Last year was crazy, as is common in teaching. I changed schools, the school had many of it's own changes, and life interfered with blogging.
This year may be no different, but I hope to post once in a while! Upcoming:
I am moving to a portable (change is the name of the game when it comes to teaching!), but I am keeping my grade level.
I have a full group of candidates to facilitate/mentor for National Board Teacher Certification.
I need to start the renewal process for my own NBTC.
My son is moving schools/districts and is in Middle School!
I am retiring one service dog and am training the replacement.
And that is just for starters.
Summer is hardly a vacation. Many of us take workshops, work on certificate renewal, catch up with our lives with things we cannot do during the school year, and/or work a second job. With so much going on, how do we reflect on our teaching and make changes to our practice? We make time. Teachers are very skilled at cramming 26 hours worth of activities into a 24 hour day.
So, as I reflect this summer, I am thinking of what went well with my big move last year, what do I want to change, and how will I change it. It's hard to predict what the new class will be like. I can look at a classlist and talk to previous teachers, but students (like us) change over the summer. I can only hope that the work I do this summer, will bear fruit in the coming school year.
Until then, enjoy the summer-no matter what you are doing.
Thursday, August 1, 2013
Sunday, July 15, 2012
Summer.....vacation? A Myth!
We have all heard people say things like: "Must be nice to only work 9 months." "Wow, I wish I had the summer off." "You get paid in the summer, even though you aren't working?"
Let's debunk a few myths here.
Myth #1- Teachers only work 9 months. Wrong. During the summer we participate in a wide variety of professional development activities. Everything from workshops that take a day at a time to summer courses at a university. These are required to keep up our certification. If we aren't in classes, we are typically researching new methods to teach the ever evolving state and national standards. Or, if you have had a change of assignment, you move your classroom and spend the summer packing, unpacking, organizing, sorting, and setting up a brand new classroom.
Myth #2- Summers off. See Myth 1. Add to this the opportunity to teach summer school. Best of all, this is when we get to have all those doctor and dentist appointments we put off all year long. Or home maintenance, or spending time with our own children. Don't get me wrong, we do take time to camp, hike, or do whatever else helps us relax, but we don't get "summers off." Many teachers also take on summer jobs just to make ends meet. I personally do taxes for a business and program/script for a website to make money in the summer months.
Myth #3- Getting paid when we aren't working. See Myths 1 and 2. Teachers are salaried. We used to get paid our salary over only the months that we actively taught students. But this led to many teachers collecting unemployment in the summer months, which costs the state and district money. Also, it created problems of a teacher wasn't wise in saving money for monthly bills in the summer like water, electricity, etc. So, to prevent this, our salary is spread out over 12 months. We aren't paid any more that we would have been. The money is just allotted differently.
"Must be nice to be a teacher and have summers off." Yeah, must be nice........
Let's debunk a few myths here.
Myth #1- Teachers only work 9 months. Wrong. During the summer we participate in a wide variety of professional development activities. Everything from workshops that take a day at a time to summer courses at a university. These are required to keep up our certification. If we aren't in classes, we are typically researching new methods to teach the ever evolving state and national standards. Or, if you have had a change of assignment, you move your classroom and spend the summer packing, unpacking, organizing, sorting, and setting up a brand new classroom.
Myth #2- Summers off. See Myth 1. Add to this the opportunity to teach summer school. Best of all, this is when we get to have all those doctor and dentist appointments we put off all year long. Or home maintenance, or spending time with our own children. Don't get me wrong, we do take time to camp, hike, or do whatever else helps us relax, but we don't get "summers off." Many teachers also take on summer jobs just to make ends meet. I personally do taxes for a business and program/script for a website to make money in the summer months.
Myth #3- Getting paid when we aren't working. See Myths 1 and 2. Teachers are salaried. We used to get paid our salary over only the months that we actively taught students. But this led to many teachers collecting unemployment in the summer months, which costs the state and district money. Also, it created problems of a teacher wasn't wise in saving money for monthly bills in the summer like water, electricity, etc. So, to prevent this, our salary is spread out over 12 months. We aren't paid any more that we would have been. The money is just allotted differently.
"Must be nice to be a teacher and have summers off." Yeah, must be nice........
