Summers are always busy it seems, but this summer I took on the additional task of tutoring a young lady who will be going into 7th grade next fall. I do not usually tutor for a lot of reasons: I don't have time, I feel uncomfortable charging parents for my time, and I always feel like the time is not worthwhile. However, since this young lady will be coming into my grade, and needs help in math, I thought maybe it would be different.

M. works hard, very hard, every single time we are together - twice a week for 45 minutes each. I see her trying. I know she wants to do the work. I know she wants to please me. But for some reason, M. has a true learning disability in math.

With a background in math as well as learning disabilities, I am more than qualified to help her overcome this struggle, on paper, but in reality, I am struggling alongside her. To be sure, we are making strides in the right direction. However, it is a 3 step forward, 2 step back process.

The thing I would like most to help M. gain this summer is number sense. Even at 12 years old, she doesn't intuitively know that given 7, you need 3 more to make 10. She must count on her fingers to add up from 8 to 12. She can count by 2's, but not by 3's or even 4's. We have drilled and worked and played games and tried various strategies to help, but some days, the numbers are there, and others, they are not.

Today, we stopped trying to work on fractions because the finding a common denominator was just too tedious. I had her write columns of mulitples of numbers on the board. 2's were great. Then on to 4's. M. could not grasp that she could simply count 2 more, and 2 more, to get the next in the sequence. Often, her next choice to write was an odd number. We tried 9's, which we have worked on since Day 1. She knows the finger trick, and she knows that the first number, the digit in the 10's place, must be 1 less than whatever we are multipying 9 by. She knows that the digits in the answer must add to 9. She knows those tricks. She can tell them to me, faithfully. But when asked to write: 9, 18, 27, 36, ..... she is lost. There is no connection there.

I feel like a fraud, a total incompetent. I can't help her the way she needs to be helped. I can keep coaching her, giving her some self confidence. I can teach her more tricks. Help her draw pictures to attack word problems. Encourage her to use the calculator to solve problems. Help her strategize as to how to eliminate choices in multiple choice questions. But, I can't FIX her.

A recent conversation on Twitter with Robert Talbot about technology and what it means to be a truly competent user of technology, sparked my thinking about this topic. It all goes back to Marc Prensky's Digital Natives, Digital Immigrants article from 2001. According to Prensky, today's students are born into a digitally rich world and therefore will always be ahead of those born prior to the explosion of information and availability of tech toys and tools.

Is this truly the case though? Is simply using technology for socialization online making today's youth tech competent? Or instead, does this perpetuate the myth of the disconnect between digital natives and immigrants? Is it possible to be of the OLDER generation and be technologically competent? Is it possible to be a young person today and be technologically incompetent?

Part of the problem with this discussion is the definition of technology. Does being able to text to one's friends, acquire new ring tones, play Wii, seamlessly find wireless signals, and play online games make a 13 year technologically competent?

Does some of the problem stem from the want of using technology? If a student in class needs to practice integer operations at a online review site, many of them balk - "I don't get it!" "How do I make it work?" " It says my popup blocker is on." They are unable to figure out this simple process assigned to them. However, give them time to play online games of their choice, and suddenly, not only can they play them, they can get around the filter installed at school to the games that are blocked, they can message friends using IM programs that are blocked, all while they are listening to YouTube videos, that are also blocked. So then, why can't they "play" a review quiz such as the ones at math.com which are a million times simpler than the other things they are able to achieve.

Prensky says, "Today's students think and process information fundamentally differently from their predecessors."

He goes on to quote Dr. Bruce D. Perry, "thinking patterns have changed. "

Interesting to think about. Do students truly think differently today? I remember sitting reading and studying with The Eagles blaring from my 45's on my record player, with my mother complaining I couldn't possibly be learning anything with all that noise going. But, I was.

So back to the intial question: What does it mean to be technologically competent in today's world? To me, a simple answer would be: able to manipulate technology to meet your needs, in any situation. It means figuring out how to use that new iPhone, hooking up your new Wii, and chatting with friends on MSN or Facebook, sure.

Beyond that, it means using technology to find answers, manipulate data, and find creative ways to share with others.

Technology is the way to work with people far from your own geographic location, whether to learn in your own career, or about things which interest you outside the world of work.

Technology is the answer to all the questions you have, whether it is where is the best place to go to college if I want a degree in chemical engineering or how do I decide what is the best treatment for my latest diagnosis.

Technology expands your horizons beyond what previous generations were able to even imagine. However, technology also limits our ability to communicate face to face when we become so locked into a virtual world we do not talk to those in the same room. It also opens up dangers and possibilities for exploitation beyond the confines we once felt the safety net of.

Only by teaching students to use technology competently on all these arenas are we preparing them for the real world.

Our high school MME scores came out recently. 27% of the students were proficient in math. If that number alone is not enough to make a person cringe, I looked back at their 8th grade scores. Since the 8th grade test is given in the fall, it reflects their learning in 7th grade, and is the late test score until MME in the spring of their 11th grade year. When this group was in 8th grade, 60% were proficient in math. Not a great percentage, but over twice as much as when they reached 11th grade. Given the fact that some of your lower students have dropped out of school, gone to the alternative school, or simply moved by their 11th grade year, coupled with the fact this test is more important to students than when they are in middle school, logic would say if anything, the proficiency level should rise, not fall.

What is happening? Why are we doing so poorly in the high school math area? And, even more importantly, what do we do about it?

Yesterday I attended the first Michigan Joint Education Conference. The conference itself was good. The presenters had useful, interesting, relevant information to share and I brought back much I can take to my classroom and implement this fall. The exhibitors were all there, with tons of freebies and information. The box lunch was pretty typical.

What struck me most about the experience though was the location. Holt High School opened its doors to the groups sponsoring the event. Never before has the divide between the have's and have not's in education been so apparent to me. A map of the facility (complex seems a more appropriate word!) gives little evidence of the lush atmosphere of this building. From the widescreen TV's mounted on the wall along the cafeteria/commons area, to the SmartBoards in each classroom, no detail was ignored when this building was built. It is simply amazing. Wide halls with beautiful lockers siding the carpeted floors, which are set up in small nook-like areas, surround courtyards full of perennials lining stone paths winding by picnic tables. Bathrooms are small, but spaced frequently. Everything is new and clean and shiny though the building has been there for several years.

Sitting in the classrooms for sessions, I was first struck by how much storage space was there for supplies. The window wall had counter height cupboards, with others above beside the huge windows, most of which looked over the courtyards areas. Another closet area was in front, with some other area in the corner. Each room's SmartBoard was projected onto by the ceiling projector. On the teacher desk's were document readers and a desktop computer and a phone that looked more complex than my laptop.

My own classroom is tiny in comparison to these rooms, and since I teach in the middle school, my room is nearly twice the size of most of our high school classrooms, which were built a century ago. Instead of listening to the presenters, I find myself configuring my classes in here, moving desks around into communities of learners, instead of locked into the one possible configuration that supports the needs in my own room. I fantasize about the huge whiteboards, the birds at the feeder I would hang outside those windows, the hummingbirds darting to sip nectar from their feeders.

This building is set in what no doubt was a farm field, now devastated by urban sprawl, evident by the beautiful subdivisions of homes surrounding the old one room brick schoolhouse on the corner, a reminder of days forgotten.

On the way out of the building, I noticed a room marked "Staff Lounge" and could not resist popping my head in. TWO new refrigerators, TWO new microwaves, TWO complete ranges, an entire wall of cupboards with counter space for many to work, lots of tables beckoned me in. Three custodial staff sat there on break, eager to talk and brag about their building. They told me another lounge was upstairs, and that this building houses 1700 students grades 10-12, with the 9th graders (900 of them) housed across the road in their own building.

My own school seems dingy and dirty and just simply poor in comparison, like we are the wicked step-children banished to the old, leftover, used up education.

I know that education is more than a building. I know that kids learn from teachers who care, not because a room is shiny and new. But how would my students feel if they can see this building and compare it to our small, crowded, old digs?

Why is it acceptable for some districts to have it all while others are struggling to keep their doors open? Why is it acceptable for my students to learn while a bucket collects the water dripping from the leak in the roof while Holt students watch big screens as they eat lunch? Does it bother anyone besides ME?

The last day, the last day, the last day.. how many ways can that echo in my head?

One young lady gave me the sweetest card with a heartfelt note written inside. The one line that will echo always in my head: "You blow me away with how much you care, and respect the students." You always wonder, as a teacher, how you come across to your students. Do they KNOW you care? Do they KNOW you only demand the best because you see the potential in them? Do they KNOW you love them even when they are acting like hooligans and you want to throttle them? Her words make me think that maybe, just maybe, yes, they do KNOW.

