Our first field trip is tomorrow, to a farm that includes a taro patch that the kids will get to muck around in.
Hoping that Ant and Red will be able to join us. The field trip was a mere $1.50, but they hadn't brought back a signed permission form as of today. I talked to both today and told them I would cover the cost. Would hate to see students miss out on the lo'i for lack of a few dollars ...
I'm thinking that those fancy laminated nametags are a Year 3 of Teaching achievement for me. Just finished tackling a pile of stick-on ones with a Sharpie. They're not beautiful, but I never did get around to making permanent ones.
Monday, November 15, 2010
Saturday, November 13, 2010
now I remember why
I NEEDED to have a day at work like Friday.
First off, we had an awesomely productive time during language arts. Orchid and another trusted mentor teacher were in my room for language arts with my class. I was a little nervous, given that my students have their good days and not-so-good days. The last time I had someone watch me teach, he asked afterwards, "Are they always like that?" But the kids were on it on Friday. We had a focused lesson on author's craft on the short novel we're reading. During partner work, Lion and his good friend Green started horsing around. I whipped around and yelled at them. Quarterback, who was working with Lion and Green but not horsing around, commented to me, "You're turning red." (Can you figure out who is the class smartypants?)
Right after I yelled I wondered -- was it too much? I wondered what the audience in the back thought, too. We debriefed after school and to my surprise, both teachers approved of my yelling, observing that it was the first time they had seen me do it.
About the yelling -- I had a good talk with someone in admin about my classroom management. She said that after questioning some of my students, she thought they behaved better with Puakenikeni then with me because they could tell when Puakenikeni was angry. Accordingly, I was counseled to work on my intonation and how I talked to people when dealing with misbehavior. On Wednesday, the students were struggling through language arts -- playing, talking, wandering around. I YELLED like I have never yelled in my life. I could feel my face turning red. It felt strange. It didn't feel like me. But at the same time, I realized by my students' stricken quiet that they could tell I was angry. I'm not planning to yell often, but I am starting to realize that an occasional yell can be effective.
But back to Friday: the second reason it was wonderful was that some of my students, on their own, are starting a book club. Their first meeting is Monday at 7 a.m. in my room. I helped them type up the rules on the computer (I had to smile to see that the first rule was, "Set a good example"). By the end of Friday, they were up to 15 members. I trekked to 3 different public libraries today to pick up some copies, but I will have to buy more copies of their first selection, "Junie B. Jones and that Meanie Jim's Birthday." As a librarian-in-training, I am so excited that my students are choosing to read on their own, and making it a social activity. I will support them any way I can, whether it's buying books in bulk, providing a meeting space, or even thinking up some simple book club activities if requested. My main concern is waking up early: while I started the year routinely breezing into school at 6:45, I've slid to 7:15. Might have to get a new alarm clock and get to bed earlier!
First off, we had an awesomely productive time during language arts. Orchid and another trusted mentor teacher were in my room for language arts with my class. I was a little nervous, given that my students have their good days and not-so-good days. The last time I had someone watch me teach, he asked afterwards, "Are they always like that?" But the kids were on it on Friday. We had a focused lesson on author's craft on the short novel we're reading. During partner work, Lion and his good friend Green started horsing around. I whipped around and yelled at them. Quarterback, who was working with Lion and Green but not horsing around, commented to me, "You're turning red." (Can you figure out who is the class smartypants?)
Right after I yelled I wondered -- was it too much? I wondered what the audience in the back thought, too. We debriefed after school and to my surprise, both teachers approved of my yelling, observing that it was the first time they had seen me do it.
About the yelling -- I had a good talk with someone in admin about my classroom management. She said that after questioning some of my students, she thought they behaved better with Puakenikeni then with me because they could tell when Puakenikeni was angry. Accordingly, I was counseled to work on my intonation and how I talked to people when dealing with misbehavior. On Wednesday, the students were struggling through language arts -- playing, talking, wandering around. I YELLED like I have never yelled in my life. I could feel my face turning red. It felt strange. It didn't feel like me. But at the same time, I realized by my students' stricken quiet that they could tell I was angry. I'm not planning to yell often, but I am starting to realize that an occasional yell can be effective.
But back to Friday: the second reason it was wonderful was that some of my students, on their own, are starting a book club. Their first meeting is Monday at 7 a.m. in my room. I helped them type up the rules on the computer (I had to smile to see that the first rule was, "Set a good example"). By the end of Friday, they were up to 15 members. I trekked to 3 different public libraries today to pick up some copies, but I will have to buy more copies of their first selection, "Junie B. Jones and that Meanie Jim's Birthday." As a librarian-in-training, I am so excited that my students are choosing to read on their own, and making it a social activity. I will support them any way I can, whether it's buying books in bulk, providing a meeting space, or even thinking up some simple book club activities if requested. My main concern is waking up early: while I started the year routinely breezing into school at 6:45, I've slid to 7:15. Might have to get a new alarm clock and get to bed earlier!
