Middle School, day by day from a teacher's point of view

2012-01-27T12:39:00.002-05:00

Semester One... done, finished, grades closed out.... progress reports printed and handed out... report cards come out next week.

Whew................

It's been a rocky half a year, no doubt. The bad days have outweighed the good, at least two to one.

Is it getting better? I don't know! Somedays, I think YES, maybe, just maybe, I am making progress, if not with all of them, at least some. Other days, I think NO WAY. I check my retirement possibilities. I consider a job application at McDonald's. I ponder just moving away, far far away.

Some of the problems are politics. Others are the kids. I've never felt so overwhelmed, so inadequate, so like I cannot get a handle on what needs to be done to help them be successful. I've never struggled so to manage classroom 'control', maintain a safe and productive place for kids to learn.

But once in a while, once in a great while.... the little moments make it all worthwhile. One young man today.... and he's a frequent office flier.... far from a model student. This guy announces at the end of his second hour in a row in my resource room, "I don't know what it is Mrs. George, but after two hours in here, I just feel relaxed, like school's gonna be OK." and even better, than that.. and I will admit, THAT was amazing.... another kiddo, one who butts heads with me CONSTANTLY about everything - yes, EVERYTHING - to the point if I said the sun was shining, he would point out the one lone cloud in the sky.... he piped in, and said, "Yeah, don't you wish we could be in here ALL DAY?"

I didn't know whether to cry, or hug them, or just let them go to lunch as the bell rang.... But here I sit, with a smile and a sigh of relief, that maybe, just maybe, it isn't ALL bad.

2012-01-26T12:36:00.002-05:00

I've always been the teacher with candy in a tub, given out generously for positive reinforcement, random "have a piece" tossings, and a treat for everyone just because. I've often kept soft drinks in the fridge to give out for special occasions. I bake cookies and muffins, treat my classes to breakfast, or pizza parties. To me, all that is just one more way to show students I care.

Tuesday, I spent the day in PBIS training learning about the new program we are going to implement at the middle school and high school level. Parts of it appeal to me very much. I like the idea of catching kids doing good and giving them positive reinforcement for it. I need the reminder of saying 5 positives for every negative interaction. I even like the idea of large scale rewards when the group is getting on the ball with doing the right thing.

On the other hand, I am concerned we are creating citizens who will expect to be rewarded simply for doing the right thing. It seems to me, this type of system should be a starting point in changing behaviors, one that naturally weans itself down to where students have gotten the hang of what is expected and are now routinely practicing those habits just because, without the constant need for a token of appreciation.

I fear we are setting ourselves up to teach kids the always want to up the ante with rewards. I recently took the role of 'check-in/check-out' person for a 6th grader who is struggling to be successful. Nice kid, funny kid, likable kid. He just needs a little boost to keep himself on track. Great... the idea is he takes his check-in/check-out sheet to all his classes each day, and if he earns the preset requisite points, I give him a small prize, a candy. I also told him for 5 days of good reports, I would give him a pop. So, what does he do? He asks for a pop each day instead, and McDonald's for lunch when he has a 5 day run.

The other young man I know that is on a similar program with another teacher, counts his points each hour, figuring out when he can start to "be bad" and still get his points.

I just want to make sure our ideas for positive reinforcement are matching our ultimate goal of teaching students to become responsible citizens because that is what they ought to be doing, not because of the piece of candy or the pop or the special prize.

2012-01-17T14:52:00.002-05:00

It's exam time. The end of semester one. The critical time for high school students to find out did they earn that credit they so desperately need, or will they be reserving a seat in the same class next fall.

It is a point of controversy in our district. Does the exam determine credit? Does the course itself determine credit? Is it some combination thereof? It seems with every change in the wind, the answer changes, leaving staff and students confused and frustrated.

I am torn as to my personal stance. On the one hand, if a student can pass the exam without doing any of the course work, doesn't s/he deserve credit for the class? If your exam truly measures proficiency on preset standards of learning for the class, why wouldn't you give a passing exam grade course credit? On the other hand, are there activities/projects/classroom discussions that lend themselves to proving proficiency as well? If a student opts out of all the 'experiences' in class, can they still prove mastery with one grade? And what about the student who does everything all semester, completes every assignment, completes all the readings, the projects, the papers, but fails that final? Does that student deserve credit? Is 'test anxiety' a viable excuse?

I think we need more accurate ways of proving proficiency than one test, one overwhelming, end all/be all test. Tests have their place, granted, but I think teachers need to find other ways to measure, accurately measure, student achievement. I don't want to create a utopia where everyone passes just because they show up, but I do think we can find more effective ways to show student growth.

Maybe we need to spend more time aligning our assessments we use throughout the semester to our outcome standards, and rely more on the continual process of assessing and remediating, instead of waiting for the chiming of the final semester clock.

2012-01-11T13:52:00.002-05:00

The ubiquitous, yet never to be seen.... PENCIL

I've always believe a kid doesn't have a pencil, you give you them one. It doesn't need to be an issue. Make it a non-issue.

Until this year..... I can go through 20 pencils a day without ever blinking. And keep in mind... I only have 12 kids in my room, one hour a day. The rest of the day, I am in co-teaching assignments. Those 12 kids can go through 20 pencils without blinking. Either the pencil sharpener grinds it to nothing, sometimes, through no fault of the student... or the kiddo just keeps grinding away until the pencil disintegrates into oblivion.... Or the kid loses said pencil between #3 and #4 on their homework... Or they break it into a gabillion pieces... Or... I have NO IDEA. I accuse them of eating them at times.

The worst part? We are being told by the powers that be we MUST give them pencils. Well, then. FINE. You better adjust your budget and plan for more pencils because once the word is out pencils are flowing freely, the problem is going to compound. At least now, some are forced to 'look' for their own pencil when teachers insist they are out.

At what point do schools insist on some responsibility on the part of students and parents?

I'm all for helping them be successful. I've loaned/given everything from pencils, to paper, to notebooks, to food, to clothing, etc... over the years. But there must be a limit to the generosity of, or rather the REQUIRED generosity, of schools.

2011-12-28T09:42:00.001-05:00

It’s been a while since I blogged… for a variety of reasons, some were tech issues, others just an overwhelming sense of despair and resignation of some situations. Today’s entry will be threefold – 2 accolades of things you might enjoy, and then, I will end with some closing thoughts for the 2011 year. Enjoy…

First I want to start with a short book review/ recommendation. I just finished Where the Sky Doesn't End by Ron Nichols. The book parallels two middle school students, each a social outcast for their own reasons, and how their lives become intertwined as they search for their own dreams. The two characters were believable middle schoolers who both tugged at my heart as I read about their struggles. I found myself immersed in their lives, anticipating the conclusion/resolution. This would be a great read-aloud for middle schoolers. While some students might be able to navigate it as an independent read, much of the vocabulary would challenge any struggling readers. I was intrigued when Nichols sent me the book, and delighted when I finished it. I look forward to more similar genre novels from this new writer!

My next recommendation is for a cool new online math tool called Percentage Calculator. This simple but multi-faceted tool will help your students learn how to calculate percents in the form of _____ % of _______ is ________ by allowing the student to enter any 2 of the fields to have the other calculated for them. The tool is followed with a succinct explanation of the process.

It is somehow reassuring to start this post with positives that are happening peripherally to education. I find myself more negative, overwhelmed and disenchanted as time goes by. My biggest frustration now is inclusion. I’ve been a long time advocate of inclusion. I think all students benefit from being a part of the greater whole, learning from those ‘smarter’ and those who struggle. I see the plusses for both sides. However, inclusion is NOT always the best solution, not always the ‘least restrictive environment’ for a student. For some students, trying to force them to keep up academically with their peers is liken to torture. But now, with states going to the Common Core, with NCLB requirements rampant, schools are being forced to squeeze every student into that perfect mold. On paper, that all sounds swell. Every kid deserves every chance to learn every skill. Wait…. Make that every kid WILL learn every skill. How unrealistic is that expectation?? So now… we have students of all abilities thrown together floundering along, trying to master skills so far above their higher possible thresholds all we are doing it creating chaos. We’re forced to reach so far above, we cannot meet their true needs.
In the meantime, we are also doing a disservice to students who COULD master those concepts as we try to drag along the struggling students, holding back the others. We can try to ‘make accommodations’, provide support, but we’re just putting a bandaid on an amputated limb.
Moving beyond academic struggles, we have students now ‘included’ in regular education classes with severe emotional issues that are posing a danger to all students. The last day before Christmas break, a student became so distraught over a small issue, he picked up a student desk and threw it across the room. Luckily, no one was injured, but this is an ongoing problem, not an isolated incident, and one which will continue, I fear, to replay itself until someone IS hurt.
Inclusion is NOT an end all answer for education. It’s like expecting every student to play varsity basketball. No matter what coaching is in place, no matter how much practice time they get, there is simply no possible way EVERY student will ever make that team.

We wonder why parents become disillusioned with schools and search for alternatives – homeschooling, charter schools, etc….

As a parent, I wonder if my own children were in school now, what choices would I be searching for, because the choice in front of me as I walk in the doors of school each day is not one I would be proud to have for my children.

2011-11-15T10:06:00.002-05:00

It's that dreadful time of the year again. "Buck fever' is running rampant in the school with over half the high school students gone for the day. This terrible virus is such a deterrent for education when it is so highly contagious.

I could argue policy - should we, like so many other districts, close school for opening day of deer season? It seems a waste of 'education' to hold school. With a majority of students gone, most classes are 'free time' or 'study hall' today, reluctant to go on to new material. Is that in itself part of the issue? Do we create an atmosphere where it is ok to be gone today because students and parents know teachers will allow it to be a slough day?

With deer season such a economic boon to our state's economy, with nearly 700,000 hunters predicted to hit the woods, each estimated to spend nearly $1000 each, maybe need to embrace the tradition and call today a statewide holiday!

2011-11-09T12:59:00.002-05:00

We've spent a lot of time lately, as a staff, talking formally and informally, about insubordination. By and large, we are in agreement that it doesn't matter if we are talking about hats in school, computer usage, or simple directions, students have decided they are in charge and the rules may or may not apply to them.

I'm not sure how this change occurred, or even exactly when... But I see a pervasive digression in simple compliance. Maybe it is something each generation of educators feels/perceives? Does it actually exist? I'm not sure. I do know when I was in school, I would have never dared to speak to a teacher the way these students consistently talk to adults. I would never have dared challenge their authority when asked a simple directive.

But now, students have the audacity to refuse to comply, think nothing of saying, "Don't talk to me" to a teacher, or walking out of class or the building when things are not going their way.

Do we, as the adults in charge, hold part of the blame? I think so. We've become more lax with our own adherence to rules as well. Teachers show up late, don't have their grades done on time, don't take attendance regularly, skip meetings, etc.... We've backed down from our stern exteriors my teachers had, the unbending, black and white rule enforced I was taught by, trying to make school more 'student centered', make rules more 'student driven'. Have we gone too far down that road?

We can talk all we want about core curriculum and increasing accountability but until we change the climate in our schools, none of that will matter.

2011-10-31T11:54:00.002-05:00

"Trick or treat, smell my feet, give me something to eat.. THANK YOU. "

My 2 1/2 year old granddaughter has been practicing what to say this afternoon as she goes door to door begging for candy. She's all excited to be dressing up as an ice cream cone. She really doesn't remember trick or treating last year, when she could just barely get out the words "trick or treat" but she knows today is a BIG day and she knows candy is in her future.

School is a lot like trick or treating. We knock on the doors of our students, hoping to get something back in return: participation, completion of assignments, sharing of knowledge, respect, effort.

How often do we as teachers take the time to say, "Thank you" when they deliver? How often do we show our honest appreciation for a job well done by them? I wonder if more of us consistently showed our appreciation of their efforts, would they be willing to give more? Just food for thought....

2011-10-27T06:13:00.002-05:00

Exciting news for my regular readers, or someone who just happened upon this post!

I am hosting a book giveaway for 2 copies of Michael Vey: The Prisoner of Cell 25 by Richard Paul Evans. Evans is a #1 New York Times and USA Today Bestselling Author. Michael Vey is the first in a new series by best-selling author Evans (The Christmas Box), published by Simon and Schuster in partnership with Mercury Radio Arts, a multi-media production company started by popular talk show host Glenn Beck.

The following is quoted from the email I received from Motive Outreach offering the book for giveaway on this blog:

Parents, teachers and community leaders concerned with the dark and
violent content in today's popular young adult novels are enthusiastically
embracing the new best-selling book, Michael Vey: The Prisoner of Cell 25.
Michael Vey tells a story of an unlikely teen hero who, despite struggling
with Tourette Syndrome, has special gifts and powers that help him overcome evil
forces threatening to take over the world. The book's "good story, good values"
approach has both adults and youth applauding.
"The message of Michael Vey is
one every parent, teacher and administrator will want their children to read,"
said Ann Harkins, CEO of the National Crime Prevention Council.
"Our students went nuts over Michael Vey. I'm not exaggerating to say that Michael Vey is the most popular reading we've ever assigned," said Bill Glisson, principal of Miami Valley Middle School in Dayton, Ohio.

Teachers can find resources for using the book in their classroom in 56-Teacher Resource Guide for Applying Michael Vey reading and lessons in the classroom.

Are you excited now? Do you want a copy of this book to read yourself, share with students, or use in your classroom?

NO LATER THAN NOVEMBER 4: Email me @ cossondra@gmail.com to be entered in the drawing to receive your copy of the book. I will contact you for mailing information when I inform you of your winning status! Good luck!

2011-10-19T10:46:00.002-05:00

It was an AHA moment and an OH SH*T moment, all rolled into one.

History class - assignment: Read the following article: The First Christians. Then, answer the following:
On the first page, near the bottom of the firs paragraph, the author state that "what began as a grassroots movement of Jewish peasants would become a powerful institution and a dominant force in Western culture." What does he mean by the statement? Support your answer with evidence.
Things you might consider and include:

the expansion of Christianity into Asia Minor and Rome

the shift from a rural to an urban religion

the direction of expansion of Christianity

A tough assignment? Yes.. no doubt. An impossible assignment for the average 10th grader to complete? Not at all.

The previous days had been spent outlining how to complete such a writing essay. They had the format for writing down.

Blank looks. Across the room. A few feebly attempted getting started.

Finally, out of desperation.... I interjected: IT'S A FOCUS QUESTION GUYS! JUST LIKE IN ENGLISH CLASS. IT'S A FOCUS QUESTION.

(In English II, they've been reading The Crucible and answering focus questions on various parts following a very structured approach. Restate the question for your topic sentence. Write several sentences which support your answer. Then close, usually with an opinion based on the text.)

When I said the magic words FOCUS QUESTION, some of them sat up straighter. I started outlining on the board... using the FOCUS QUESTION format. Suddenly, they GOT IT.

Even Student X, the one who NEVER gets anything said, "I GET IT!!"

I think often, we teach in isolation from subject to subject, we do not use the same terminology, and we do not make those connections for students, the connections they fail to make on their own, the ones we think are supposed to come automatically to them, but in reality, they not only fail to make but fail to see.

We, as educators, need to take the time and effort to show them HOW to make those connections on their own by making a concerted effort on our parts to work across the curriculum, making the way we do things uniform from grade to grade, from content area to content area.

Some may criticize and suggest we are making students conform. Some may accuse this of teaching to the test. But in reality, we are just showing them the way things work. It about creating reasonable expectations, showing them how to meet those expectations, and creating opportunities for them to meet those expectations in multiple settings and situations.

2011-10-18T08:16:00.002-05:00

I think some of the most important things we teach students in school have little to do with academics. That is one of my concerns about homeschooling. Where will those students learn the skills they need to be successful in society as a whole?

Some things are obvious: work habits, getting to class on time with the materials you need, or the simple act of showing up on a regular basis.

Other skills can be more ambiguous: working as part of a group, learning to be polite and respectful, and acknowledging authority.

Some students come to school understanding that adults are in charge for a reason - the greater good for all. Others come defiant, leary of all authority figures, determined to make their own rules in every given situation. These are the kids who constantly have to be asked to remove their hat, day after day, hour after hour. They have to be reminded to not speak when the teacher is talking, don't bother other students, ask and answer questions or give comments respectfully.

Through the years, I've had a multitude of students who are unwilling or unable to follow the basic rules of school. Many of these, I've encountered later in life. They are struggling to hold a job, even at McDonald's. One young man didn't understand why HE had to wear the same uniform as everyone else. He got angry and threw his uniform in the garbage, and ultimately lost his job. Others find that employers are much stricter with their tardy policy than the school was. Others find that employers expect you to show up at the job with the necessary tools you need for that particular job and without them, you no longer have a job.

Other students lack skills to interact with others politely and respectfully. They are constantly making comments to their teachers and other students, interjecting little jibes here and there that make everyone's life miserable. When confronted, they claim they didn't mean it, didn't mean anything by it, or flat out deny they even said it. Unless they change their ways, these students will also struggle in the work force.

I think schools need to spend more time and effort on these issues. Too many students come from homes where these skills are not valued. We must teach them. Someday, it may not matter if they can balance an equation, understand the influences the Romans had on our government, or be able to dissect a frog. But it will certainly matter if they can hold a job, be a productive member of society, and understand the social mores of our groups.

2011-10-17T16:03:00.003-05:00

The structure of the hour for my class varies..... from year to year.. from one group of students to another. I wish I could say I've found the perfect way to teach math, but I haven't! But since the question was posed, I will take a stab at some things I've learned that work, most of the time.

For me, having a Math Starter really sets the tone of the class. In a perfect world, this activity bridges what we did yesterday with the new material we will learn today. In my reality world, it is often simply the short set of questions that comes with the textbook. I download this PDF to project on the board. Other days, I use a problem I have written, or even a math puzzler that has nothing to do with the lesson. It could be a problem in the book, vocabulary words to copy(YIKES!) or a prerequisite type of activity. But whatever... I try to choose something that takes about 5 minutes and engages their math brain in gear while I take attendance and deal with any other little odds and ends. Depending on what the activity was, we may go over it immediately, or save it, especially if the activity bridged yesterday and today together.

Then.. we move onto homework/classwork from yesterday. I really seldom give HOMEWORK because honestly, most students do not complete it, so what's the point? I try to assign enough problems to cement those skills, but just enough so students, at least MOST of them, should be able to finish in class.

When we go over homework, I read answers quickly, then stop, ask for repeats. Then I allow questions. We do any problems students struggled with. If I get NO questions, or very few, I choose several problems I knew they struggled with based on the problems during work time the day before, or problems I anticipated students would struggle with. I work through problems asking for "what next" etc...

Then, if I feel we need more work on that topic, we do more problems.... often Day Two is the more complex problems on the topic.

If not, we move on to today's material. I think it is most important to bridge yesterday/prior knowledge with what we are doing new. I seldom teach from the book, preferring to 'show' my way. Then, we work through problems together. Students are expected to copy each example, show the steps, etc... as we go. Then we work through the begining of the assignment together, and then independent work time.

Depending on the topic, that schedule may vary significantly, with group work to 'discover' how to tackle problems, or some experiment or demonstration.

I LOVE individual whiteboards for classwork. These engage more students much more easily than paper. When they have that board, marker and magic eraser (paper towel) in hand, they are much more eager to attempt problems. I try to wander during this time, having one or more students at the board working out problems. We always have 'phone a friend' options when they run into problems when working on the board.

Sometimes, I feel too traditional, too structured and try to be more creative with more open ended activities. However, it often seems students do not always 'discover' what I need them to and we end up with more structured activities anyway.

I wish I could find the balance to teach math in a more 'creative' classroom where students develop their own meaning but I struggle with time management because these activities always seem to take more time.

I love group activities, especially graphing. Giving them a large poster size graph paper to create a graph as a group always seems a hit.

I try to weave as much technology into lessons as I can. I love interactive sites like National Library of Virtual Manipulatives or Shodor. Illuminations has some great lessons as well. Anything you can bring in different and engaging will be a hit...

Hope that helps. I am always looking for great ideas so please SHARE!!

2011-10-14T06:34:00.002-05:00

Today marks the end of the first 6 weeks of school, what, until a few years ago, would have been the end of the first marking period. Now we are on 9 week periods, so we still have a bit to go before the first round of report card grades come out.

I feel scattered still. It seems the year won't fall into place, into its routine, where my day becomes a logical flow of what to expect. Maybe it is the hodgepodge of students I have this year, maybe it is me. I don't know.. all I know is at this point, I still feel as if I am juggling bowling balls trying to make sense of it all.

For some of the students I have this year, just trying to keep their behaviors from getting them kicked out of classes is overwhelming for me. It feels as if I am more a fireman than a teacher, constantly stomping on outbursts, trying to keep them under wraps. It seems every time I turn my head, am not in the room, or look away for a split second, one of them does something inappropriate, disruptive. Forget ever worrying about academics with them. It is all about behavior.

Some of them are responsible for their actions, telling the truth, admitting their part in the occurence. Others toss blame at anyone and everyone but themselves.

At this point in the year, I am just wondering if we will EVER find our groove... if things will ever fall into a predictable routine....

2011-10-12T10:07:00.002-05:00

Today, because of the MEAP's, I am letting my Guided Study kids watching Toy Story 3. You'd be amazed at how 'attentive' they CAN be when it is something entertaining instead of something school related. They are focused, quiet and still. Hmmmmm......

Wouldn't it be amazing if school, all their classes, could be this engaging? Do I need to dress up as a cartoon character every day to get their attention??

Which leads to another question.... are we creating a generation of non-attenders? With all the video games, tv shoes, internet... all of which are highly engaging, fast paced, and bright/loud... are we teaching students/children that if it is not 'fun' they do not have to attend?

How many times are you stuck in a meeting, a training, something, that is less than engaging, but knew you had to absorb the information? How many times have you had to read a manual or some other informational text that you really had little interest in, but knew you needed to get all you could from it?

Life cannot always be engaging. School cannot all be exciting. Sometimes, learning is just boring.... sad truth....

2011-10-11T08:12:00.003-05:00

Oh joy. MEAP's start today. As I sit watching my crew, I am confident I know their scores will be reflective of their effort. Wait... I didn't say the score will be reflective of their KNOWLEDGE or what they learned last year.... I didn't say their score will in any way indicate how well their teacher last year taught..... I said their score will be reflective of their individual effort.

We are less than an hour into testing. So far.....

one young man farted loudly, intentionally

two are asleep (one stayed up late last night to watch the Lion's game.. not sure why #2 is asleep. I have gently woken both twice.)

one had a loud outburst, screaming shut up to another student and asking to go take test in office

one was done filling in bubbles almost before I finished reading directions. I don't even think he opened the question booklet

one wrote '1948' the blank for school name, even though the school name was written on the board

two didn't know what year they were born to fill in that information

Please... base MY pay on their scores.

The ridiculousness of it all is so absurd I cannot even fathom it.

2011-10-05T12:08:00.002-05:00

I was reflecting on yesterday's negativity in my post and trying to sort out the reasons I feel so frustrated. Is it me I am upset with? Is it my students? Is it school in general?

And perhaps the biggest question...

What can I do to change my state of mind?

The bottom line right now is many students do not see the connection between education and their future. For many, too many, the goal of graduating from high school is overwhelming. They have no fantasies about anything past graduation if they possibly make it that far. College is not something they perceive as a reality possible for them. They see themselves as failures before they even start.

Believing in my students can go a long way in setting them up for success. I know that. I acknowledge my role in that part of the process.

Just believing isn't enough though. I have to transfer that belief into a reality for them. There is where the disconnect lies.