Also echoing in my head are the words from my own mouth at one of the terrors I had this year. Pat was always into something he ought not have been, never quite on task, a dirty, unkept boy, that I just never really liked, though I tried hard to mask those feelings. As we left the auditorium walking through the high school halls, I had warned them to be quiet, walk softly, make not even a whisper so we did not disturb any of the high school classes taking exams. They were doing so well, or so I thought, until Pat reached over and nipple pinched another boy. I was furious, furious beyond what the situation and action dictated so I marched him into the cafeteria, our destination, and pointed him to the wall in a chair where I told him he would remain the next 2 and half hours left in our half day schedule. No hint of kindness or compassion in my voice. Just anger, disgust and intolerance. Pat sat. Not a word. He watched the activity the others were doing with silent resignation. The hour passed. My conscience tugged at my mind. Finally, I walked over and started to speak. Pat immediately perked up, before I could speak, apologizing for his actions, telling me he was sorry and he understood why I was angry. He took the wind out of my righteous sails as I told him what I had come to say, he could participate in the next activity after all. He actually acted as if he didnt think he deserved that honor, so I tried to explain how I was simply out of patience and had overreacted. He was wonderful in the gym the rest of the day, shooting baskets, smiling, laughing... as my angry words echoed in my head.

"He called my mom a slut," echoes in my head also. Poor Bry. Dustin throwing those hateful words at her must have been like a slap in the face. No consequences to pass out at school, I still made a phone call to his mother to tell her of his words. She promised to ground him indefinitely. I hope she follows through. The hatefulness of intentionally trying to hurt another is beyond me. The cruelness echoes in my head.

The sharp resounding bark of my dog at near midnight last night echoes in my head as well. I had stayed up to nearly 11, way past my usual bedtime on a school night to see the Wings win the Stanley Cup and was not really quite asleep. Scout burst out of her bed cursing dog barks at the window, piercing the night, making my heart leap into my throat wondering was it just a racoon that had startled her or was it something more serious.

I flicked on the outside light to see toilet paper streaming from everything in my front yard. I bit shaken, I grabbed my robe and slippers and led Scout, still growling, to the front door. We went out onto the step and surveyed the scene. Toilet paper on everything from the mailbox by the road, to the split rail fence, the pear trees, the shrubs, the bird feeder, and everything in between. My car was painted with white letters: HAHA & Happy Last Day of School & We luv u & U R a awesome teacher.

And suddenly, echoing in my head were Ian's words of several days this week: "Have you ever pranked anyone?" "what's the best prank anyone's done to you?" "do you get mad when people do pranks?" and the last odd question from him, just this morning, "what kind of car do you drive to school every day?" Then I started laughing, realizing this kid has NO future as a criminal. Scout and I went back to bed, she still shaken, sleeping on top of me the rest of the night.

When I saw Ian in the hal this morning, I laughed and pointed my finger at him, saying "you got me!"

Ian, being not the career criminal type, answers, "What? I didnt do anything? I didn't even have a ride to your house!"

His buddy gave him away with the laughter to THAT response!

More echoes are there as well, but for now.... those are keeping the tears and laughter flowing.

Wow.. it really is almost over. Two more half days with the kids and the 07/08 year is gone. It feels like it is ending too soon, like I am not quite ready to let them go. I know I feel this way every year, but as much as I have been gone lately with my husband's surgeries, it is like a disconnect. There is much I wanted to enjoy and share with these kids that just never happened.

Class evals were yesterday and I am always so humbled by the responses, the positive thoughts and comments they have to say. The best one this year was "Mrs. George is a joy to have in class". That is my favorite report card comment about my great students, and one of my young characters wrote that on his paper. How cool... I had more kids than ever write their names on them too. In some ways, I prefer anonymity, I encourage them NOT to write names, but I love it that they are comfortable enough to say whatever to me and sign their name to their thoughts.

Planning for algebra continues to stress me out. I already have a dad wanting his daughter put in there who is not ready. I talked to her at great lengths about why algebra is not the best placement for her, but she is convinced she can do it. I truly hope I am wrong and she zooms through with flying colors next year. I love her to death and she is one of my "favorites" but i have watched her work her butt off this year trying to maintain an A in my class because that is the home expectation. I just don't see that happening next year. She is not ready for the major abstract shift of algebra. But dad and she are determined.... I have no choice.

fun stuff the next 2 half days with awards, watching NUMB3RS, kickball, Survivor challenge, etc... and then, it will be over and I will cry, again....

I've been thinking a lot about the arbitrary-ness of education lately. It seems so many of the "professional educational" decisions we as teachers make about our students are more based on gut instinct and personal preferences than anything else.

In these days of increased accountability, the call for standards-based grading/assessment, the constant pressure of high-stakes testing and the ever-present urging of teachers to solve the problems of today's youths, logic would say we are far from arbitrary in our decisions, basing them on data, results, and solid evidence of our original intent and the end result.

Unfortunately, I see the polar opposite in daily practice, my own included.

Grading is volatile topic. Too often, teachers grade students on participation, attendance, cooperation, or simply whether or not the student is "liked". Standards-based grading can eliminate the bias of grades, but the move to these can be complex and confusing for students and parents, as well as teachers. It can also be a time-consuming task for teachers already overloaded.

Other pushes in grades lean towards forgiving missing or extremely low grades and not assigning any grade below a preset cutoff, such as 50%. From this article in the Las Vegas Sun, "Advocates of the more generous policy that makes 50 the minimum F say it is intended to give weaker students a better chance of passing. It is aimed at keeping them from being prematurely doomed by the numbers that are behind report card letter grades," it can be gleaned that even this policy is not hard and fast accurate, at least mathematically speaking. While I agree with the policy in theory, I find it even more difficult to explain to other educators and parents than standards-based grades.

Lucy scores a 52% on her test. Lucy obviously is struggling with the material. In theory, she has mastered 52% of what she should have learned. Pretty straight forward, right? Then comes along Robbie who was less than concerned about his test, knowing the lower grade to be recorded would be a 50% anyway, so Robbie doodles around the edges, attempts a few answers, scores a legitimate 28%, but in the grade program, a 50% shows up. Do we know anymore about what Robbie really can do, what Robbie actually learned than we did before when had he known the true score would be recorded, he might have put forth more effort?

Granted these are extreme cases, but most teachers in today's public schools would shake their heads in agreement of the likelihood of such a scenario.

Past the arbitrary-ness of grades, we can move into the discipline arena. We are planning for our annual 7th grade camp, a 3 day outdoor education experience. Who goes and who gets left behind is always another arbitrary event in education. Most students are going, pure and simple. Camp is intended to be all-inclusive and an honest attempt to allow all to attend is truly made. However, each year there is at least one hard-core, frequent flyer to the office, who simply cannot go along, for his/her own safety or that of others. No one seems to doubt the legitimacy of this decision, not even the student.

But then.... the arbitrary fairies start circling the toadstools. Billy and Joey got in a food fight in the cafeteria. Billy is a model student. Joey, well, not so model, but the decision made must apply to both, so.. OK, let them go. Then Maya and Lacey get into a pushing match in the hall, resulting in Megan getting knocked to the ground and her glasses getting broken. Megan's parents are irate, and Maya and Lacey get suspended. They are both semi-frequent fliers anyway, and the teachers think camp would most likely be more pleasant without them along anyway. And on the story goes, as student by student, decisions are made, without a clean cut plan.

While camp decisions are being made, schedules for next year are being put together also. As the 7th grade math teacher in our district, I am caught up in the drama of which incoming 7th graders should be placed in pre-algebra and which should take simple 7th grade general math. Then I am to also sort and sift my own 7th graders into their 8th grade class, either pre-algebra or algebra.

Too many things way on my mind as I write names in columns. Susie was in pre-algebra this year, and did OK, but is she really ready for algebra in the fall? Mom is a high school math teacher and really expects Susie to be in the highest group, but Susie doesn't like math and would be quite content to coast along in the lower group. Her scores on the placement test are borderline. Knowing Mom's expectations, I feel pressured to recommend her into algebra. But then there is Mickey, who was in regular math this year, not terribly motivated, but extremely gifted in math. His score on the placement test tops Susie by a good 10%, even though he was in a less-accelerated program this year. I know in my heart that Mickey could manage algebra in the fall, but I also know he won't complete his homework regularly, will be disruptive in class, and won't fit into the mold of the 8th grade teacher's idea of an algebra student. I also know there are only so many spots available in algebra. How do I decide Susie or Mickey for that chair?

I don't have a solution; I wish I did. I just feel pulled in all directions by the ever-constant decisions pressed upon me daily. How do I justify my choices to students and parents, and to myself at 2 a.m. while I lay awake contemplating my dilemma? Is it OK that education is not always black and white straight line, but more a gray wavering snail trail through muck?