Monday, May 28, 2012
Uncertainties
As the school year comes to a close, there are many uncertainties that we face. Did we prepare them (the students) well enough for the next school year? How well did they do on state assessments? What will next year's class be like? Will they remember everything we taught them?
But there are far more pressing concerns. Will my students be safe over the summer? Will they have enough to eat? Will they have a roof over their heads or running water? Will next year's teacher care for them they way we did?
For many of our students, these are their realities. Until all students feel safe, loved, well fed, and cared for we cannot hope to compete on an international level. During the school year, schools provide many of these things for the kids and the kids thrive in the structured environment. In the summer, they have no support system or structure.
Teachers are not just teachers anymore. For many kids...too many kids....we are counselors, parents, teachers, nurses, you name it- we try to provide it- even if it comes out of our own pockets. We give up valuable time to teach students manners, dental and physical hygiene, deal with social issues, find them glasses, clothing, or meet other needs.
Our priority is our students. If only the government saw beyond the test scores and looked at the children and made THEM the priority- not the test score.
But there are far more pressing concerns. Will my students be safe over the summer? Will they have enough to eat? Will they have a roof over their heads or running water? Will next year's teacher care for them they way we did?
For many of our students, these are their realities. Until all students feel safe, loved, well fed, and cared for we cannot hope to compete on an international level. During the school year, schools provide many of these things for the kids and the kids thrive in the structured environment. In the summer, they have no support system or structure.
Teachers are not just teachers anymore. For many kids...too many kids....we are counselors, parents, teachers, nurses, you name it- we try to provide it- even if it comes out of our own pockets. We give up valuable time to teach students manners, dental and physical hygiene, deal with social issues, find them glasses, clothing, or meet other needs.
Our priority is our students. If only the government saw beyond the test scores and looked at the children and made THEM the priority- not the test score.
Thursday, May 3, 2012
Frustrations and Celebrations
Teaching is full of frustrations. The politics. Staff. Parents. Standards. Paperwork. You name it. Sometimes we just get overwhelmed with the mountain of frustrations that face us. And then, the kids walk in the door. A good teacher sets aside the frustrations. The old adage, "Never let them see you sweat" is very true. But once you let those kids in the door, their own needs and personalities make it very simple to lay those frustrations aside and begin the work you are trained to do. The kids come first.
Find something to celebrate each day. Improvement from the child you worry about. A positive note. That AHA moment. A successful lesson. Those celebrations will help you get through the day.
This year has been a tough year for me. The stresses have built from a multitude of directions and at times I was completely overwhelmed. For a while, I cried daily for various reasons. Let it out, it's ok. But be ready to turn it off the minute you see the kids.
Find someone you can talk to. Someone who is willing to listen to you vent. Get it off you chest. But choose carefully. Choose someone you trust. It will help in the end.
Yes, teaching is frustrating. But it is also cause for celebration, if we just look for those successes.
Find something to celebrate each day. Improvement from the child you worry about. A positive note. That AHA moment. A successful lesson. Those celebrations will help you get through the day.
This year has been a tough year for me. The stresses have built from a multitude of directions and at times I was completely overwhelmed. For a while, I cried daily for various reasons. Let it out, it's ok. But be ready to turn it off the minute you see the kids.
Find someone you can talk to. Someone who is willing to listen to you vent. Get it off you chest. But choose carefully. Choose someone you trust. It will help in the end.
Yes, teaching is frustrating. But it is also cause for celebration, if we just look for those successes.
Thursday, April 26, 2012
Letting Go
It is state assessment time. The middle school student I tutor skyped tonight, just to go over a few things. She wanted to make sure she was set for the test. I didn't have enough time to go over everything with her, so we concentrated on a couple of trouble spots. A few things threw her that shouldn't have, a couple of things were easier than she remembered. Some of it was nerves. As we signed off, I wished her luck and reminded her to take her time and go over everything twice.
My student's turn is coming up. As we spend each day reviewing skills to make sure they haven't forgotten anything, it occurs to me that I just need to put my trust in their memories. We have gone over every standard. We have discussed strategies and methods. It really is up to them now. I need to let go and let them do the best they can. But it is hard. These are my kids. I take it very personally. I know I can't hold their hand during the test. I know many will be very stressed. All I can do is give reassurances and remind them to do their best. After all, isn't the best all we can expect of ourselves?
