in my element. They all come in excited and scared and with tummies full of giant sized butterflies. They found their desks and put away their things. I always forget how much training I have to do to teach the kids to be independent. It takes a long time!! There are so many routines to show them and questions they all have. My voice isn't used to it, and by the end of the day I feel hoarse.
I also forget how many decisions we make in a day--little things, but none the less, it requires thought. My brain is tired. After what seems like a whole day of activities that we do, I glance at the clock--and it's only been two hours!! I already feel tired. The kids are all asking if it's lunch time yet, it isn't. I do what every teacher in my building does--when the going gets tough, go out for a recess!! We need the break as much as the kids do. Our school "rigor" does not allow for this all year long--only the first week of school. So next week, it's cold turkey--no extra recess.
We do lots of getting to know you things as we learn to function as a class. I have 29 kids this year. Way more than I've had in quite a few years. The desks and chairs seem packed in and there's not enough room to sit on the floor in a big circle when we do our calendar. When we walk down the hall, it seems like our line is never ending. I have a big group, but I know I will have a hard time parting with any of them IF we ever do get another teacher. I like them all already. I'm their teacher.
I forget how funny and cute the kids are. One boy was filling out a paper that asked the date he was born. He came up and told me he didn't know this. I told, "Tony, you just told me when your birthday was," He said, "Yes, I know my birthday but not when I was BORN." His little light bulb went on when I told him his birthday WAS when he was born! He scooted off with a satisfied look on his face. It never gets old helping kids make connections! This will be one of many chuckles I will get throughout the year.
We had a four day week of regular class and then on Friday was a testing day. I scheduled 12 kids to come in to do a reading test on that day. I ended up doing 15--more than I ever have in one day before! I am excited that I have a large number of good readers. I am just concerned about being able to meet with reading groups with this many kids. We have one more day of testing on Monday. This testing seems more grueling than a regular day of teaching.
I have to get used to grading papers and doing planning. I have been staying late at school after the kids have left to get things done. I will again get the "Sunday blues." That's because it's when I grade papers. I'm like the students...I have to build up my school stamina. It will take time, and we have a whole year to build it.
Thursday, August 18, 2011
Who Needs Sleep?
Thousands of us teachers started back to work yesterday, I was one among them. I entered into my classroom, with some dread. Where had the summer gone? It seemed like yesterday when I was scrambling to get it packed up for the summer. The summer is just a memory....but not yet faded. I long to jump on my bike to cruise down the South Platte trail or sit on my patio reading a great book.
Some people think teachers have it made because we have the summers off. I will admit that it s a perk to have that time off. However, I don't know how long I could have lasted as a teacher if I didn't have that long break to disconnect and re-energize. I learned to immerse myself in my play, as I do with my teaching in the Fall. Working with kids takes a great deal of energy--both physical and mental. That stamina has to be built up--just like we do with the kids.
So, after a picture for my new staff badge, and a group shot with the whole staff out in front of the school--we were released for our designated "teacher work day." It wasn't twenty minutes later, that all K-3 teachers were required to go into the library for a training or re-training on one of our assessments. I sat there thinking about all I had to do. It urks me that we have so many meetings!!
After a full day of working and meetings--I decided I had to go shopping for more "teacher stuff." I went in for a few specific things and come out with two large bags full. Once I got home I worked on making labels for the files of the new class of kids. I don't mind this mindless stuff that requires little or no thinking, I can do it while in front of the TV. I also wanted to get ready for the testing we do next Friday--so I spent another hour working on the computer.
Finally, I decided to go to bed at 11:30. Now, I'm a night owl--during the summer. But this is something I have to change once school starts. I can no longer stay up past midnight and wake refreshed and ready to go. (I don't really think I ever could, even when I was younger!) So, I get to bed and--I can't get to sleep.
My mind was thinking about all of the things that I wanted and needed to do. I tossed and turned, trying to turn off my mind. This always happens when the school year begins. I go from worrying about which route I'm going to ride the next morning to planning, meetings, and getting every little detail prepared for school. It's a transition that takes some time.