As the school year winds down and the kids get more and more antsy, and I feel the pressures to FINISH everything, the challenge is ever-more present to find ways to engage and motivate students to meet objectives. One of the grade level content expectations I have always struggled with getting across to students is inverse relationships. While I will acknowledge we do not have a firm understanding of the ins and outs of what these are, my kids really "GET" the idea at a basic level.

First we looked at side lengths of a rectangle with a fixed area. This was interesting since we had already looked at fixed perimeters and considering the difference in how fixed area and perimeter affect side lengths forced them to think in ways they usually don't. Our first task was a 48 square foot garden which I had purchased mulch for. We generated a table of possible whole number side lengths and graphed them. Very cool! Students then did the same exercise with a 60 square foot area. That laid the ground work.

Then today, I gave each partner group a card with a service on it and a total amount of money to be earned. (ex. Earn $250 mowing lawns) They then generated a table of possible combinations. (ex. Mow 250 lawns @ $1 a piece, or mow 1 lawn @ $250, or 10 @ $25, etc..) They graphed their combinations on a HUGE piece of graph paper, and then added an arrow at what they thought was their best, most reasonable choice. These were then hung on the board and each partnership explained their graph and choice to class. We finished up by talking about how an inverse relationship would look if negative numbers were included.

I am impressed they were able to write their equations, complete their tables and graph their points. It was overall, a cool activity!

Tomorrow, is GLAD(grade level assessement device) day. YUCK! This is only a 30 question online assessment from our ISD but it really seems like a waste of a day of class. I am curious to compare their pre and post test scores though.

The days are winding down and I am going to be sad to see most of them move on to 8th grade!

We never did make it outside for Shadow Rendering. Sometimes Mother Nature has other plans. First day I attempted it, the sun was darting back and forth from cloud to cloud, with no predictability at all. Then the weather turned nasty, rain, snow, cold and icky even on the sunny days.

Now I have been gone for 3 days with my husband's surgery and I know I will be out at least one more day. I hate being gone for so long but unforeseen circumstances out of my control. I just hope the kids did what I left, which was easy, very easy, math worksheets on similar triangles, looking at corresponding sides, proving similarity with ASA, SSS, and SAS principles. Had I been in school, we would have done this in a much more fun, hands on approach, but the worksheets will "work" and are "sub proof" which was what I needed. Next week, they will start an end of year project/webquest. Our textbook series(Glencoe) actually has a great set of these I have never used. I decided to not assign a particular one but allow students to choose which of them they thought looked most appealing. I am also allowing them to work with a partner. I am curious to see how things go.

In the meantime, I am sitting in motel room, tired from 3 long days at the hospital, too pooped to even worry about whether kids really worked in my absence, what kind of behavior report to expect, or even what a mess I will have to take care of when I return. It just doesn't matter.....

Is it just me, or do each group of students who come through seem less willing to think on their own? We've been working on slope, y-intercepts, linear equations, for forever now it seems. Yesterday, I gave them a problem comparing 2 yearbook companies, one which charged $10 per book, the other, a $50 setup fee plus $8 a book. Pretty basic problem - needed to create table for given amounts of books, graph the 2 lines, and make some conclusions such as which place is better deal, explain what the slope and y-intercepts mean in context of problem, etc. I thought it would be super easy.

No way... most of them couldn't even make the table for the values!! come on... give me a break already. So after getting them started on that, then, they can't graph the lines. Then they couldn't write equations.

grrr.....grrrrrrrrrrrrrrrrrrrrrrrrrr....................... they DO know how to do all that. Why won't they? Why is it sooooo much easier to feign inability, soooo much more appealing to be helpless, than the actually do it on your own and take a risk at being wrong??

Outside today for shadow rendering? think they can do that... please.... let them be able to do that!!

Is there such a thing as a typical day in 7th grade? If so, I guess that is how today could be described. We started with a 6-12 math department meeting which was simply frustrating. I do NOT understand why high school staff are so reluctant to simply use the State of Michigan's version of an exit exam for Algebra 1, Geometry, etc... When I look at the state's curriculum assessment expectations, I can understand how overwhelming it must be to try to cover all those. But truly, is it any different for them than it is for me? It may actually be somewhat easier at that level because inevitably some students drop out or go to alternative school. It was validating to hear that middle school scores are up and the ensuing recognition of our efforts at that level.

Then off to social studies. We watched a couple of newscasts from Jim Lehr NewsHour about the Sudan. I want students to really understand how deplorable conditions in the refugee camps are. They then started their research on diseases that are prevalent in the camps. They were all working quietly, engrossed (or grossed out... ) in their individual pursuits online so I ran to the 8th grade math teacher's classroom to ask about our earlier department meeting. She was just as frustrated as I so we talked longer than I should have been gone. On the way back to my room, I bumped into the principal and he and I chatted a minute or so. All together, I might have been gone 5 minutes. However, on returning to my room, they were off-task, jabbering away and goofing off. I gave my little "you don't need me here to know what you should be doing" speech to deaf ears.

The rest of the morning was quiet, relatively. Math and pre-algebra classes, I quickly reviewed one last time on slope, y-intercepts and linear equations. Then I passed out the quiz. WOW.. some of them ROCKED, some that I never thought would "get it"! and then, some of my normal 'A' kids, bombed it. **sigh** One young man stayed after to see what he missed - why he had gotten a 10%. Without fail, he could answer each question. When I asked him what happened, he said he was just confused earlier. I don't understand at all.... I just do not!!

But we are moving on, writing and solving 2 step equations in math and working on percents/fractions/proportions in pre-algebra.

another day in 7th grade....

We played the board games the kids made about Life in the Sahara. It was so cute to see them trying to decipher each other's rules and understand exactly what they were supposed to do. They had to fill out evaluations of the games they played and they were very honest and helpful in their comments. I was impressed!

One partnership made a very cool Monopoly Sahara Edition but somehow forgot to make property cards! Otherwise, it was an amazing game.

Overall, most of the games were fun and educational, really turned out to be a worthwhile activity though it seemed like it took forever!

At school on Sunday, getting ready for the week is always a time of reflection and panic, especially as the end of the year nears. It always seems there is so much I want to do with these 7th graders, so many things to teach them, so many activities to share, but time, time, time is always pressing in on me.

We have 7 more weeks of school left, with one of those spent at camp. So I have 6 weeks left to cover everything the state says I must, and make sure I have covered it well enough they actually retain it until next fall on their MEAP test. I have so many concerns about that when they seem unable to retain info from day to day!

We've been working on balancing 2 step equations in math class this past week. They, for the most part, seem to understand the process but what bogs them down is the lack of knowledge of basic math facts and their inability to remember how to deal with negative integers. It seemed last fall when we covered that, they were doing well and we've used it on multiple occasions since then, but now, too many of them, when asked what -11 - 19 is, cannot come up with the correct answer. It is frustrating to be unable to move on because they have not made those skills their own yet.

It has been fun using the graphing calculators though. By forcing students, especially my pre-algebra kids, to think and work on their own, I have seen so much growth in them. They are always so reluctant to try for fear of being wrong, and these activities have tremendously pushed them outside their comfort zones. I love seeing them THINK!

Tomorrow, we finally get to play the board games they have been making in social studies on Life in the Sahara. It seemed like the day would never come with extension after extension of time to work because they were so engrossed and engaged in their creations. I can't wait for them to share with each other tomorrow.

I cancelled my math curriculum meeting tomorrow, as well as Michigan Mathematics Program Improvement Project meeting on Wednesday. I just do not feel like I can be gone anymore this year. I know all that work is important but my classroom and my kids are my #1 priority.

My social studies class is making games about Life in the Sahara as one of the project choices from the lesson plan I found at NewsHour Extra. (There were other project choices, but all but one student chose to make a game.) They are so amazingly creative in their game boards. I can't wait for them to get to play with each other's games.

My struggle with 2 of the boys though, seems to shadow everything else. They refuse to do anything productive. Both of them are the kind who are frequently suspended and failing all or most of their classes. I was excited to see them draw a game board and actually get started. But of course, they lost interest after that, and have nothing else to go along with the board. They cut up a few pieces of paper but didn't get questions written. I tried to offer help and suggestions and resources, but of course, it was all for naught. It doesn't seem to matter at all what we do in class, easy book worksheets, fun projects, games, computer activities, movies, nothing grabs their attention. I feel at a loss to help them....

If you have never checked out the lessons offered by this website, I suggest you look at them. Many great resources, as well as complete lesson plans with online articles and in some cases, newscasts to supplement the activities.

Wow.. it's nice to be back to school today after a snow day yesterday. Who wouldn't love the irony of April Fool's Day being a snow day!!

We started the school day with a staff meeting, scheduling concerns for next year. On the one hand, I appreciate being asked what our thoughts and concerns and wants are as far as next year goes. But on the other hand, do we really have ANY say? The budget constraints really decide what happens. The contract decides how many hours we will teach. Our certifications decide where/what we will be teaching. It seems almost as if asking makes it worse. So many staff members make requests from their own perspective, without regard or consideration for the school as a whole, what is reasonable, or what is even best for kids.