My student's turn is coming up. As we spend each day reviewing skills to make sure they haven't forgotten anything, it occurs to me that I just need to put my trust in their memories. We have gone over every standard. We have discussed strategies and methods. It really is up to them now. I need to let go and let them do the best they can. But it is hard. These are my kids. I take it very personally. I know I can't hold their hand during the test. I know many will be very stressed. All I can do is give reassurances and remind them to do their best. After all, isn't the best all we can expect of ourselves?
Friday, April 13, 2012
When Teachers Care, Students Care
I have found over the years that students put into their education the same amount of effort and purpose that they see you put into teaching them. The harder I work, the harder they work. Modeling, after all, can be a very powerful and motivating teacher!
The same applies to their relationships with each other as a classroom family and with me. Today I had a functional migraine slam me about an hour and a half before it was time for dismissal. The students know me well enough to see that something was wrong. Immediately, the lights are off and the room is quiet and they are very focused on helping me teach them. They do the same thing for each other. If someone has to step out of the room or is absent, someone nearby will take care of getting them what they need ( work, correcting, materials) without being asked to do so. If a student is struggling with a concept, another will either quietly explain or make the time to tutor them later. If another student is hurt, the others are concerned and will take care of them. This empathy will take them far in life.
Other times, they have stepped up to take on more responsibility. There was a day with a substitute who barely spoke English. He appointed several students to "teach" each lesson. The students took up the challenge and helped each other. When I returned there were some questions, but for the most part they took care of business. I was very proud of what they accomplished and let them know it.
Students will apply their learning to learning something on their own if given the opportunity to do so. Not every student, mind you. Some just prefer the social aspect of school. But I have students who PREFER to spend their time on research projects and power points IN THEIR SPARE TIME! "Can I work on a project?" is heard quite often. I share with them my own curiosities, interests, laughter, and caring.
Why?I have worked to increase their natural curiosity and intrinsic motivation. I have modeled and worked with them to teach them the skills they need to learn for themselves. After all, isn't that the most important thing we can learn?
The same applies to their relationships with each other as a classroom family and with me. Today I had a functional migraine slam me about an hour and a half before it was time for dismissal. The students know me well enough to see that something was wrong. Immediately, the lights are off and the room is quiet and they are very focused on helping me teach them. They do the same thing for each other. If someone has to step out of the room or is absent, someone nearby will take care of getting them what they need ( work, correcting, materials) without being asked to do so. If a student is struggling with a concept, another will either quietly explain or make the time to tutor them later. If another student is hurt, the others are concerned and will take care of them. This empathy will take them far in life.
Other times, they have stepped up to take on more responsibility. There was a day with a substitute who barely spoke English. He appointed several students to "teach" each lesson. The students took up the challenge and helped each other. When I returned there were some questions, but for the most part they took care of business. I was very proud of what they accomplished and let them know it.
Students will apply their learning to learning something on their own if given the opportunity to do so. Not every student, mind you. Some just prefer the social aspect of school. But I have students who PREFER to spend their time on research projects and power points IN THEIR SPARE TIME! "Can I work on a project?" is heard quite often. I share with them my own curiosities, interests, laughter, and caring.
Why?I have worked to increase their natural curiosity and intrinsic motivation. I have modeled and worked with them to teach them the skills they need to learn for themselves. After all, isn't that the most important thing we can learn?
Wednesday, April 11, 2012
English Language Learners.....
This is a bit of a rant. I apologize, but I feel strongly about this. As mentioned in another post, I fight for the rights of my students. This is one case where I have to follow state law even though it frustrates the daylights out of me on their behalf. The problem does not lie with the students, nor does it lie with the ELL teacher. The problem lies with government.When I write of this, I write from experience. My Master's Degree was in
ELL and Reading. I taught ELL class in elementary and middle schools. I
have given the assessments, taught the students, supervised the
para-educators and supported the teachers
This year I have a higher percentage than normal of my students who do not speak English in the home and whose parents require translation at conferences. These same students are no longer served by the ELL program, much to my frustration. Several problems occur for these students every year.
