Orchid came into my room yesterday to observe language arts time. She took some very helpful notes, and we talked today about tweaking and tightening up my language arts time to maximize learning.
So why am I so down?
I guess I feel like a seed that's finally sprouted a fragile stem of green. Breaking the earth and learning the light. Getting used to life above. Only to be told, grow faster. And to have the sun blocked off by a gardener toting a Costco-size container of fertilizer. All meant to help me, of course.
I don't have anything against Orchid. As before, I value her experience and the fact that she makes the time to show up in my room and get to know my interesting bunch of kids.
It's not that I want to or am resting on my laurels. Far from it. I started the semester with intense reflection and adjustments on how to set up my classroom to be a safe place for learning.
I guess there's just a whiff of desperation in the air. My school is one that has been in restructuring longer than desired. The big word around campus is: scores. People sometimes sub in the word learning, but they're really talking about learning that will lead to score gains.
I don't have anything against that, either. Every student has the right to learn to read and do math. I do want to become a teacher who is effective at helping students succeed and grow. I'm just feeling a little like a stretched rubber band -- how much farther can I stretch?
Wednesday, September 15, 2010
Wednesday, September 8, 2010
overwhelmed
It seems I hop over to my blog whenever I'm feeling overwhelmed, or stressed. (Which explains why I've posted so much recently!)
This year our grade level is specializing, with teachers pairing up and rotating their classes. The standard pairing is language arts and social studies, and math and science. (Although Puakenikeni and I have switched it up -- I teach lang arts and science, she handles social studies and math. Side note: we are -- well, I am, at least -- still licking our wounds after getting a good walloping from a higher-up about that decision. But we're sticking to it.) You'd think teaching 2 subjects would make things easier. It does. At the same time, I'm already wondering how to coordinate guided reading in small groups for 40 kids in all.
The remedy to feeling overwhelmed? Don't give myself too much time to fret over it. We just wrapped up a 4-day weekend. Several months ago, I decided to plan a day-and-a-half jaunt to Hilo. I mulled over it for a while, wondering whether I'd be panic-stricken about losing out on that much time for correcting piles of papers. I packed with great anxiety, but decided to leave my ungraded papers at home. And you know what? I had an amazing mini-trip. Yes, those papers are still ungraded, but I will get to them. And it was wonderful to know I had dedicated a small period of time to doing something non-work-related.
So I'm still feeling a little overwhelmed, but I did get my balance back this weekend.
This year our grade level is specializing, with teachers pairing up and rotating their classes. The standard pairing is language arts and social studies, and math and science. (Although Puakenikeni and I have switched it up -- I teach lang arts and science, she handles social studies and math. Side note: we are -- well, I am, at least -- still licking our wounds after getting a good walloping from a higher-up about that decision. But we're sticking to it.) You'd think teaching 2 subjects would make things easier. It does. At the same time, I'm already wondering how to coordinate guided reading in small groups for 40 kids in all.
The remedy to feeling overwhelmed? Don't give myself too much time to fret over it. We just wrapped up a 4-day weekend. Several months ago, I decided to plan a day-and-a-half jaunt to Hilo. I mulled over it for a while, wondering whether I'd be panic-stricken about losing out on that much time for correcting piles of papers. I packed with great anxiety, but decided to leave my ungraded papers at home. And you know what? I had an amazing mini-trip. Yes, those papers are still ungraded, but I will get to them. And it was wonderful to know I had dedicated a small period of time to doing something non-work-related.
So I'm still feeling a little overwhelmed, but I did get my balance back this weekend.
Monday, September 6, 2010
return of Dimples
Several years ago, I went to a seminar on teaching students who come from poverty. The speaker was an experienced teacher who shared many stories from her classroom. One principle she shared was that she never sent students out of the room because it gave them the message that a) they were not an unconditional member of the classroom and that b) it didn't solve problems that arose between classroom members, whether it be student-student or teacher-student. She said that sending a kid to the principal's was like giving them a treat -- they got to be out of the room, see a different part of the school, and build a relationship with someone who is not the teacher.
I like this principle in theory. In practice it's not quite workable for me. Sometimes I think a certain student needs a break from me and I need a break from him or her! Also, 5 minutes in another room might help a student refocus.
That being said, I see that the part about relationship-building is true. I mentioned in an earlier post that a student from last year was sent back to my classroom. That student was Dimples. Even on the last day of school, I was still struggling to understand Dimples. While I had students from last year who dropped by regularly in the first days of school, Dimples was not one of them. However, after he was sent back to me, he has started dropping by every day after school. I know he hasn't been doing homework, so I make sure to ask what's on his homework list. Now I don't even need to ask -- he just starts reciting what's for homework. I'm trying to think of ways to help him be more successful in sixth grade. It's interesting to me that while I wanted to leave last year behind me in so many ways, the relationship with last year's students grows and evolves.
I like this principle in theory. In practice it's not quite workable for me. Sometimes I think a certain student needs a break from me and I need a break from him or her! Also, 5 minutes in another room might help a student refocus.