I know.. I sound down... maybe just a little. I long for the days when we had enough staff to creatively schedule, do things "outside the box" and experiment. Now, with decreasing enrollment and staff, we are so locked into the only possibilities that it seems overwhelming to even try and think about the what might work better ideas....

**sigh**

YEEEHHHHAAAWWW!!!! What a cool day it was in math! The kids loved the calculators and were so intrigued by the ease of making graphs on the calculators, they kind of got lost in the fact they were writing linear equations, looking at inversely proportional relationships, learning about y-intercepts, and thinking about math in a totally new way. I love my job, I love my job, I love my job :-) I can't wait until tomorrow to do MORE!! We have a few more activities to do together and then I have some copies of things they can try on their own. It will be interesting to see how many of them are willing to push to accomplish all the tasks offered!

I should title this post You Might be a Geek..... 6th hour yesterday, one of the secretaries from Central Office called to say I had a huge package, something like a suitcase, waiting for me, so I sent a couple of girls to fetch it.

I had totally forgotten requesting a set of calculators from Texas Instruments. When I opened the black crate and saw those shiny TI 84 Plus Silver Editions, I was soooo excited! I brought one home to play with and spent about a couple of hours last night familiarizing myself with the calculator and its functions. I simply cannot wait for Monday to share this with the kids!

In all actuality, I should wait a few days to use them, but I am so totally geeked up I know we are going to use them Monday in all 3 classes. My two math classes have some experience with slope, y-intercepts and linear equations, but not really enough to do much on the calculators but I think just using the graphing function to see how slope and y-intercepts change the graph, looking at non-linear equations, and playing with exponents will be enough to hook them.

My prealgebra kids however, don't have much experience even in slope so they really are not ready to do many of those things. But this is such a bright group of kids, I know they will pick up on the concepts quickly.

The coolest thing.. we just spent Thursday and Friday on Building a Garden Gate where they looked at how a fixed perimeter changes areas and side lengths. Students graphed all the possible side lenght combos for a 60 ft perimeter fence two ways, one comparing side lenght 1 to side length 2, which is actually a simple linear equation, as well as graphed length of side lenght one compared to the area. I am hoping to use this actitivty as a springboard for writing equations and using the graphing calculator. I think since they just made their own graphs, using the calculators will be more meaningful.

My husband is a math phobe as well as a technology phobe. When I was able to have him write the equations as well as use the calculator to make the graphs, seeing the excitement on his face, I KNEW my 7th graders were going to be totally geeked about this.

My biggest concern for Monday is those SLOW laggers who are always a couple of steps behind. This will be a whole class activity, with me walking them step by step through the process, but I can already predict which of my little lovelies will fall behind. I am not sure how to deal with them, other than type out step by step instructions, which most likely they wouldn't follow anyway... and that would give some others a license to forge forward without understanding what we are doing, so I refuse to do that, at least for this intial exposure to the calculators.

TI has so many cool activites posted on their website, I am sure I can find followup activities to use as well. I only have the calculators for a month so I want to make sure I use them as much as possible.

So yes, call me a geek... I love trying something new!!

This morning was another camp meeting for adults involved in camp. We took care of odds and ends, trying to finalize classes, etc. That is the easy part. The tough part is who do we take to camp and who do we leave behind.

Sometimes, it is obvious a student should not go. Fighting, swearing, insubordination, etc... when they happen persistently and consistently across the board, repeatedly, it makes our decision easy. However, it always seems there are those gray area kids we debate about. The one who stole the teacher's edition of the math book to copy answers, the one who misses at least a day a week, the girls who are so exclusionary with their behaviors it borders on bullying. These are the kids we struggle to make decisions about.

My problem is I want to take them all, each and every one of them... OK, maybe not EVERY one of them ;-) Guess that's why we get paid the BIG $$$, eh?

The house plan projects are done for another year. Unlike the best scenario, where we go outside to build full scale models, like described in this Education World article, this year we stayed in and out of the deep snow to make to scale drawings/blueprints or to scale models of our houses.

A drawing was required. A model was extra credit. About a third of students chose to make a model. Two of the better ones are shown here. I was amazed, as I always am, at the creativity and dedication to excellence some of my students showed in their projects. Wooden decks, staircases, furniture... wow... How cool these models are!

I wish there were more projects like this that address the Grade Level Content Expectations I am expected to meet, and are fun, engaging and meaningful for students.!

Just a quick Happy Spring post with a couple of pics out my classroom window. This is what spring looks like in Newberry!

Sorry they are a bit blurry - I did actually take them through the screen of the window :-)

I am part of the Red Cedar Writing Project from Michigan State University. Recently a controversial topic sparked my interest on the listserve. Here is my reply to one post:
Part of Marcus's list.....

"Short Term:

1) Teach all Black boys to read at grade level by the third grade and to embrace education

2) Provide positive role models for Black boys

3) Create a stable home environment for Black boys that includes contact with their fathers>>>

4) Ensure that Black boys have a strong spiritual base

5) Control the negative media influences on Black boys

6) Teach Black boys to respect all girls and women

Long Term

1) Invest as much money in educating Black boys as in locking up Black men

2) Help connect Black boys to a positive vision of themselves in the future

3) Create high expectations and help Black boys live into those high expectations

4) Build a positive peer culture for Black boys

5) Teach Black boys self-discipline, culture and history

6) Teach Black boys and the communities in which they live to embrace education and life-long learning"

Another perspective:My question is why do we need to set those goals ONLY for black boys? Whynot for Native American males? Why not for the girls in our schools? Whynot for white boys caught in a hopeless foster care system? Why not forHispanic children?

I am not denying the statistics for black males as being dire, however,society is also allowing all our children to fall through the cracks. Wespend more on prisons, war, unemployment and politics than we do oneducation and health care for EVERYONE in this country. Children are no longer taught to respect authority, appreciate education,or even a basic dedication to excellence and a work ethic. It seems everyone and every group is out for themselves, without regard for whatbenefits the larger picture.

The list in the begining of this post should be rewritten and become the MISSION STATEMENT of our country, and every school therein:
Short Term
1) Teach ALL CHILDREN to read at grade level by the third grade and to embrace education
2) Provide positive role models for ALL CHILDREN
3) Create a stable home environment for ALL CHILDREN that includes contactwith their fathers
4) Ensure that ALL CHILDREN have a strong spiritual base
5) Control the negative media influences on Black boys
6) Teach ALL CHILDREN to respect all girls and women
Long Term
1) Invest as much money in educating ALL CHILDREN as in locking up PEOPLE
2) Help connect ALL CHILDREN to a positive vision of themselves in thefuture
3) Create high expectations and help ALL CHILDREN live into those highexpectations
4) Build a positive peer culture for ALL CHILDREN
5) Teach ALL CHILDREN self-discipline, culture and history
6) Teach ALL CHILDREN and the communities in which they live to embrace education and life-long learning

I live in a small rural community with few blacks (This is my 13th year teaching here and I have my first 2 black students this year), a fair number of Native Americans, and an overwhelming sense of despair,unemployment and "there's no reason to get an education because it won't help me anyway" attitude. By refocusing our political and financial priorities in this country to promote the above ideals, wouldn't ALL CHILDREN benefit?

Meme:Passion Quilt

I was recently tagged by Nancy Flanagan to be a part of the ever growing Passion Quilt.

My image to the left shows what I am passionate about: kids DOING math. Not worksheets, not rote memorization, but actually making their own meaning of math.

I want students to leave my room with a feeling that math may be, no, make that math IS hard, but they CAN do it. I try to make math meaningful, fun and active.

I hereby tag the following and ask them to submit their posts to the Passion Quilt:

Erica Roberts

Rebecca Lawson

Sara Van Abel

Beverly Maddox

Tena Linsbeck-Perron

Here are the rules
Passion Quilt Meme Rules:

1. Think about what you are passionate about teaching your students.

2. Post a picture from a source like FlickrCC or Flickr Creative Commons or make/take your own that captures what YOU are most passionate about for kids to learn about…and give your picture a short title.

3. Title your blog post “Meme: Passion Quilt” and link back to this blog entry.

4. Include links to 5 folks in your professional learning network or whom you follow on Twitter/Pownce.
And here's a link to the Original Rock-On Boy, The Tempered Radical, Bill Ferriter.

The flu, hacking coughs, cold, etc... have been rampant lately. For some reason, the powers that be at our school decided the way to slow the spread of germs was to not allow students access to the water fountains. In theory, students are to bring their own water bottle, but in reality, many forget, or it is warm, or they drink it all before day's end. It is so pointless to me. Most of these viruses are airborne, and unless we quarantine sick students and staff, we are unlikely to slow the spread until spring break.