I finally got up and took an Advil PM to help me sleep. I guess I must have slept because I woke up the next morning--but definitely not refreshed!! I was thankful I didn't have to work with kids this day. I'm hoping for a good night's sleep tonight and I've got to stop dreaming about working!!
Some people think teachers have it made because we have the summers off. I will admit that it s a perk to have that time off. However, I don't know how long I could have lasted as a teacher if I didn't have that long break to disconnect and re-energize. I learned to immerse myself in my play, as I do with my teaching in the Fall. Working with kids takes a great deal of energy--both physical and mental. That stamina has to be built up--just like we do with the kids.
So, after a picture for my new staff badge, and a group shot with the whole staff out in front of the school--we were released for our designated "teacher work day." It wasn't twenty minutes later, that all K-3 teachers were required to go into the library for a training or re-training on one of our assessments. I sat there thinking about all I had to do. It urks me that we have so many meetings!!
After a full day of working and meetings--I decided I had to go shopping for more "teacher stuff." I went in for a few specific things and come out with two large bags full. Once I got home I worked on making labels for the files of the new class of kids. I don't mind this mindless stuff that requires little or no thinking, I can do it while in front of the TV. I also wanted to get ready for the testing we do next Friday--so I spent another hour working on the computer.
Finally, I decided to go to bed at 11:30. Now, I'm a night owl--during the summer. But this is something I have to change once school starts. I can no longer stay up past midnight and wake refreshed and ready to go. (I don't really think I ever could, even when I was younger!) So, I get to bed and--I can't get to sleep.
My mind was thinking about all of the things that I wanted and needed to do. I tossed and turned, trying to turn off my mind. This always happens when the school year begins. I go from worrying about which route I'm going to ride the next morning to planning, meetings, and getting every little detail prepared for school. It's a transition that takes some time.
I finally got up and took an Advil PM to help me sleep. I guess I must have slept because I woke up the next morning--but definitely not refreshed!! I was thankful I didn't have to work with kids this day. I'm hoping for a good night's sleep tonight and I've got to stop dreaming about working!!
Friday, August 12, 2011
A Story
I took the Colorado Writing Project this summer. It got me in touch with my own stories that were in me to tell and that's where I wrote this. This is a story that stayed with me even though it happened over 20 years ago. It was my first year in regular education--having transferred out of special ed. It was a year I never forgot.
Classroom Terror
Sherry Schulz
July 21, 2011
CWP II
I sit at the back table in my classroom during reading. The kids in my guided reading group are involved in partner reading a passage. We are looking at making meaning from what we have just read. I look at my six students who are in front of me at our reading table. They whisper read with their partner, coaching each other as I have taught. My eye wanders across the room and over to Jamie. She’s supposed to be copying her spelling words but I see that she has her hands in her desk. My focus pulls back and I can see the hundreds of tiny pink bits of paper under and all around her desk. I will her to look at me so I can give her that “teacher look” but she carries on with her scissor escapades. I can no longer stand it.
I speed wheel over to her desk.
“Jamie, what are you supposed to be doing?” I ask sarcastically.
She just looks at me sheepishly. Her fiery red hair and puddles of freckles on her nose and cheeks seem to glow on her pale white skin. She just sits there looking guilty.
Just ignore and then redirect I tell myself before I begin to lose it. That’s what I was taught. That’s what works for most students but not for Jamie.
“I didn’t do that, it wasn’t me!” she exclaims as she puts her scissors back into her desk.
“How many times to I have to tell you to stop fooling around and get your work done?” I ask with my voice rising in volume.
Her face starts to turn a light shade of pink, then it turns a brilliant shade of red. She jumps up from her seat, pushes past me and flies out the door of the classroom.
Panicked, I follow her.
She’s in the darkened computer lab. She sits balled up next to a bookshelf with tears flowing freely. She’s crying hysterically with gulping sobs as sloppy tears drench her freckled cheeks.
My heart is beating fast, my face flushed in anger. I can think of no words of comfort or understanding. I can only remember her misdeeds for which there are many.
“Jamie, you need to come back into the classroom—now!”
She cries on and sobs, “I hate this school, and I want to leave!”
