I've almost completed this challenge! As you can see, I slacked off a bit at the end, but unlike the September challenge, I'm finishing this one! I'm doing the last few posts in one big, spectacular post. Ha! Maybe not so much, but let's finish this up...
November 27: If you could bottle up the perfect day, what would it look like?
My perfect day does not involve school. That should not be a surprise to anyone who knows me. While I enjoy my work and my students, I am a homebody at heart, and that's what I like the most. Now, home does not always mean at home, but it does mean hanging out with my husband. While this post is about being home, another perfect day involves Jackson, Wyoming and/or Yellowstone, or maybe Arches National Park. Future post, perhaps...
My perfect day begins without a wake-up call. Waking up without the assistance of an alarm, or a husband acting as an alarm; waking up naturally and slowly is how my perfect day begins. I also slept through the entire night! I get up, and shower and get dressed, and we go out to eat at one of two favorite breakfast places; Chestnut Cottage, or First Street Haven. Yum! After breakfast, we go for a walk, perhaps down along the marina, or maybe we head up to Hurricane Ridge. Once we are home, I head into my sewing room to work on a project. I am in the midst of working up my courage to begin sewing clothing again, but on this particular perfect day, it's all coming together. I am not sure if it's the knit wrap dress or a tunic, but I'm sewing it and it fits like a glove - note the emphasis. When I'm done in the sewing room, I head downstairs to get dinner started; tonight we will have Beef Bourguignon from Julia Child's cookbook. I've made it several times, and while time-consuming, it's worth it. Don't forget to dry off the meat. The evening will be spent knitting, talking, and watching DVR-ed shows so we don't have to bother with commercials. Also, we will have replaced our hot tub, so we can spend some time soaking and hanging out. By the time it's bedtime, I'm super relaxed, and ready for Sunday. Yes, this perfect day is a Saturday, and I do not allow school to intervene at all!
November 28: Talk about 1 opportunity that you are grateful in hindsight for having passed you by.
I was accepted into the administrative program at Western Washington University about ten years ago. At the time, I didn't have a master's degree, and looking back now, I wonder why I applied. I realized before I even signed up for one class that I wouldn't be attending. I realized that I felt an administrator was someone who had a vision, and I knew that at that time that wasn't me. I also realized that in order to be hired as an administrator, we would probably have to move, and with my husband established in his job, I wasn't willing to leave the area. I think I would have made a very decent vice principal, but honestly, with the way things are going in education today, I'm very glad I decided to continue on as a teacher-librarian.
November 29: We all know someone who inspires us to be better. Share that person.
I met Erin back in 1971. I was taking an Introduction to Education class at Wenatchee Valley College, and as part of the class I volunteered in two classrooms at the elementary school I had attended as a kid. Erin was teaching third grade at the time, and I worked in her class, as well as the other third grade teacher's room. She wasn't that much older than I was at the time, and was in her second year of teaching. We hit it off, and I ended up volunteering in her class for the next year, and I also did my September Experience in her classroom.
Erin is the best teacher I know. I have always admired her organization, and the kinds of things she did with her students. Erin has taught third, fourth, and fifth grades, and I also worked in her fourth grade room. She worked at Washington Elementary until her retirement, and even then she did long-term subbing at the school. In addition to teaching, she has continued to volunteer for the elementary track program. Often Erin would walk to school on a Saturday morning, just to get things done. (No No-Saturday rule for her!)
Erin is one of my dearest friends, even though I get on the neglectful side of things. She is a much better friend than I am, I'm afraid. She is unfailingly kind, always interested in what's going on in my life, works at her church, and loves her grandson, who is a real cutie. We've gone to quilt shows together, and I have a pattern for a cathedral window pillow that was a craft her mom always did. A few years ago. when there was a forest fire very close to our cabin, she was the one who gave us a call to let us know what was going on. I'll never be a nice as Erin is, because she always looks on the bright side of things, and I'm somewhat of a mouthy, sarcastic cynic who keeps a swear jar on my desk. Why she has put up with me for so long is a mystery, but she has always been someone to look up to for me. If I could just convince her to get on the Internet...