In math and prealgebra, we are drawing to-scale models of student homes. Most are working, digging in, enjoying the challenge. However, 5th hour, the majority of students still have not brought in their measurements at all. It is frustrating and I am not sure what to do. Many students in the other 2 classes have chosen to build a model instead of simply drawing the floor plan. Many are using cardboard, but others are building with toothpicks and popsicles sticks. I can't wait to see their final products!

Two more days until break... thank goodness.. we are all sick, tired and in great need of a break.

Is there a full moon or a storm brewing? (OK, yes there is a snowstorm on the horizon!) Today was a tough day especially 5th hour. It started out with KB without book or pencil as usual. That I can handle. But then, he reached over and tore the page in A's book! Why in the world... she is one of those really nice, but terribly whiny girls anyway. Please do not give her reason to whine more! I sent him out... **sigh** Back to teaching math! Things are going well... until P writes a big red KKK on the back of her notebook and flashes it to MK, one of the only 2 black students on 7th grade. She ends up suspended for 3 days, and that is on the tails of being gone for 1 1/2 and just coming back today. Then TJ sprays cologne all over.

All in 20 minutes or so....... thank goodness the rest of the day went smoother!

Last hour prealgebra played a cool game out of the book called Juniper Green. It was a factor/multiple game and they had a BLAST, begging to play again!! Easy to do, easy to monitor and great practice on these concepts.

How could I forget MEAP scores??? I know they are not official, and I know they are not public yet.... so shhhhh...... but this year's 8th graders... when they came in 6th grade, 69% were proficent, then at begining of 7th grade, they fell to 61% proficient, but THEN.. drum roll please.... at the begining of 8th grade!! 73% proficient!! Validation comes at a sweet price. I hate high stakes tests.. I am not sure they measure anything accurately... but then again, I love when my scores validate my teaching!!

Slope Mania was FUN. The kids begged to play again. Today was a quick quiz on how to find slope 2 ways - sneaky writing in math class assignment as well. I was impressed! Almost all A's and B's on it!! How cool is that? The 3 that didn't get those scores - I could have predicted, unfortunately.

The one young man cannot read or write, but even when I had him orally answer me, he couldn't use the words RISE over RUN, nor could he explain the formula. The closest he got to anything was saying the numbers increased sort of alike in the table.

Young man #2 does not care - he misses soooo much school. If he isn't suspended, he is hunting or fishing or something. When he is in school, it seems life is just difficult. I have him in social studies as well as math and he tries my patience constantly. He comes late more days than he comes on time. He disrupts others, doesn't have a pencil, does very little work... I could go on and on.

Young man #3, I am not sure what happened. He is usually a good student, and I will touch base with him in seminar tomorrow to see if he can somehow get a more accurate description down on paper for me. He struggles with graphing for some reason but I think he CAN find slope. I am going to have to explore a bit more with him.

Today we did a couple of REALLY difficult slope activities - the hardest one gave the students the slope and Y-intercept and from that, they had to graph the line. It is kind of backwards logic and many of them struggled. However, just as many enjoyed the challenge and really worked at solving the logic of the activity. I was impressed!

My first 2 research papers were turned in today in social studies. WOW... I was impressed. Granted, I expected those 2 to do well, but they did extremely well... EXTREMELY well!! Even their bibiliographies shined.

I spent all afternoon baking heart shaped cookies for Valentine's Day. I feel like a cookie with frosting and sugar all over me. The kiddies will be thrilled though.

PreAlgebra took a mid-chapter test yesterday. Woohooo... They did awesome!! Today an 8th grader came and taught class. He asked to before but I told him he had to come get a book, and be prepared. He did a great job, but I don't think he will be back. He was a bit overwhelmed by the end of the hour with the questions and constant attention of all the girls.

I have to make a decision about our house project.... I don't know whether to have them do it at all, just draw plans, or do full-fledged models. I kind of want to do models with this small group and let them experience the process, but the thought of all that mess and confusion is a bit overwhelming as well. We start proportions tomorrow, with scale factor right on its heels so I must decide soon!!

Slope mania this afternoon. I hope it goes as well as I think it will? I have huge graphs laminated, baggies with dice with positive and negative numbers on them, data sheets, bingo chips, meter sticks, write on wipe off markers... all set to go.

The idea is to give them some slope practice in a fun way. They roll the 4 dice- the green are x values, the red are y's. One green and one red have negative signs on them. They then sort into 2 pairs, place a bingo chip at those points represented by the ordered pairs from dice. Use meter stick to connect points in line. They calculate slope as well as estimate y-intercept.

That sounds like fun, right???? maybe not if you are in 7th grade... **sigh**

Some days, you simply have to laugh. Yesterday was one of those days. First hour, my little Amy Sunshine didn't feel well. We called mom who is a teacher in high school and she said to give Amy an ibuprofen. I did, but Amy didn't feel well still so I let her sleep through first hour. After about 30 minutes of snoozing, she lifted her head and threw up all over, and threw up some more, and threw up some more. We evacuated into the hall while the custodian came and made our room smell better. Amy went home, but the memory lingered.

5th hour Melon Head Merissa didn't feel well. Hmmmm.. she sat at Amy's table first hour, had basketball practice with Amy before school, and was the one who walked Amy to Mom's classroom. When Merissa woke from her nap during math class, with that panicked look on her face, I was quicker! I grabbed the garbage and shoed her to restroom. She made it in time.

Today 3 more from my social studies class stayed home sick and 3 more went home sick... yikes.. when will it hit ME??? Hopefully, never!!

I am frustrated with kids who "don't get it" but don't want to accept responsibility for learning on their own at all. Kids who do their homework sometimes... who do not come before school or during seminar to get help... who won't participate in class...Kids who go home and tell parents we won't help them.. kids who lie.. kids who copy answers from math teacher text -- well, "see margin" does NOT make sense for an answer, DUH!! .... kids who think not doing work is an option....

I love the kids who come for extra help, who ask questions, who struggle and try and struggle and try and then finally the light bulb comes on and they are as excited as you that they've gotten it! I love kids who laugh at themselves and their mistakes and are willing to take a chance at being wrong. I love kids who are willing to make school a priority. I love kids who laugh and joke and ask to do more math problems because they think they might almost get it. I love kids who say do another example. I love kids who ask to redo their 85%. I love kids who dig through the bookshelves looking for another book by the same author. I love kids who come and get their work before they are gone for the rest of the day.

**sigh** thank goodness the I LOVE's outweigh the others by a ton...

:) We all need good days that follow bad ones... Today was a GOOD one. Yesterday, I did some butt chewing about the chapter test the day before, laying it on thick about how disappointed I was. I gave several examples of "bad answers", the ones that showed me the students did not even BOTHER to try to get the correct answer.

I spent about 20 minutes reviewing the highpoints of the chapter, gave back the tests with instructions to REDO. Amazingly enough, the scores soared. I felt a huge sigh of relief and a weight being lifted.

Today I brought in my cool new tech toy, a CPS Chalkboard, similar to a tablet computer but on a cheaper scale. All 3 of my math classes used it to sketch graphs. It was SOOOOOO much fun. We learned a lot about graphs, slopes, variables, independent and dependent variables, etc... but even more, we learned that we CAN laugh together and have fun learning.

The using the chalkboard is inherently laughter filled. It is tough to write with this stylus on a surface which does not show your marks. The projector image on the whiteboard seems to create itself as laughter from the drawer and the audience fills the classroom.

The highpoint of the day was when one of my better regular math kids decided to take the first try at the chalkboard. His line took on a mind of its own, right when I was taking a huge slug of my diet Mt. Dew. Frustrated, he yelled, "POOP!" which made everyone giggle including me with my mouthful of soda, which only spewed a little bit :-) It was just such a natural normal reaction and not a typical reaction for this usually quiet young man, it struck me off guard.

It was wonderful to end the week on a high note. I feel better.....

Sometimes, teaching seventh grade is like trying make a snowman in July or fish for ocean perch in your aquarium.

Such it seems is the case with my 2 math classes lately. We just finished the chapter on fractions. Now, please keep in mind that MOST of the chapter should have been review from about 4th grade on..... HOWEVER, MOST of my kids FAILED the test miserably.

I don't know what else to do. I really do not. They do not want to try, they do not want to practice, they do not want to do fractions. Repeatedly they tell me they have never done them before, they do not get them, they hate fractions, etc.....

It is a self-fullfilling prophecy with them, it really truly is. They cannot even take 3/4 and write it as a decimal! And, yes, I have shown them visuals, they have drawn them... we have talked about money... I have done everything I know to try to help them...

Do I force retakes like I usually do for less than 70%?? That would mean all but about 10 of the 40 would be retaking.