Problem #1 The test. It was changed this year, hopefully for the better. That being said, I have not seen the newest version and cannot speak to its effectiveness. The old version was too easy for 5th grade students and too hard for Kindergarten. The SAME test was given to all ELL students. It also measured predominantly conversational language. Research shows that it takes, on average, 3-5 years to develop conversational language fluency. It takes 5-7 years to develop the same fluency with academic language. These students are tested yearly with this test to determine whether they qualify for services. The will spend one year being "monitored" (in the regular classroom with check in's by the ELL teacher to see how they are doing) before being exited from the program.
Problem #2 Statewide Assessment test. ALL ELL students must take the full state assessment test only ONE year after they enter public schools in our state. 1 year.....much less than what research supports. Not to mention, students who have been here less than one year take the Math portion anyway. Now, the test doesn't count against the school if they are in the less than a year population, and they can have a reader. However, the reader just reads. If the student cannot COMPREHEND the content, it may not make any difference in the outcome. Our math test is more of a reading test. Most problems are formatted as story problems. If the student doesn't know words that are academic language specific to mathematics (average, factors, multiples), having a reader will not make a difference. Not to mention the fact that some are multiple choice while some require the student to write out their thinking in numbers, words, or pictures.
Problem #3 It is VERY difficult to get resource room help for an ELL student. In order for them to even be considered, there can be no doubt about whether their issues stem from cognitive ability rather than language. I understand that at one point in time, too many ELL students were given to the resource room, but now it seems that the pendulum has swung too far the other way. It does not make sense to assume that students other cultures will not have cognitive difficulties. If they need help, let's at least assess instead of assume.
In order to help these kids I speak often with the staff at school from the resource staff, to the ELL staff and beyond. I teach students using activities that will reach students who learn aurally (hearing), visually, and kinetically. We work in multi-level groups, we work with "expert" partners, with student and adult tutors, and anything else that I can think of to increase understanding. We read, we write, we discuss, we do. I front load vocabulary, I teach them to use resources (dictionary, thesaurus, internet). On top of that, I give the students skills to help themselves acquire language and comprehension so that when they reach the big world of middle school next year, they have a better chance of learning.
This year I have a higher percentage than normal of my students who do not speak English in the home and whose parents require translation at conferences. These same students are no longer served by the ELL program, much to my frustration. Several problems occur for these students every year.
Problem #1 The test. It was changed this year, hopefully for the better. That being said, I have not seen the newest version and cannot speak to its effectiveness. The old version was too easy for 5th grade students and too hard for Kindergarten. The SAME test was given to all ELL students. It also measured predominantly conversational language. Research shows that it takes, on average, 3-5 years to develop conversational language fluency. It takes 5-7 years to develop the same fluency with academic language. These students are tested yearly with this test to determine whether they qualify for services. The will spend one year being "monitored" (in the regular classroom with check in's by the ELL teacher to see how they are doing) before being exited from the program.
Problem #2 Statewide Assessment test. ALL ELL students must take the full state assessment test only ONE year after they enter public schools in our state. 1 year.....much less than what research supports. Not to mention, students who have been here less than one year take the Math portion anyway. Now, the test doesn't count against the school if they are in the less than a year population, and they can have a reader. However, the reader just reads. If the student cannot COMPREHEND the content, it may not make any difference in the outcome. Our math test is more of a reading test. Most problems are formatted as story problems. If the student doesn't know words that are academic language specific to mathematics (average, factors, multiples), having a reader will not make a difference. Not to mention the fact that some are multiple choice while some require the student to write out their thinking in numbers, words, or pictures.
Problem #3 It is VERY difficult to get resource room help for an ELL student. In order for them to even be considered, there can be no doubt about whether their issues stem from cognitive ability rather than language. I understand that at one point in time, too many ELL students were given to the resource room, but now it seems that the pendulum has swung too far the other way. It does not make sense to assume that students other cultures will not have cognitive difficulties. If they need help, let's at least assess instead of assume.
In order to help these kids I speak often with the staff at school from the resource staff, to the ELL staff and beyond. I teach students using activities that will reach students who learn aurally (hearing), visually, and kinetically. We work in multi-level groups, we work with "expert" partners, with student and adult tutors, and anything else that I can think of to increase understanding. We read, we write, we discuss, we do. I front load vocabulary, I teach them to use resources (dictionary, thesaurus, internet). On top of that, I give the students skills to help themselves acquire language and comprehension so that when they reach the big world of middle school next year, they have a better chance of learning.
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