November 30: Practice an act of kindness this week and blog about your experience
This is something I'll have to write about later!
Thanks, Te@chthought, for the blogging challenge! I'm looking forward to the next one!
Sunday, November 30, 2014
Wednesday, November 26, 2014
Attitude of Gratitude, Day 26
November 26: Write about any 3 small pleasures in your life/day.
Beginning
My day starts when my husband comes back upstairs to bring me coffee. Such a simple thing, but it has always been an act of love and kindness, and it makes me feel special. I admit that I can't make coffee at all, and if my husband isn't home, I drink tea. But that cup of coffee, in my blue Bella Rosa cup, says love to me.
Middle
Kids. They come into my classroom/library talking. They come in through my office, as well as past the bulletin board. I'm informed that my favorite student has arrived, that they got the assignment done, asking me if I've seen their truck, you know,the red Toyota that's been lifted. Well, no, I haven't, so we go to the west door so he can point out which rig is his. And that's just my history class. Kids come and go all day long, different library classes depending of the day of the week. All different, all talking, telling me things...I don't know if making connections with kids is a small pleasure - it's the reason I am a teacher.
End
We've gotten into to the habit of walking when I get home, so my incentive to leave school pretty much on time is high. I bought a pink Columbia rain jacket just so I would walk during crummy weather, because I am a fair-weather walker. We are increasing our pace, and exploring different neighborhoods. Mostly we talk, so the walks are fun. It doesn't hurt that our walks are timed, and recording that time on my calendar makes me happy.
Tuesday, November 25, 2014
Attitude of Gratitude, Day 25
November 25: What would you like to let go of?
I might like to let go of lots of stuff that I think have gotten in the way at times. I am critical. I am outspoken. I am honest. I am sarcastic. I am qualifying this list with might, mostly because all of these traits or faults or whatever someone wants to call them have their place, and frankly they are useful at times. Looking at things analytically can come off as critical. People who are threatened by honest words don't like it - I know that. I've joked in the past that I have a disease - the Tumor of Truth, and my husband basically says that if they don't want an honest answer, they might think about asking the question. I honestly don't know what I want to let go of, but I think I'm working up to letting go of my job. Oh, that's kind of radical, you might think, but I've been doing this for almost forty years in the Very. Same. Place. I've seen kids, teachers, staff, and administrators come and go. Right now I've been in the district for the longest time, and I was even referred to as "an institution" at Open House. I had mixed feelings about that one! My problem is, I am having trouble letting go, because I feel as though I am doing well as far as teaching goes, and think I have more to contribute. New ideas in a place are always good, because it's easy to get in a rut, get stale, and not make changes that are necessary. A constant barrage of new ideas, though, with nothing put in place for things that have been removed just feels shaky, and I would love to let go of that feeling. Will I let go of my job and move on? Only time will tell....
I might like to let go of lots of stuff that I think have gotten in the way at times. I am critical. I am outspoken. I am honest. I am sarcastic. I am qualifying this list with might, mostly because all of these traits or faults or whatever someone wants to call them have their place, and frankly they are useful at times. Looking at things analytically can come off as critical. People who are threatened by honest words don't like it - I know that. I've joked in the past that I have a disease - the Tumor of Truth, and my husband basically says that if they don't want an honest answer, they might think about asking the question. I honestly don't know what I want to let go of, but I think I'm working up to letting go of my job. Oh, that's kind of radical, you might think, but I've been doing this for almost forty years in the Very. Same. Place. I've seen kids, teachers, staff, and administrators come and go. Right now I've been in the district for the longest time, and I was even referred to as "an institution" at Open House. I had mixed feelings about that one! My problem is, I am having trouble letting go, because I feel as though I am doing well as far as teaching goes, and think I have more to contribute. New ideas in a place are always good, because it's easy to get in a rut, get stale, and not make changes that are necessary. A constant barrage of new ideas, though, with nothing put in place for things that have been removed just feels shaky, and I would love to let go of that feeling. Will I let go of my job and move on? Only time will tell....