Do I let the train leave the station without them all onboard? Do I take more class time even when I think it will NOT make a difference at all???

Someone... please, tell me the answer!!

In the meantime, we are doing something else tomorrow.. totally unrelated..... please let them be more receptive and grant me patience..............

Back to school :-) Yesterday was our first day back and I will admit I was a bit reluctant to return after only a week and half off but now that I am here, wow, did I miss the kids!!

Social studies - we are starting research papers. I am quite sure I am in over my head with this project but I think my kids need to experience research from print sources. They will not be allowed to use the internet at all for this paper. They are so ingrained in the google, askjeeves, cut and paste world and I want them to really dig, learn, think, and reflect as they write. Our librarian will work with them Monday to teach them research skills. They each choose 3 countries in Europe they would like to research and gave reasons for their choices. From there, I assigned countries. Almost every student got his/her first choice.

I have tried to design the project with scaffolded parts to make it likely most will experience success. I do have some concerns with a couple of my students. I have 3 special ed kids and one major behavior problem in my class. I also have 3 who have chronic attendance problems. These will be the most challenging for me.

First -- notecards, then outline, then rough drafts... then, voila.. a final research paper!!

Part of me wanted to let them choose some topic, let this really be their own design, but I was worried with not being able to use the internet, sources might be difficult to find. Our small library is somewhat limited in its resources and I don't want that to be an issue.

Later in the year, we will do another paper, where they can choose their topic. Hopefully, this will set the stage for that experience.

My math class is finishing up the fractions chapter. YUCK!! I am as tired of it as the kids are. We are reviewing today and tomorrow with a short chapter test Monday. Their grades are overall low right now... partly due to the before break lazies, partly due to them hating fractions, and partly due to simple lack of effort on their part. They had one project before Christmas - to find a recipe, half it, and triple it.. half of my kids did not do it! they had 2 weeks to complete it but just did not bother! It is frustrating... it was a relatively easy assignment, fun... but so many of them just do not do something that must be done outside of class.

PreAlgebra is cruising right along. We are factoring monomials and they are doing GREAT. I love having a high group that just GETS IT!! I feel like we move at the speed of light in there compared to my other classes. I do feel badly sometimes that I don't take enough time to do "fun" things with them. That is my goal for this second semester. To find more activities to enrich their lessons which will be engaging and motivating.

Snow, snow, snow... we are in the mid winter gloomy days where I come to work in the dark, and often times, it is dark when I get home....

Wow, can it actually be almost Christmas break already?? It seems like just yesterday I was getting my classroom ready for the school year.

Today we heard our guest speaker, an associate of Robert Marzano (I have forgotten his name.. my apologies...). While much of his stuff is good, real, and easily applicable, none of it is anything we've not all heard before. The comments were typical - ED101 all over again, I already DO this stuff, etc...

Some of the teachers I sat with, yes, I agree it was a waste of time for. However, those were the most engaged among to 150 or so in the room. The naysayers are the ones I wish he had a way to capture, the ones who think they are doing it all already, but in reality, are not reaching students effectively, with the curriculum, on a personal level, or any other way. It is not my place to make judgements, so I shall try not to... I just hear the kids talk about other teachers, other classes, and I listen to the comments those same teachers make about their jobs, the kids, and how it all fits together. And I wonder today... why would you not try to take something positive from a speaker such as this.

Even THE most amazing teacher can improve, learn, and take something away from today. I came with a renewed sense of validation for somethings I do, an impetous to re-evaluate others, and a determination to find ways to reach all learners on a daily basis.

Some ideas I take back... I need to get back on track with Math Starters each day for at least Math 4th and 5th hour and PreAlgebra. These focus students at the begining of the hour, as well as link yesterday's learning with today's. Such sound educational stuff... why have I let it go?? Time.. time.. time... It takes time to think about meaningful writing assignments each day. I MUST make the time!

I also want to think about how to have students do more reflecting on their own efforts. It seems to lend itself easily to projects, but I think perhaps each Friday I can have students truly LOOK at their efforts for the week, and how those efforts have impacted their learning, and ultimately, their grades (the bottom line for 7th graders and their parents).

I feel validated for the relationships I build with students, standing in the hall before class, greeting them by name, asking about their basketball or hockey game, their new haircut, their dog... I think that is my strong suit as a teacher - I relate well to the kids I teach, I truly LIKE them, I truly enjoy being at work. I look forward to coming to school each day.

I want to work more effectively for students to become more responsible for their own learning. I want them to become independent, more able to problem-solve on their own. I want to read the Marzano book more....

All in all.. it was tough to sit and git all day. I am NOT a good student. However, the group of us who sat together were totally on task, even if we were chatty - our conversations were entirely rooted in the speaker's ideas.

I feel confident we can bring some of his enthusiasm back to the middle school to bring about positive change!!

My thoughts today will anger some, I know. We are working without a contract and negotiations are ongoing and now in "crisis" mode. The union has decided teachers should work to rule, standing outside in the snow and cold until 7:50, walk in together, then all leave together at precisely 3:10, adhering strictly to the contract. IF you have more work to do, it is OK to come back later, or so I was told.

I get to school each morning at approximately 7 a.m. I like to be here before everyone else gets here. There is no line at the copier, there are no kids wanting to chat, there are no teachers wandering gossiping, and I can get my self ready for the day.

After school, the halls are filled with running kids, gossiping teachers, people.... and I cannot get anything done.

I also have things to do outside of school in the afternoons. I go work out somedays (not nearly enough!). I go to the credit union, post office, drug store, etc... Those are things I cannot do before school.

The union feels we are sending a message to the adminstration and school board by doing this. What message are we sending? They think we will gain public support for our plight.

I think they are wrong on both counts!! Administration and the board do not care what hours we work as long as we get our job done. The public in our small town with few paying jobs views us as whiners.

I understand that I would not have all the benefits I have without the union having worked on my behalf. I get that. However, I also GET that we are losing kids, we are losing state funding, and we cost more and more each year in our health care premiums. I think we are unreasonable when we think we can have what we always did, get a regular raise and never give up anything.

I appreciate my job. I appreciate my paycheck. I appreciate my benefits. However, I did not become a teacher thinking I was going to make gadzoockles of money. I expected to work long hours, for less than adequate compensation. I am not a martyr. I think teachers should make 10 times what they make. I think pro athletes and entertainers get paid 10 times what they should.

However, me standing outside in the cold until 7:50 will change nothing, except make me less competent in my classroom. If I COULD work from 7:50 to 3:10 and accomplish all I need to accomplish, I would be thrilled! Please..... someone tell me how!! My coming in later will only lead to my being more stressed, less prepared, and will certainly not lessen my workload.

I am here for the kids.... I love my job.... I love my kids... and I will NOT stand out in the cold and look foolish to parents and community members to prove a point I do not believe in.

Toot, toot, tootie frooties!!!

A few students actually finished up today!! I am not sure their projects are 'A' quality, but I did make sure every little task was completed before I allowed them to turn them in. Others are getting close. Even in 5th hour, things are falling into place.

My little Derek today.... oh gosh... you know how you have that ONE who can always make you laugh without even meaning to??? THAT is Derek. He is this tiny little 7th grader. Here he sits, with one leg crossed under the other in his chair, working away. For some reason, apparent only in Derek-land, he leans down under his table, still cross-legged. The position becomes a Chinese fingertrap of sorts and there he is, a tiny voice from under the table, "help, help, I'm stuck" with his head trapped under the edge of the table. As I try to get up and head to him, the boy next to him gives the chair a swift kick which loosens the trapped child.

It was a frustrating day too though. First thing this morning, walking through the 8th grade hall, a young man has a hat on, so I ask him to take it off, and get an argument back, rude comments. I turn around and go back and force the issue, and he does remove it. Knowing him from last year, I think to myself, "It's going to be one of THOSE days. I am glad he has moved on to 8th grade and I don't have to deal with him." A few minutes later, guess who turns up in the 7th grade hall with 2 huge rubberbands looped together poised in aim? Yep!! I yell his name as I lurch to grab it before it can make its target. Another kind talk and direction to leave the 7th grade hall and move on. Again, I think,"WHEW!"

About half an hour into first hour, I have a question for the secretary so I pop next door into the office. No secretary, but there sits the miscreant from the hall episodes, detention slip in hand. I reluctantly ask why he is there and get a story about someone hitting him first but he admitted retaliation. Shaking my head, I tell him Mrs. C will be back soon.

Ten minutes later, some little devil on my shoulder tells me... "GO BACK TO THE OFFICE!"

There he is, still alone, but standing over the secretary's desk. I tell him to sit and I will be right back. Zipping back to my own class, I see they are all working diligently, surfing National Geographic sites about Antarctica. Back and forth for another 10 minutes until I give up and try all the principal myself. I finally track him down in Central Office and leave a message for him.