I bite my tough to keep it from saying my inner most thought (go ahead, please!) I head back to the classroom trying to calm myself and put my focus back on the students who are doing things right.
Why can’t I find the good in her, I think. Every child has a part of them that makes them loveable—where’s Jamie’s? I head home that day drained from our dramatic encounter.
The next day Jamie comes in happy as ever—as if nothing had happened. It doesn’t bother her—but it bothers me. I am the teacher. I am not supposed to let a student push my buttons the way that she does.
We carry on through our days, some bad and some worse. A month passes. I wonder how I will get through the year.
Today is Friday and the kids are excited. It’s a fun day that we do for every Friday in October. The kids earn a scary story reading session by me if they can earn the letters for “Fright Day” throughout the week. By Some miracle, the class has earned it this afternoon.
I exclaim, “Okay, now it’s time for fright day!”
Cheers rise up from the class as the students scurry around the room, closing the blinds, shutting the door and finding my flashlight. We gather in a big huddle on the floor in the middle of the room. I pull my wheelchair up to the group and Evan goes and fetches the pillow that I will sit on. They watch me as I pull my feet out of my footplates, scoot to the end of my seat and gently set myself down on the pillow below.
I hear “Wow, you’re short! “
“Your legs look kind of funny!”
“I know, I am short but you can’t tell when I’m sitting in my chair, can you? My legs are paralyzed, so they are kinda skinny looking,” I reply.
It’s the second time the kids have seen me out of my wheelchair. I like to see their reactions. They are so real and so honest—and many times just blurt out a question or a comment. Since Jamie was new, she had never seen me do this before.
I get out my Scary Stories to Read in the Dark series and begin to read. I make them all jump when I yell, “YOU HAVE IT!” with the Big Toe story. They huddle together loving every scary minute of it.
Amanda looks frightened.
She asks, “Can I go in the hall because this is too scary for me.”
“Sure you can, “ I say. “Just bring a book with you to read by our door.”
After a half an hour our fright day is up. They moan and beg for more but it is near the end of the day so there is no more time to give. We break our huddle as the kids switch back on the lights, open the door to let back in the kids in the hall, and raise the blinds.
I move my chair behind me as I grab the seat pole to begin to lift myself back in.
“Okay, who’s going to lift me?” I jokingly say.
They just laugh at the thought of trying to carry me and put me back in my wheelchair. Jamie comes up to me and puts her hands beneath my legs in an effort to help me into my chair.
I am touched. A warmness overtakes me. I have never seen her do anything that resembled kindness or helpfulness. This was a first.
“Thanks, Jamie,” I say. “But I can really do it myself.” She smiles
and stays near in case I do need her.
We get our room cleaned up for the end of the day. The chairs are stacked, folders passed out and the kids are lined up ready for the bell. The bell rings and the students eagerly file out of the room. Jamie swings by me on her way out and gives me a strong hug. I hug her back. We have found our connection.
I think maybe I will be able to get through the year after all.
Twenty plus years later I am at a Starbucks in a Barnes and Noble. A young woman with red hair waits on me as I order my skinny vanilla. She looks at me with an unbelieving look.
“Are you Ms. Ramsey?” she asks.
It was Jamie all grown up. We talk of our lives since our year together in fourth grade. Her freckles have faded—but I still see her essence of her younger self. As I am ready to leave she replies,
“You were my favorite teacher,”
I smile as I head out and think I am grateful we found the goodness in each other.
Classroom Terror
Sherry Schulz
July 21, 2011
CWP II
I sit at the back table in my classroom during reading. The kids in my guided reading group are involved in partner reading a passage. We are looking at making meaning from what we have just read. I look at my six students who are in front of me at our reading table. They whisper read with their partner, coaching each other as I have taught. My eye wanders across the room and over to Jamie. She’s supposed to be copying her spelling words but I see that she has her hands in her desk. My focus pulls back and I can see the hundreds of tiny pink bits of paper under and all around her desk. I will her to look at me so I can give her that “teacher look” but she carries on with her scissor escapades. I can no longer stand it.
I speed wheel over to her desk.