Monday, November 24, 2014
Attitude of Gratitude, Day 24
November 24: What are your dreams for education in the future?
Tough question. Education seems to be in turmoil these days. It's so political, so confrontational, at least on the national level, that it often seems the kids have been forgotten. For better or worse, I follow the Badass Teacher Association on Facebook, and I realize how very lucky I have been over the years. While it sometimes seems that the Olympic Peninsula is in the Land That Time Forgot, at least I have been able to do my job, and am trusted to do my job to the best of my ability without a lot of judgement and/or interference.
My first dream for the education in the future is that this trend of blaming and punishing teachers end, and that teachers regain, or perhaps just gain, the respect that teachers should have. We are not always respected. There have been teachers who are misplaced in the profession, who are unprepared, can't manage their classrooms, and so on, and I guess there always will be. However, most teachers go into education from a sincere desire to help kids to be their very best, and to prepare them to be productive citizens. We aren't in this profession for the money, not by a long shot, and the perception of the summer off, well, most teachers I know are reevaluating what just happened, and looking forward to the next school year.
I'm lucky enough to have been in education long enough to watch things change. From the Iowa Tests of Basic Skills, to the Washington Assessment of Student Learning to Common Core State Standards, I've seen the focus change from learning, and enjoying learning, to better test scores. It seems that the test has become more important than the learning! It's crazy! We may eventually turn out great testers, but where will the people be who enjoy art and music, and who love to read for the sake of reading a good story?
My second dream is that non-educators would back off, and let us, the professionals, do our jobs. The rich guys, who like to toss money to change what they see as a failed system, need to respect what we do. Or, maybe they could toss their money into ways to solve poverty, lack of housing and jobs, and other socioeconomic issues that complicate the lives of children who should be learning, but might be more concerned with basic needs such as food and shelter.
My third wish is that somehow Home Economics would be brought back into schools. We are teaching kids who have no idea how great it is to cook a tasty meal, sew something to wear that fits and is attractive, and don't understand how creative these things can be. My school got rid of Home Economics twenty-five years ago - what a mistake. Shop classes need to come back - both of these vocational courses fill a need, give needed skills to kids, and are fun. It is very satisfying to create something from scratch; when do kids get to do that anymore?
Those are my wishes.
Tough question. Education seems to be in turmoil these days. It's so political, so confrontational, at least on the national level, that it often seems the kids have been forgotten. For better or worse, I follow the Badass Teacher Association on Facebook, and I realize how very lucky I have been over the years. While it sometimes seems that the Olympic Peninsula is in the Land That Time Forgot, at least I have been able to do my job, and am trusted to do my job to the best of my ability without a lot of judgement and/or interference.
My first dream for the education in the future is that this trend of blaming and punishing teachers end, and that teachers regain, or perhaps just gain, the respect that teachers should have. We are not always respected. There have been teachers who are misplaced in the profession, who are unprepared, can't manage their classrooms, and so on, and I guess there always will be. However, most teachers go into education from a sincere desire to help kids to be their very best, and to prepare them to be productive citizens. We aren't in this profession for the money, not by a long shot, and the perception of the summer off, well, most teachers I know are reevaluating what just happened, and looking forward to the next school year.
I'm lucky enough to have been in education long enough to watch things change. From the Iowa Tests of Basic Skills, to the Washington Assessment of Student Learning to Common Core State Standards, I've seen the focus change from learning, and enjoying learning, to better test scores. It seems that the test has become more important than the learning! It's crazy! We may eventually turn out great testers, but where will the people be who enjoy art and music, and who love to read for the sake of reading a good story?
My second dream is that non-educators would back off, and let us, the professionals, do our jobs. The rich guys, who like to toss money to change what they see as a failed system, need to respect what we do. Or, maybe they could toss their money into ways to solve poverty, lack of housing and jobs, and other socioeconomic issues that complicate the lives of children who should be learning, but might be more concerned with basic needs such as food and shelter.