A few minutes later, the secretary returned, and eventually the principal showed up and gave him the slip for the young man describing the incident. I piped up, me and MY big mouth!! and told him about the 2 incidents in the hall in the morning. But for some reason, even with all those incidents before school had been in session for half an hour, the kid gets sent back to class. I knew it was wrong... I knew he would continue that routine for the day until he got suspended. I know the kid.... and sure enough, he was suspended by lunch. Set up to fail....

I know being an adminstrator is tough, I get that.. I don't ever want to sit in that seat... but when you are new at the game, you need to listen to those who know the kids, and know their patterns......

**SIGH** does every day end with a huge sigh????

Whew.... yes, I still love Tootie Frooties, but I am TIRED. Most students are working diligently with minimal help. However, there are a couple in each class who cannot/will not do anything independently. It is so incredibly frustrating when you KNOW they CAN do it alone, but they want you to tell them every single little step every single time they do it.

I have a few of those kids this year, who will ask and ask and ask... simple things like: where is the lined paper (on the bookcase above where you turn in homework...), what day is it(it is written on the board EVERY day...), what do I need for class (it is written on the board outside my door), should I write my name on my paper (DUH!!).... and on and on and on.. I know, I know.. they just want attention but it is wearing on one's very soul when other kids honestly NEED help with their work and those few suck every moment and ounce of energy out of you.

**sigh**

Tootie Frooties AHOY :-)

One of my favorite math projects is always Tootie Frooties. I buy those cheap off-brand Fruit Loops lookalikes cereal by the bag. Each student gets a cup full of cereal. We collect the color distribution data as a class. Then each student makes 4 graphs - a bar graph of their data and one of the class data, then a circle graph of their data and the class data. A series of guiding questions follow. The graphs all go together on a small poster. The displays are fun, colorful, and decorate my classroom.

The circle graphs are tough for kids. None of the math is really all that difficult but there are soooo many steps involved, for many students the process is tedious. It really is a learning process for them to remember what to do next in the sequence of steps but by the time they have the circle graphs completed, most are doing great.

Once, a student even used actual Tootie Frooties to create their bar graph. It was AWESOMELY cool.

The downside? Tootie Frooties EVERYWHERE the first day... then, the work days are always somewhat chaotic as they work at their pace, some of them on task, some of them needing constant prodding to get them to do what needs done.

Thursday is opening day of deer season and is like a holiday in the UP.. I will have a large number of kids gone. Project work days works well for this!! I wasn't thinking though, in social studies. We have a unit test Friday, which means Thursday is review day. Oh well, those kids will just HAVE to review on their own.

Yesterday we had our first parent teacher conferences of the year. It always makes for a LONG day but I really enjoy getting to meet my students' parents. As you talk to parents, you see so much of each child in mom and dad!

Several parents insisted 7th grade math must be easier than 6th grade math because their child is having such a better year this year. They are surprised when I insist the curriculum is much tougher, really the transition between arithmetic and algebra.

I try to find positive things to say about each child, and for most it is so easy. This group really is a fun group and I have enjoyed them so far, despite the occasional glitches.

I always leave conferences with a sigh of relief and a sense of self-doubt from the positive comments. I love to hear I am doing a great job, but there is always that tiny voice in the back of my head saying, "NO WAY!! YOU ARE INADEQUATE!!" So when parents say I am their child's favorite teacher, or share stories of older siblings I have had who are doing great now and they attribute that to me, or tell me how much their child is learning this year, or praises my methods or philosophies, it is humbling and rewarding. one of the many perks of being in a job I do love...

We started our next unit today, one of my favorites - data. I started with a cool activity. I had each student grab a handful of wooden blocks. We then used the number of blocks each student had to review line plots, bar graphs, as well as mean, median and mode. The entire hour had them up, moving, interacting, and hopefully, learning. Nothing we covered today was earth shattering or new, but served as a great intro to the unit.

I am concerned though, about some of the other things I would like to do. This group seems unable, unwilling, to listen, follow instructions, be respectful, etc... Today, there were blocks all over the floor, people with sticky notes on their faces, loud comments, stolen blocks, etc.. I have real concerns about giving them raisin, or frooties tooties, or Skittles to count.

I wish somehow they could see the connection between their behavior and the consequences but for some of them, it just doesn't click!

Last Friday was our first big chapter test in my regular 7th grade math classes. It was a huge shocker, like always, to them that I was not going to accept less than a 70% for their score.

I had to take the test away from 2 young men who were talking during the quiz. After contacting parents, both of them came in before school today to retake. Both were humbled. It was a wonderful experience to see that parents are supportive and concerned about their children. Both left my room this morning with 97% on their tests :-) I couldn't be happier!

I am gone AGAIN tomorrow but it was promised to me I would have a different sub. I don't blame the previous one for my kids' lack of respect, I just think it was bad fit. I am curious to see how they handle themselves tomorrow.

Of course, we are expecting our first snow storm of the year tonight - only 4-7 inches, but the first snow is always SOOOO exciting. I would love to be at school to see all the excitement tomorrow!!

I blog today with a heavy heart about teaching. My superintendent asked me to a be a part of the Michigan Mathematics Program Improvement team for our Intermediate School District. It requires me to attend 6 days of training, broken into 3 2 day sessions. Then I will be involved with delivering the same training to teachers in our district.

The training is wonderful, in depth, usable, interesting.... extraordinary PD.

However, I am gone from my classroom. The first 2 day training, Day One my sub did not show and I was covered by the elem principal, the athletic director, whichever warm body could be found for the hour all day. The next day, a retired elementary teacher was in for me. The kids loved her.

This time, when I told my students who my sub was to be, they groaned. I gave them the whole speech about I don't choose the subs and they must simply make the best of it, blah, blah...

When I was gone, I got emails and phone calls - the kids were horrible! Rude, disrespectful, walking out of class... the principal even had to come in to talk to them one day. How embarassing! But today, back in the classroom, I am even more torn. From the kids side of the story, and even the principal's story, the sub is unrealisitic in her expectations for middle schoolers. She expects them to sit and work and be quiet, entirely quiet for the entire 60 minute class period. No wonder they revolt!

I don't want to ever be gone, but unfortunately, when you assume leadership roles, sometimes you must be gone.

How do I balance all this? How do I mange to do the things I must do which take me out of the classroom, expect students to behave respectfully when I am gone, when I cannot trust the sub to treat them equally as respectfully?

Part of me wants to come down hard on the students, and I will give them my "no matter what you know what I expect speech" but at what point does it matter????

I don't know what the solution is, and maybe that is just it.. there is no solution....

I just know I will be gone again on Thursday and I am torn.....

**sigh**

The kids are back!! The kids are back!! How cool is it to be a teacher and get PAID to go to school every day???

Day one, ok, technically day 1/2 is done. My classes this year are so small. It is in sharp contrast to last year. My largest is only 22 kids!! WOW!! Just the sheer lack of volume makes it seem easier already.

So far, so good. Of course, with about 24 minutes per class, it went super fast. A few tried to push the buttons but then again, without something to totally occupy them, what did I expect? I forgot to have them fill out their little first day info sheets :-( Tomorrow..

I am excited. This group seems eager to learn, eager for all life has to share with them. I am eager to be a part of their experience!

The following is something I wrote and sent home with my parent letters this year:

Prayer for My Teaching
Cossondra George


May the power of children flow through me.
May their innocence and wisdom be strong.
May their words and their actions inspire me,
Be the map that guides me along.
May their searching for truths be my reasons,
My encouragement to seek out my own.
May their questions push me to find answers,
Not cause me to impatiently groan.

May my teaching always be inspiring.
May my guidance seek out its own path.
May I strive to learn alongside them.
May I push me as much I push my students.
May I always seek out improvement
Of my way of guiding their lives.
May I never accept what is ordinary.
May I always question what’s best.

May I change as they grow alongside me,
And learn to accept them all as they come.
May my face light when they enter my classroom,
Remembering to someone they’re the one.
May our journey together be fruitful.
May teaching and learning be our habits.
May parting in June be sweet sorrow,
Be the step to what’s just beyond.

May these thoughts be my ideal as I go through the school year......

Just a hello picture from my trip to Iowa to visit my oldest daughter where we discovered this beautiful Farmall H.

Summer is always a time of reflection for teachers, at least it is for me. This summer is offering me a new perspective. Working with teachers as a part of the National Writing Project, through the Red Cedar Writing Project (Michigan State) Top of the Mitt Satellite Summer Institute, I am looking at classrooms through a different lens. I know the whole "lens" concept is overused and becoming one of those educational buzzwords which means nothing.. but in this case, it really does.

I get to see teachers, some with just a little experience, others with much, from a variety of content areas. I see their demo lessons, I hear their thoughts on teaching and learning, I see how much variation there is in motivation and enthusiasm.