One young man in English 2 is bright, gregarious, bubbling over with knowledge and ability. But he is also a self-proclaimed "ass". He has no intention of passing the class, even though he could easily with minimal effort. He will somedays participate in discussions, contributing amazing insights into the conversation. Other days, he can't be bothered to show up on time, can't be bothered to put pencil to paper, or fingers to keyboard. For all the knowledge I *know* he has, there is little evidence in the grade book to substantiate that knowledge. Maybe he will surprise me and Ace the mid-term and final and manage to pass the class, get credit and move on. Maybe... I hope so. Either way.... it seems my encouragement falls on deaf ear with him. He acknowledges his potential, but chooses to let himself down. He claims to want to be a doctor someday, and I have no doubt he is capable of achieving that goal, but with his current work habits and defiant attitude, that goal is not achievable despite his extraordinary intellectual ability.

Another young man... in my math class. He cannot be bothered to grab his book, bring his assignments to class, even grab a pencil off my desk to use. He refuses to open the book to the page we are on, refuses to copy notes, try problems. He is sooooo determined he is going to fail, he refuses to even try.

Another young lady... so intent on her social life and the ensuing drama there on a constant basis, cannot focus on work in any class. She is constantly worried about someone else and what they are doing, where they are, who is making comments about them. She has potential, but it is unrealized.

When I first starting teaching, I could have stopped there. THOSE would have been my challenges this year. But unfortunately.... that is just the tip of the iceberg. It seems more and more students come unready to learn, unready to be a student....

I keep trying. I keep tackling them one student at a time, one day at a time, one class at a time, one assignment at a time...

There's always a mountain in front of me
Seems I'm always climbin' and stumblin'
And then fallin'
And then climbin'
But I keep on tryin'
~Trace Adkins

2011-10-04T12:48:00.002-05:00

Maybe it is the time of the year, maybe I am getting old.... but I feel a sense of discouragement and dismay at the tide of education today. It seems we've made a paradigm shift, or several of them, in the time I have been teaching.

Some of the changes have come from above, forced down upon us - increased accountability in the form of standardized testing and a uniform curriculum. Those issues are beyond our local control and have been debated in the greater educational arena to the point I am not sure I have much to add.

The bigger paradigm shift I see is the school culture/climate change. We've become so dictated by fear we no longer create the culture which is conducive to learning that once seemed the norm in schools.

Dress codes are not enforced. Rules in general have become more lax. Students seem to have more say in the social mores of the school community. On the one hand, it is important to allow students the opportunity to make decisions that impact themselves. It is a life's lesson to create rules and consequences. But as the majority starts to shift from those truly interested in education, to those more interested in finding ways to be a catalyst for chaos, I fear our schools are changing, swinging so far from an 'adult-ruled' society to one run by students with an agenda not guided by rationale and a drive for learning, that we have lost the true purpose of a public education in the process.

Students get in trouble in one school so they are booted to another. Students don't like one classroom teacher's rules so they change their schedule. Students choose not to be learners, so we have no choice but to allow them to wander that path, dragging others along behind them. Classroom teachers' hands are tied when it comes to discipline and enforcing consequences. Yet, our worth is judged by the achievement of students in our classes.

If you want to judge my worth by the productivity of my last year's students, then allow me to autonomy to create a learning environment conducive to actual learning.

I don't have the answers. But I do know what we are doing, where we are heading, gets further and further from a true education with each passing day.

2011-09-30T10:43:00.002-05:00

I've always been a HUGE fan of technology at school. I love using it teaching, I love using it at home, I love how engaging it can be for students.

But with the onslaught of online distractions, I am becoming the ogre of netbook usage. I feel as if I spend more time monitoring what students are doing on their netbooks than I do teaching.

For some students, chatting online with another student can be engaging. For some students, chatting online with another student can be a great resource to get help with an assignment. For some student, multi-tasking comes naturally, even enhances their ability to accomplish the work they have in front of them.

For those students, I applaud the use of social networking. I applaud and encourage them to collaborate. Utilize these tools to their maximum potential!!

Unfortunately, for many students, putting a netbook in their hands is a straight line to disaster. They are unable to self-monitor their time and are constantly distracted by the overwhelming volume of games, chats, music videos and information available at the click of a finger. They simply are unable/unwilling to NOT do those things when they should be attentive to their school work, the teacher, or the assignment they need to be focusing on. They are inundated by Skype messages from friends, or enemies. They have to check Facebook to see what is going on.

Research shows that students who Facebook regularly score significantly lower. This article acknowledges that each generation has had its distractions, it calls Facebook a 'unique phenomenon'. The magnitude of the pull of knowing the every going on of other students seems irresistible for many students.

Couple all of those with the potential for cyber-bullying and the issue becomes even bigger. Students threatening students on Skype and Facebook is rampant. The conversation threads draw parents in as well. A small issue quickly accelerates out of control.

I've come a full turnaround. I always wanted, or thought I wanted, students to have unlimited access to the internet with all its joys. I thought it was our responsibility to teach students to use it appropriately, to help them self-monitor, to teach them social responsibility. However, I've come to realize that for most students, the temptations to stray are simply too irresistible.

We need to take back our schools. We need to gather back our students' attention to the learning.

2011-09-30T06:16:00.003-05:00

Recently I was contacted by Lindsey Wright of Online School who requested to do a guest blog here. After much consideration, I have decided to share her post which has some interesting thoughts:

Students Must Remain the Focus in Wired Classrooms

There is no question that new technology has a place in the modern classroom. Children are growing up in a technology centered world where knowing how to use new technology will be necessary for more and more jobs as time goes on. As such, technology in the classroom has the potential to increase learning opportunities when used correctly. Conversely technology alone is not enough to allow students to excel. Thus, teachers must find an appropriate balance between keeping their classrooms current and meeting the needs of their students.

Changing the Focus in the Classroom

Recently there has been a lot of focus on getting technology like additional computers, laptops and interactive whiteboards into the classroom. In fact, some intuitions have even gone as far as letting students attend school online. However some would argue that there is too much. Individual students have different learning styles and needs, and amidst the excitement over new technology, the students must remain the priority.

One of the main benefits discussed in relation to using more technology in the classroom is that students can learn at their own pace. Yet this type of thinking has some flaws. Computers and the Internet allow students to explore topics that interest them and learn in their own way, but teachers must be careful to maintain standards and ensure students are still learning the basics required for that grade level.

The “do-it-yourself approach” also ignores those students who have trouble being independent and learning on their own. These students need the regular guidance of a teacher to keep them on task. There are many different ways to use technology in the classroom and schools and teachers must be careful to design the classroom so that the needs and learning styles of each individual student are being met. It is imperative the focus in the classroom remains on the students rather than on using new technology at all costs.

What Can be Done to Make Sure Students Needs are Being Met?

The Educational Technology Journal, emphasizes that computers by themselves are not going to appropriately teach students. School districts must recognize that in addition to providing new computers in each classroom, the computers must come equipped with high quality educational programs. More importantly, schools need to ensure that all teachers are trained to use the technology in their classrooms in an effective manner that will meet the needs of every student.

Evidence that technology alone will not change education for the better can be found in an Arizona school district.The district offers state of the art classrooms with laptops, huge projection screens and interactive whiteboards. Yet even with these innovative classrooms, the test scores in that district remain unchanged. Evidence like this suggests that something might be wrong with an approach that focuses too heavily on providing new technology and possibly neglects the needs of students.

Luckily there are several ways teachers can ensure the technology that is being incorporated into their classrooms works to the advantage of their students. For instance, teachers can arrange classrooms in away that ensures the focus remains on teaching and learning, rather than the technology in the classroom. If there is one computer available, the teacher might connect it to a projector and use it to supplement to a lesson. On the the other hand, there are many different ways to design the classroom if there are several computers available. The teacher might arrange small groups of computers together so students can work in small clusters at different computer stations or spread each computer to a different place in the classroom, using each one for a different purpose.

Technology is changing the world we live in, including education. However with the focus on getting as much new technology into the classroom as possible, educators must be careful not to neglect the needs of the students.

Lindsey Wright is fascinated with the potential of emerging educational technologies, particularly the online school, to transform the landscape of learning. She writes about web-based learning, electronic and mobile learning, and the possible future of education.

2011-09-27T13:17:00.004-05:00

Parent meetings are always interesting. You just never know what to expect the first time you meet a parent. Some are mirror images of their children; others, you wonder how they possibly share the same DNA.

Some parents make every excuse possible for their child and their school issues. Others bend over backwards to make your life as a teacher easier.

Some parents make you realize the special little something you've missed seeing in the child. Others make you more determined than ever to FIND that special sparkle and enhance it.

Of the gazillion parent meetings I've had over the past nearly 20 years of teaching, most of them have been positive and productive. It is a rare conference that ends with the feeling we've missed the connection between parent and teacher that is so crucial to student success.

I wish I had the magic formula for making them all positive but I don't.... on those other days when the meetings end in a less than magic, I am left questioning what my purpose as an educator is.....

2011-09-26T16:41:00.002-05:00

I can’t or I won’t… how do you know which category a student falls into?

As teachers, we make judgments, often split second on the fly judgments, about our students and their abilities. We know that often when they say, “I can’t…” it simply means I choose not to put forth the effort to even see if I can or not. Just saying I can’t is much easier, much less risky.

But how do we know when a student truly, honestly cannot complete the task we have presented to them?

Sometimes, our gut kicks into gear and our teacher sense red flags us loud and clear, "Bobby is lost."

Other times, the water is murkier and we really aren't sure whether to push harder, demand more effort, or back off and take a slower easier route to the destination.

Which is better?

Pushing students to excel independently but sometimes erring on the side of too high of expectations.

Leading them too closely down the learning path, never expecting more than we think they can achieve on their own.

How do we find that middle ground of balancing the expectations with the realities of teaching them independence, pushing them to reach beyond their comfort zone, and assuring they develop the indurance needed to face obstacles?

2011-09-21T11:36:00.003-05:00

Test prep.......first 10 days of school.... test taking strategies..........reveiwing last year's concepts....

Is it worth the time and trouble for the average student to spend the first 2-3 weeks of school prepping for the big ole state test that is all so important?

It seems every classroom in my district, and probably across the state of Michigan, is dedicating these first days to reminding students of how to take tests, reteaching the content taught last year, and trying to convince those students they WILL do well on the upcoming MEAP tests. Does all this 'instruction' equate to higher test scores? Does it equate to increased student learning?

In reality, I think we are boring average Student X into doing much worse on the actual test than had we simply given that test the first day of school. We hound them repeatedly, in classroom after classroom, of how to take a multiple choice question, how to analyze what is being asked, until they are so fed up with hearing about the test, when it is actually in front of them, they are so tired of hearing about it, they just fill in the bubbles.

I know it all comes down to time, but wouldn't it better to dig right into the new content, the juicy exciting stuff, getting the kids fired up about learning? Couldn't we find ways to weave our 'test prep' into those exciting lessons we really WANT to teach, and kids really WANT to learn?

Of course.... that might make sense.... and too often what we do in education makes no sense at all...... But what do I know? I'm just a teacher....

2011-09-14T07:55:00.002-05:00

Sitting in for the principal today, I fielded many questions that were out of my league. One I was unable to give a definitive answer to got me to thinking...

If a student leaves our school to continue his/her education at the alternative school, is that students eligible to play sports?

My gut, knee-jerk reaction was NO. If you didn't cut it HERE, couldn't meet the eligibility requirements to play sports HERE, why would we let you jump ship to another school and still let you do the fun stuff we provide as extra-curricular enhancement for OUR students?

Of course, I don't have the final say, or for that matter, even any input on the final decision on the matter. Just the thought of it got me riled up....

My own daughters played sports, both of them. Sports provided them a physical outlet as well as an opportunity to be part of a team with all the benefits that affords player. They learned about being good, being not so good, being supportive of others, following rules, sacrificing sleep for something you want... all while keeping their grades to both the school's standards as well as ours at home.

I think sports are wonderful for all kinds of kids. I think sports need to be a integral part of the public school experience.

But are sports THE REASON for school? Absolutely not...

As a teacher, I've seen it happen repeatedly. A kid is a pain in the butt, disruptive, insubordinate, refuses to do anything.... until his sport season comes along. Then suddenly, Johnny becomes a model student, maintaining his grade average required to play, avoiding detentions that would interfere with practice. What a great motivator!! until the season is over.... then back to the same old same old...

Policies have changed, at least within my district, to hold students accountable for being a 'student' for more than just the actual sport season in which they play. For some kids, that works. But for others, it eliminates them from the program entirely. To them, I say, "so be it..."

Coaches try to bolster young athletes to grow and mature, trying to grab some of those borderline kids and hook them into the programs, hoping to see a carry over from the team to the classroom. It does work in rare instances.

The bottom line to me is... School is about academics. School is for learning. In today's educational arena where budgets are being slashed to the bare bones, teachers' salaries are being cut, educational programs are being eliminated.... we need to be careful about making sports a priority instead of academics. Sports are a privilege. Learning is a requirement.

2011-09-12T06:26:00.005-05:00

I don't often promote a particular product on my blog, so be assured when I do, it is one I found particularly spectacular :) Recently, I received an email from the creator of Easy Notecards asking me to promo his product. Being busy with the begining of the school year, I read the email and just ignored it. Then, in a moment of desperation for something to distract me from the huge pile of paperwork on my desk, I revisited the email and clicked on the link for Easy Notecards. From the get-go, the site looked well made and easy to use, so I explored further. I even created some notecards. Cool beans! Later that day, I was subbing for another teacher who had an emergency and left with no lesson plans. There were some vocab words students needed to review with a short game but it only lasted about 20 minutes. Suddenly, I remembered the Easy Notecards site. We created accounts - super simple for 90% of the 7th graders - and then got down to making notecards. First, they groaned and moaned. But by the end of the hour, students wanted copies of the words/definitions to finish on their own at home. They had decided the site was cool, fun and engaging. SUCCESS :)

The site has uses beyond the obvious vocab practice. What a great tool for simply placing notes in question/answer form. Students can quiz themselves, study, practice. I'm sold so here I recommend the site to you, and thanks to Chris Deiter for creating and sharing such a great learning tool for students.

Now... for today's actual post.....

First week of school, done! Back to start week 2. It was a whirlwind 4 days with trying to sort schedules for students and teachers, trying to find where we were all supposed to be, and what we should be doing. It is always tough to get those 6th graders and 9th graders settled most of all. A new building means new teachers, new hallways, new lockers.... and an overwhelming sense of panic among many.

Today, the school year really starts, in my mind. The getting down to the nitty gritty of the routine, the settling in of the patterns of classes and assignments.

Being in special ed again means a scattered schedule for me. I start the day in high school for 2 hours. First hour is in English 2 with an interesting group of sophomores. Over half the class could easily be classified as at-risk for one reason or another. Trying to get them through challenging writing and reading assignments will be a struggle, I am certain.

Second hour has me scheduled two places - Geometry & World History. For many of the geometry students, this is their second math class on their schedule. Since they didn't pass Algebra 1, they are shoved into 2 hours of math, both of which will be a struggle for them. (Many of them are in both English 1 and English 2 as well.....)

Third hour, back to middle school for a 6th/8th grade Guided Study. This class will eventually be an easy one but the first week, when students have few assignments, keeping them busy is interesting.

Then... 4th hour, my 8th grade Algebra class. These boys will be my biggest challenge this year. Trying to take them from where they are, from not having been prepared for this level of math, through the curriculum seems a daunting task, but we're headed forward. I think if I can keep them believing they can, we might have a chance.

Lunch and my prep hour are next...followed by 8th grade language arts. This class is huge with a large percentage of students who need assistance for whatever reason. The end of the day timing makes this a particularly difficult task, keeping them on track. As a whole, they do not like to write, they are burnt out by last hour and they simply are ready to quit. Trying to juggle how to keep them all on task is overwhelming somedays.

But the school year is off and running... and we're looking to find our groove. I'm excited about the possibilities, overwhelmed by the realities of it all, and already needing a vacation :)

2011-09-01T09:00:00.002-05:00

We talk a good talk in education about meeting the needs of students, but in reality, too often, we do a really great job of setting the stage for our students to fail, or at the very least, struggle. It seems not only the politicians have forgotten the purpose of public education is to educate ALL students, but teachers and adminstrators have forgotten our higher purpose along the way as well.

We worry an awful lot about contracts and insurance, meeting federal/state regulations for course names, which textbook is the best, which classroom teachers will teach in, the shiny floor in the lobby to welcome folks, the latest and greatest technology, schedules, and filling out paperwork.

Maybe all those things ARE important... but none of them are as important as our number one priority: OUR STUDENTS. Schools(and the politicians driving educational reform) need to take a step back and look at what really matters: teaching kids. Not just teaching kids the 'curriculum' (insert heavy sarcasm here) but teaching kids that THEY matter, that they are our customers, and we are here for them, to serve them, to help them, guide them... to become productive members of our society as a whole.

There does need to be a 'common core' of knowledge imparted in public education. A high school diploma ought to mean the same something regardless of where you graduate and earn that piece of paper. But getting that core of knowledge shouldn't come at the expense of common sense and compassion for our students.

Until the adults in education grow up and step up, we, as a nation, are doomed... our educational system is broken, and instead of working to make it better, we are complacent, content, and lack the guts to step up and make a difference.

Shame... shame.. shame on everyone involved. ME, included.... As the 2011/2012 school year starts, let's take a stand for students. Let's make educating THEM our priority again.

2011-08-08T21:08:00.002-05:00

Today was my first day back to school this summer. Sure, I’ve stopped by to visit, check the mail, just pop in, but today was the day I started putting my classroom back together.

The rearranging of the furniture, the digging out the textbooks, the hanging of the posters, is all really symbolic of something bigger.

I spent a lot a time today just sitting at my desk, pondering, looking at the tables, the chairs, thinking about how I wanted them arranged, what the final overall plan was to be. Having been in this same classroom for 10 of the past 16 years, I have some idea of what works and what doesn't. But every year is different. Each group of students is different. I am different each year.

Symbolically, it is a starting over. A clean slate. A new chance to make a difference. Where I put the tables matters. But more importantly, the attitude I start the year with matters. My attitude sets the stage for the learning (or lack thereof) that will occur within those 4 walls during the 2011/2012 school year.

Someone on a listserve once commented: We are but part of their journey. I hope that can be my mantra for the year, with students, parents, and other staff members. As I move tables, write names in textbooks, print parent letters, and plan those first few days of class, I will strive to remember the impact I have on their individual journeys, and even more, strive to make that impact a positive one.

2011-08-03T12:07:00.001-05:00

Secretary Duncan thinks teachers should be paid more. Great! $60,000 to start with a potential for $150,000 is way ahead of the pay scale in my district, so I’d be all for it!

Wait, there’s a catch? Big surprise….

In the first place, Duncan is just shooting off at the mouth, with no real green stuff to back his proposed generosity. With districts, states, schools everywhere, cutting way beyond bare bones, down into the nitty gritty necessities, laying off teachers, eliminating critical programs, making desperate attempts to keep the doors open and the electricity and heat on, the likelihood of tens of thousands of dollars in pay raises are almost a joke.

But the real catch? Duncan wants the money tied to test scores. As if most teachers would/could do anything differently to raise test scores even if they were paid a million dollars for each proficient score. (Oh.. wait, they can and have done something – CHEAT. But that’s an entirely different issue.) The reality is, there are too many great teachers, doing exactly the BEST they can do for their students. Circumstances beyond the classroom teacher’s control impact scores almost as much as their teaching. These teachers ARE giving 100%, or even more, to make sure their students get a quality education.

The few bad apples tend to taint the pool for everyone. The public focuses on that one bad teacher they had in school, that one difficult teacher their child had, the rumors they’ve heard about what goes in this classroom. I acknowledge changes, drastic changes, need to occur in some classrooms. Some teachers are not meant to be teachers. They don’t know their content. They are incompetent at getting information across to students. They refuse to follow the curriculum. They are mean spirited and hateful. But, these are not the norm, but rather the exception to the majority of teachers in the teacher pool.

I’d love to make more money teaching. With 16 years experience and a master’s degree, I just barely break the $55,000 mark. With all the extras being docked to my pay, the 3% mandated to pay for retirements, the extra 10% towards my insurance, union dues, etc… the reality is much less than a $55,000 starting point. I don’t see cost of living raises. I don’t get extra if I work extra. I do fork out a lot of money for classroom incidentals, materials for students who can’t afford them, or whose parents refuse to provide them. I buy food for students who are hungry, fund field trips for those who don’t have the funds. Ask any teacher and they will give you the same story about out of pocket ‘expenses’.

But paying me more won’t change anything about the way I teach, the quality of education I provide for my students. I still won’t be able to get them to school on time every day ready to learn. I still will struggle to compete with video games, online chats with friends, music videos, and other distractions that appeal much more to the average adolescent than the Pythagorean Theorem or inverse functions. I will still struggle with parents who think because I expect their child to come to school, do their work and be respectful, I am picking on their child. I will still struggle to overcome the child who is being abused and/or neglected at home, who carries that weight heavily on their shoulders.

Worse yet, offering to paying the ‘bad’ teachers more won’t change their classroom practices either. If they had the skills to teach well, they would already be doing it. If they had the true desire to change the lives of their students, they would already be doing it.

Some of the marginal teachers might be inspired to try a little harder to reach their students with a pay increase, but this small percentage of teachers would make such a small impact on overall student learning, it seems not worth the price. The bottom line is, good teachers are good teachers, regardless of their pay. Bad teachers are bad teachers, regardless of their pay.

Pay teachers more because they deserve to make a professional wage. Pay teachers more because they have one of the most important jobs in the world. Don’t base their pay on an arbitrary test score that has been proven repeatedly to be inaccurate and invalid. Don’t base their pay on a test score that is partly beyond their control.

So thanks Duncan for your little dangling carrot,

but no… I don’t think so.

Thanks anyway.

2011-07-26T08:39:00.002-05:00

When a link to an article titled How to stop discipline issues forever popped into my Facebook feed, I clicked on it, obviously. Discipine, classroom management... those topics always seem at the forefront of what teachers need/want to solve, learn more about, and seek advice on.

The ASCD Edge blog post by Mark Barnes was interesting, if brief and incomplete in its how-to methodology. But the basis for the commentary was simple - get students focused on something that interests them and discipline problems will disappear.

In theory, I agree wholeheartedly. Engaged students are just that - engaged. They are focused on the project in front of them, and will give it their all to completion. Make it fun, make it interesting, make it relevant, and students WILL do it.

Let's step away from theory and into the real classroom though. Some subjects lend themselves more readily to project based learning - social studies for example comes to mind. Learning about places, people, cultures, all are easily student driven, given the right guidelines and guidance. Tell the kids what their outcomes should be, and set them free to learn and explore. Just some close monitoring, prodding, guiding, and most students will meet the objectives set forth.

Other subjects aren't so easily conformed to project based learning, at least in my mind and experience. Math is the worst it seems, the most impossible to allow students to direct themselves. With a subject so skill based and sequential by nature, allowing students the freedom to design, explore and meander mentally through the material seems fraught with disaster.

Reading and writing also seem to require a bit more direction from an instructor, giving guidance, advice and skills along the way. Much of the 'work' can certainly be individualized to meet the needs of students' interests, allowing them much freedom and leeway in the choice of reading materials and writing topics.

Anytime someone advocates allowing students to direct their own learning, I approach the thinking with caution. I'm all for choice, knowing choice gives students power, which is an effective tool in engagement. But I also believe students need to attain a certain basic set of core skills and knowledge in education. I don't see the average student motivated enough to accomplish this on their own with little guidance/instruction from a teacher.

2011-07-20T13:23:00.004-05:00

There's a lot to be said for being 2 years old again and being able to dress up, putting on an entirely new persona and becoming someone new for a little while. This morning as my granddaughter donned the princess gown and high heels, teetering around the house slipping and trying to balance, complaining about how scratchy the gown was, I couldn't help but smile obviously, but I was also a bit envious. When 50 is knocking loudly on the door, the reality is you've now decided what you want to be when you grow up. Sometimes, I jokingly say, "When I grow up, I want to be a landscape architect" or "When I grow up, I want to be a geologist" bemoaning the loss of the options. In reality, I love being a teacher and even given the chance to start over, I would likely choose the same path.