My third wish is that somehow Home Economics would be brought back into schools. We are teaching kids who have no idea how great it is to cook a tasty meal, sew something to wear that fits and is attractive, and don't understand how creative these things can be. My school got rid of Home Economics twenty-five years ago - what a mistake. Shop classes need to come back - both of these vocational courses fill a need, give needed skills to kids, and are fun. It is very satisfying to create something from scratch; when do kids get to do that anymore?
Those are my wishes.
Attitude of Gratitude, Day 23
November 23: How did your Attitude of Gratitude work out?
I only had one leaf that needed to be thrown away, a very inappropriate comment that no one would own up to writing. I questioned one this morning, and the boy changed it from being grateful for "hot girls" to "my Toyota" - I could live with that one! The offshoot of this is that I was asked by the Noon Readers, who are in fourth and fifth grade, if they could add a leaf to the board, and so tomorrow each child who wants to participate will all be given a leaf and a chance to express their gratitude. This had been a great experience, and I express my gratitude to this te@chthought challenge!
In a word? Awesome! This project exceeded my expectations. I introduced the project to both of my high school classes, explaining I was participating in a blogging challenge, and the purpose of my request. I cut out multicolored leaf shapes, and asked each student to write down one thing they are grateful for - it could have been a past event or incident, or something that had occurred that day. Both of my classes reacted initially in the same way - they were willing to give it a shot. As the days passed, kids willingly filled out leaves, and reminded me if I forgot to put the bucket of leaves out for them. This is what the bulletin board looked like on Monday, November 24:
I only had one leaf that needed to be thrown away, a very inappropriate comment that no one would own up to writing. I questioned one this morning, and the boy changed it from being grateful for "hot girls" to "my Toyota" - I could live with that one! The offshoot of this is that I was asked by the Noon Readers, who are in fourth and fifth grade, if they could add a leaf to the board, and so tomorrow each child who wants to participate will all be given a leaf and a chance to express their gratitude. This had been a great experience, and I express my gratitude to this te@chthought challenge!
Sunday, November 23, 2014
Attitude of Gratitude, Day 22
November 22: What are your family traditions you are most grateful for?
I am not sure we have too many family traditions. The ones that come to mind are among birthdays. I always make my husband a chocolate cake with chocolate frosting, he always makes my pineapple upside down cake. We've been doing this for years. I also began singing "Happy Birthday" to the family who don't live nearby. My son is usually in another state during his birthday, and has often been on a fire in his job on a Hotshot, or wildland fire crew. I will leave a message on his cell phone, and know he'll check it when he's off the line. My sister and brother-in-law live about five hours away, so I always call, and often end up leaving a singing message on their phone. I used to call my mom and sing when she was alive. I'm not the greatest singer, but my singing is sincere, and I'll keep doing it. I sometimes even get a song on my birthday - bonus!
The other tradition we have is we have a living Christmas tree. Living in the Pacific Northwest, we are surrounded by trees, and we've cut out share of trees and brought them home. The are great things about living trees, though - they aren't that big, you can use them for more than one year (but not much more - they get too heavy to bring in!), and the best part is they get planted in the yard. Right now we have three trees in our yard which started out as our Christmas tree, and we have one at our cabin in central Washington which will be our tree for it's second year, and end up being planted in the yard. It got a little stressed with the heat this summer, but it will do. I love the idea that we aren't wasting a tree, and it's pretty cool to have them on our property.
Well. I didn't think we had traditions, but I guess we did.
I am not sure we have too many family traditions. The ones that come to mind are among birthdays. I always make my husband a chocolate cake with chocolate frosting, he always makes my pineapple upside down cake. We've been doing this for years. I also began singing "Happy Birthday" to the family who don't live nearby. My son is usually in another state during his birthday, and has often been on a fire in his job on a Hotshot, or wildland fire crew. I will leave a message on his cell phone, and know he'll check it when he's off the line. My sister and brother-in-law live about five hours away, so I always call, and often end up leaving a singing message on their phone. I used to call my mom and sing when she was alive. I'm not the greatest singer, but my singing is sincere, and I'll keep doing it. I sometimes even get a song on my birthday - bonus!