That being said, I see that the part about relationship-building is true. I mentioned in an earlier post that a student from last year was sent back to my classroom. That student was Dimples. Even on the last day of school, I was still struggling to understand Dimples. While I had students from last year who dropped by regularly in the first days of school, Dimples was not one of them. However, after he was sent back to me, he has started dropping by every day after school. I know he hasn't been doing homework, so I make sure to ask what's on his homework list. Now I don't even need to ask -- he just starts reciting what's for homework. I'm trying to think of ways to help him be more successful in sixth grade. It's interesting to me that while I wanted to leave last year behind me in so many ways, the relationship with last year's students grows and evolves.
long road to order
Is organization the secret to life?
I don't think so, but I think it would rank in the top 10 list, definitely.
I say this as a person who has been chronically disorganized for most of her life. I'm not the lose-my-car-keys-and-wallet-every-week type, but I do have trouble keeping things orderly. I believe it is an infernal combination of having too much stuff and not knowing how to organize my physical space for maximum orderliness. Or any kind of orderliness, for that matter.
I realized last year that my lack of organization affected my students. So I spent $50 at Pricebusters to buy each kid a plastic desk tray that holds designated school supplies. (Alas, most of the kids have the bad habit of dumping random things into the tray, but I do make them clean it out from time to time). I also set up a file box for makeup work, a designated place to get a pencil, etc. and I believe the students are better organized as a result.
Last year the backpack I lugged to and from work was always bursting with papers, all mixed up and not tended to as quickly as they should be. So this year I hit the office supply warehouse and bought a bunch of colorful, sturdy, plastic files to hold papers for each subject and class I teach. I'm still working out how to use them best, but at least it's a step up from the messy, heavy pile of papers I used to drag around.
The system is not perfect, but it is better than last year. And that's enough for now.
I don't think so, but I think it would rank in the top 10 list, definitely.
I say this as a person who has been chronically disorganized for most of her life. I'm not the lose-my-car-keys-and-wallet-every-week type, but I do have trouble keeping things orderly. I believe it is an infernal combination of having too much stuff and not knowing how to organize my physical space for maximum orderliness. Or any kind of orderliness, for that matter.
I realized last year that my lack of organization affected my students. So I spent $50 at Pricebusters to buy each kid a plastic desk tray that holds designated school supplies. (Alas, most of the kids have the bad habit of dumping random things into the tray, but I do make them clean it out from time to time). I also set up a file box for makeup work, a designated place to get a pencil, etc. and I believe the students are better organized as a result.
Last year the backpack I lugged to and from work was always bursting with papers, all mixed up and not tended to as quickly as they should be. So this year I hit the office supply warehouse and bought a bunch of colorful, sturdy, plastic files to hold papers for each subject and class I teach. I'm still working out how to use them best, but at least it's a step up from the messy, heavy pile of papers I used to drag around.
The system is not perfect, but it is better than last year. And that's enough for now.
Sunday, August 29, 2010
new faces
I'm feeling good about being in my second year of teaching. I like to joke that I am an expert in how NOT to run a classroom, but I am proud of taking last year's struggles and using them to make positive changes.
I had the exciting opportunity recently to catch up with someone I haven't seen in years. We talked a lot about my job. She asked what I think helps the children the most, and was surprised by my answer: PROCEDURES.
My students are too young to set up their own structures for success, so I need to organize them. When I started the school year, anyone who walked in would comment on how my whiteboard was bristling with posters titled "morning routine," "how to sit on the floor," and the like.
I am still amazed at how much thought and time it took to figure out the minutiae of classroom life, such as: What do students do if a pencil breaks? How should students move from their desks to the floor for a read-aloud? How do I want homework written down? and countless other questions.
All that time and thought has paid off, however. I feel that students are calmer, happier and more focused on learning as a result. Yes, there are still procedures and routines that are not automatic and need trouble-shooting. Yes, there are still problems. But compared to last year, my class runs like a dream.
Here are some of my new students, in no particular order:
Pirate is small, with a mop of black hair and fetching gray-green eyes. He can be sweet and well-mannered, or slightly cocky. Focus is a minute-to-minute struggle with him.
Cherish is the cousin of Willow, my student from last year. I can count on a hug from her at the end of every school day.
Pup is a twin, living in a foster home. He can be sweet and respectful, but also clingy and whiny.
Deutsch spent most of his life in Germany. He went to an alternative school where students got to pick whatever they wanted to learn, so I think it's a shock for him to land in a school where you have no curriculum choice. Reading and writing are an enormous struggle for him.
Quarterback is bright, but a handful. He is not afraid to speak out, which can create conflicts with other students. He and Missy in particular don't get along. Quarterback will only do work if he feels like it -- and he spends most of his time drawing.
I also work daily with my partner teacher Puakenikeni's class, which is full of interesting personalities as well. Just haven't assigned them aliases yet ...
I had the exciting opportunity recently to catch up with someone I haven't seen in years. We talked a lot about my job. She asked what I think helps the children the most, and was surprised by my answer: PROCEDURES.
My students are too young to set up their own structures for success, so I need to organize them. When I started the school year, anyone who walked in would comment on how my whiteboard was bristling with posters titled "morning routine," "how to sit on the floor," and the like.