Wednesday, November 3, 2010
uncharted territory
He had a black eye, and Puakenikeni asked him what happened. He answered that he "couldn't tell."
I let the counselors know, but their reply was that unless he was willing to say what happened, no further steps could be taken. I sent him to the nurse; the story there was that he fell off his bike. The two conflicting stories let the school start the investigative process. He was out of the room most of the day. Counselors let me know the injury was inflicted by someone at home.
That someone called me in a rage after school, demanding to know what he had told me and demanding a meeting to "get to the bottom of this."
He wasn't here Monday, and Puakenikeni and I were a little worried, although there were a good number of absent kids on a Monday sandwiched between Halloween and Election Day.
He showed up today, wearing a thick fake gold chain and swaggering as if it could save his life. Only after I came home did I realize how true the latter statement is. The swagger, the major attitude he gave me and Puakenikeni today when we talked to him -- all essential attempts to feel strong and in control when he feels anything but. He spent a large part of the day wandering around the classroom, punching at things -- cubby covers, the wall, etc., but thankfully not at anyone else. He did calm down in the afternoon.
Today I thought a lot about limits. For instance, there are limits to my influence on my students. While I may be sending positive messages, they may be canceled out by contrary messages from home or peers. I am grateful that most of my students' parents are committed and active in their child's education. I also thought about how I cannot control my students' home life, and how sometimes unkind words and acts inflicted at home are dragged to school.
I also realized today that teaching is an interesting job because it sometimes sends me into uncharted territory. Yes, there is a definite spot where my kindness and patience peters out. On the way to that border, I need to pay close attention because there's no map to guide me, no signposts. But once I'm there, I know it. I can't see past the border and I suppose that's a blessing. It's not a comfortable place to visit, but it is instructive. I just haven't figured out for sure what the lesson is yet.
I let the counselors know, but their reply was that unless he was willing to say what happened, no further steps could be taken. I sent him to the nurse; the story there was that he fell off his bike. The two conflicting stories let the school start the investigative process. He was out of the room most of the day. Counselors let me know the injury was inflicted by someone at home.
That someone called me in a rage after school, demanding to know what he had told me and demanding a meeting to "get to the bottom of this."
He wasn't here Monday, and Puakenikeni and I were a little worried, although there were a good number of absent kids on a Monday sandwiched between Halloween and Election Day.
He showed up today, wearing a thick fake gold chain and swaggering as if it could save his life. Only after I came home did I realize how true the latter statement is. The swagger, the major attitude he gave me and Puakenikeni today when we talked to him -- all essential attempts to feel strong and in control when he feels anything but. He spent a large part of the day wandering around the classroom, punching at things -- cubby covers, the wall, etc., but thankfully not at anyone else. He did calm down in the afternoon.
Today I thought a lot about limits. For instance, there are limits to my influence on my students. While I may be sending positive messages, they may be canceled out by contrary messages from home or peers. I am grateful that most of my students' parents are committed and active in their child's education. I also thought about how I cannot control my students' home life, and how sometimes unkind words and acts inflicted at home are dragged to school.
I also realized today that teaching is an interesting job because it sometimes sends me into uncharted territory. Yes, there is a definite spot where my kindness and patience peters out. On the way to that border, I need to pay close attention because there's no map to guide me, no signposts. But once I'm there, I know it. I can't see past the border and I suppose that's a blessing. It's not a comfortable place to visit, but it is instructive. I just haven't figured out for sure what the lesson is yet.
Tuesday, November 2, 2010
new look!
Redesigning your blog is a good way to fritter away a Monday evening when you don't have work the next day.
Spent 3 days out of the classroom last week, due to a bad case of laryngitis (alas, it's becoming an annual October occurrence). Went back on Friday, although by the end of the day I was definitely hoarse again. However, quite a few of my kids were so so happy to see me. Big difference between fourth- and fifth-graders: fifth-graders won't hug you of their own volition, usually, while fourth-graders are happy to hug you on the way into the room in the morning, on the way out the door to recess, on the way back into the room after recess ... you get the picture.
I was 7 kids short today, which was actually quite nice. Odd, but nice. And I'll admit it was pleasant to get a break from some of my more rambunctious students.
Spent 3 days out of the classroom last week, due to a bad case of laryngitis (alas, it's becoming an annual October occurrence). Went back on Friday, although by the end of the day I was definitely hoarse again. However, quite a few of my kids were so so happy to see me. Big difference between fourth- and fifth-graders: fifth-graders won't hug you of their own volition, usually, while fourth-graders are happy to hug you on the way into the room in the morning, on the way out the door to recess, on the way back into the room after recess ... you get the picture.
I was 7 kids short today, which was actually quite nice. Odd, but nice. And I'll admit it was pleasant to get a break from some of my more rambunctious students.
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