“Jamie, what are you supposed to be doing?” I ask sarcastically.
She just looks at me sheepishly. Her fiery red hair and puddles of freckles on her nose and cheeks seem to glow on her pale white skin. She just sits there looking guilty.
Just ignore and then redirect I tell myself before I begin to lose it. That’s what I was taught. That’s what works for most students but not for Jamie.
“I didn’t do that, it wasn’t me!” she exclaims as she puts her scissors back into her desk.
“How many times to I have to tell you to stop fooling around and get your work done?” I ask with my voice rising in volume.
Her face starts to turn a light shade of pink, then it turns a brilliant shade of red. She jumps up from her seat, pushes past me and flies out the door of the classroom.
Panicked, I follow her.
She’s in the darkened computer lab. She sits balled up next to a bookshelf with tears flowing freely. She’s crying hysterically with gulping sobs as sloppy tears drench her freckled cheeks.
My heart is beating fast, my face flushed in anger. I can think of no words of comfort or understanding. I can only remember her misdeeds for which there are many.
“Jamie, you need to come back into the classroom—now!”
She cries on and sobs, “I hate this school, and I want to leave!”
I bite my tough to keep it from saying my inner most thought (go ahead, please!) I head back to the classroom trying to calm myself and put my focus back on the students who are doing things right.
Why can’t I find the good in her, I think. Every child has a part of them that makes them loveable—where’s Jamie’s? I head home that day drained from our dramatic encounter.
The next day Jamie comes in happy as ever—as if nothing had happened. It doesn’t bother her—but it bothers me. I am the teacher. I am not supposed to let a student push my buttons the way that she does.
We carry on through our days, some bad and some worse. A month passes. I wonder how I will get through the year.
Today is Friday and the kids are excited. It’s a fun day that we do for every Friday in October. The kids earn a scary story reading session by me if they can earn the letters for “Fright Day” throughout the week. By Some miracle, the class has earned it this afternoon.
I exclaim, “Okay, now it’s time for fright day!”
Cheers rise up from the class as the students scurry around the room, closing the blinds, shutting the door and finding my flashlight. We gather in a big huddle on the floor in the middle of the room. I pull my wheelchair up to the group and Evan goes and fetches the pillow that I will sit on. They watch me as I pull my feet out of my footplates, scoot to the end of my seat and gently set myself down on the pillow below.
I hear “Wow, you’re short! “
“Your legs look kind of funny!”
“I know, I am short but you can’t tell when I’m sitting in my chair, can you? My legs are paralyzed, so they are kinda skinny looking,” I reply.
It’s the second time the kids have seen me out of my wheelchair. I like to see their reactions. They are so real and so honest—and many times just blurt out a question or a comment. Since Jamie was new, she had never seen me do this before.
I get out my Scary Stories to Read in the Dark series and begin to read. I make them all jump when I yell, “YOU HAVE IT!” with the Big Toe story. They huddle together loving every scary minute of it.
Amanda looks frightened.
She asks, “Can I go in the hall because this is too scary for me.”
“Sure you can, “ I say. “Just bring a book with you to read by our door.”
After a half an hour our fright day is up. They moan and beg for more but it is near the end of the day so there is no more time to give. We break our huddle as the kids switch back on the lights, open the door to let back in the kids in the hall, and raise the blinds.
I move my chair behind me as I grab the seat pole to begin to lift myself back in.
“Okay, who’s going to lift me?” I jokingly say.
They just laugh at the thought of trying to carry me and put me back in my wheelchair. Jamie comes up to me and puts her hands beneath my legs in an effort to help me into my chair.
I am touched. A warmness overtakes me. I have never seen her do anything that resembled kindness or helpfulness. This was a first.
“Thanks, Jamie,” I say. “But I can really do it myself.” She smiles
and stays near in case I do need her.
We get our room cleaned up for the end of the day. The chairs are stacked, folders passed out and the kids are lined up ready for the bell. The bell rings and the students eagerly file out of the room. Jamie swings by me on her way out and gives me a strong hug. I hug her back. We have found our connection.
I think maybe I will be able to get through the year after all.