For many of our students though, they can't see past today to envision their own possibilities. Talking with colleagues yesterday, we talked about the career paths of our own children, the choices they've made, the choices we think are right for them, and the downfalls of our high school's preparation of students for making those choices. Cuts in education have led to few vocational programs being offered. A one-size-fits-all curriculum prepares, or tries to prepare, all students for college. In reality, many kids aren't college bound, for a variety of reasons. But does school really show them other options, explain to them the possibilities, help them explore the many other worthwhile opportunities out there?

The two colleagues I was talking to have 6 children between them. I have 2 of my own. One of mine went to college, undergrad and grad school, right out of high school, and has a lucrative career in the avionics communications field. My younger tried college for several years but it wasn't for her. After a variety of jobs, she has gone back for a certificate in phlebotomy, a much shorter, cheaper option than a 4 year degree, but one with a reasonable salary and benefits. Of the other 6 children belonging to the my colleagues, only 3 are out of high school, with 2 in college, and the other recently joining the Air Force. One of the others will be a senior in the fall, with no clear after-high school goals in mind yet. While he is a great kid, a bright kid, a very likable kid, he probably isn't college bound. Does that mean he is 'less'? No, it just means we need to help him find HIS path whether it is some type of vocational training that will lead him to meaningful, gainful employment, or some other option. His younger sister, a sophomore, has already set her sights on the medical field. We need to help her focus her dreams and prepare her for those. Little brother is still in elementary, but I can already see him working in the Department of Natural Resources, either as a conservation officer or fisheries/wildlife biologist.

The point is... all kids are different, with different educational needs, different paths they will choose in the future. We just need to make sure we, as educators, are not only preparing them for these paths, but telling them their many varied options instead of assuming they will all go to college, and teach them accordingly. For all we know, someday, that young lady WILL become a princess... or a geologist.... or a landscape architect... or maybe 'just' a grandma :)

2011-07-02T06:31:00.003-05:00

Up early on Saturday morning, enjoying the peace and quiet, looking out my patio door, I see my"kid garden" along the patio edge, full of gifts of various flowers over the years. I'm always amazed at how these flowers always seem to thrive. This lily is one of my favorites, I must admit. The first year, it was a gangly, spindly plant that didn't look as if it would survive the ride home from school. But I planted it alongside the other mismatched flowers that I've planted over the years, gifts from students, plants that didn't fit somewhere else in my 'grand scheme' of gardening. These plants hold a place of honor edging the patio, instead of tucked away hidden where no one might notice them.

Over the years, this lily has managed to survive. It is no longer gangly . Instead it is a glorious bush of blossoms - 18 open this morning, with many more buds waiting for their turn to shine.

My lily is like a middle school kid.....

they come to us, a little mishapen, a little gangly, not all that gorgeous on the outside at times...

but filled with potential...

just waiting to be planted in a place of honor....

wanting and needing to be tended and cared for over the years....

until they bloom magnificently into adulthood......

Thank you all my middle schoolers who have given me plants over the years. I've enjoyed watching the plants grow and mature and blossom, just as I've enjoyed watching you do the same.

2011-06-29T13:59:00.002-05:00

It's summer vacation time, strawberry jam making, working in the garden, baking, cleaning.... all those things that I never seem to get done during the school year. All those things take me back to my growing up days, way back when. Both sets of my grandparents lived a 2 hour drive away. While I didn't spend tons of time with either pair growing up, I do have fond memories of being at both their homes.

My dad's parents lived in town, on the quintessential tree lined Southern street, complete with huge azalea bushes flanking the sweeping front porch where we sat in the evenings in big white rocking chairs nodding to neighbors strolling by, listening to crickets chirp, and dripping sweat in the Mississippi summer heat.

My mother's family lived in the 'country'. In reality, they lived on a huge farm, a commercial farm where I remember long chicken/turkey houses of terrifying and smelly poultry, catfish ponds, pastures of beef cattle, and gardens of epic proportions. Summer days there were fun, filled with work and play, whether it was shelling butterbeans on the porch or playing baseball in the cow dung filled pasture, there was always something to do. When I make jam or my other 'farm' chores, I am transported back to those days.

In today's educational arena, I wonder if we aren't ready to go back to those same days. When I was growing up in Mississippi, school days were filled with work and play, just as days on the farm were. My memories of school don't include computers or air conditioned classrooms. They don't include teachers who coddled us, or parents who came in to school to criticize those teachers for disciplining us when we were disruptive or insubordinate.

Way back then, we went to school, we did the work, we didn't ask why or when we'd ever need to know this. The teacher said we needed to do the work; we did it. We learned, we memorized, we practiced, we failed, we were challenged, we learned. There was never even a thought of being disobedient. We knew any thought of that would be a trip to the office, followed quickly by a phone call home, followed by a swift paddling to the rear.

But school wasn't something we dreaded, or were stressed out about, or tried to avoid. We loved going to school. It was where we met our friends, where we laughed and played at recess, where lunch time was spent eating homemade food made by the lunch ladies who dished out those meals with a smile and a hug when needed. In our classes, we worked hard, but we did fun things as well. OK, to us, they were fun! We made posters; we made models out of clay; we played games to review for tests; we challenged each other in debates; we wrote poetry; we recited poetry and lines of Chaucer and Shakespeare; we dissected frogs and cats; we dressed up to celebrate learning about Mexico, eating spicy food and dancing the Mexican hat dance. Everyday was something new and exciting.

When we got home from school, we did our homework. There were no video games or even much on TV to distract us. There were no computers. If we wanted to talk to friends, we had to call on the phone. But those phone calls were AFTER homework and chores were done.

If we didn't do the work, we failed. Period. End of discussion. We didn't go onto the next grade. In high school when the credits became an issue, failing a class meant summer school..... so in reality, most of us didn't fail. The penalty was too severe. We did what was expected of us, at school and at home.

It seems simplistic I know.....

but what if.....

we could turn society around so that EDUCATION was the important factor for children again.......

if we could push video games and Facebook and American Idol and texting to the background.....

if we could have teachers who knew they were in control of their classrooms, with support of parents and society.....

if teachers taught what was supposed to be taught, because those expectations were black and white......

if students came to school excited, instead of distracted.....

if moving up a grade meant you'd mastered the skills for that level....

if school was exciting and interesting, and students WANTED to be there....

if...............

2011-06-21T14:07:00.002-05:00

After much thought, debate, denial and out and out refusal, I have decided to throw my hat into the ring for the middle/high school principal position at my school.

, I said no way.. absolutely not, no way… too much uncertainty, too much baloney, too much too much…. Not for me…

However, we all have our weak moments, our back pedaling, our think it through again moments, and come to different conclusions, even on such heavy topics.

I’ve spent some time talking to others from my district, thinking about the criteria for this position. What WOULD the perfect candidate look like? What philosophical beliefs would s/he need?

As the conversations continued, I became more and more intrigued with thought of accepting such a role. I argued with myself. I argued with others. And in the end, I completed the application and hit SUBMIT.

Am I the most qualified? In some ways... probably so.

I have a unique perspective on the teachers in our district, their strengths, their weaknesses, their abilities to change and adjust. My own children graduated from here with a strong background that has prepared them for the next steps in their life journeys. I've seen the school as a parent, and through the eyes of students. I've seen it all, the good, and there is plenty of good... I've seen the bad... and there is bad to be fixed, as in any school.

I've had the pleasure and honor of working with several administrators, all of whom had different leadership styles- and I've learned from them all. What is that Jimmy Buffett song... "read dozens of books about heroes and crooks, and I've learned much from both of their styles..." Each and every administrator and teacher I've ever worked with taught me much about how TO do things, and how NOT to do things. I like to think I can combine all this information and create a persona all my own in that position.

I know the people, the rules, and what changes must be implemented if our district is to move forward. I know the games, the opposition, and who will be on my side.

In other ways, I wonder if someone from outside our district might be a better candidate, someone who would come in with a clean slate, with no preconceived notions about how it has been and ought to be. But then, I wonder how long would it take that orientation process to take place. It seems we go through administrators awfully quickly. Do we need just one more on the roster? Or would it be better to have someone rooted in this community, who will stick it out no matter how rough the waters get?

I don't have all the answers.. all I have is an excitement.. thinking of the possibilities... of being able to implement a true SHARED LEADERSHIP model of administration... of being able to be an instructional leader to those I admire and value most.... of learning with others as we move forward down the path.

Part of why I hesitate to leave the classroom is the students. They are and always have been, the BEST part of my job. But as principal, maybe I can continue to help them learn, grow and become the responsible adults, contributing members of society I know they can be...Maybe I can reach more students this way?

For now, I have my fingers crossed I get called for an interview... wish me luck.... or think me crazy....

2011-06-07T09:35:00.002-05:00

Technology is great when it works right but it seems more often than not, little gremlins are sneaking around, doing their evil to make anything and everything go wrong!

Today is our first half day of a three day stint for exams. A teacher called in sick. There were no substitutes available so I said I would rearrange my schedule and sub for him. (Being an inclusion teacher for much of the day, means my time is somewhat flexible, depending on what is going on in the classrooms I co-teach in.) I popped in the missing teacher's classroom to see what he had planned for the 100 minute block of time ahead. NOTHING... NOTHING!!! No lesson plans. NO NOTHING!! (We will assume with good will he was too sick to leave something??)

Class starting in just a few minutes, with 20 6th graders.... Most of my stuff is already packed and put away, and my brain is on last week fried overdrive. Think Pooh, think. A movie... that would be the easiest option. Not educational. Not curriculum linked. Guilty as charged. But honestly, it was all I could fathom at this last minute juncture.

Toy Story 3 is still relatively new, and such a fun movie. I quickly called my husband to run in to me. Projector hooked up, speakers going, movie in and queued up ready to go just as the little darlings walk in the door. They are excited! A movie!! That just doesn't happen and they think it is a wonderful way to end the year.

Movie is underway. All is well. *breathe* Then, the projector overheats and shuts off. Plan B. I quickly race to another classroom and steal back my projector and DVD player which another teacher had borrowed. In the process, I manage to disrupt a class of 8th graders taking their final exam as I drop the speakers on the floor. Race back to the other classroom. Try to get it going. Power issues.. what IS WRONG??? OK, that cord is loose. Fix that. Wiggle another cord, and another. Finally, we have picture. NO SOUND though. hmmm.... When I drop the speakers, that cord must have come loose. Click... SOUND!!! 15 minutes lost, but finally.. we are back in business.

End of class. Stop movie to get ready for next class. What's wrong now??? Oh good grief, somehow the DVD slipped out of tray loose into player. Shake it upside down vigorously until it falls out, but now the tray won't close. Oh for crying out loud.... Grab the teacher's laptop, hook it to projector. Racing against time. Nothing works. NOTHING WORKS. Oh... I forgot to hook the cord from projector to laptop. DUH. Hook up cord. STILL NOTHING WORKS. Starting to panic now.... function, F8. function, F8. NOTHING WORKS. NOTHING WORKS. I officially give up. I call the tech person who gathers from my panicked 2 second explanation of the last hour and half of events that I need her NOW. She races upstairs. Thank goodness, it didn't work for her either... that is USUALLY my luck. She uninstalls, reinstalls, works her magic. Has to restart computer. And then.. success :) We are up and running, just as the bell rings and the next group walks in the door.

WHEEEEEWWWW.... Gremlins. I swear. GREMLINS.

2011-06-06T11:48:00.002-05:00

One more of the idiocies of school is final exams. Who decided that giving a test over 'everything you've learned' is necessary. In theory, if students HAVE learned the material, the teacher should know without a doubt the material has been 'asborbed' and doesn't need further validation of that fact. On the other hand, if the teacher isn't sure if they've really learned the material, does trying to convince students to cram all that junk into their brains at the last minute make sense anyway? Good students worry, cram and try to squeeze every last detail into their brains to fill in the bubbles on that exam. Once they put pencil to paper, the minute details dissolve from their long term memory, leaving behind on the real LEARNING that took place over the course of the school year. Less successful students don't bother with studying because they've found their niche in the process and are certain that last minute studying is futile at best. Final exams are a waste... a waste of class time which COULD be spent doing something exciting, engaging and worthwhile those last days of school.

2011-06-02T09:47:00.002-05:00

The netbooks are here, the long awaited netbooks ARE HERE. Woohoo... woohoo.... woohoo...

In some ways, this grant is a blessing. Now, *all* students 7-12 have a netbook in hand. No more worrying about signing up for the lab or computer cart. No fighting to scrounge up the missing laptops off the cart.

Of course, all students did not actually receive a netbook. Those with fines, without a parent consent, or those who choose not to, are netbook-less. Today, the first day for most students, some came without them already.

In other ways, this entire grant is a nightmare. While the grant's name (Broadband Technology Opportunities Program) suggests it will increase broadband availability in our region, in reality, it has nothing to do with that goal, even remotely. The grant has simply put netbooks into the hands of students, grades 7-12. That in itself is a lofty goal, and a potentially worthwhile one as well. Unfortunately, the students I know who have broadband at home, have a computer. The ones who did not have broadband before the grant handed them a netbook, will not have it now either.

Having netbooks at school will be great for many things. Incorporating technology regularly into the curriculum will become much easier. Hopefully, teachers will take advantage of this opportunity to find new ways to engage students in non-traditional ways. Unfortunately, no teaching training in technology integration was part of the program so for many teachers, the netbooks will not change instruction long-term.

For the immediate impact, students are so excited and busy surfing on Facebook, playing games, and Skype-ing with each other, they can barely contain themselves to be bothered with completing assignments. In particular, for students without broadband at home, this is a magical opportunity to catch up with friends who always get to play online.

We've jumped in head first without first testing the waters. We didn't take the time to teach appropriate computer usage, or acceptable classroom rules. Our filter system is yet to be upgraded so it is basically a free for all for students. As the school year winds down, and the netbooks are new and exciting, most teachers are just giving students free reign thinking by fall, the new will have worn off and we can start the school year fresh with a different approach.

I am excited to try and incorporate more technology next year. I just am skeptical until I see all the netbooks come back, in working order. Only time will tell.....

2011-05-26T11:37:00.004-05:00

One of my biggest pet peeves (If you read regularly, you know I have a LONG list....) is teachers giving students more work as punishment. Usually, this is a busy work assignment... some contrived worksheet to complete, some additional reading assignment, or whatever lame excuse for 'schoolwork' the teacher can think of off the cuff.

Teaching is about imparting not just content to students, but a love for the subject matter, a genuine interest to quest for more knowledge once the classroom door has been closed. In theory, teachers became teachers because they loved their subject matter so much they wanted to share that love with students. True teachers yearn to help mold new scientists, mathematicians, sociologists, writers... They want to see the learning process as it unfolds and awakens in young minds as they discover the excitement of new things. By giving the topic as a punishment the wrong message is sent to students. Now, writing, or reading, or whatever, becomes negative in their minds, something to hate and dread instead of something to yearn and quest for.

Punishment rarely accomplishes its goal. When possible, being proactive and keeping problems from occurring is much more effective, in all situations, but in particular in the classroom, than any after-the-fact punitive action. If your classroom is so out of control, giving additional busy work to keep the students 'occupied' is your only option for control, the problem is bigger than any punishment will solve. First off, many of your 'worst offenders' likely won't complete the additional busy work anyway, leaving it more of a burden for the 'good kids' who feel obligated to do anything and everything, while those you wish to punish will sit back and coast along, causing even more grief to the peace and tranquility the teacher is searching for.

Students know when the assignment is contrived and even the good students do not give these assignments their due attention. Any educational benefit you might have gained from the work, is lost to all. It is simply one more task to complete, one more mountain to climb. Likewise, teachers seldom even look at this work, making it even less meaninful.

Busy work assignments often aren't as 'punitive' as you think they are. Speaking as someone who did more than their share of writing "I will not talk in class" growing up, I quickly learned the fast way to completion. Write a column of "I", follow with a column of "will" and so on. If the process of writing "I will not talk in class" was supposed to make that statement stick in my head, the process was lost. Instead, I remembered, I-I-I-I-I-I, will-will-will-will-will, and so on, NOT "I will not talk in class." Students will find shortcuts to assignment completion, even the good kids. It really will be nothing more than busy work.

Fill your classtime with real learning, real engagement, real excitement. Then, your classroom management issues will dissolve, busy work won't be needed, students will be excited to come to class, and you will love sharing your enthusiasm and love of your subject with students and they will likewise love your class.

2011-05-25T12:19:00.002-05:00

NOT ENOUGH MONEY IN THE WORLD!

I suppose at one time or another, most teachers consider making the move from classroom teacher to adminstrator. In the teaching profession, there are not many options for advancement and this is the logical next step. At one time, I thought I might want to be principal, and actually started working on my masters in adminstration. However, soon, I decided I really wasn't that dedicated to pursuing that option and stopped taking classes.

The classroom is where I belong, where I enjoy being, where my heart lies. Today, that was reinforced in my mind, easily. My principal was gone for the day. Usually the special education coordinator steps in his shoes when he is out of the building but with her gone today as well, he asked a few of the staff to cover various responsibilities for him. I was to be the go-to in the middle school if discipline or other issues arose. Sure, I told him, no problem.

I jokingly popped into the office when I came upstairs after first hour and asked the secretary how it was going. She promptly pointed me to student #1 who needed to be dealt with for something trivial. OK. Off to second hour. Soon, she was knocking, beckoning me to the office, where now 4 miscreants were in need of a tough hand. All stupid petty little things... out of seat without permission, sharpening a pencil, etc... then, the biggies -boys punching each other. Dealt with, check, dealt with, check... made a girl cry... YIKES!

Then lunchtime, boy crying because someone hit him and knocked off glasses. Track down all involved, get varying stories, try again.. closer and closer to truth and you circle around.

5th hour - young man knocks on door, telling me his misdeeds. I deal with his problems.

Between 5th and 6th hour, this one shoves that one, who falls into another one calling her a name. But who said what? and to who? and really, seriously????

What does it all mean?? We have issues. We have MANY issues.

Adminstrators have to walk a fine line, trying to find the middle ground of truth, punishment, fixing the problems behind what happened to keep it from happening again... what is the bottom line? We need behaviors to change. We need a safe school, and place where students feel comfortable and confident. Most of the 'stuff' that goes on is little piddly incidents that mean little in the entire scheme of life and school. Inevitable happenings when a bunch of hormone enraged adolescents are caged together, as spring crests on the horizon. Other incidents indicate bigger issues with classroom management problems by individual teachers that create no win situations for students.

Me, I just want to chew some butt, see some remorse and have a genuine "I won't do it again". *sigh* Sometimes, it is that easy. Other times, not so much. Why can't we all just get along???

I think all teachers should be required to do a stint as principal. Seeing the school from the other side really opens your eyes to the goings on:

Students wandering the halls for no reason.

Students sitting outside classroom doors.

Students sent to make copies of busy work assignments.

Students sent out of class to the office for minor issues instead of being taught.

Maybe if they/all teachers sat at the principal's desk once in a while, they might, just maybe, realize the big picture here. School is for educating, not for looking for ways to get kids in trouble or ways to keep them busy or quiet. We need to work to make our classrooms places of two way respect and honesty, our halls places of safe travel, and the school a place where learning prevails and the overwhelming mood is of happiness and contentment.

2011-05-13T11:35:00.003-05:00

Middle schoolers get a bad rap. Just today, a former student came back to sub for the day. I was excited to hear teaching was his 'backup plan' for law school, thinking if we could get this kid in a classroom, he'd be the kind to make a real difference in the lives of middle school kids. When he was in middle school, he wasn't a bad kid, just a kind of average kid - funny, smart, but not outstanding, just one of those you remember fondly but without a lot of horror stories to go along with the memory. He would understand their goofiness, their jokes and pranks, but take it all in stride. He'd be the kind to find the perfect balance between academics and fun.

Instead of being geeked about middle school, he insisted he wants to teach in upper elementary grades. I realize there is a need for male elementary teachers, but my heart will always defend the middle grades so I asked him, "Why not middle school?" with a hint of teariness in my voice.

He recounted how he'd subbed in 8th grade last week in a different school, and how horrible it was. His day here did not much better when I touched base later.

How can we convey how cool this grade level is to new teachers, hook them into wanting to be a part of the adolescent experience?? Middle schoolers are old enough to carry on 'adult' conversations. They love anything funny and unique. They crave the new, the different and the exciting. They are loving, trusting, and intelligent. Their willingness to be goofy for the sake of being goofy is unmatched by any other grade. They are simply the coolest people on the planet!

I tried to convince him that a well run middle school class does not have to be chaotic and out of control, but the look of terror in his eyes said he didn't believe a word I said. Too bad... he's just the kind of new blood middle level education needs to pump in some new excitement!

2011-05-10T11:37:00.002-05:00

The part of teaching that frustrates me the VERY most is student absences. I don't think parents or students sometimes realize the impact being gone from school makes on the potential success of a child. Granted, we all have illnesses or emergencies that keep us home on occasions, but the chronic absences are overwhelming.

We are in the 32 week of our 36 week school year. I have one child who has missed 29 days, another 41, and even one with 56 absences. It seems each year, the problem becomes wider spread, impacting more and more children.

Yet, those students will move onto the next grade, regardless of the fact they have misses 6, 8, or even 11 weeks of school. Their absences represent more than numbers though; they represent missing information that child did not learn. In math classes in particular, this problem compounds itself exponentially, making it IMPOSSIBLE for that child to experience any success.

Today in prealgebra, we were working on balancing equations with variables on both sides of the equal sign. This task in and of itself is complex for many concretely thinking 8th graders. However, with a strong background in balancing simpler equations, operations with integers, and mathematical properties, most students grasp the process fairly easily with practice. For the students who have missed weeks of instruction and practice, stretched out over years of school, the process becomes completely irrelevant and impossible to master. It is like putting together a 1000 piece puzzle with no idea what the final product should look like.

As the teacher, I am at a complete loss. How do I push forward with students who are in attendance with a fairly regular record, but somehow not lose the ones who are years behind, but still get them ready for the next step in their mathematical education process? I don't.... sadly, I don't. The curriculum forces me to move forward, trying to drag them along as best I can, trying to balance 2x + 4 = 3(4x-6) + 6x while they don't even conceptually understand that -7 + 7 = 0.

2011-05-09T11:34:00.003-05:00

The best field trip ever?? without a doubt...

The most interesting field trip ever??? without a doubt!

The most things gone wrong on a field trip? I don't even have to count to know THAT one is true!

From the trailer door, where the luggage and snacks were stored, flying open shortly after we left school; to the flat tire which stranded us for 2 hours along I-75 and cost $647 to fix, made us late to our dinner reservation & the Tigers game; to two chaperones getting sick; to an overflowing toilet resulting in a middle of night move for a group of girls; to a steady rain downpour at the zoo.... to all the other little incidents.......

WHAT A GREAT TRIP!! The kids were amazing. I've never heard so little complaining, so many "thank you's" and "I'll do that's" and such an overwhelmingly consistent positive vibe from the masses, no matter what happened, no matter the inconveinence. They smiled, they laughed, they apologized. They were the BEST group I have EVER taken ANYWHERE.

They loved the food, they loved they activities, they did what we ask them to do without questioning or complaining. All the hard work beforehand seems irrelevant now. Even my tired old aching bones and body don't mind now.

2011-05-02T08:50:00.002-05:00

Excitement is mounting!! Our annual 8th grade trip to Detroit is THIS week. For many students in my school, this is their first trip to a city. For others, they go places with thier families regularly. Whatever the circumstances, a class field trip, over 6 hours on a school bus, 2 nights in a hotel, a professional sporting event - TIGERS game!, 3 days with friends and teachers is one of those lifetime opportunities.