The bottom line is, adult learners are not much different than my middle schoolers. Some are in the program, sadly, for the "free" grad credits. Like one of the more motivated participants reflected, "If she is only wants the credits, that is all she is going to get."

Isn't that true of our kids as well? If all they want out of our class is "credit" or a grade, or worse yet, they do not even care about those... that will be all they get.

Our role, whether teaching adolescents or adults, is the same. We, as the educational leaders, must find ways to tap into each of our students' potentials. We must find that magic spark they need to WANT more.. so they will GET more...

Working with other teachers makes me realize how many wonderful teachers there are out there, but it also scares me to see the incompetence in some, the apathetic attitudes of others, and even worse, the total, I have to do it the same old way I have always done it attitude of others. But just like with my 7th graders, I try to focus my thoughts on those who are so terrific, doing such incredible things.... and hope they can be the change factor with the others.

One of my favorite things all year is the end of the year evaluations I have my students fill out. It is pretty simple, mostly true/false questions. The last few though allow them to write in responses: Describe math class in one word. Describe Mrs. George in one word. Any last thoughts?

The best ones, the ones I treasure the most, are the one work descriptions of me. This year was no exception. It has been a tough year and I truly expected many responses to be negative. I have felt like the wicked witch of the west most of the time and thought the responses would reflect that.

The list was so validating: fun, helpful, peachy, energetic, leading, great, etc... but my two favorites? ecstatic and exotic!! I am not sure where either of those came from... not words I would use to describe me at all, but wow.. I feel like they had a good year despite it all.

I of course did get one negative comment. One said sitting through class was hell. S/he hates math and the class and it was torture every day. :-(

I have to let that one go... it troubles me greatly...

but the thank you's and the "I had my best math year ever" "You are my favorite teacher ever
"You made math fun"... those comments really make up for the one negative. I just wish I could somehow make it up to that student....

The year is winding down. THe last day is June 7. Next week is 7th grade camp. Tomorrow is the end of year auction. For the past marking period I have given out tickets for "good" stuff - bringing your materials to class, having homework completed, etc.. I bought tons of junk: pop, candy, treats... (I know, I know... don't lecture me please!!) and tomorrow, those tickets will be their bids on all kinds of goodies. It will be a fun day for all of us! I can hardly wait!!

Anyone who wonders why teachers burn out should have been in my classroom today. We have been working on linear equations for about a week. Just when I think they have it, it is like suddenly every 7th grader's mind turned to mush. The simplest things were the most complicated today. They could not mulitply even numbers like 3 x 0, could not plot points on a graph, add -2 + -2.... much less find the slope or the y-intercept. I was so frustrated and overwhelmed with their inability to FUNCTION I was shocked, mad, sad, confused, all at the same time.

How can something as simple as multiplication or addition, which I KNOW they know how to do, suddenly become foreign to them?

grrr....grrrr....grrrr.....

If one word was to describe this week, it would be frustrating. Given two words... extremely frustrating...

We started the week with a snow day on Monday, which I will admit was a pleasant surprise. But that seemed to set the chaotic nature for the rest of the week. This was my first week back to teaching all 3 sections of math after my student teacher was done with her first stint. She is taking a few weeks to focus on science and will then come back to teaching my classes. Her time with them was tough for me. She has many great ideas, fun ways to get the even most boring of topics (what can be worse than sorting real numbers??) across to them. Unfortunately a lot of her planning was lost on the kids. Her classroom management needs work. I think she will "get it" but in the meantime, it is so frustrating to watch her struggle to find the magic. Overall, I was terribly disappointed in my kids. I trusted them to be more respectful and attentive, simply because I know that know how to be that way. Sadly, they saw her newness and inexperience as a chance to be rude and disruptive causing her many problems she was not yet equipped to handle.

This week was a starting over with them and me. I "cracked the whip", made new seating charts, did not allow working with a partner, put on my teacher face... a tough way for me to teach, but it did rein them back in to where they were before.

All that coupled with the ongoing winter storm all week, the changes in schedule due to a variety of happenings, me being gone part of the day Wednesday..... made for a tough week.

I feel the weight of mid-marking period grades on my shoulders as I look down the list and see that 30 of the just under 80 students I have for math currently have either a D or E in math. I am sure some of that can be attributed to the student teacher... but even the section I teach had lower than usual grades. It seems a majority of the kids and their parents are simply not concerned about grades. Personally, I do hate grades, preferring to teach so they learn, not so they get a grade, but as parent, if your child were failing, wouldn't you be concerned?

I have a significant number of students who come to class daily without their book, with nothing to write with, don't complete assignments, are much more concerned with writing notes, going to the bathroom, etc... than math.

We had an assembly in the auditorium Thursday. Our policy when we take just 7th graders there is to seat them in every other seat. Partly, for their comfort.. but it is a discipline issue as well. We have WAY fewer issues to deal with this way. However, one girl spoke up and asked couldnt they VOTE to see if they wanted to sit that way or not. Really? Give me a break... School, life, work.... rules are there for a reason.. everything/every place is NOT a democracy. You don't always get a say!

Add in the crack down on the dress code. Girls with their chests bursting forth. Guys with their boxers hanging out... we have decided as a staff to make a concerted effort to change it. I told one young man to pull his pants up - I didn't want to see his boxes. His response? Why were you looking anyway? Thank goodness when I called home, his father, mother and step mom were all totally supportive.. agreeing his comments were disrepective. He came to school today with a new subdued attitude. I wish it were always so easy to nip those things in the bud.Too often when we call parents, we get the same attitude as the students have.

I am glad it's Friday... very glad... Monday will be a new week... I know I still love them all, love my job..... I am just frustrated.... **sigh**

We are back in school for one week after Christmas break, a short week at that, only 4 days, but I feel like it was a month long week! My student teacher came for the first day Tuesday. She is only with me 2 hours of the day and of course, only observed this week, but the pressure of having her there really forces me to think through and always play my A game.

Giving up control of the class is proving to be more complex than I had anticipated. Reading her plans for starting to teach Monday, I am amazed at her thoroughness, the things she has planned, thought through, gleaned from being with the kids for 4 short days. Her plans are so thorough, so complex, compared to the things I do daily. I know it because it is all new to her, and she must teach and reteach the content in her mind before standing in front of them, but I am amazed at how much more work she must put into planning at this stage in her career than I put in a this point in mine. I can't wait to watch her teach next week!

From the moment she walked into the classroom, first last spring in a random observation, to yesterday, she acts like a true middle school teacher. When one of my boys came to class yesterday with enough makeup to go on stage, she simply commented, "Wow.. don't you look pretty!" with just the perfect amount of sarcasm, and slight grin, much like what I myself would have said. Her comments to kids as she walks around during work time are amazing, "That looks great, could you maybe think about this answer a bit more?" "What's going on over here gang? THink maybe you could settle down and be a bit more productive?" "If this is completed when you come to class tomorrow, you will have to answer to ME!"so comfortable, so natural, so teacher-like!!

It was a tough few days in some ways - there are so many absent kids, on extended vacations. Many coming back from being gone before break for a long time. The end of the marking period approaching, makeup work pouring in. My EI girl had a meltdown yesterday. New seating charts in all classes. A pretty typical week in 7th grade... but she took it all in stride, seeming totally unshook by anything that came down the hall.

I can't wait until next week... I know she will teach me tons!

On other fronts... in math class this week, we learned how to make box and whisker plots. It is so frustrating when students ASSUME they won't be able to do a new task. Lauren, one of my better students, said, "We did these last year and I SUCKED at them......." her voice trailing off into a kind a wavery panic tone. "Trust me Lauren... trust me.. these are easy. I will teach you! Trust me..." my own voice a bit wavery, I fear. But Lauren smiled that 7th grade smile, and said, "I do Mrs. George, I trust you!"

We did the 2 lessons from the text, the first on finding the mean, the upper and lower quartile, and outliers, and the second on constructing box and whiskers. Then we measured the heights of students, put those into an Excel document to sort, and made a box and whisker plot for the entire class, one for the boys, and one for the girls. Finally students are analyzing those 3 for some comparisons and contrasts.

All in all it was a great lesson... but I am always so shocked at the things they cannot easily do - like use a 25 foot measuring tape without it hitting the ground half a dozen times, type a column of numbers into Excel independently, and remember how to find the mean of a set of numbers after doing it 100 times.

ON the other hand, listening to their conversations as they work are amazing! "Wow... did you realize 50% of the girls are taller than 75% of the boys!" "What would these look like if we did them again in high school? Do you think we will ever be as tall as the girls?" "I didnt realize what a huge range of heights we had in our class!" "Look how many more girls than guys are in here! NO wonder our class mean is higher than 4th hours."

Math, learning, time on task.... **SIGH** sometimes, it does all come together :-)