Twenty plus years later I am at a Starbucks in a Barnes and Noble. A young woman with red hair waits on me as I order my skinny vanilla. She looks at me with an unbelieving look.
“Are you Ms. Ramsey?” she asks.
It was Jamie all grown up. We talk of our lives since our year together in fourth grade. Her freckles have faded—but I still see her essence of her younger self. As I am ready to leave she replies,
“You were my favorite teacher,”
I smile as I head out and think I am grateful we found the goodness in each other.
Thursday, August 11, 2011
Oh My, Where Did the Summer Go?
I went into my classroom today. We don't have to report until next Wednesday, but you can never get everything done in one work day. That's all we have since the others were taken with the furlough days. So, I went in to find everything piled high on my reading table in the middle of the room. It felt....overwhelming. It does every year. Even though I have taught for 26 years--it still feels overwhelming. I will start to have "teacher nightmares" pretty soon.
I immediately counted the desks lined up all pushed together--23. I tried to imagine 5 or 6 more desks in there--and I felt the dread. I thought 22 kids all last year was a challenge--but 28! In the "olden days" that was the norm. They lowered class sizes when the district got a mill levy, years ago. It had been such an awakening and I don't know how I ever taught with 32 kids in my class. We are expected to do more with a lot less. And since we are teachers and care about our kids--we will.
I will be heading to the office supply stores to stock up for my classroom. I will buy markers, and pens, and tons of folders, spiral notebooks, sticky notes, and any other thing I think I must have. I blame the teaching profession for my school supply addiction. I have to admit, my pulse races when I enter a Staples, Office Max or Office Depot. My eyes wander over the endless brightly colored supplies, all wrapped and tempting--just waiting to be purchased. I seem to lack the ability to JUST SAY NO! I picture my future class with bright smiles on their faces just thrilled with their writing folders that I have made, or using the brand new markers in the writing center. That's what drives me to buy.
I have been trying not to think about going back yet. It seems like the summer just zips by. I had an awesome summer--with lots of bike riding, and some new adventures. I didn't go anywhere--not like last summer with my Prague adventure. Now, it's about over and I have to focus on teaching again. It's hard to get my mind back on teaching--it's so all encompassing. It takes over my life and my play time is forgotten. I don't look forward to staying until after 6 pm every night and then doing more work when I get home. Once the kids are seated in my classroom with their new school clothes, cute haircuts and shiny smiles, I'll be okay. But in the meantime....I'm coming back kicking and screaming and trying to get every last drop of playtime out of my Summer!
I immediately counted the desks lined up all pushed together--23. I tried to imagine 5 or 6 more desks in there--and I felt the dread. I thought 22 kids all last year was a challenge--but 28! In the "olden days" that was the norm. They lowered class sizes when the district got a mill levy, years ago. It had been such an awakening and I don't know how I ever taught with 32 kids in my class. We are expected to do more with a lot less. And since we are teachers and care about our kids--we will.
I will be heading to the office supply stores to stock up for my classroom. I will buy markers, and pens, and tons of folders, spiral notebooks, sticky notes, and any other thing I think I must have. I blame the teaching profession for my school supply addiction. I have to admit, my pulse races when I enter a Staples, Office Max or Office Depot. My eyes wander over the endless brightly colored supplies, all wrapped and tempting--just waiting to be purchased. I seem to lack the ability to JUST SAY NO! I picture my future class with bright smiles on their faces just thrilled with their writing folders that I have made, or using the brand new markers in the writing center. That's what drives me to buy.
I have been trying not to think about going back yet. It seems like the summer just zips by. I had an awesome summer--with lots of bike riding, and some new adventures. I didn't go anywhere--not like last summer with my Prague adventure. Now, it's about over and I have to focus on teaching again. It's hard to get my mind back on teaching--it's so all encompassing. It takes over my life and my play time is forgotten. I don't look forward to staying until after 6 pm every night and then doing more work when I get home. Once the kids are seated in my classroom with their new school clothes, cute haircuts and shiny smiles, I'll be okay. But in the meantime....I'm coming back kicking and screaming and trying to get every last drop of playtime out of my Summer!
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