For me, these kinds of trips are more about the bonding than anything educational that happens on the trip. The stories, the pictures, the amazing-ness of the journey, is powerful in ways teachers who choose not to ever be a part of something like this will never 'get'. As a teacher, you see students in such a different way - the classroom leaders often become wallflowers out of their element, and in contrast, the quiet, non-contributing class member, shines when out in public. I am always amazed how they rise to the occasion and each and every venue we visit.

I remember many years ago, there was this particularly annoying young man in 8th grade. At the time, I taught 7th grade, and to be honest, was quite happy to see him move onto 8th grade. He was not horrible, instead just a persistent thorn in your side kind of kid. The 8th grade teachers didn't want to take him, but he wanted to go, and mom wanted him to go. At some point, I said I would go along on the trip, and take him in my group, and take responsibility for him and his behaviors. Even as I volunteered, I shuddered to think what antics he might find to amuse himself with. One particular part of the trip concerned me - the Holocaust Memorial. We were scheduled to hear a Holocaust survivor speak. I was terrified this young man would do something, even inadvertently, during the presentation - make a rude comment, giggle inappropriately, belch... the possibilities seemed endless in my mind. He and I had a heart to heart chat before the event, with him assuring me he'd be on his best behavior. I believed he believed that, I just wasn't sure that would be good enough. When we took our seats in the large room, he and took front row, center seats, me thinking what a bad idea this was, how seats by an exit would have been a better idea. Once the elderly man began to speak, my kiddo leaned forward in his seat, elbows on his knees, listening raptly, almost not breathing, the entire hour long presentation. I was shocked. I was proud, amazed and impressed.

I've learned to never make assumptions about students and what they will or won't do. You just never know...

As we pull out of town in that big yellow limousine Wednesday morning, and I look at the charges we're taking along, I know this trip will be just another page in my teacher memory book where I will long look back fondly.

2011-04-29T08:48:00.004-05:00

A recent online conversation about gum chewing in the classroom led into an interesting side tangent about teachers, students, respect and responsibility.

Several teachers insisted students cannot be taught to responsibly chew gum at school. One even went so far as to say it is a waste of time to try to teach students to be responsible.

Personally, I find this highly insulting to both students and teachers. If you think any part of teaching is a waste of your time, you need to find a different profession. Period. End of discussion.

Even on the worst day of my teaching career, even when all the scores on a test were low, even when behavior was roaring at an all time worst... I've never felt my efforts were a waste of time. I might feel I need to re-evaluate my strategies. I might feel overwhelmed and defeated. But at no time have I thought it was ALL for naught.

As far as gum chewing goes. Whatever... I really don't care whether a teacher allows gum or not. I am a gum chewer, so perhaps that taints my own views. I also think for active students, especially middle schoolers, chewing gum is a great release of some energy. Some research even suggests chewing gum stimulates the brain.

The real discussion point of disagreement wasn't about the gum itself though. It was whether or not students can be taught to respect school property, the classroom, and be trusted to act responsibly with gum.

I find it easy to teach students to be responsible and respectful of property but showing them HOW that looks. Often, we, as adults and teachers, make assumptions that students SHOULD know how to act, instead of gently showing them, encouraging the appropriate actions, and positively reinforcing their efforts.

At the end of each class period, take a minute or two to have students clean up. Make sure their floor area, desk, etc.. are clean. My motto is: It doesn't matter if it is yours or not, take care of it! Have students learn to automatically push chairs in when they leave a table.

Have them learn responsibility for the school at a larger level as well. When you clean lockers out, and the hall is littered with rubbish, grab THOSE boys to sweep the hall. Have students haul the garbage barrels to the dumpster.

Grab some wet cloths and disinfectant once a week or so and have students quickly clean desks or tables. Let volunteers clean boards.

When you have a 'party' or project in your classroom that creates extra waste, have students dump the extra instead of making more work for the janitors. When you notice the hallway is full of garbage or tracked dirt, grab a kid to make a quick sweep.

It doesn't take long and all those become second nature for students. It doesn't disrupt your teaching. In fact, it makes your own life easier. Students will began to automatically put materials back where they belong, take care of their own messes, and take responsibility for the classroom's 'essence'.

Teaching is more than just delivering the content. We are preparing our students to be adults, contributing members of society. We are teaching them how to be a part of something greater than themselves. It doesn't take much effort, and it makes a trickle effect larger than you can imagine. It all comes down to classroom culture and building respect, mutually, between yourself and your students. If they feel important, valued, and part of the greater whole in your classroom, the physical appearance of your classroom will reflect that. If they feel respected and valued as individuals, discipline problems will be virtually non-existent. It really is a give & get situation, a win-win for all involved on every front.

It is possible, and it is worth the time and effort. Don't sell your students short!

2011-04-27T11:38:00.002-05:00

In his ASCD Edge blog, Walter McKenzie posed an interesting thought: Just Because We Can. McKenzie questions whether iPads for kindergartners is a good idea. His discussion points out the developmentally appropriate activities for 6 year old's versus 12 year old's, as well as using Gardner’s multiple intelligences to structure instruction for each level of learner. McKenzie is not anti-technology, but instead questions whether sometimes, as in the case of iPads in the hands of kindergartners, we do it "just because we can".

I think educators are all too often guilty of "just because we can" when it comes to technology. Technology is critical to education today. Our students live in a virtually charged world, where real time communication is the norm, where access to unlimited information is a given, and where they demand to be stimulated with the bells and whistles that come with technology. It is no longer whether or not we want to use computers in our classrooms but how can we best effectively use them.

Unfortunately, computers too often become expensive babysitters in classrooms. Students are instructed to:

-go online and research tornadoes and write 5 facts about what you learned
-create a wordle with your vocabulary words
- type your answers to the worksheet
- submit your quiz online

While all of these are valid uses of technology, none of them demonstrate an effective integration of technology as a tool to enhance learning. There is no creativity, no collaboration, no anything different than a paper and pencil assignment.

Teachers need to explore how technology can make learning more efficient, more engaging, more 21st century.

Just today, in a lesson on theoretical and experimental probability, I had students in my pre-algebra class use an online coin toss simulator to conduct and experiment. In a short time, as a small group of students, we had tossed our coin 18,00o times, proving that the greater the sample, the closer the experimental probability gets the theoretical probability. This experiment would have been overwhelmingly time consuming to do by hand. Technology allowed my students to explore and see the connection between sample sizes and probability quickly and easily. We will also explore online using spinners, dice, and other interactive tools to learn about probability in ways difficult to replicate in a real-life setting.

There are countless ways to use technology to create, collaborate and communicate. Opportunities that would not be readily accessible without computers can be proved easily in classrooms in all subjects, at all grade levels. Bloggings, wikis, video conferencing, and collaborative websites are just a few examples of how technology can dramatically change student engagement and learning outcomes.

When teacher are trained to effectively use technology, when teachers actively use technology to provide unique learning opportunities for their students, then and ONLY then, is technology worth the price.

My school was fortunate to be part of a one-to-one initiative 7 years ago. Some teachers seized the opportunity to innovatively integrate technology into their classrooms, transforming already adequate lesson plans into dynamic learning opportunities. In other classrooms, computers were used as time fillers, with little thought to how to best utilize the tools to connect their classrooms globally. Students played games, typed notes, or simply "researched".

Now, again, we are part of a grant initiative giving all students grades 7-12 a netbook. How exciting is that? Not much unless we, as educators, jump aboard the train and let the technology transform what our classrooms look like daily. Otherwise, it will be just another huge wasted expenditure of tax payer dollars.

2011-04-26T11:57:00.002-05:00

One of the most powerful phrases a teacher can use is, "I don't know." When a student asks a question, if you are not sure of the answer, or even just simply do not know, the best response is always an honest one.

Often, teachers feel the need to be the 'know-it-all' in the equation, and ad lib answers. When those answers are inaccurate, you've done your students a major disservice. Let go of the feeling you must know every answer, and gain respect from your students. Find out together. Challenge them to find the answer on their own.

Regardless, do not ad lib, chancing you will give wrong information. This misinformation will be the one tidbit of knowledge they remember from the day.

2011-04-25T10:59:00.002-05:00

Sitting in the back of the classroom, a different perspective is easily gained. I often think, watching different teachers teach, how I would approach their lessons differently, given the opportunity. Some things come down to teaching style with no obvious right or wrong answer. Others, I wonder if I am just overly critical (quite possibly....) and have too high of expectations.

For example, when a teacher reads the test to an entire class, explaining a large percentage of the vocabulary words in the questions, it makes me wonder about the validity of the test. It seems that this 'over' defining creates an artifical-ness in the scores on the test. If you need to explain that many words, it seems either the material has NOT been adequately taught/mastered, or the test is written at a level over the reading/comprehending level of students. Either way, it makes me wonder why give the test in the first place. Wouldn't it make more sense to reteach the material until students are comfortable and confident, or, simply rewrite the test at an appropriate level?

Test retakes in and of themselves are a critical part of the learning process. However, when retakes become the norm, the standard, the expectation, doesn't it seem that their is a simpler way to do things? Perhaps, the tests are being given before the material has been adequately taught to students. Perhaps, the tests are written poorly. Perhaps, other teaching strategies need to be implemented to meet the needs of learners. At any rate, when the majority of tests need to be regiven to the majority of students, there is obviously a systemic problem that should be addressed instead of simply retesting constantly.

I wonder how these teachers can best be helped? If they can be helped? Would requiring professional development on effective teaching, best practices, and how to engage learners make a difference?

Where is the breakdown in teaching and learning? How can we best bridge this ever-widening gap?

2011-04-21T07:24:00.002-05:00

Today we will have our spring parent teacher conferences. I pause to reflect on my years as a parent, attending these conferences, and my many years sitting on the other side of the table, talking to parents about their students.

As a parent, going to conferences was something I did because we were supposed to. With rare exception, the comments were the same. Your daughter is doing great in class, polite, kind, works hard. The rare exceptions were my youngest daughter in her few rebellious episodes in high school, where she tried to shirk her student responsibilities and cause a few minor disruptions, slack off on a few assignments. However, she and her teachers knew, overall, she was a good kid, just needing a little prodding from home to get her back on track. Otherwise, I often wondered why I took up the time of those teachers, going to hear the praise of my children.

As a teacher, I've come to understand how it is like to sit on the other side of the table. Often, you see mostly parents of the 'good kids'. It is easy to tell them how wonderful their child is, how much they contribute to your class, how much you enjoy having them. You really don't mind these conversations. They are easy to have.

Unfortunately, you don't often see the parents of students who are struggling, or persistently disruptive. These are frequently parents who do not have positive school experiences, and therefore now, avoid school and teachers at all cost. They already know what you will say about their child, and either they simply do not care, do not know how to fix the problem or are completely overwhelmed with their role as a parent already.

When the parents you need to see do come, often the conversation is awkward. The parent may acknowledge the problems, and want to work with you to find solutions. They accept their part in their child's educational success and honestly are willing to meet you halfway to find a way to make things better. They don't blame you the teacher, but do expect you to have answers and be realistic and positive about their child. While these meetings can be difficult, as a general rule, afterwards, you see an improvement with the child's performance in the classroom. Things look better, at least for while.

Other meetings do not go as well. The parent is looking for a scapegoat. They know they have no control over the situation and instead of trying to be a part of the solution, instead, make everything worse by finger pointing at the teacher and the school. It becomes a struggle, head to head, where no one wins. The child often leaves the meeting feeling as if s/he has won, realizing that the parent and teacher are at complete odds as to what to do. The child feels IN CONTROL, knowing this battle is a win-win for them, with the parent blaming the teacher and the teacher blaming the parent, when in all actually, the blame falls on the student.

The solution? I wish I knew... but the most successful conferences I've had, even with parents of difficult students, difficult parents, start with compliments. If you as the teacher can find positive things to share about that child, you set the parent up to realize you are NOT out to get their child. If you've taken the time as a teacher to share positives all along, if you've opened the lines of communication early on, if you've established a classroom of trust and mutual respect, the difficult conversations become easier.

When nothing seems to work, it is often best to cut your losses, say something with finality but sympathy, like, "I am sorry you are upset. Maybe we can continue this conversation at another time when we both have gained a new perspective and can get together with clearer minds about your child." Shake their hand and execute an exit.

The most important part of being the teacher at the meeting? Remember that every child IS indeed special, unique and loved. The parent, truly, in their heart, wants to hear good things, know their child is success and valued at school. If you, the teacher, can meet that parent with a positive outlook towards their child, half the battle is solved before it begins.

2011-04-15T11:47:00.002-05:00

Zoo does not even begin to describe school today. High school special education students were headed to a Transition Fair with 2 teachers tagging along. Senior bands students were in Chicago with 3 teachers tagging along. Yet another group of high schoolers were headed to a science event with another group of teachers tagging along. Not enough subs to cover the classes left behind meant the people here were left scurrying trying to cover for others. Some people left great lesson plans.. others did not. Again, leaving those here trying to piece it all together. Some scheduled subs showed up, on time, others did not. A zoo.... I am all for field trips which are meaningful for whatever reason. It may be part of the curriculum, linked directly to classroom instruction. It might be a culminating event as a celebration of some accomplishment or achievement. Again, great ideas! But why do we sacrifice the education of the students left behind for the enjoyment of the ones going on trips? Why do we leave the adult line at school skeletonized so the few can enjoy a day away? I have more thoughts on the subject but I'm off to cover for someone else again....

2011-04-08T12:42:00.002-05:00

Yesterday, we had the pre-meeting for our annual 8th grade trip to Detroit. This 3 day trip is, for many students, the first time they've left our town/county... the first time they've crossed the Mackinac Bridge, headed downstate. It will be their first time seeing a traffic light, the first time they've travelled on a true highway with 4 lanes of divided traffic, the first time they've seen a city, a mall, or eaten at a fast food restaurant other than McDonald's. It is an exciting experience, even for me, as an adult who's been and seen and done. The traveling with a group of teenagers makes everything exciting and new to me as well. I love watching their enthusiasm and interest. Day one will get us to the big city, via about 6 hours on a comfy big yellow school bus, with a stop at a rest area to eat our sack lunches. Hotel check-in, then downtown Detroit, here we come! A ride on the People Mover will give us an overview of the city itself. A stop at the Joe Louis arena for a tour of the home of the Red Wings will be a highlight for sure! Then to Greektown for real deep dish pizza at Papa Papali's. Then.. the evening excitement?? A Tigers game at Comerica Park!! Back to the hotel for the evening.. where we will all crash, after a quick dip in the pool. The next day, up early, breakfast at the hotel. Then off to Henry Ford Museum and Greenfield Village! After leaving there, we will stop at Oakland Mall for dinner and finish at Joe Dumar's Fieldhouse. Friday, after packing up and breakfast, off to Detroit Zoo. After lunch at the zoo, our last stop is the Holocaust Memorial Center. An educational and fun PACKED schedule for 3 days... the long bus ride home will be filled with snoozers, I am sure! May 4, 5,6 cannot come fast enough!!!

2011-03-25T13:26:00.003-05:00

Today, the day before spring break, the last day of the third marking period, I'd like to offer you a little magic dust.

The school year feels as if we've finally hit our groove. The kids and I understand each other. We've found our ways to get along and git 'r done, so to speak.

Some of that is attributable to them, and their determination and perserverance. I am constantly 'magic-ed' by the tenacity of some of my students and their unwillingness to let their limitations limit them. I love the excitement in their faces when they GET IT, especially when they thought they couldn't. I love the pride that shines when they earn that hard-sought, definitely earned A on an assignment, particularly a difficult one, a chapter test, or something other huge obstacle.

Some of the groove is me, finally finding my pace with them, this hodgepodge of differentness compared to years gone by. Learning to accept, but challenge, encourage but not overwhelm, be patient but relentless.... it is always a balancing act with any group of students, without a doubt, but in special ed, it seems that balance is even more tenuous than in the regular classroom.

It's been a winding road this year, with obstacles I thought I'd never climb through without dynamite.

But here we are... in the home stretch. And... we're going to make it. :)

2011-03-17T13:41:00.003-05:00

Teaching often becomes a power struggle with the teacher trying to overcome the reticence of students to accomplish the tasks in front of them. Unfortunately, it is a battle seldom won by the teacher. We can threaten, cajole, beg, bribe.... but we can't make those horses drink from our troughs.

Sometimes, a little extra one on one attention can change the reluctance to willingness, with some students. For other students, it is almost a contest to see who can hold out the longest in the head to head competition.

There are those who think it is simple... sit next to the student and make them do the work. Sure, that might work, but what about the students who also need, but want the help as well? What about the increasing number of reluctant learners/workers in the typical classroom? Is it possible to solve all those problems all the time just by sitting one on one? In my experience, not always. While I as a teacher may be able to encourage and get a student started on an assignment, I cannot always get them to the independent working stage.

Others swear if we give students choices and options in their learning, we can engage them more readily. Sure, I agree! But reality says, I am told what I must teach by the state, and those topics are not always easily attached to some topic that interests each and every student. Sometimes, they truly must learn it because they have to. I can work to make topics relevant, real life and meaningful, as much as possible, but again, some topics lend themselves more readily to this approach. Realistically, we just don't have to explore how peripherally topics may relate to each child's individual interests.

School should be engaging. Learning should be fun. But sometimes, students just have to learn because we, their teachers, tell them to. They have to do the work because we are told we must teach it to them, because THE TEST will test them on it.

2011-03-16T09:39:00.002-05:00

Teachers sometimes forget the most important part of teaching is not delivering the content but their relationship with their students. If you spend time developing that relationship, the content will come naturally. After all, you are an expert in your field, trained to teach that subject matter. But if you don't first develop, and constantly strive to maintain a relationship with your students, all that knowledge is wasted.

Developing those relationships successfully depending on the grade level you teach. With middle schoolers, it is all about knowing them as an individual and acknowledging their uniqueness. They want you to ask about their life outside of school; they want you to comment on their new hair cut or sneakers; they want you to laugh at their jokes.Middle schoolers want to know about your life outside of school; they want you to share bits of yourself with them; they want to laugh at your jokes.

Yelling, demeaning, threatening, intimidation.... have no place in a classroom. Humor, reasoning, logical consequences go much farther in establishing order. Choices, conversations and praise work in almost every situation.

Some teachers think by ignoring students, they can eliminate problems. In certain circumstances, sure, picking your battles, letting the little stuff go, is definitely the right option. But allowing students to rule the roost, do whatever they want, with little or no regard for the good of the all, will set up a pattern of behavior that will soon snowball out of control. Nip insubordination in the bud early, before it is out of control by establishing your role as the classroom leader, not allowing an unruly student to run the show.

If you establish your classroom as a safe zone, a place where all are accepted, all are valued, and all are treated fairly, classroom rules become irrelevant as the class itself determines the norms. The daily routine ebbs and flows with little interruption or disruption. Relationships flourish and academic achievement clippity clops along.

2011-03-10T14:25:00.004-05:00

When you change teaching positions, often you also change classrooms. Such was the case with me this year. I moved from THE perfect room, the classroom I always wanted, ironically, back to the classroom I was in many years ago. While the 2 rooms are identical in size, the new one doesn't have a window or a sink. It also doesn't have the premier location of being in the middle of the middle school. But all that proved minor in the move. The only bad part - I inherited individual student desks instead of the 2 person tables I had before and loved.

As the year has gone by, I've gotten used to the desks... until when 3 tables were abandoned in the classroom adjoining mine! The sight of those tables there, lonely, no home, no students, no books.... I HAD to rescue them. RIGHT?

I talked to my kids in Guided Study and asked how they felt about switching. They LOVED the idea and we were off, hauling, rearranging, shoving tables this way and that, until they got everything just how they wanted it. The girls all chose to sit around the square tables in the back, while my boys lined across the front set of tables. They chose who to sit next to, and argued over which of the mismatched chairs they would claim as their own.

For the first time all year, it feels like home :) The kids love the change, and for me, it's like a step back in time. Funny how a few mismatched pieces of furniture can change a room from a classroom to a home!

2011-03-04T11:56:00.002-05:00

I spent the first part of this week giving the ACT/MME to some of our juniors. The group I was with were 4 students who were allowed time and half as an accomodation for the tests. As the room supervisor for these tests, I had to monitor to make sure students were on the correct test, record the actual times each student took and each particular part of the test, and make sure nothing disrupted their testing environment.

Sounds like a pretty sweet gig, doesn't it? Sit back, relax... 3 days of pretty much nothing to do in the morning except watch the clock.

Let me tell you this! That clock ticked slower and slower and slower, with every passing second. Not allowed to read, use a computer, or do anything other than sit and watch those kids was about as boring as it can get. But it did give me time to think an awful lot about those tests, their implications for students and teachers, their cost, and their actual worth.

My 4 students were all great kids, kids I remember from middle school fondly. Maybe 1 of the 4 will go to college. For the others, for a variety of reasons, college is not a realistic goal. Would I give any of them a letter of recommendation to an employer? Hands down, a resounding YES. Any of them would make a terrific employee, dedicated, responsible, and model of what an employee should be.

So we spent 3 days testing these kids, using a test that is supposed to indicate whether or not their teachers have taught them the Michigan Merit Curriculum ( a 4 year plan, of which they've had 2 1/2 years worth so far) and give colleges a predictor of their potential success at their institute.

Day one, most of them gave their tests an honest effort. They read the questions, pondered their responses, and did their best. Day two, I could see their interest waning. They said the tests were more difficult, but I don't know. By Day three, they were just filling in bubbles. They were tired of sitting in those same hard, uncomfortable chairs for hours on end. They were tired of trying to read and understand question after question. They were tired, mentally and physically. Any initial motivation they had was gone, and they were simply going through the motions.

I don't blame the kids. I don't blame their parents. I blame Mr. Congressman and Mrs. Researcher. I challenge ANY elected official, any person who thinks these high stakes tests are accurate, reliable, an efficient use of time and money... to come take the tests. YOU, yes YOU, come sit in those miserable desks for 3 mornings in a row. You bubble in those little ovals. You sit there, waiting for the last person to be done, another hour after you've finished YOUR test. You sit there, take that test, all those different 10 tests that make up this particular battery, and let's see how much honest effort YOU want to put in. Then, try and think back to when you were 16, 17 years old... and reflect on how you might have done on those tests if you were one of these kids, not college bound, not one of the top, brightest students in the class, one of those who works hard, tries to be successful, but all that hard works garners you a C at best. And think..... how would you feel about that test?

2011-02-28T12:09:00.003-05:00

Sometimes we spend too much time focusing on the rain, forgetting that there really is always a silver-lining to the cloud above. At this point in the school year, I'd like to pause, reflect and think about the good things of my new position.

One of the best parts of taking on this new position has been the challenge of doing things differently, looking at school from a different perspective, and stopping to really reflect on the true purpose of education and the implications standards and accountability have on the lowest students of the pecking order. It is easy to get into a rut of doing the same thing, year after year, teaching to the 'norm', cruising along expecting them 'all' to get it, pushing forward regardless. But working with special education students has caused me to stop and think critically about what I teach, how I teach it, and the consequences of them not getting it. I've been forced to rethink how I do things, and change my standard go-to methods. Regardless of where next year, or the next, may find me, I have a new lease on teaching, one that will carry me into where ever the next part of my journey may lead.

The kids on my caseload remind me daily to not take for granted the things which come easy to me. To watch a student struggle daily with the simplest of tasks is painful at best. I have one girl who works very hard, but simply cognitively, cannot understand basic math. When asked what half of ten is, she struggles to answer. When shown her 10 fingers, shown her two hands, she still does not grasp that 5 is half of 10. But, next year, she will go to high school algebra. Anotehr young man could not log onto the computer, even when reminded his password was a certain number followed by his first name. He goes by a nickname, and even at 15, does not know how to spell his first name - a simple one. Others try hard, but without constant reminders of the steps of mathematical processes, they get lost, forget, simply cannot follow along. But, they will all go to algebra in high school next year. I am amazed at the determination and the willingness to continue to try that many of these students exhibit day after day, failure after failure. They want so badly to please, to be successful, but because of the luck of the draw and the narrow-mindedness of the state implemented curriculum, they are constantly failing. From them, I learn humbleness, daily.