The other tradition we have is we have a living Christmas tree. Living in the Pacific Northwest, we are surrounded by trees, and we've cut out share of trees and brought them home. The are great things about living trees, though - they aren't that big, you can use them for more than one year (but not much more - they get too heavy to bring in!), and the best part is they get planted in the yard. Right now we have three trees in our yard which started out as our Christmas tree, and we have one at our cabin in central Washington which will be our tree for it's second year, and end up being planted in the yard. It got a little stressed with the heat this summer, but it will do. I love the idea that we aren't wasting a tree, and it's pretty cool to have them on our property.
Well. I didn't think we had traditions, but I guess we did.
Attitude of Gratitude, Day 21
November 21: List a book you are thankful to have read and how it have inspired you to be better at what you do
I've always read nonfiction, and reading about education has always interested me. Years ago I read Among Schoolchildren, by Tracy Kidder. Kidder, a well-known writer, spent a school year in a 5th grade classroom in Holyoke, Massachusetts. Chris Zajac is the teacher, and has a classroom full of kids from a poor neighborhood. The book is a look at a year in the classroom, with all of the hopes that teachers have at the beginning of the school year, the ups and downs of the year, the triumphs with some children, and the despair that others can bring. This is also a look at the politics of school, and the state of education in general. Published in 1989, it would be interesting to see what Kidder would think about the state of education today.
This book fascinated me, and I've probably read it half a dozen times. The school setting is not at all what I'm used to. I've always taught in my small, rural district, and this book is set in an urban area in the eastern United States. Kids are kids, though, and I've always "recognized" some of Zajac's students as my own. I admire how Chris dealt with her students, their parents, and the system in general. She put everything into her classroom, to the point where she finally got sick. Reading about her struggle to write lesson plans when feeling crummy was something I could relate to! I don't know how this book has inspired me, but it certainly has served as bibliotherapy on occasion, and when I need to feel that I am not alone, I can relate to this book. It might be that the inspiration came from not giving up. All of the emotions and the ebb and flow of the school year are in this book, and it doesn't really matter that the book is twenty-five years old; school doesn't change, and honestly, neither do kids.
I've always read nonfiction, and reading about education has always interested me. Years ago I read Among Schoolchildren, by Tracy Kidder. Kidder, a well-known writer, spent a school year in a 5th grade classroom in Holyoke, Massachusetts. Chris Zajac is the teacher, and has a classroom full of kids from a poor neighborhood. The book is a look at a year in the classroom, with all of the hopes that teachers have at the beginning of the school year, the ups and downs of the year, the triumphs with some children, and the despair that others can bring. This is also a look at the politics of school, and the state of education in general. Published in 1989, it would be interesting to see what Kidder would think about the state of education today.
This book fascinated me, and I've probably read it half a dozen times. The school setting is not at all what I'm used to. I've always taught in my small, rural district, and this book is set in an urban area in the eastern United States. Kids are kids, though, and I've always "recognized" some of Zajac's students as my own. I admire how Chris dealt with her students, their parents, and the system in general. She put everything into her classroom, to the point where she finally got sick. Reading about her struggle to write lesson plans when feeling crummy was something I could relate to! I don't know how this book has inspired me, but it certainly has served as bibliotherapy on occasion, and when I need to feel that I am not alone, I can relate to this book. It might be that the inspiration came from not giving up. All of the emotions and the ebb and flow of the school year are in this book, and it doesn't really matter that the book is twenty-five years old; school doesn't change, and honestly, neither do kids.
Thursday, November 20, 2014
Attitutude of Gratitude, Day 20
November 20 What is one life lesson that you are thankful for having learned?