I am still amazed at how much thought and time it took to figure out the minutiae of classroom life, such as: What do students do if a pencil breaks? How should students move from their desks to the floor for a read-aloud? How do I want homework written down? and countless other questions.
All that time and thought has paid off, however. I feel that students are calmer, happier and more focused on learning as a result. Yes, there are still procedures and routines that are not automatic and need trouble-shooting. Yes, there are still problems. But compared to last year, my class runs like a dream.
Here are some of my new students, in no particular order:
Pirate is small, with a mop of black hair and fetching gray-green eyes. He can be sweet and well-mannered, or slightly cocky. Focus is a minute-to-minute struggle with him.
Cherish is the cousin of Willow, my student from last year. I can count on a hug from her at the end of every school day.
Pup is a twin, living in a foster home. He can be sweet and respectful, but also clingy and whiny.
Deutsch spent most of his life in Germany. He went to an alternative school where students got to pick whatever they wanted to learn, so I think it's a shock for him to land in a school where you have no curriculum choice. Reading and writing are an enormous struggle for him.
Quarterback is bright, but a handful. He is not afraid to speak out, which can create conflicts with other students. He and Missy in particular don't get along. Quarterback will only do work if he feels like it -- and he spends most of his time drawing.
I also work daily with my partner teacher Puakenikeni's class, which is full of interesting personalities as well. Just haven't assigned them aliases yet ...
lessons for the teacher
A month into the school year, and I've already identified who in my room will need special care and attention.
Last year, my class included Berry, who struggled to deal with his anger. This year, Lion is showing similar problems.
I took the class out for their very first P.E. session on Friday, which was the cause of much excitement. While we were getting set up, Lion kicked Ant. So hard that Ant was doubled over. When I questioned Lion, he claimed that Ant had said something like "Let's play rough" and that was why he kicked him.
Lion got agitated and began scooping up small rocks from the ground. He threw a few at the class.
One of those classic monents when you realize you have to do something quickly, but what? We're in the middle of the field, with no easy access to a phone. To get to a phone to call the counselors, I'd have to leave the class on the field. But I did not want to leave Lion there too, especially when he had a handful of rocks.
My friend's classroom is closest to the field, so I decided to see if I could use her phone. While I was reluctant to take Lion into a room full of kids, I knew it'd be worse to leave him alone. It took some coaxing in a very soft voice, but I got him to move away from the class and follow me to my colleague's room.
We weren't far from the door when I looked up and saw the principal walking in our direction. Hallelujah. Admin carries walkie-talkies. I asked if she could call the counselors, but she ended up talking to him herself.
I'm wondering what lesson I need to learn. These children who are struggling with a volcanic anger are being placed in my path. How do I help them? And what am I supposed to learn from working with them?
Last year, my class included Berry, who struggled to deal with his anger. This year, Lion is showing similar problems.
I took the class out for their very first P.E. session on Friday, which was the cause of much excitement. While we were getting set up, Lion kicked Ant. So hard that Ant was doubled over. When I questioned Lion, he claimed that Ant had said something like "Let's play rough" and that was why he kicked him.
Lion got agitated and began scooping up small rocks from the ground. He threw a few at the class.
One of those classic monents when you realize you have to do something quickly, but what? We're in the middle of the field, with no easy access to a phone. To get to a phone to call the counselors, I'd have to leave the class on the field. But I did not want to leave Lion there too, especially when he had a handful of rocks.
My friend's classroom is closest to the field, so I decided to see if I could use her phone. While I was reluctant to take Lion into a room full of kids, I knew it'd be worse to leave him alone. It took some coaxing in a very soft voice, but I got him to move away from the class and follow me to my colleague's room.
We weren't far from the door when I looked up and saw the principal walking in our direction. Hallelujah. Admin carries walkie-talkies. I asked if she could call the counselors, but she ended up talking to him herself.
I'm wondering what lesson I need to learn. These children who are struggling with a volcanic anger are being placed in my path. How do I help them? And what am I supposed to learn from working with them?
Wednesday, August 25, 2010
update
I've been itching to write about this year's bunch, but until someone adds an eighth day to the week, a detailed post will have to wait. For now, some quick news:
- New-teacher rule #33332: Even upper-elementary students have a fascination with Band-aids. I made the mistake of bringing a box of colorful ones to school (ran out of the standard-issue type), and was annoyed to find two boys (uninjured) sporting band-aids they had filched out of the box. Rookie mistake was to hand one student the box because he needed one. In the future, I will dispense.
- It makes me sad when one of my students (a problematic one, to be true) gets bounced back to me one morning. Let me add that he was bounced back to me without the courtesy of a phone call -- just showed up at my door. I had to call his sixth-grade teacher to find out what she wanted me to do with him. I ended up talking to him, providing him some materials for his simple homework assignment, then sending him on his way about an hour later. Sigh. I know she was frustrated with him (I was last year!) but it makes me sad that he went through that on the 10th day of school. Guess it's a good reminder for me to be patient with my own students ...
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