I've come to realize, this year, how much student relationships mean to me, and to teachers in general. Until you find ways to connect on a real level with your kids in your classroom, you will never reach them academically. The old saying goes, "Kids don't care how much you know until they know how much you care, about them." is true.. so true... I wish I could somehow impart that into teachers everywhere, that want to know students on a real and personal level. If we could ever achieve that, I truly believe education would soar.

Through the bad times, it is easy to forget to focus on the good. This year HAS had many high points, many kids who've touched me deeply, and for that I am grateful.

2011-02-24T15:18:00.002-05:00

Teachers live and teach in their own Utopian Worlds, behind closed doors, assuming behind each and every other closed classroom door teaches another equally motivated, dedicated and inspiring teacher. We defend the honor of educators everywhere, assured in our own minds that all are on an even keel, providing a quality educational experience for students.

When that boat is rocked for a teacher, the overwhelming incompetence of colleagues can be a shocking awakening to our secure existences. Suddenly, the reports we see on the news, the attacks on public education, all the negativity seems plausible. We question our own worth. We question our faith in the all.

I've loved teaching from the moment I set foot in a classroom. From the first time I was in a middle school classroom during my student teaching days, I knew that THIS was what I was meant to do. I've loved the kids, the subjects I've taught, and the never-ending excitement of my chosen career path. I've often remarked I can't believe they PAY ME to do this.

I lived in my own closed door world of Utopia. I thought every other teacher had the same ideals, the same dedication, the same drive to provide the best possible opportunity for their students.

Then, my world changed. I saw into the classrooms of others. Some teachers I've watched teach with a fever and dedication that shames my own methods. I watch and learn in awe of their knowledge, their passion and their constant drive for their own excellence to shine in their classrooms. I leave those classrooms as inspired as the students, feeling as if I've grown as a person just by having witnessed that person teach and share their love of subject matter with their students. These are the superstars of education, the ones who should earn the Grammy or Oscar of our profession.

Other classrooms, I see teachers who are adequate, getting their students from point A to point B, with little inspiration or flare, but with a certain safe and guaranteed plan that in and of itself offers security for students in those classes. These are teachers who teach, convey content, and earn their paycheck, day by day, lesson by lesson.

Then, there are the classrooms where every day, a part of my teacher heart dies, withering into oblivion, watching the incompetence, the slacking, the willingness to just get by that is exhibited by these teachers. I watch students flounder in the chaos, struggling to make it through yet another hour entrusted to this adult.

and I miss my own Utopia, my own little world of oblivion... that secure planet I taught on for so long....

2011-02-08T12:48:00.002-05:00

When it comes to dealing with students, THEIR PERCEPTION IS OUR REALITY. Too often, we as teachers, forget that regardless of what our intent is, the only thing that really matters, is how our students perceive our intentions.

If we deal with a student harshly, they think we hate them. Rarely is that the actual case, but once a student decides their teachers hates them, the cycle becomes difficult to break. The student finds reasons to believe this hatred exists in even the most mundane of comments and actions. The more they are convinced of the hate, the more their own actions stir the pot. Reacting to this negativity, the teacher compounds the problem, reinforcing the student's belief.

If a student thinks the teacher doesn't have faith in their ability to be successful, the student becomes less likely to try, therefore, zeroing in on their own self-fullfilling prophecy. As the student's grades suffer, they are certain the teacher finds their ability less than par, and find more reasons to slack in the class.

On the other hand, if our students think we like them, think we have faith in them, think we enjoy our jobs and being with them, we set up a pattern of happiness and success in our classrooms. The more we project our enjoyment of being with our students, the more we show we believe in their potential, the more we expect from them, the harder they work to live up to those expectations. The harder they work, the more successful they become. The more successful they become, the happy we are with our jobs. The happier we, their teachers are, the happier our classrooms are. The happier our classrooms are, the more learning happens there.

Seems like a pretty easy win/win scenario doesn't it????

2011-02-03T15:33:00.002-05:00

The key to success in teaching is not necessarily the same as the key to success in other professions. For most careers, it seems a drive to be the best, the willingness to work to achieve that top spot, coupled with the necessary training/schooling, can successfully lead you to your goals.

Effective teaching seems to be a bit more intangibly based. When I think about the difference in effective and ineffective teachers, two things seem to be the key to their differences.

The biggest component I see in effective teachers is the self-reflective piece of the puzzle. Great teachers spend time on a regular basis looking at what they've done in class, looking at their students' achievements, thinking about what worked well, what things were close but not quite, and most importantly, what is not working at all. They consider academics, of course, the lessons themselves, the assessments, the projects. But more importantly, they look at classroom management. How are they relating to their students, how can those relationships be improved, and what their personal role in the shortcomings of the interactions are.

The second part of effective teaching is humbleness -a willingness to admit your shortcomings, a willingness to admit you don't know all the answers, and most of all, a willingness, even a drive, to change. Teachers who are effective seek out those wiser than they themselves are, trying to find solutions beyond those in their own toolbag. They ask for advice, constructive criticism, and direction in their classrooms. They want to learn, grow and become more than the mundane.

If self-reflection and humbleness are truly the keys to effective teaching, can we teach all teachers to have those traits? Can we somehow encourage them, cultivate them, and require them? Is that possible?

2011-02-03T12:32:00.002-05:00

Rereading my most recent posts, I feel the despair and downtrodden-ness taking over. I started my blog as an honest attempt to share what it is like to teach middle school- the good, the bad and the ugly. I've been forgetting to share the GOOD parts.

and even on my worst day, there are good parts...

Today in 6th grade social studies, we reviewed for tomorrow's chapter test on the physical geography of Latin America. I've taught this unit, and loved being back really teaching kids, so I want them to do well on the test. It will be their first test this year they cannot use their notes on, so many of them are unprepared for the reality of commiting new information to long term memory. The test is very basic though. A few vocab words, a map of some important places and landforms of the area, and some short answer questions. An embarassingly easy test, with one 'essay' question asking them simply to recount somethings they learned about the rainforest.

I want them all to be successful on this, their first attempt to take a real test. Using your notes on a test doesn't require you to store information, it just requires you to take good notes. By scaffolding their learning, making this test a simple one, I hope to set them up to realize they CAN learn, can remember information, and can be successful.

We've studied hard for the test together. They made vocab cards, with definitions of the terms, as well as pictures, to help them remember. We organized our notes on a foldable. We've practiced locating the places on a map multiple times. Each student located the places on his own map, as well as contributed to a larger hand drawn group map, locating those and other places. We played vocabulary bingo, we played a review game together today, go over and over the questions/vocab words they were struggling with. I tried to give them visual clues to help them distingush between words they were confusing - tributary and estuary... a TRIBUTary conTRIBUTes to a larger river. We drew it, repeated it, talked about it.

Tomorrow will be the test. We will see. Some of them have sat, refused to participate, even in the fun activities. Others, have shown their eagerness to learn, their willingness to tackle a challenge. I am anxious to see what they have learned.

Then... what comes next? The other teache
r will go back to teaching. I will go back to being the sidekick. I hope I've made a small contribution to his journey as a new teacher, helping him with some ideas of how things can be done differently in social studies. Maybe that's the true test in this project... not what the students learned, but what he learned, and how this impacts his relationship with the students?

Regardless of the outcome, I have loved being the real teacher again, loved connecting with the kids, loved sharing knowledge with them and seeing their excitement to learn.

2011-02-01T12:30:00.002-05:00

I've come to the conclusion that I am a wasted paycheck this year. Because I have a special education degree, I fill a quota instead of really teaching kids.

We call it inclusion, co-teaching, servicing students in the least restrictive environment; in reality, it means my days are mundane, the needs of many of my students remain unmet, and I feel like a cow, wandering the field, chewing on grass, never really doing anything worthwhile or exciting, just waiting until slaughter day.

Today is an ordinary day, much like the past 20 weeks of school has been filled with. I started the day in a high school history classroom where students were watching a movie on the Great Depression. I sat with the handful who were not allowed to watch the movie because they either didn't bring a permission slip or couldn't behave.

Second hour, I am in a 6th grade social studies classroom. Today, we had a middle school assembly in the auditorium that lasted nearly the entire hour. Together, the co-teacher and I walked the 20 students in our class down to listen the presentation. Afterwards, we herded them back to the classroom, where we spent the last 15 minutes playing a quick vocabulary BINGO.

Third hour, I actually have my own class. WOOHOO. 8th grade prealgebra with 10 labeled students I am entrusted with to prepare for high school Algebra next year. Some days, things go well. Other days, it is a waste of effort for me and my students. We are learning to find GCF's of pairs of numbers and monomials, as well as algebraic expressions. For this group of students, who have such low numerical skills they don't understand that dividing by 2 is the same as taking half of something, or that half of 10 is 5, or the difference in even and odd numbers, this is liken to torture. They don't know their multiplication facts, but are allowed to use calculators. But a calculator can't lead their way from 80 + 5x to 5(16 + x). We draw factor trees, we talk about strategies, we work problems through together, but the bottom line? They simply cannot do the work. It is too difficult for them.. and that is the ones who actually care and try to do it. Many simply look at it, watch me explaining the process, and tune it all out, choosing to simply breathe instead of try.

Fourth hour, I am in an Earth Science 8th grade class. We finished watching a video on the history of the earth we started earlier. Then, the remainder of the hour, we watched clips from the Weather Channel, including a horse making a snow angel.

Now, it is lunch time, and I sit at my desk, pondering my worth, wondering if I accomplished anything worthwhile today.

Co-teaching can sometimes be worthwhile, when I know what the grand plan is, and can work to help my students master what is being taught. Unfortunately, that is rare. I usually walk in the door with students, wondering what is going on that hour. Things that would help my students be more successful in regular ed classes - organizers for their notes, study guides for tests, rewriting tests - those things happen only when I am in the planning loop for the classes and have time to create those aids. Reality? That doesn't happen. I see the test when they see it.

My own prealgebra class is like trying to teach Greek to a donkey. The divide between where these students came to me, and where they need to be at the end of the year is too huge a gap to bridge.

I am disappointed in my own lack of ability to overcome, my sinking into an abysmal hopelessness like many of my students. I took this position thinking I could make a difference, thinking somehow, I could help these students achieve. In reality, I am just a bean to be counted, a degree that keeps the school in compliance, saying these kids are being serviced, when in reality, they are being left behind.

2011-01-26T12:36:00.003-05:00

As time goes by, I become more and more disgruntled with school, teachers, adminstrators, students and parents. It seems like an endless blame game where no one wants to accept their role/responsibility in the ultimate outcome - educating students and preparing them for the future.

My group of guided study kids just left after what was essentially a wasted hour. Three girls were completing a timeline for science class. The actual process of putting it together was nothing more than reading and following directions but of course, they did it mostly wrong. The directions said one thing, the teacher told them something else, and the final product was a combination of the written instructions, what they thought they were told to do, and their own creative interpretation of how to complete the assignment, which boiled down to just getting something written on the paper and let's color some so it looks good. Forget the higher purpose of the project - to see the various eras in the Earth's history in scale - the way they had them on the paper there was no gleaning anything from the assignment. I am disappointed in their lack of personal responsibility, frustrated that the instructions were confusing and conflicting, and that something that could have turned into a learning experience was treated as busy work for 2 class periods of science, and now, another class period of guided study. They never even got to complete the 'what did you learn' part of the project, and even if they had, I am sure the learning was minimal at best. Even for the brighter kids in the class, the learning component was shallow. As I listened to one group writing their final paragraph about what they learned, the writer tossed out her funny quips of what she really learned - "if you step on the strip of paper, it will rip" and "meter sticks and yard sticks are not the same thing". Then she confessed that she knew what TO write - she understood what the project was supposed to teach her, though she really had learned nothing in the 2 class periods devoted to the project. So, she wrote down the basic objectives, flowered with some 'good kid' language, to ensure her group got their 'A'.

But back to guided study, and the wasted hour....

Another girl & boy sat coloring, yes coloring... their French assignment. French is an elective, but truly, it is a worksheet class. The volume of paper given in that class is overwhelming. Search a words, crosswords, coloring sheets and fill in the blanks. My kids can't even begin to keep up with the work load!

Two boys took their math quiz from when they were absent. Check - we accomplished something! But neither brought anything else from when they were absent. They assured me their other classes did nothing while they weren't there. Great... wonderful... peachy....

Another girl sat quietly reading her book. She's a voracious reader, to a fault.

Now, I sit in my prep hour, listening to one teacher screaming at his class to be quiet, another, the door keeps opening and slamming closed with kids wandering in and out at will, squeaking up and down the hall noisely in their sneakers, avoiding returning to class, more students out of the room than in.

It seems for more than not, the school day is something to be endured. Teachers show up late, leave at the bell, do as little as possible to make it through each hour. Students show up intermittenly, some missing what adds up to months of school each year.

When did school become a punishment for us all?? When did it become not fun?? What HAPPENED?

2011-01-21T10:10:00.002-05:00

The ubiquitous white 3 x 5 notecard. Given to students to 'take notes' to use as a study help on a test.

In theory, a great idea. It teaches students to summarize, consolidate, and best of all, to STUDY. Just the process of sorting through to select the important info to include on the card, and the process of writing those notes is often enough to help students be more successful on the test.

Unfortunately, for many students, note taking is like black magic. How do you decide what IS important and what is NOT important? How to you find answers to questions when you really aren't sure about the question in the first place?

Education is failing so many students. I am failing so many students. 8th graders who can't read. 8th graders who don't understand the basics of what most 5th graders know. 8th graders who are so conditioned for failure they do not even try to experience success.

I feel helpless and hopeless. Today is the last day of semester one. Are these kids really anywhere ahead of where they were in September?

2011-01-20T14:44:00.002-05:00

As educators, we moan and groan about high stakes tests, how those scores are taking over education, how our curriculum is being driven more and more by those strict parameters being tested on those yearly tests that are soon to be the basis of our paychecks. We whine that tests waste time we could be teaching.

But then, come the end of the semester, what do WE do?? Test more! We spend a couple of days 'reviewing', then we spend an hour and half session testing. For what purpose?? To see if they have learned what we taught? To reward the hard workers with yet another "A" on their report card? To punish the slackers with another "D" or "E"?

When they fail, do we backtrack and reteach? Do we remediate? Sometimes... But more often, we just march forward to whatever we were doing next anyway.

In reality, all we've done is wasted another several days of potential instruction in the name of semester exams.

2011-01-10T12:57:00.002-05:00

It's Monday, nearing the end of the first semester.

I am frustrated, partly with a constant sense of pressure to help students succeed in classes I know they will never be successful in. The system itself is flawed beyond immediate repair. It begs for reform, but seems to fight hard to resist the easy fixes, making the most complex ones impossible to even consider.

I am frustrated with the lack of professionalism on the part of colleagues who do not try to help me help students be successful. Their lack of preparation, their lack of pushing themselves for excellence, leads to a complacency on their parts that eeks into their daily teaching and dealing with students.

And lastly, and perhaps the saddest, I am frustrated with students who give up on themselves, using "It's too hard" as an excuse to allow themselves to fail. It seems settling is just easier than trying, than pushing yourself, than actually working to succeed. It seems like failure is so ingrained in their psyches, they just assume... know... expect themselves to fail, and almost welcome the comfort of that knowledge rather than push outside their comfort zones into the realm of possible success.

Beyond all those.... I am frustrated with myself for becoming frustrated with everyone else, wishing I could reach within myself to find solutions to all those situations, and knowing that in each and every instance, while I might have some minute part of control over it, much of the problem lies beyond my reach, beyond my ability to control and 'fix'.

2011-01-06T15:34:00.003-05:00

Test scores and widgets.

People versus products.

Control versus random contributing factors.

I am all for promoting accountability in schools for teachers as well as adminstrators. I truly believe until we ensure a quality effective teacher is in front of each and every classroom, American tax dollars spent on education are being wasted.

However, the sweeping changes being implemented are unrealistic, even outrageous.

Basing teacher pay on test scores?

That is like:

basing the pay of the contractor who builds a Burger King on the profit made in the restaurant.

basing the doctor's fee on at what age a patient dies.

basing a senator's pay on the IQ of people in his district.

basing a CEO's bonus on how many people in his corporation get into car accidents each year.

While we might be able to find some correlations between the two in each of the above examples, many other extraneous facts influence the final outcome.

If the contractor builds a shoddy, unsafe restaurant, perhaps fewer patrons will come, no doubt. But assume he does an outstanding job, but due to factors beyond his control, like bad service from employees in the restaurant or substandard food being served, the restaurant fails. Would we consider it fair to dock the contractor's pay?

If a doctor's patients rarely live beyond the age of 25, but all suffer from debilitating childhood illnesses, would we consider not compensating her efforts to treat them?

If a senator happens to represent a particularly 'low' intelligence clientele, should their pay not be comparable to other senators?

If the CEO of said corporation has many employees who travel long distances to work each day, therefore increasing the odds of them getting into accidents, should she automatically be paid less?

All those situations are absurd. Yet.... basing teacher pay on student test scores is really no less ridiculous.

Students are not widgets, one size fits all, something I can control. They come to me with a variety of skill sets, God given abilities, and desires to learn. Some things I can overcome, others, I have little/no control over.

Take Sally. Sally is a wonderful young lady. But unfortunately, Sally misses at least 1 day of school each week. Over the course of the school year, she's missed 36+ days, which equates to over 7 weeks of instruction time lost. Sally won't be proficient on next fall's state assessment, because this trend, multiplied times the 9 years of school she has attended kindergarten through 8 grade, will mean she has 63 weeks of school, over 2 years of instruction.

Or....What about Fred??Fred is an obnoxious little guy. Fred knows he can do and say what he wants because his mom will side with him, dad is in prison, and there really are no consequences that can be enforced to 'punish' him. I can try to work with Fred, I can try to 'connect' with Fred, but he knows that his mom's welfare check, food stamps, and other 'assistance' checks for her and the 6 children living with her add up to way more than my paycheck, so he figures education didn't get me very far, why should HE bother to get one. His grand plan is to make it until he turns 16 so he can drop out.

We could consider Otis. Otis is about the nicest kid I have ever met, polite, charming, but just not all that bright. His IQ, on a GOOD day, might hit 75. He tries his hardest to please me and his other teachers, really he does. But Otis is never going to understand abstract concepts like algebra, or physics. Heck, he does good to remember the combination to his locker.

You don't like Sally or Fred or Otis?? How about Martha?? Martha is about 10 points higher on the IQ scale than Otis, but poor Martha is being sexually molested every night by her mother's livein boyfriend of the month. She's afraid to tell anyone because he said he would kill her dog is she told. She is also afraid he might be thinking about doing it to her little sister next, so she is afraid to fall asleep at night for fear she won't be awake to protect her little sister should he come into the room.

We could talk about a million other kids... all with problems I can't fix, problems that overwhelm their ability to be successful at school, beyond the scope of what most normal people can even comprehend.

It isn't that I don't want to teach them. It isn't that I am not willing to bend over backwards to do whatever is humanly possible to teach them within that 8:19 - 3:08 window. It just simply isn't in the cards for those kids.

If you want 100% perfection, give me a product that comes to me 100% ready to be produced. Let me have complete control over the outcome. Let there be no other intervening variables. Then... hold me accountable 100% for the outcome.

But we aren't talking about that situation here, now are we?

These are people, children.... imperfect, yet perfect.. each unique and special, with their own talents, gifts and potential for contributions to society... most of which are UNMEASURABLE on a bubble test.

2011-01-02T13:13:00.002-05:00

Happy New Year, 2011. As I sit at my desk in my classroom today, the last Sunday of Christmas break, planning for the next week, month, and even the rest of the year, I anticipate with excitement the things left to teach my students. I dread with an honest realization that we will never get to everything we need to cover, everything I want to explore with them, nor all the skills I know they need for next year and beyond.

With the new year, many people write resolutions. Some are kept; others fall by the wayside early on. Rereading an article where I compiled the resolutions of colleagues of mine, Resolved to be a Better Teacher Leader in 2007, I ended with my own resolution/thoughts:

Some resolutions we keep. Some resolutions are destined for failure. My own resolution, though, I think I can keep: I resolve this year, and every year, to listen to those wiser than me, and let their words be my guiding force for improvement today and every day.

Now, 4 years later, I come to reflect backwards on that resolution, wondering have I learned and grown, listened to those wiser, and allowed their words to guide my own journey. In some ways, I have listened to those wiser than me. I've learned to listen more, say less, and wait for the right moment to intervene. In other ways, I remain the same: impulsive, impetuous and even, bullheaded when it comes to speaking my mind. I tend to ram forward, intent on fixing it, whatever the it may be, determined to make things work, make things right, at any cost.

Sometimes, the act first, think later method works. It can even be the best, maybe only option, in a given circumstance. Given the chance to stop and think, perhaps I would have then chosen to remain silent, not intervening on behalf of students, or the improvement of education, thinking I would overstep my boundaries. Having someone speak up and saying, "Enough, stop, let's change course," can often be an eye-opener, the tree-shaking a teacher/adminstrator needs to realize their journey is veering off-course.

Other times, the impetuous me blurts out an unsought solution to an unrealized problem, creating an uncomfortable silence and glare from the other party. These times, I would have done better to have found a different in-route to offering my solutions/insights, coating them carefully with well-thought out praise and conditional suggestions.

As 2011 begins, I again resolve to listen and learn from those wiser than me. I resolve to think more before I plunge, contemplate my words and actions before diving headfirst into the deep end. I resolve to keep students first in my decision making process, making certain each suggestion I make, each change I implement, is always based on what is best and right for students, forgoing the need for adult-rightness. I resolve to make 2011 a year when it comes to a close, I can look honestly back and say I spent it wisely, in the pursuit of a quality education for each and every student I encounter.

2010-12-17T11:53:00.002-05:00

Today is the last day before our 2 week Christmas break and school is abuzz with excitement. Candy canes, movies, parties, snowflakes, games, laughter... all fill the halls. Kids are handing out gifts to friends and teachers, talking about their plans for the next 2 weeks. Some are excited just to be away from school; others are headed to some tropical location away from the snow. They share their hopes for their expected Christmas gifts, cell phones and iPods, snowboards and new clothes.

But lingering on the side lines, I see the other students, those for whom this 2 week vacation means something different. At their house, there is no Christmas tree, no shiny wrapped gifts, no suitcases packed for vacation. For them, 2 weeks without breakfast and lunch at school means an empty stomach and hunger pangs. There might be a basket delivered with some donated food items, and maybe even some wrapped gifts chosen by people who don't know them, things they appreciate, but not really what they would have wanted or chosen for themselves.

We blame the parents for poor choices. We blame them for wasting their money on booze and smokes. We blame them for having too many kids and milking the welfare system we all work so hard to support.

All that may be true.... but still, these are just kids.... just like any other kids... and Christmas for them is sad, just another day in a life filled with little hope or promise.

2010-12-13T18:35:00.002-05:00

Life sorts us into piles naturally:

short people, tall people
artistic types, can't draw a stick figure
jocks, clutzies
rich, poor
musical, can't carry a note in a bucket
dark skinned, fair skinned
look good in a bikini, look more like a beached whale
leaders, followers
mechanically inclined, can't open the hood of the car
math savvy, can't make change from a 5 dollar bill at McDonald's

School tends to sort people as well, socially, academically, and athletically; the difference is, with the new Michigan Merit Curriculum, and similar educational 'plans' across the country, schools are now forced to squeeze all students into the same pile.

On the one hand, students all deserve the same opportunities. As adolescents, most students are not prepared to chart their own course for their futures, making sound decisions about their own course of study. Many would choose the path of least resistance, regardless of the future implications. Parents and educators need to be the guiding force for them, helping them carve a path with as many options as possible.

On the other hand, expecting every single student to graduate from high school with a diploma which prepares them for college is unrealistic and unnecessary. There need to options for all students, regardless of their academic abilities, options which prepare them for life beyond high school, with the basic skills they will need to be contributing members of society.

I don't care what we call these 'options' - Plan A and Plan B? Is that any worse than the current options of diploma and Certificate of Attendance? Plan A can be the college prep path, the more challenging classes, much like the current plan for all students. It will delve deeply into topics, including advanced sciences, math classes, literature, history. It will encourage students to think independently, write and respond to a variety of ideas and topics. These future college students will explore advanced math through algebra 2 and beyond. They will analyze historical events and their relevance.

Plan B will be less rigorous for certain, but still, preparing students for life beyond the high school experience. These students would learn to read and write, balance a checkbook, as well as life skills, like parenting, how to get and keep a job, and even perhaps vocational skills. They could learn a trade such as welding, woodworking, computer skills, or auto mechanics. But when they left school with that Plan B diploma, employers would be assured that students had met certain criteria and were indeed literate and competent in those skills.

Now, with the current plan, many students are forced to drop out of school, unable to meet the stringent requirements. They struggle to make it through Algebra 1, much less 3 more years of even more advanced math classes. They either give up completely, opt for a degree from an alternative program, or work for their GED. Whichever option they choose, it still takes them out of the public school, high school diploma pool.

Some argue against sorting students at such an early age, but as a long time middle school teacher, I can promise you that some students have already been 'sorted'. Their peers have sorted them in the classroom, on the basketball court, and at their social events, in and out of school.

If those against sorting are concerned we are limiting the future options of students with this plan, I ask them this: "Aren't we limiting their options even further by refusing to offer them appropriate options for their abilities?" Every time we hit that square peg a little harder and a little harder, trying to shove it through that round hole we are calling the curriculum, we beat that student down a little bit more and a little bit more, reminding them they will never measure up to our predetermined criteria that has been set for them.

If we are concerned some students with potential might choose the lesser challenging option, then let parents have some control over the decision. Let students choose to take the path of least resistance. It won't keep them from being able to go to college someday, it just might make that task a bit more challenging. In esscence, making their early on 'easy' choice come back to haunt them, so to speak.

We need all kinds of people in this world. We need lawyers and doctors, welders and mechanics, teachers and sales clerks, butchers and construction workers, truck drivers and secretaries, computer programmers and fast food cooks. Everyone contributes to our collective society. Everyone has a place. Shouldn't schools acknowledge the differences of students, and work to adequately prepare them for their roles, instead of trying to force them all into the college bound path?

2010-12-09T18:15:00.002-05:00

After several years of having no detention, during school or after school, recently our district appropriated the money to reinstitute this option for teachers. We can assign lunch detention ourselves, but after-school detention is available Tuesdays and Thursdays only, at the discretion of the principal.

When detention was an option, it was one I rarely used. I hate the idea of sending a student somewhere else, to someone else, for punishment for something they did in my room. To me, that process takes me out of the punishment part of the offense, and gives the power to someone else. If one of my kids is ‘bad’ enough to serve detention, I want it done in my presence, where I can ensure the misery matches the crime.

That isn’t to say I’ve never sent a student to the office, or assigned detention, but those occasions are rare, and in severe circumstances where all other options have been completely exhausted.

When the job posting for teachers to man the after school detention room was posted, the pay was good and I thought, hmmm… I really want to build my granddaughter an awesome wooden swing set next summer. Here’s a way to easily bank some extra bucks fairly easily.

I split the assignment with another teacher – he does Tuesday afternoons, I take Thursday’s. Today was my first Thursday with ‘customers’. I was supposed to have 4 customers, but one was suspended until next week, another skipped detention, and there I was with two young men, both of whom I had ‘experienced’ in 7th grade a couple of years ago. Needless to say, I was not surprised to see their names on my list. One was there for extensive tardies, the other, for skipping a class.

Once we got the pleasantries out of the way, the boys settled in. I had to keep reminding them to sit up, no sleeping allowed in detention. Finally, they seemed to settle in and I started working on a project on my laptop. My teacher sensor noticed the one young man intently interested in his desk behind his folded coat. I kept working, watching, averting my eyes when he looked up, trying to make sure my suspicions were accurate. Standing, I walked to him, as he tried to nonchalantly hide his cell phone under the jacket. I snagged it, with him sighing, and halfheartedly trying to argue, but knowing there was no use.

“Head up!”

“Hood off!”

The reminders were few, but enough to keep me focused on them more than the work in
front of me.

Finally, the clock ticked louder and louder as four o’clock came closer and closer.

The bell sounded and they left, the one begging his phone back as he left. Both said, “See you next week!” laughing, knowing this would become a regular date between us.

So, now, I am left questioning the purpose and worth of the detention room. These are frequent flyers, even with the program new, just a few weeks in. They were disruptions in middle school, are still disruptions now, and have no apparent plan to change on the horizon.

I wonder if the money paid to the two of us manning the detention room would be better served paying us to mentor these young men, maybe grabbing a burger and fries, and talking about their lives, in and out of school.

Detentions don’t work. They don’t change behaviors. Sending a student to some magical room may make the teacher feel better, at least temporarily, but it doesn’t FIX the problem. Until we find ways to effectively touch these troubled students, find ways to encourage them to change those behaviors and channel their frustrations in more positive ways, we are just throwing money out the window.

The same kids get sent to detention, day after day, year after year. It is pointless. Just one more indicator of the many ineffective educational practices we continue to embrace.

2010-12-06T12:37:00.003-05:00

Ten Commandments of Teaching

1. Thou shalt have the end in mind when you begin and have a purpose for each and every activity you engage your students with. Do not simply assign an activity, worksheet, or project because the book suggests it, because you did it last year, or because the other teacher down the hall is also doing it. Know the specific outcome you want from what you are doing. For each lesson or activity you engage students in, you should know what end result you want to achieve with the class time invested in that activity. Plan the assessment as you plan the activity. Know how it fits into the grand scheme of learning in that particular lesson or unit. Think of each thing you do as another step along the learning journey and make each step purposeful and deliberate.

2. Thou shalt realize you are but part of each student's journey, both in school and in life. Realize that students have other classes and other teachers. Realize that students have lives outside of school. Do not make your class a burden with monumental amounts of work to be completed outside of class. Honor their other committments, tests, projects, basketball games, etc..

3. Thou shalt honor your students time as you expect them to honor yours. Realize that students deserve and want to know how they did on assignments. Do not linger over grading tests or projects. You expect your students to meet the deadlines you assign. Also honor the deadlines they would give you for feedback on the work you have given them to complete. Do not waste class time - whether it is looking for something, talking on the phone, or anything else that distracts you from your purpose - teaching the class. You expect students to be on time and on task. You owe the same respect to them and their time.

4. Thou shalt not expect your students to contribute more effort than you are willing the contribute yourself. I have heard the saying, "Never work harder than your students." In theory, in some ways, I agree. However, I also believe it is unfair to expect students to work harder than we are willing to work ourselves at our job. Students need to be in charge of their own learning, and strive to be independent. Teachers still have a role in that process though. We must come to class prepared, not letting our role in the learning process slide. Teachers must uphold their part in the learning process by being prepared, by giving accurate, prompt reflective assessments, and by using class time productively.

5. Thou shalt read and learn in order to continue to learn and teach. Teachers who are life-long learners give students role models to follow. These teachers learn to grow and change as new ideas and research come to the front of educational policy and practice. They are always willing the try something new, reaching beyond the tried and true, constantly seeking improvement in their own practice. Read about teaching, read about your content area, read for pleasure. Learn to grow, learn to change and learn to learn.

6. Thou shalt plan for the inevitably uninevitable happenings. Always have a Plan B (and maybe even a C). Things happen. Technology fails, students forget things they should have brought to class, the site you visited yesterday won't be online today, the copier will break, the lesson will go quicker than you anticipate, the lab will bomb, the maps won't take as long to color as you thought, etc.. etc.. etc.. Plan ahead with something else to go. Always have a fall-back plan, even if it is something as simple as a trivia game based on your subject matter.

7. Thou shalt expect your students to be successful and therefore, treat them accordingly. Students will rise to meet your expectations, so set those expectations high. You can always adjust downward if need be, but set the bar high to begin with. Act as if you anticipate each child earning an A in your class. Never demean the slower learners, the struggling students, or those who simply choose to fail. Always act as if this time will be different and you anticipate that child succeeding.

8. Thou shalt offer compassion and consolation for your struggling students. Setting expectations high is appropriate but always acknowledge students who are struggling. Make adjustments and accomodations to make learning accessible to all students. Let students know you understand your class is difficult for them, and offer concrete examples of how you can help them master the content. Make yourself available to them, with a compassionate smile and pat on the shoulder.

9. Thou shalt maintain some sense of order in thy classroom. Neatness counts. You don't have to be a neat freak but your classroom should have a logical sense of order with specific locations for materials, turning in work, storage, etc.. When things have a home, everyone is more comfortable, and less time is wasted looking for things, asking where thing belong, and trying to get ready to work.

Order in the classroom also means maintaining a sense of classroom management. Each teacher develops his/her own style of teaching and discipine. A well run classroom seamlessly transitions from task to task because expectations are clear, consistent and conveyed.

10. Thou shalt teach only until you enjoy it not. Respect the teaching profession. When you do not wake up each morning excited to come to school, looking forward to learning alongside your students, and believing in the potential of each child you encounter, the time has come for you to explore other options. Respect the teaching profession and those who love it enough to acknowledge this next step in your own journey and move on.

2010-12-01T12:44:00.002-05:00

Yesterday, my principal sent out a mass email to the teaching staff. The following is an excerpt:

Update your grades every week. (No excuses or exceptions.)

Notify your respective office when you assign a lunch detention, and
make sure the student is clear about whether or not s/he has lunch detention.

Take roll in the first ten minutes of every class.

If you're going to make an issue out of tardies with a student, be
sure to track them properly and follow the tardy policy that is
posted throughout the school.

Keep your students in class from bell to bell unless it's a bathroom
emergency. If you send a student to the bathroom, give them a pass
and be sure to track how long they're gone. If a student asks over
and over again every day to go to the bathroom, tell him/her no.

Teachers perpetually complain about their being perceived as non-professionals, by school boards, adminstrators, parents, and the general public. We want our personas to exude this holier than thou level of respect among these groups.

Yet, we have to be reminded, told, DIRECTED to do these basic things each day in our classes?? SERIOUSLY???

All those items seem to obvious, so critical to the success of a teacher, I find it astounding to think enough teachers are neglecting those tasks that a mass email is needed.

If we want to be treated professionally, don't you think the first step to accomplishing that goal would be our acting professionally? Do your job, do it well, and everything else will fall into place. If you can't manage to take attendance, keep grades up to date, keep track of tardies and students, then you are in the wrong profession. THOSE are the easy parts of the job!

2010-11-30T12:43:00.002-05:00

Teachers get a variety of gifts at Christmas time. I've received some amazing gifts from students over the years: cards with special notes in them, homemade food, packaged foods, gift cards, candles, mugs, clothes, stuffed animals (new and used), a brass bell with my name on it, Christmas ornaments, books, perfumes, lotions, etc... The list goes on and on of wonderful things students or parents thought I would enjoy.

Today was my first gift this year, from a sweet young lady. She embarassedly handed me a small package tapped to a card in an envelope. The card said "To my favorite teacher, Mrs. George. I hope you like your bracelet."

Opening the box, I found a red and green friendship bracelet this young lady had made for me. I oohed and ahhed and then asked her to tie it on my wrist. She seemed surprised. Her tying job didn't last long so I found her again to tie it tighter, asking her to knot it 3 times this time. I told her I didn't want to lose it. She again seemed surprised and said, "You mean you aren't gonna take it off?"

Looking into her sparkling eyes, how could I tell her that this twisted, knotted, some places braided, some places twisted, this green and red jumble of thread is the most beautiful possesion I have? I know every day she will be looking to see if it still adorns my wrist. And I can assure you it will....

It isn't about the money. It isn't about what the gift is. It is about the love and thought that goes into the gift. A heartfelt note scrawled in a card, and a nickle's worth of thread tangled into a bracelet means more to me than anything that can be bought in a store.

2010-11-22T12:55:00.002-05:00

I'm a huge Packers fan. I loved Brett Favre during the good years, and when he first decided to retire, I was happy for him and his family. Brett had always been a picture of honesty and integrity, the kind of role model we want our students to aspire to be like.

Then, the drama years of Favre started, the can't make up his mind about whether he is playing or not. The sharp comments are his former team/coach and community were shocking.

But now, it seems what comes around goes around, and Brett's glory days are done. Instead of leaving football a hero, one of those players all fans remember with a smile, he has become almost a villain, shrouded in both a loss of his ability to lead his team, as well as accusations of misconduct.

Yesterday's Packer's slaughter of the Vikings was the nail in the coffin for Brett.

OK, what does all this have to do with teaching? A couple of things, I think...

#1 When your time has come, leave gracefully. We've all known that teacher who has taught for so long they can accurately predict to the second how long that same lesson they've taught for the past 34 years will take. We've also seen newer teachers who though not veteraned with multi-decades of experience, have reached the end of their 'usefulness' in the classroom.

Whatever the reason for the time to have come, teachers need to take a lesson from Favre and when the door is closing, exit it gracefully with a proud smile and wave goodbye.

#2 Teamwork, the camaraderie of the good of the all, has to take precedence over personal gain or glory. Teachers need to teach their students to be a part of something greater, working towards a common goal, and let them lead the way, at times. We, as teachers, have to learn to let go of the control, not always be the 'sage on the stage' and let students lead the learning. Letting go of the personal parts of teaching, the need to be in control, can be empowering.

#3 Learn to admit your shortcomings. No one is perfect. No one knows the best way about doing anything. Seek out those wiser than you, and listen to their advice. Try to approach things from a new perspective. By rethinking your classroom, your teaching, you might find the new one is indeed superior to the old. But simply sticking with what's always been done, because it's always been done? That's a sure fire, direct path to destruction.

#4 Taking the easy way out is not always the best way. Giving an easier test just so 'everyone passes' doesn't mean they learned it any better. It doesn't prove anything except they can pass the easier version. Maybe next time, try giving the easy version to begin with it that is where you are going to end up anyway! Be responsible for your own actions, your own part in the failures. Set up a winning play, a sure fire path to the end zone, even if it takes multiple snaps, and you just have to keep getting a few yards each play to make another first down. It isn't about making a touchdown from the punt return; it's about getting the points on the scoreboard.

#5 Share the play book. You want all your team mates on the same page? Share the play book. Don't assume students know where you are headed, understand the directions the first time, or that just because you've explained it, they get it. Make sure you are all in the same play book, on the same page, every single time you snap that ball. There is no such thing as over-practicing a play. Work on it together until every player is confident and comfortable with their role in the game.

#6 Last but not least, be the bigger person. Admit when you are wrong. Admit when you've not carried your share of the ball game. Tell your students you've realized you may not have done a thorough job of explaining a concept and want to try again with them. Tell them the test was confusing so you've revamped it. Always be ready to be humble with your students. They will appreciate your honesty and willingness to admit your shortcomings.

2010-11-21T13:34:00.002-05:00

Lesson plans are like a map for your classroom. You might make it to your destination without the map, but having it there in the glovebox, just in case, sure makes for a more efficient travel plan.

I try to always plan a week ahead, with a general sketch for the unit we are working on. The general sketch might be as vague as I know the next unit we are working on is about Antarctica. I know I want them to be able to map the major landforms, know where the research stations are located, so probably we will do some map activity. I also want them to look at the impact of global warming on that region and how reseach done there impacts our knowledge of global warming in general. They would love to research some stuff about the penguin population, so I think I saw a National Geographic something online about that.

The 'sketch' is nothing more than a general overall idea of the 'stuff' I want to accomplish. Then, I turn that into weekly lesson plans, with an ending assessment always in mind for the activities we are going to complete.

My weekly lesson plans, I work from a copy of a small poster from a Marzano training I attended called "Which of there Classroom Instruction That Works Strategies have you used today?" This simple poster just helps me think through some activities we can use to reach our learning goals - things like summarizing and note-taking, non-linguistic representation, advance organizers, etc... Using this helps me remember to create a variety of learning opportunities to meet the needs of all types of learners, as well as help my students learn to be independent thinkers and learners.

Each weekend, I sit down and structure my week, based on those "strategies", penciling in each day's plan. Often, this changes as the week progresses, students work slower or faster than I anticipated, but I have a good idea of where we are headed overall. I make copies for the week, make teacher keys for anything needed just in case I have to be gone, or just to make it easier for me than searching at the last minute.

With each day's lesson, I try to keep in mind what the final assessment will look like - are we taking a paper/pencil test? Are students designing some project in groups or independently to demonstrate their knowledge? Are we working towards student presentations? With each activity, I purposefully explain how what we are doing will help them achieve their final goal of success on that final assessment - whether it is taking notes/creating a graphic organizer for that final test, or how they might use this information in their presentation, or what parts of today's Venn diagram might help them structure a paragraph in their essay they are writing.

Showing them how all the activities fit together teaches them the process of learning, and helps them realize that everything we do has a purpose, not just a busywork assignment for the day. It holds me accountable in my planning and teaching, as well as holds them accountable in their learning and eventually demonstrating that knowledge.

And... most importantly of ALL. HAVE A PLAN B every day. You never know when the network will fail, when half the class will be gone with some strange virus, or when you will just need something less intense than a large scale group discussion. What you did yesterday may have bombed, and you may need to reteach or reapproach that particular part of the unit. Having built-in Plan B's only makes your life easier!

2010-11-20T08:03:00.002-05:00

In anything we do, reflection is critical to continued success. For effective teachers, this component is perhaps the most important part of their success. Having the ability to look critically at what you've done, the impact it had on student learning, and how you would do things differently next time, that reflective piece of the puzzle, is what sets apart great teachers from mediocre ones.

We all teach lessons that go well. We all teach lessons that bomb. It's a fact of life in the classroom. Somedays we are on our game. Some days, at best, we coast through.

Maybe that is the next great craze for professional development - forced reflection for teachers. A once a week, minimum, journaling activity where teachers critically dissect their lessons....

Would it really change anything? Would the less successful teachers be able to look honestly at their shortcomings and find the missing parts?

As a teacher, I am always looking at what I did, and often, focusing on what went wrong. When my students blow a test I thought they were prepared for, I point the finger at me and my teachings methods. When behavior gets out of control in my classroom, I rethink my own reactions to the situation. I try to rationalize how I could have changed the situations before these digressions happened, and strive to make it different tomorrow, next week, next year.

I don't think of myself as perfect. I don't think I am the 'greatest' teacher ever. But I know that every day, every time I teach, I think about my role in the success or failures of my students. I try to take that reflection of my role in their learning journey and use it to improve.

Can that be taught to struggling teachers? Sometimes, I think yes, and other times, when I hear a struggling teacher boast they "use TOO many best teaching practices" in their classroom, I wonder.

I think it all comes down to humble-ness, of being the kind of person who never feels you measure up to your own standards, of always looking for ways to improve.

I remember one of the teachers who taught here when I was first hired. Her room was always immaculate. Students in her classes were ALWAYS on task, perfectly behaved. Yet, SHE asked the principal to attend a classroom management trainings. This teacher who had such perfect control over the same children who would set fire to buildings in their spare time! SHE wanted more classroom management training!

We all need that humbleness, that ability to find ultimate fault with ourselves and our teaching, and the ability to seek improvement along the way. THAT is the difference in being a GREAT teacher and a mediocre one.

2010-11-16T14:11:00.003-05:00

Being organized sometimes gets a bad rap. People almost brag about their own inefficiences. In reality, most of us strive for a certain balance in the organization schemes in our classrooms.

Yesterday, in my rant, I was critical of preservice teacher training lacking in adequately preparing teachers for real classrooms. Today I will try to offer some easy practical ideas for how new teachers (or old ones who want to become more effective) can structure their classrooms to meet the needs of students.

We often hear that the first 5 minutes and last 5 minutes of class are the most important, the time when students are most ready to learn. Unfortunately, these are also the most common "down" times in classrooms. In order to easily establish order every day immediately, as well as captivate those first 5 minutes of sponge-like minds, have some sort of starter activity ready each day. Ideally, this activity will focus students' minds on the upcoming days work, tying it to what you did yesterday. This is also a perfect time to incorporate writing into your curriculum, easily and naturally. Ask students to explain a concept covered yesterday or to speculate about a topic you will be discussing today. Have them draw a diagram, create an analogy, or even pose a question. These can be done in a notebook or even in an online blog. But whatever the task, however it is to be completed, getting students in the habit of doing this immediately each class period focuses their energies in on the topics to be taught. An additional bonus? This gives you a few split seconds to take that dreaded mandatory attendance or take care of other immediate housekeeping tasks.

Now that you have your students rapt attention on your subject, drag them into the days lesson! Bridge together yesterday's learning with today's. Revisting yesterday's material briefly helps catch up absent students, even if just vaguely, and also brings to the forefront of students' memories what was learned. Engage them with discussion with a partner or at their table, them responses shared with the larger group.

Vary the activities throughout the class period. Note-taking may sometimes be necessary but don't have it last longer than 8-10 minutes at the most! Pause to discuss the notes, sketch remembering pictures, or write reflections to share. Move students about the room so their blood gets moving again. Then, if you MUST, continue the notes.

Plan different times of the class for different activities, some of which are quiet, individual work, others involving the whole group, and still others which have students working with a partner or small group. Shift your position often as well. Talk from the front of the room, wander as you speak, or even control your powerpoint from the back. All that movement shifts students' attention to a new location, re-engaging their minds.

The best strategy for heading off discipline problems is to be proactive. Talk to students in the halls. Stand outside your door greeting them as they arrive in the morning. "Hey, nice jacket!" or "Go Packers!" or "how was the game last night?" all go a long way in establishing those critical relationships with students.

Make your classroom a welcoming place for students by keeping it neat and tidy. Put some bright posters up. Or... create those amazing bulletin boards you see in some classes (never in mine...). But the best thing to display on the walls is STUDENT WORK! Have them create colorful maps, large graphs, illustrated biographies... anything that can be stapled to a bulletin board. It says, "I VALUE YOU AND YOUR WORK!" One year I cut out every picture and article in our small town newspaper that featured a student. I started in the summer with Little League pictures and 4th of July Parade floats, and continued throughout the entire school year with sports pics and articles, student of the week mentions, etc... These I plastered on my classroom door. Kids LOVED looking for themselves in the collection. Time invested? 5 minutes a week. Payoff? HUGE!

Keep the momentum of relationships during class time as well. I always joked with students who are teetering on the brink of misbehavior about having a roll of duct tape and a taser. That twisted sense of humor works well with middle schoolers, and for me. Maybe it won't fit your classroom but surely you can come up with some fun way to refocus your students with humor. Trust me, humor beats yelling ANY day, for your own sanity, as well as your students.

Homemade cupcakes go a long way for good will as well. (or cookies, or even a cheap bag of smarties candies purchased for half price after Halloween) Giving your students, ALL your students a treat on occasions says you think about them outside of school. Give them out on test day for 'brain food'. Toss them out to people who give right answers in class discussions. It really wakes up a lagging conversation! (especially if you are a bad thrower, as I am!) Anything to make them sit on the edge of their seats and participate. Bribery?? maybe... but it works!

Review, study, learn the material together. We often have the mentality that students ought to study outside of school (and they should...) and it is their responsibility to learn the material we present them (well.. it is to a certain extent) but in reality, often students do not know how to study or learn material. Teach them to make notecards. Teach them that repetition is the key to retention of material. INTENTIONALLY teach them to learn. Play review games. Have them create test questions. Have them review each other. Make learning automatic and fun.

Effective teaching is about creating a persona, a classroom, a learning environment - one that meets your needs as a teacher, but more importantly the needs of your diverse set of students. Learn, grow, change.... be always finding a better way. Once you stop learning and changing yourself as a teacher, you will no longer be effective.

You might also want to read Taming the Dragon of Chaos, an article I wrote for TEACHER magazine several years ago, for more ideas.

2010-11-15T17:27:00.002-05:00

I've never considered myself to be a particularly organized person. My life tends to be made of piles of this and that, trails of where I've been scattered with remnants of what I was doing when I was there, and constant comments of "What was I doing?" as skitter scatter from task to task. I am perennially planning ahead, making lists, even lists of lists, trying to find order in the confusion, but always, I feel as if I am flying by the seat of my pants.

At school, my goal is always to be a week ahead. That may sound organized, I know, but in reality, without that week's cushion of 'stuff' planned ahead, I feel like the walls are pushing in on me, as I flounder day to day, wondering if I need copies for tomorrow (or even next hour..) and the interference of an unscheduled staff meeting before school, or a student who announces they are going to gone for a week starting in ... well, 5 minutes... can send my mind overboard.

Plans change, certainly, and within those week's worth of plans, there is always room for change and flexibility. However, I have a game plan, and if we get there slower than I planned, well, yahoo... I have more planned than I thought!

Being in the position I am in this year, in and out of other teachers' classrooms for much of my day, I am shocked at how many teachers fly by the seat of their pants, day to day, with no idea where they are headed the second half of the hour, much less tomorrow, or next week.

On the one hand, to each his/her own. Whatever works for you.

On the other hand, I, as your coteacher, your partner, your other half of the teaching team, NEED to know what's going on in order to help you, help my students, and be able to adequately plan my own time management. I am not an expert in your subject matter either, so a little time to prep for today's lesson helps me feel like I know what you are talking about, and helps me better help my struggling special needs students.

I am just confused and overwhelmed right now, wondering how to manage to keep my own head above water.

Beyond me, and even more importantly, it's about the kids, especially struggling students. They need a game plan, a logical attack of the material, a sequential presentation of facts, and how to think about and learn the material. How can they be expected to grasp the content when the game plan in the classroom is complete chaos?

I think the solution lies partly in teacher prep programs. Somewhere along the path of training new teachers, we need to teach organization, classroom management (both of student behaviors and the actual structure of what an effective classroom looks and works like), and the importance of these in how students learn.

School has to become more about the students and their success and comfort zones for learning than about the teachers and their own needs. I think more than having a special ed teacher, such as myself, in as a coteacher in these classes, providing support for classroom teachers through a coach that helps them create organized learning environments, ones in which students feel safe and comfortable in what is expected from day to day, would go farther in helping all students succeed than the current model we use.

Most days, in most classes, I am not much more than a glorified aid, cashing a teacher's paycheck. Wouldn't it make more sense to create a position that actually helps teachers help students?

But then again, do these fly by the seat of their pants teachers want to grow and learn and change...... maybe THAT is the real problem.....

2010-11-11T07:41:00.003-05:00

I admit it: I am a huge Survivor buff. But this season has me questioning my alliance with the program.

I always enjoy the variety of walks of life of the castaways. This year, I was excited to once again see a teacher. Naonka is a PE teacher from Southern California. How cool! (or.. so I thought)

Now, I realize this is a game. I realize the producers show us what they want us to see with the clips of the day to day life, the tribal council, etc...

This season, I am embarassed for teachers everywhere to see one of our colleagues act the way Naonka does. Not only does she let the F-bomb fly so often I sometimes forget what her face looks like, she was caught stealing food from her tribe. She is a self-proclaimed bully, liar and cheat.

How does this look to Naonka's students back at home? How do parents feel about this person being a role model for their children?

Again, I know it is a game. I know it is "TV". But come on, if you are going on national TV and telling everyone you are a teacher, could you please ACT LIKE A TEACHER and be morally upstanding in your actions?

Naonka will probably make it to the end, win the million bucks, and retire with more money than I will ever make. Good for her. I think maybe not having her in the classroom as a role model for young people is a good thing.

2010-11-07T14:45:00.002-05:00

Sitting in my classroom this Sunday afternoon, at one of the crossroads/turning points of the school year, I am heartened and disenchanted, both at the same time.

We have reached the end of the first marking period and I feel I have seen such great progress in most of my students this year. My special ed PreAlgebra class has managed to stay with/or even just ahead of, the regular ed PreAlgebra class. Granted, we are not plowing through grade level material yet, but doing what, for an average 8th grader, would be all review from 6th and 7th grades. But plod ahead we are, with most of my students doing extremely well. As we head into more abstract material, more algebraic concepts, I anticipate our progress to slow. I am excited by the enthusiasm and efforts of most of my kids though, so I am confident they will rise to meet the challenge and my expectations.

Other parts of my new role are frustrating - the kids who don't care, who refuse to let me care, who fight the system at every turn and corner, who are determined to take a one-way street away from school. One minute they acknowledge my efforts, smiling, saying the right things, fessing up to their discretions, plotting their course ahead with care. Then, the very next moment, they again are in the middle of the fire, in the office for swearing, making inappropriate gestures in a class, or screaming obscenities in the hall, sleeping through yet another class, frustrating another adult in their life to the ends of their rope.

I've always prided myself on the ability to connect with kids, even the hard-core ones. Even these guys, somedays, I think, I am making it!! There is hope, a little tiny glimmer of faint light at the end of the tunnel, and... it is enough to get me here another day. Other days, it seems no matter how many times or way I try to light that fire again, a huge wave of despair washes over them and me, not only putting out the fire, but leaving the kindling so wet their is no chance of relighting it.

Other parts of my job frustrate me. The being spread between so many classrooms, so many teachers, some of whom work with me, some of whom seem to work against me, themselves, and logic itself is the worst part. I struggle with the ineffectiveness that prohibits learning from occurring easily with even the best student, when this ineffectiveness makes learning nearly impossible for struggling students. But I am learning to breathe in, breathe out.... breathe in, breathe out.

I repeat daily:

God, grant us the...
Serenity to accept things we cannot change,
Courage to change the things we can, and the
Wisdom to know the difference
Patience for the things that take time
Appreciation for all that we have, and
Tolerance for those with different struggles
Freedom to live beyond the limitations of our past ways, the
Ability to feel your love for us and our love for each other and the
Strength to get up and try again even when we feel it is hopeless.

It's an uphill battle with no winning in sight, and I struggle with accepting that fact. Acceptance is key to sanity, sanity is key to helping these students experience the most success possible. Accept I must....

Into the second marking period and beyond.... anxious for the next part of the journey....

2010-11-03T13:52:00.002-05:00

'twas a better day today.... or sort of....

The sleeper from yesterday, the one who sleeps nearly EVERY day, managed to be awake during math class, even took his quiz and got a C on it! HURRAY!!! Then, he slept through the next hour, science class. And now, last hour, my prep hour, he got kicked out of history class for being disruptive (at least he was awake?) and now, is sitting with me, working on his notes.

The other one... the I don't want to do anything but torture my sister kid.... I sat and had a long conversation with during my prep hour yesterday. Things were looking up, I thought, dared to think... But today, he was apparently screaming the F-bomb in the hall about his sister and another teacher drug him to the office. He was gone the rest of the day.

You win some, you lose some. Today was a toss-up, but it beat the heck out of yesterday.

2010-11-02T11:44:00.002-05:00

I am frustrated today.... very.... There are 2 young men who are causing me such grief I am out of options with them it seems.

#1 - sleeps through class every hour, every day. Today, in prealgebra, I made him stand. I figured at least he was awake. But the next hour, in science, I could not even get him to wake up enough to stand.

#2 refuses to do anything but torture his sister. He even went so far as to throw her books in the hall garbage can today.

*sigh* I feel like a failure with these two young men. I have exhausted every thing I can think of, and then some.... and nothing changes their behavior.

These are the kinds of kids I wish I had a magic wand for, some carrot I could dangle to get them to at least be occasionally cooperative. But alas, no...

*sigh*

2010-10-27T14:51:00.002-05:00

I do not understand why teachers are so intimidated by observations, evaluations, and in particular casual, unscheduled walk-through observations by their adminstrators or colleagues. In any given profession, you are observed by others in your workplace, whether by your superiors or constituents.

Teaching is one of the few jobs where adults work in isolation, with no accountability to anyone else for their daily tasks. Our students are left at our mercy, behind closed doors. They have little idea if they are being taught what should be taught, if it is truly preparing them for the next step in their lives or not.

It seems to me that teachers should open their doors to each other, to their adminstrators as well as parents. If we are doing our job, we have nothing to hide. By opening our doors, by welcoming honest feedback on our 'performance', wouldn't we simply be encouraging ourselves to look critically at our own practice and how it can best be improved?

Maybe that's part of the problem? Some teachers are so entrenched in their own mediocrity they are afraid of having to improve?

There are many great teachers out there with much to share - content, pedagogical methods and styles, organizational tips and tricks - with their colleagues. Walk-throughs of each other's classes could share the wealth of knowledge, creating a more effective place of learning for students. We just have to get past that initial cringe of fear of having others in our rooms.

2010-10-21T11:51:00.002-05:00

My favorite poem...Today as the first snow flies, the flurries swirling and piling.... I am reminded of this Taylor Mali piece. It seemed fitting to share it here today.

Undivided attention
By Taylor Mali
www.taylormali.com

A grand piano wrapped in quilted pads by movers,
tied up with canvas straps - like classical music's
birthday gift to the insane -
is gently nudged without its legs
out an eighth-floor window on 62nd street.

It dangles in April air from the neck of the movers' crane,
Chopin-shiny black lacquer squares
and dirty white crisscross patterns hanging like the second-to-last
note of a concerto played on the edge of the seat,
the edge of tears, the edge of eight stories up going over, and
I'm trying to teach math in the building across the street.

Who can teach when there are such lessons to be learned?
All the greatest common factors are delivered by
long-necked cranes and flatbed trucks
or come through everything, even air.
Like snow.

See, snow falls for the first time every year, and every year
my students rush to the window
as if snow were more interesting than math,
which, of course, it is.

So please.

Let me teach like a Steinway,
spinning slowly in April air,
so almost-falling, so hinderingly
dangling from the neck of the movers' crane.
So on the edge of losing everything.

Let me teach like the first snow, falling.

2010-10-19T12:14:00.002-05:00

So you think my paycheck should be based on the test scores my students get on their MEAP tests. Sure... great idea.

Now you tell me how to make them take it seriously. Sitting watching the class take their tests, I see some of these students, taking it very seriously, trying their best to get every question correct. Next to those serious students though, are the ones who know the score on this doesn't count for them for anything. They play it like a game, trying to see how quickly they can bubble in answers.

I will admit in that in theory, testing students should be a fair indicator of teacher effectiveness. However, like many theories, when put into actual practice, the end result is far from the theoretical assumption.

Michigan tests students in the fall, with that test covering the material that should have been taught the year before. Once those students leave my class, I have lost control of them and their abilities. I am not the one giving them the test, I am not the person who had the opportunity to review them for the test, and I am not the face they say telling them to take the test seriously and try their hardest.

I have no control over much of what the students sitting in front of me are doing on their test either. The one young man just wants to be done so he can finish eating the bag of potato chips he brought in from the cafeteria with him. Another girl just hurried through so she can finish her science homework instead of taking it home tonight. Young man #2 has missed the last 2 weeks of school and looks as if he is about to fall asleep now. Girl #2 keeps trying to distract everyone around her by drawing faces on her test booklet. Young man #2 just farted several loud stinky ones to see who would giggle.

Granted, these students in front of me are special needs kids, with a variety of disabilities and are not expected to score well on the test regardless, for the most part. However, their scores are supposedly a reflection on the teacher who had them in class last year, despite their wide range of disabilities and abilities.

For some students, a little accountability for their own scores, a little more push and expectations from home... those might help their scores be more true indicators of what they were taught and learned last year.

For other students, many of whom sit in this classroom now taking this test, the test is an outrageous attempt to make each child fit an absurd mold of what someone somewhere decided each child could learn. I would like those people to come sit and talk one on one with a couple of these kids, and maybe once they realize that realistically, these kids cannot even carry on a logical conversation with an adult, they might consent that these kids probably don't need to be able to distinquish between a linear and inversely proportion function.

But now.. I must collect answer keys and test booklets, and audio versions of tests, knowing that in reality, maybe 1 of the 10 might have a shot at having guessed well enough to score a proficient on the test.

2010-10-13T11:45:00.003-05:00

A recent article in Teacher Magazine, Teaching Secrets: Managing October Exhaustion, has lead to some controversial blog posts. I decided I might as well join the fracas :)

In the article, the author advocates teachers taking a day off in October to beat the early school year exhaustion. Critics have complained that other professionals often do not have this luxury, and that being exhausted this early on must be an indicator of a bigger problem in education.

I will admit that October has that settling in feeling for me as a teacher. Finally, I have the kids and their schedules down. I feel like the routine is set, and the learning can begin. We've been working since Day One, no doubt, but until the first few weeks are under our belts, everything still feels odd and out of sorts.

Teachers are harried, always. Someone always wants something. No matter how seemingly simple the task, there will be little hands waving in the air, "Help me!" There are always papers to correct, grades to record, copies to make, parent phone calls to make, planning to do, another meeting to attend, another professional book you planned to read. It is never ending.

In my district, teachers get 3 personal days each year. In addition we get 11 sick days. Those personal days are intended for what sick days don't cover. Maybe you need to go sign some important legal documents, or you managed to swing tickets to a late Sunday Packers game in Green Bay and can't make it back on Monday morning. Whatever the reason, those 3 days are yours, to savor however you choose during the year.

Personally, I usually save mine, thinking something exciting might come up later in the school year. I'm always hoping for something exciting. But usually, it doesn't happen and more times than not, my personal days roll over into sick days, adding to my accumulated total.

This Friday is a day off school for students, a professional development day for staff. I am taking a personal day. The in-service day will consist of watching a streaming presentation on poverty and how that impacts students and their learning. Granted this is a topic that applies to students in my school, but we have already heard speakers on this topic in the past few years at other inservices. The afternoon will consist of 'department work" which usually translates into much needed time for collaboration and/or planning on your own. I decided my day would be better spent with my granddaughter at home. A perfect use of a personal day....

I don't begrudge anyone their 'personal days' off whenever they feel the need to use them. However, I do think saying you are already exhausted by October, with over 3/4 of the school year left to go, says something about you and your job.

Is this a personal criticism of the article's author? Not necessarily... maybe more a criticism of teaching and burnout in general. Teaching is a tough job, no doubt. It seems each year we are expected to do more and more, with no additional appreciation or compensation.

But are we any different than any other profession? We get summers and holidays off, unlike many other professions - I always think of doctors, nurses, firefighters, police officers, and others, whose jobs never stop. Those professions all are stressful and undervalued as well. I wonder what personal days they get to take?

I think the attacking different professions, saying ours is tougher than others, makes us look petty. We all chose our career paths, knowing where that path would lead us. Whining about the responsibilites and our stress, makes us look as if we chose our path for the wrong reasons.

If you think teaching is too stressful, consider looking for another job. But let's leave the whining about our stress at the door and just do our job in the meantime.

2010-10-12T08:51:00.005-05:00

Kids test the adults in their lives, to see how far they can push, to see what limits there truly are. It really isn't about what you tell them you will and won't allow; it is about your day to day interactions with them.

Teachers make classroom rules, send them home in parent letters, post them on their walls, but all that is meaningless to students. Students will test your limits, until they discover how far they can push you.

It is interesting to see students in different settings, different classrooms, to observe how they act/react to the change in expectations. When expectations are high, they tend to rise to meet them. When expectations are lax, they take full advantage of that as well.

The pictures are of my 17 month old granddaughter, Rylie. She is no different that a student in school. She knows just how far she can push me, as well as her mother. She knows that Mom's "no" means a much more solid NO than Grandma's NO. When we are both there, giving her limits, she pushes even farther than she normally would, especially with her mother, just to see if she can get away with the indiscretion.

Kids in school are the same. They play one teacher/adult against the other, trying to seek out the weakest link. They know who to ask the question of, they know who will cave and who will not. Rules they refuse to follow in one classroom, they easily abide by in another.

As adults, we need to keep in mind, students rise to meet our expectations. Set those expectations HIGH and keep them there. Don't ever allow students to give you less than they are capable of.

2010-10-11T13:49:00.000-05:00

There is no doubt: students learn better from effective teachers. The
correlation is obvious and indisputable. How to determine
effectiveness, however, is an entirely different issue.

Test scores seem to be the natural go-to for determining
effectiveness. I agree that test scores can provide some information
about the process. However, test scores are dependent on many other
factors outside the teacher’s control. Test scores also are only one
tiny snapshot into a student’s performance. Unless there is some
accountability for the student on those tests, as well as the teacher,
the student’s performance may not be an accurate indicator of his true
abilities, or learning.

If test scores are to be used to determine teacher effectiveness,
there needs to be a parent and student accountability factor in focus
as well. I have had students who miss 60+ days of school in a year.
Teaching that child, preparing them for the ‘test’ is impossible. I
cannot possibly prepare that child, in one-third of the school year,
for scoring high enough on the next fall’s test to keep ME from
missing out on my merit pay. However, that child’s low score was
through no fault of my own.

Students in my classes come with a huge variety of skill sets, from 5
years below grade level, to well above grade level. Yet, I am expected
to meet each and every child’s individual needs, as each hour a bell
sends them on their way, and another group of skill sets come in the
door. During the course of the school day, teachers may see hundreds
of students, just for a glimpse of their life. We are expected to work
with each child and bring them along to the predetermined level of
achievement, regardless of what their incoming skill set was. These
children have other issues beyond academic problems as well. Many come
from home situations where school is not valued.

I have long believed that truly good teachers are born, not created.
Some people are naturally able to lead and teach. Others simply do not
have that ability.

There are several groups of teachers that I see in schools:

~The teacher who is great with kids, understands them, relates well to
them, but struggles to convey content. This type of teacher can often
be mentored to become a more effective teacher by giving them
strategies to improve their pedagogical methods. Through deliberate
attempts to improve their teaching, these teachers can improve and
become great teachers.
~The teacher who is very efficient at the art of teaching, but rarely
makes a personal connection with their students. This teacher will be
effective in the delivery of content, but will rarely inspire students
to excel beyond what is expected, or to become teachers themselves.
These teachers are acceptable to have on staff but should not make up
the majority of staff. Students do not feel comfortable or confident
in their classrooms.
~The teacher who struggles in all aspects of teaching. This teacher
does not have the natural ability to connect with their students on a
personal level and their pedagogical talents are absent as well. This
teacher, in my opinion, is hopeless. Nothing about their job comes
naturally. It is virtually impossible to create an effective teacher
in these cases.
~The naturally great teacher. This teacher relates well to students,
and in addition, has the natural knack for conveying expectations and
content, as well as inspiring students to reach beyond the
expectations to learn and create on their own. These are the teachers
students remember for years. These are the teachers who inspire future
generations of teachers.

The question then becomes, what do administrators do about teachers
who struggle in all aspects of teaching? At what cost do we mentor and
‘fix’ teachers with potential? How do we cultivate a culture that
encourages the best and brightest to become teachers? How do
universities determine who among their applicants are the best suited
to become teachers? Do we allow anyone who wants to teach a chance to
try? Do we ‘steer’ individuals with traits we as a educational
community deem desirable into teaching?

Would money fix the problem? No, but it could help. Many natural
teachers choose other career paths for financial reasons. If financial
incentives were in place to encourage teachers entering the
profession, as well as keeping them there once they are in the
classroom, perhaps classrooms would be filled with more effective
teachers.

If part of the equation of determining the effectiveness of a teacher
is built upon their ability to build relationships with their
students, would financial incentives steer individuals who do not have
the intrinsic desire to teach to enter the profession?

It seems to me the place to begin the transition to filling every
classroom with a truly effective teacher rests on the idea of what an
effective teacher looks like. We, as an educational community, need to
clearly define what we need, what we expect and what is acceptable in
each classroom.

The second part of the transition needs to empower school
administrators with the ability to remove ineffective teachers from
the classroom easily. The process needs to be standardized and
simplified. Teachers deserve job security, yes, but not when that job
security is so entrenched it prevents administrators from being able
to openly observe, critique, and require struggling teachers to
improve.

Schools need to evolve into a new paradigm of what teaching and
learning look like. We need to provide an educational process that
meets each child where he comes to us, and takes them as far as they
can go. Built into that needs to be an acceptance of differences, and
allowances for exceptionalities must be in place. The current process
of expecting everyone to meet the same standards in the same time
frame is unreasonable and impossible. It eliminates the individuality
of the process and sets unrealistic expectations on struggling
students and overworked teachers.

2010-10-08T11:57:00.002-05:00

It seems to me that special education is a balancing act. All students, regardless of disability, deserve and are entitled to an appropriate education. That fact is not in contention. The part I question is the 'appropriate' part.

I have long been an advocate of inclusion. In "Inclusion Teaches Kids Who Struggle How to Succeed" , I closed with the line "Life does not sort people into those who struggle and those who find certain tasks easy; why do we in school then?"

I've been thinking a lot lately though about the sorting process. At what cost do we not sort? It seems to me in some situations, the inclusion of ALL students, lends itself to a watering down of the curriculum for ALL students. In an effort to make the learning accessible by even the lowest of students, we often find ourselves giving such an abbreviated version that we actually do a disservice to the majority of our students.

I still stand by my original argument that often, "When students are pulled out for a subject, special ed teachers tend to "dummy-down" the curriculum; they want students to work at a level at which they can experience total success."

If we can eliminate THAT from happening, perhaps we can solve some of the problem of pull-out versus inclusion. Special needs students come in all shapes and sizes, all different abilities. But each child should be pushed to meet their maximum potential, even if that means at times they will struggle, at times they may fail. Always experiencing total success is not realistic in school just as it is not realistic in life.

I don't know what the perfect education setting would look like. I just struggle with the current model of pushing all students through the same program at the same pace. It lessens the experience for even average students, and at the same time, often is still at such an advanced pace we are leaving behind the struggling students. In essence, we are leaving them ALL behind.

Education must be about more than test scores, more than getting through x amount of curriculum in y amount of time. It has to be about kids and their needs, and how we can best meet them all. Education without flexibility is not education, but cattle herding.

2010-10-06T06:31:00.003-05:00

Teachers need to be flexible, first and foremost. It is easy to get caught in our own mode of transmitting information to our students, and forget that sometimes, they are moving at a different pace from our own. We are pushed to cover material, cover material, cover material, work our way through that curriculum, faster, faster, with little regard for where our students actually are, and how they truly learn.

It is up to us as trained professionals to keep in mind who our clients truly are: our students. Our job is to meet their needs, no one else's. A little common sense goes a long way when we really think through what we should be doing in our classrooms. If students aren't ready for tomorrow's test, why push to give it? Why not take one more day to review those concepts? Time is relative when learning is being measured. Everyone does not learn the same way or at the same rate. Taking the time to truly TEACH before assessing ensures all students have a fair opportunity to experience success.

Wayne C. Booth said, "Use fewer examinations, fewer quizzes, and more essay assignments. You don't know anything about a subject until you can put your knowledge into some kind of expression."

So instead of giving a test because it is Friday, or you've hit the end of a chapter, or because the marking period is ending soon and your student's grades need a boost, give more writing assessments all along. Ask them to write what they've learned. Ask them to apply it to their own lives. Forget multiple choice and matching and fill in the blank. Teach students to think and learn and master that knowledge. Teach them to teach you and others what they've learned and why it is important.

Then, and only then, will you truly know what they know, what they have learned from your experiences together.

2010-10-04T11:47:00.002-05:00

The biggest change in my schedule is seeing high schoolers as well as middle schoolers. Being in freshman American history first hour, then scooting back to 6th grade social studies is such a phenomenal change, you would think I had moved to another planet. The maturity level difference between these two groups is remarkable. However, one thing remains constant. "Help me, I don't get it" when given independent work to complete, echoes at both levels.

Is this a learned behavior? Is helplessness trained into students? Is it they simply have no interest/desire to actually complete the assignment so whining is their automatic defense mechanism?

It doesn't matter what the assignment is. It can be a simple worksheet, two political cartoons to analyze and compare, taking notes from a science section, or any other given assignment. The first line of defense for the majority of students is "Help me, I don't get it." Before they read the directions, before they look in their textbook or other reference materials, before they notice that the problems in front of them parallel those done together in class moments, before...."Help me, I don't get it" ripples across the room.

Would changing the assignments help? Would more challenging, student-driven projects eliminate some of this reluctance to attack assignments? If students had more say in designing their own learning, could they become more independent learners?

I don't know the answers. I just know, "Help me, I don't get it" is an excuse to not try on their own. How can we overcome this helplessness and encourage independence?

2010-09-30T17:22:00.002-05:00

The school year finally feels as if it is starting to settle in. I'm no longer wondering how to tweak my schedule to make it work. I no longer have to stop and wonder where I headed next when the bell rings.

Parts of my new job I am enjoying tremendously. I love working with kids who NEED me. I like the feeling that I am pushing them further and faster than they have ever been pushed before. Finding ways to teach them grade level material is a challenge but I am impressed at how hard they are working to meet my expectations. Today was our 3rd prealgebra quiz. ALL of them (except the one who slept and refused to take the quiz) ACED it!!! They were so proud of themselves. I was so proud of them. It is honest to goodness 8th grade prealgebra content. AND THEY DID IT!!!

I know my students are overwhelmed in their regular ed classes, and for that part, I feel badly. The one little girl was working on studying for her history test today in guided study. She was frustrated that I wouldn't/couldn't sit with her and study one on one. Finally, at one point, she mumbled, "I miss being in special ed." I bet she does. I can only imagine how difficult this transition has been for some of these students, going from a self-contained environment, to the big bad real world, in the blink of an eye.

I do miss my own classroom and that feeling of my own domain, my own little kingdom, doing things MY way. Being in with other teachers, watching them teach, can be exciting and interesting, but just as often, it can be frustrating. I know when the content confuses me, it must confuse my students. I know when I am bored and near nodding off, so must the students be.

But I am getting to the point in the year it is truly becoming about the kids. The dust is settling on things that matter not as much and the routine of me and my expectations, them and their personalities, are all begining to find their happy medium. It won't be long and it will be June.... and they will be moving up and on.... Can we make it to the finish line by then??? I don't know for sure, but the momentum sure feels like it is picking up!

2010-09-29T17:01:00.002-05:00

At our inservice last week, the conversation turned to that of teacher dress. Apparently, some people - staff, community members, board members - had made comments to the adminstration about the overly casual dress of some of our teaching staff.

I admit to being as guilty as the next of tossing on a paper of not-too-wrinkly khakis and a polo on many too many mornings. Corduroys tend to be my pant of choice on cooler days. I much prefer to toss on something snuggly and comfy, to high heels and a skirt.

The discussion continued with different people citing their reasons for their own frequent casual dress being everything to health reasons, to comfort levels, to not insulting parents. No one ventured to comment advocating we SHOULD dress more professionally as a group.

When I was in college, one of my education professors lectured us on our professionalism - everything from our dress (NO DENIM EVER) to not hanging out in the teachers' lounge bashing parents and adminstrators to the appearance of our desk/classroom. To this day, her words echo in my head when I pull on my jeans on Jeans Friday. On days I slip into a blazer and a skirt, I see her smile at me.

Do our students CARE what we wear? Do they learn better just because we dress up or down? The latter, I am not so sure... but the first question? I think they do notice. A young lady once complimented me, saying, "You always look nice, like being here at school is important."

When I was a teenager, it was the rage to wear your casual clothes, jeans especially, to church. My mother was appalled. She admitted God didn't likely care what I wore, but pointed out if I wasn't going to value church enough to wear my very best clothes there, when was more important than church to wear them.

To me, school, my job, my professional appearance, reflects how I think about myself and my job. If I dress the part, I feel the part, and I tend to more walk the walk that day.

I do teach in an impoversished area, where parents tend to dress casually, often in what most teachers would toss in the dumpster, stained, worn, ripped. But, that is all they have. I don't think they are offended by their child's teachers wearing respectable, PROFESSIONAL clothing. When they go to their doctor, their lawyer, the bank, the insurance office, etc... they see professionals wearing professional attire. I think they expect us to also dress the part. Parents view teachers in this community as well paid (and compared to Average Joe, we are), educated and a notch 'above'. Wearing clothes that make us look that part would not be insulting, but rather expected.

I don't think teachers need a tie, high heels, or fancy duds, to be effective. We need to be comfortable, able to move, walk, stand, bend, move. We need to be active among our students, and wear clothing that does not hamper our abilities to do that.

But on the other hand, would it be so terrible to show up looking as if SCHOOL IS IMPORTANT TO US? Perception IS reality, and I want students and parents to look at me, my actions as well as my attire, and think, "Mrs. George looks and acts the part of a teacher."

2010-09-28T11:54:00.003-05:00

We all have days in our classrooms when we are less than 100%, not quite organized, not completely prepared for what we are doing. I've certainly had my share!

However, with that in mind, I am shocked at how unorganized and unprepared some teachers are for their day. I could never function with the lack of preparation and sense of order for the day that they seem to manage.

Beyond the obvious just being unorganized, I wonder how this impacts students and their learning. How can you, as a student, ever feel like you know what you are to learn, how you are to learn it, and how that learning is going to be judged/assessed, when you are in a classroom that flies by the seat of the teacher's pants?

Imagine coming to work each day, having no idea what tasks might be expected of you, the rules of the job changing day to day. Imagine that one day, it is OK to eat your lunch at your desk, but the next day, you have to eat in the cafeteria or be reprimanded. But the next day, the opposite is true. Imagine at today's staff meeting, you are berated for not contributing ideas to the discussion but at next week's meeting, you do contribute and are told to be quiet. Imagine your upcoming evaluation being based on how well you conform to those expectations.

Even worse, imagine being a new employee under this boss. References to events that happened before you were there are frequent and you are made to feel stupid because you weren't working there at the time and have no idea what the references mean.

I realize that we all operate our classrooms by our own standards, and I truly do not expect everyone to abide by "MY" standards. We are all changing and evolving as educators, trying to offer our students the best educational opportunities possible. But it seems incredibly unfair that incompetency is allowed to pervade education and reflect poorly on all.

In order to experience success at schools, students need structure, predictability, fairness and engagement. Classrooms without these in place are wasting students' time and energy and opportunity to learn.

2010-09-27T16:19:00.005-05:00

Michigan teachers are making less this year. To help pay for health care benefits of the retirees encouraged by the State last year, all teachers will lose 3% of their paycheck. So my already inadequate paycheck just got smaller.

When I became a teacher, I didn't expect to get rich doing it. I knowingly took this career path, despite the fact, compared to other similarly educated people, my paycheck pales. I knew that I would be expected to continue my education, at the high cost of graduate credits. I knew that my employer would never cover all the incidentals I would need for my classroom.

But as time goes by, I see the costs of everything else increasing, and now my paycheck decreasing, and it is depressing.

Pay is relative of course. According to Average Teacher Salary by State, teaching in Michigan pays pretty darned good relative to the state median income, at approximately $8000 over that figure. That sounds pretty good, doesn't it? I would like to know the education level compared to those salaries those. How many people in the state have a bachelor's degree? a master's degree? are required to pay to continue their own education? My gut tells me our median income in Michigan is inflated due to auto workers' wages. Working in an auto factory is an honorable profession. However, to work on the line, you do not need a college degree. You certainly don't need a master's degree, nor do you pay to continue your education to keep your certification (which you pay for as well) to keep your job.

According to the graph comparing teacher salary to median house prices, also makes my pay look pretty reasonable. Granted, other places have much higher prices than where I live. My 2000+ square foot house, sitting on 4 acres, about 4 miles from town, would sell for somewhere in the neighborhood of $100,000 if put on the market today. Well, it would list for that price, but would it sell? With the high number of foreclosures on the market, the declining job market, I doubt it would sell at all. Other places where home values are greater, have more perks as well. Where I live, the nearest traffic light is 65 miles away - ok, maybe that is a perk :) But when you are enjoying the lack of traffic, remember that means the nearest shopping is 65 miles away as well. The nearest REAL mall is 200 miles away. That translates into a lot of miles on a vehicle! My truck is will be 1 year old in December and just turned over 18,000 miles. Everywhere is a major trip.

Different states have different rates of pay no doubt. If you'd like to see how each state measures up, you can view state summary pages at the links below:
Average teacher salary Alabama
Average teacher salary Alaska
Average teacher salary Arizona
Average teacher salary Arkansas
Average teacher salary California
Average teacher salary Colorado
Average teacher salary Connecticut
Average teacher salary Delaware
Average teacher salary District of Columbia
Average teacher salary Florida
Average teacher salary Georgia
Average teacher salary Hawaii
Average teacher salary Idaho
Average teacher salary Illinois
Average teacher salary Indiana
Average teacher salary Iowa
Average teacher salary Kansas
Average teacher salary Kentucky
Average teacher salary Louisiana
Average teacher salary Maine
Average teacher salary Maryland
Average teacher salary Massachusetts
Average teacher salary Michigan
Average teacher salary Minnesota
Average teacher salary Mississippi
Average teacher salary Missouri
Average teacher salary Montana
Average teacher salary Nebraska
Average teacher salary Nevada
Average teacher salary New Hampshire
Average teacher salary New Jersey
Average teacher salary New Mexico
Average teacher salary New York
Average teacher salary North Carolina
Average teacher salary North Dakota
Average teacher salary Ohio
Average teacher salary Oklahoma
Average teacher salary Oregon
Average teacher salary Pennsylvania
Average teacher salary Rhode Island
Average teacher salary South Carolina
Average teacher salary South Dakota
Average teacher salary Tennessee
Average teacher salary Texas
Average teacher salary Utah
Average teacher salary Vermont
Average teacher salary Virginia
Average teacher salary Washington
Average teacher salary West Virginia
Average teacher salary Wisconsin
Average teacher salary Wyoming

I don't begrudge my doctor his paycheck. He went through many years of education to get where he is today. I don't begrudge my attorney her paycheck. Again, she earned it. In turn, I think people who bash teacher paychecks should stop and think for a minute about our jobs, their importance, and what it took to get here and what it takes to stay. Maybe instead of bashing my pay, think about how much that big shot tossing the football is getting paid, or how much that crooner on the radio made last year, and the importance of their job in the spectrum of life. In the meantime, I am looking at my smaller paycheck thinking... hmmm... OK, hope those retirees are enjoying their time off!

2010-09-21T13:36:00.003-05:00

Having last hour prep means an opportunity to earn some comp hours subbing for coaches who leave early for games/meets. I haven't had last hour off in years, so with this year's schedule, I thought, sure, why not.

So here I sit in last hour advanced Spanish. Most students are working on their assignment, while visiting with friends, flirting with the opposite sex, and/or listening to iPods.

As I watch them I have to laugh at the difference in your average middle schooler, and these junior/seniors. Granted, advanced Spanish does not attract many lower level students, esepcially those who struggle with their own language. The bodies in this room are among the best and brightest of the school.

I am struck by their non-dependence on me to help them, guide them, or even keep them on task. Despite the side-tracks in their behaviors, they are all going to complete the assignment before they leave here today.

With middle schoolers, assignment completion is tentative at best. Even work completed in a large group often doesn't get completed. The maturity level escalates dramatically between middle school and here.

I remember this crew as 7th graders. Some of them remain in their same role with their peers, the class clown, the quiet studious student with no friends, the flirty jock, the over-the-top loud girl. But others have changed. The once quiet now sits commanding his groups of friends, leading the discussion. The once short, timid 7th grader who used to hide under my desk and jump out to scare me has grown into a young man, tall and changed, mature, but still quite a character. I guess in my mind, they'd all stayed the same, just moved on to high school, and maybe a bit taller. Now I see them, growing into their grown up selves.

And I see the them's they used to be... and miss them.

2010-09-13T15:13:00.002-05:00

Today probably isn't the best day for a blog post but it isn't like me to hold back. It wasn't a bad day, just a bad attitude day, at least for me. It seemed over and over I was struck with the absurdities of school in general, the ridiculousness of what goes on there, and the wastefulness of time and resources in the name of EDUCATION.

Part of the frustration comes from being in a new position, no doubt. I feel like a fish out of water, zigzagging back and forth, here and there. I knew that would be a reality of this new job, and I accept the realities and consequences of that. However, I don't feel like I am really helping any kids, doing anything monumental for them, in any of the "inclusion" hours I have.

For the most part, the teachers have been very welcoming, offering to include me in any or all parts of their classes. But there again, I feel inadequate. What do **I** know about civics or economics that the regular classroom teacher doesn't know better? I honestly haven't even looked at the state requirements for these classes, and even if I had, I cannot be an expert in all of them, knowing exactly what is required, where to find it, and how to teach it.

Then there's my own 8th grade prealgebra class. The kids in there are all over the place skill wise, but all of them are low, very low. Like some cannot even manage to copy a problem off the board or out of the book, low... They are nice kids, sweet kids, and most of them are really trying hard to please me, to do what is asked of them. But we are struggling greatly to find a starting point to our learning. I am expected to drag them all to the point they will be ready for algebra in high school next year, somehow. I feel like I am driving the Indy 500 in a car from 1950 that has never had its oil changed or even air put in its tires in all these years, but just gets driven and driven, hoping to make it to its final destination somehow safely. And now, I am expected to win this race with it somehow.

I think if somehow we could slow down, find a logical starting point, a place where they are all comfortable, competent and confident, we could do great things together. Instead, we are floundering, try to make sense of things that make no sense.

Too many of these students have been in a self-contained special ed classroom their entire school career, and are now, tossed to the wind, taking regular classes, trying to keep their head above water. Their skills are low, their self-esteem levels are low, and their confidence is zilch. I feel badly that there is little I can do to rescue them.

So while these kids are floundering, sitting in regular ed classes all day, pretending to have a clue about what's going on, I am sitting in another classroom, in another building, doing zilcho most of the time.

I understand the importance of inclusion. I have long been an advocate for inclusion. But I think for some of these kids, that is no longer an option. They have spent too long in an isolated setting, and are ill-prepared to be out there in real classes. Wouldn't it make more sense to have me with them all day?

Inclusion is good on paper, for most kids, most of the time. But in today's educational world, where all kids must meet the same standards, expecting them to get there at the same pace as everyone else, is simply unreasonable.

Who is to blame? I don't know. Those people who sit in Lansing and Washington and points in between and think that all kids are GOING to make it through high school with these new expectations... That's where I want to start!

I am all for raising the bar, for challenging kids, for taking them as high as they can go. But reality check people. We are NOT all created equal, we are not all the same. Just as I will never be a Olympic gold medal gymnast, some of these kids are never going to make it through high school with the new requirements.

From my perspective, raising the bar for EVERYONE means lowering the bar for many in the long run. As we try to get more and more kids through a challenging curriculum, we are forced to either leave some behind, or lower the bar so they can all make it over. Either way it is a losing proposition for someone.

2010-09-08T10:49:00.003-05:00

With high stakes tests always at the forefront of teachers' minds, it is not a surprise when some lose sight of what school IS, or at least, OUGHT to be about. We often get caught up in the mindset of "Don't smile before Christmas" and "School is for learning not fun" modes, and forget one of the fundamental 3 R's of education: rigor, relevance, and RELATIONSHIPS.

Without building a relationship, a positive, strong relationship, with our students, for many of them, the rigor and relevance of our curriculum will be lost. Not only will they shut down, refusing to entertain even the most engaging of lessons, they will likely become our worst nightmares, as far as behavior issues go.

For some teachers, building relationships with students comes easily, naturally. They honestly enjoy the age group they stand in front of each day. Conversations flow naturally, good natured joking is a two-way street, and soon, even the most reluctant learner has braved the educational waters of that teacher's curriculum.

In other classrooms, forced congeniality is the standard. While it is often obvious students and teacher are not always on the same page, a mutual respect and tolerance develops, allowing learning to take place. These teachers may just not be 'natural' born teachers, not having the knack to interact effortlessly with their clientele, but through careful deliberate planning on their part, the gap is successfully, or at least adequately bridged. Students develop a respect for these teachers, and while may never vote them their 'favorite' come to learn how to be successful behaviorally and academically.

Sadly, in a few classrooms, it is obvious the teacher has no interest in the students, personally or beyond that test score. Their interactions are limited and forced, leaving a hgue divide. Students are disruptive, afraid, intimidated, or simply unable to learn in this environment. These are the classrooms, the teachers, that make me wonder if anyone CAN be a teacher, or are some of the traits inherent that allow for successful teaching. Can we create an effective teacher from one without those natural tendencies? Can those individuals be taught the interact with their students in manner that allow them to be successful? I don't know the answer....

2010-09-07T17:22:00.002-05:00

The kids are back!! The kids are back!! It was a great first half day, ups and downs and twists and turns, to be sure, but overall it went wonderfully.

Being in the high school is strange beyond strange. I cannot even describe what a different vibe I get over there. It isn't bad, at all. Just different. Being the 2nd string in the classroom is a new feeling as well. It will take some getting used to I am sure.

Seeing so many old faces in new places was exciting. Seeing their faces light up when they realized I would be there with them, realizing for some of them, I was their comfort zone, really melted my heart.

Seeing the 8th graders I won't have again this year, melted my heart as well.. just in a bad way. I was sad seeing all of that group I loved so much, knowing I gave up the chance to teach them again.

My own 2 classes went fine. We only had half an hour, so not much to go right or wrong. We played a couple of quick math games and just chitchatted the time away. I can tell just from the multiplication bingo we played though, some of them have skills too low to be where they are. 8th grade prealgebra is going to be so far over their heads, we are in for rough waters. I am not quite sure how to adequately prepare 8 kids for algebra 1 in high school next year, while I basically babysit 4 more, with skills so low they will NEVER be able to make it to algebra.

Being in with other teachers was always an interesting part of my job. I've long said I learned as much from the 'bad' teachers as I did from the 'good' ones. Today was no different. The way some of the teachers interacted with their new classes, making them feel wanted and welcome, versus the others, who acted as if each and every child were evil and destined to become delinquents, was just amazing. From the ones who say, "My goal is for every kid to pass" to the ones who say, "my way or the highway"... the stark contrast is simply amazing.

And...... their dealings with me are just as stark. The ones who say, "Can you help me with __________" or, we'll have to sit down and talk about how we want our class to look" to the ones who say nothing, just acting as if you are as invisible as the wall, or as evil as the students.

Ahh.. yes, it is going to be an interesting year.

2010-09-06T10:36:00.000-05:00

The Night Before School Start
based on the original Night Before Christmas by Clement Clarke Moore
or Henry Livingston with my apologies J

'Twas the night before school starts, when all through the building

Teachers were scurrying, all in the halls;

The classrooms were decorated, new posters all hung with care,

In knowing that the students soon would be there;

The children were nestled at home in their beds,

While visions of school books danced in their heads;

And me in my cutoffs, and old Packer shirt,

Had one day left to walk around not in a skirt,

When over in the office there arose such a clatter,

I sprang from the desk to see what was the matter.

Away to the doorway I flew like a flash,

Ran down the hall and into the room.

The copier was spewing papers below

Giving the look of a paper volcano ablow,

When, what to my wondering eyes should appear,

But another eager teacher with dust on her chin,

Arm full of copies, stapler and pens,

I knew in a moment how harried she was.

More rapid than eagles her feet carried her in,

And she shouted, and swore softly, and called the copier a name;

"Now, you stupid machine can’t you just do it right!

On both sides! on one side! Now please do colate!

Make the copies now! Make them, please do it for me!

Don’t jam up the paper, don’t wrinkle it so!"

As teachers will do when they know time is short,

She expertly dismantled and got out of the pickle,

So back to her classroom with copies all made,

And me back to mine to finish today.

And then, in a twinkling, I heard in the hall

The slamming and bamming of each locker door.

As I drew in my head, and was turning around,

Down the hall the secretary came with a bound.

She was dressed for school, from her head to her foot,

And her clothes were all tarnished with toner and chalk;

A bundle of books she had flung on her back,

And she looked like a peddler just opening her pack.

Her eyes -- how they twinkled! her dimples how merry!

Her cheeks were like roses, her nose like a cherry!

Her feet were scurrying as she carried her load,

Delivering her goods to classrooms along;

The stack of her mail perched loosely on top,

As she made her way down the hall;

She had a determined face and no-nonsense grin,

That looked plastered on with permanent pen.

Tossing and throwing books here and there,

And I laughed when I saw her, in spite of myself;

A wink of her eye and a twist of her head,

Soon gave me to know I had nothing to dread;

She spoke not a word, but went straight to her office,

And filled all the mailboxes; then turned with a jerk,

And laying her finger aside of her nose,

And giving a nod, rang the school bell just once;

She sat at her desk, and surveyed her domain,

Knowing tomorrow everything will change.

But I heard her exclaim, as I walked out of there,

"Happy SCHOOL YEAR to all, and to all a good night."

2010-09-02T11:27:00.002-05:00

School starts next Tuesday for us, the day after Labor Day, just like always. However, we don't know what time school starts! Apparently, the union is still negotiating this issue. Come on... for crying out loud. DOES IT REALLY MATTER??

I understand the school of thought that if we give a minute here, they'll just take another one there. And, sometimes, it is probably true.

However, the ridiculousness of it all frustrates me to no end. Pick a time and go with it. A fair number of our teachers show up late no matter what the contractual start time is. Wouldn't it be more productive for both sides to deal with THAT issue instead of arguing about an arbitrary time no one abides by. Most teachers arrive early, the remainder straggle in when they get to get to school, so why waste time arguing?

It seems to me the amount of time spent on trivial issues could be better spent dealing with true issues - curriculum, effective teaching methods, classroom management, behavior issues, bullying plans, how to meet the needs of our ever changing student population with ever shrinking funds....

Until unions are ready to really support teachers, truly promote quality instruction, and rally to have adminstrators be the driving instructional leadership force in our schools, I will struggle to support them.

2010-08-30T13:03:00.002-05:00

As I plan what lessons to start the school year with, I am intrepid about the skill levels of my students. Knowing the class is a resource room/pull-out class, I know the average child in this class will be below grade level, and require remediation, both of skills and strategies, to become competent in math.

However, I also know that due to the state of Michigan's graduation requirements, these same students must be ready for Algebra 1 when they enter high school 1 year from now. Herein lies the balancing act. How much remediation CAN I do, and how much fast can I forget forward into new territory without losing them?

Luckily, I know a couple of the names on my roster and have had them in class before. Others though, are just a face in the hall that I have nothing concrete to attach their skills to in my own mind. I know for some, it is a matter of lack of personal motivation and parental support that place them into the resource room setting. For others, it is a true math disability.

Another balancing act - trying to find ways to motivate the uninspired, while working the shore up the missing foundation pieces for all of them, while working individually with the true math disabled students to create new learning paths to overcome their weaknesses.

Looking at my teacher's guide, looking at the grade level content expectations for 8th graders, I wonder how far back in instruction I need to go before we head into new material. How many days will it take realistically to get to the real nitty gritty of 8th grade material?

Digging deeply for fun, motivating activities to review concepts, I hope we can glide through the first few weeks, me trying to herd them into the realm of grade level material, before too much of the school year has gone by. Sketching out lesson plans, hitting the high spots, not knowing what to expect, I know to write these in pencil!

As my room comes together, starting to look and feel more like home, as I plan for these first few days/weeks with my students, I feel the excitement building, knowing that THE KIDS ARE COMING!! THE KIDS ARE COMING! and knowing that once they walk in the building next Tuesday, everything somehow just falls into place, and I am looking forward to another school year :)