I've given it up. I don't need or want someone's negativity or attitude. I used to carpool with a colleague. We had done a lot of sewing stuff together, and in that way, we had a lot in common. We worked with the same kids at school. We had never ridden together, however, until she suggested it. What an eye-opener! I knew that some of our colleagues considered her to be somewhat negative, but I never truly got it until we rode together back and forth to school. I wasn't sure how to get out of it without hurting her feelings. Luckily, we only rode together for a few months before it was almost June, and she needed to stay later at school than I wanted to, so we were able to stop riding together. When it was time for school to resume in the fall, we never got back to it, and I was very relieved. A few years ago, a new colleague who lived close to me was hounding me to ride together, so he could save money, and I finally told him that I discovered I just wasn't a carpool sort of person, and I preferred to ride alone. I mentioned that he wouldn't like my music or my singing, and I'd hate to destroy our professional relationship over that!
I will admit that I've dropped people on Facebook because of their negativity. To read someone's post with all of their issues out there is not very fun or relaxing for me, and that's why I have a Facebook page, so away they go. One gal liked to lecture me that not everyone gets the summer off (no teacher, this one!), and after three summers of this, I removed her. What a relief. What took me so long? I can't be someone's personal therapist; I'm not qualified, and it's a poor reason to have a friendship, mostly because it is so one-sided. My life outside of school needs to be for me and my family, and I can't do that if someone is literally sucking the happiness out of my interactions with them. I suppose some people might consider my attitude to be selfish, but that's more their problem than mine.
I've given it up. I don't need or want someone's negativity or attitude. I used to carpool with a colleague. We had done a lot of sewing stuff together, and in that way, we had a lot in common. We worked with the same kids at school. We had never ridden together, however, until she suggested it. What an eye-opener! I knew that some of our colleagues considered her to be somewhat negative, but I never truly got it until we rode together back and forth to school. I wasn't sure how to get out of it without hurting her feelings. Luckily, we only rode together for a few months before it was almost June, and she needed to stay later at school than I wanted to, so we were able to stop riding together. When it was time for school to resume in the fall, we never got back to it, and I was very relieved. A few years ago, a new colleague who lived close to me was hounding me to ride together, so he could save money, and I finally told him that I discovered I just wasn't a carpool sort of person, and I preferred to ride alone. I mentioned that he wouldn't like my music or my singing, and I'd hate to destroy our professional relationship over that!
I will admit that I've dropped people on Facebook because of their negativity. To read someone's post with all of their issues out there is not very fun or relaxing for me, and that's why I have a Facebook page, so away they go. One gal liked to lecture me that not everyone gets the summer off (no teacher, this one!), and after three summers of this, I removed her. What a relief. What took me so long? I can't be someone's personal therapist; I'm not qualified, and it's a poor reason to have a friendship, mostly because it is so one-sided. My life outside of school needs to be for me and my family, and I can't do that if someone is literally sucking the happiness out of my interactions with them. I suppose some people might consider my attitude to be selfish, but that's more their problem than mine.
Wednesday, November 19, 2014
Attitude of Gratitude, Day 19
November 19: Tell someone you know how grateful you are for the work they do. Share your story here.
I didn't have to think very hard about who I wanted to thank today. I've known him for a long time, in fact, he started at my school the year I was home on maternity leave with my son. He's been a social studies teacher, a coach, driver's ed instructor, worked in Title I for a bit, athletic director, home-school principal, and is currently our vice principal. I wouldn't want his job for anything, but he is good under pressure, and hasn't lost his sense of humor or his laugh. So when I stopped by his office after our collaboration time today, and told him what I was doing, he looked a little startled. I don't think me startling him is anything new; I'm pretty sure there are times when he would wish I would not stop by his office! I told him why I was grateful to him - he listens, and considers the issue. He has the best interests of the kids at heart. He deals gracefully with problems that have the potential to go south, and I think he is a calming influence during those meetings. He understands our school. Can he get to the point when he needs to? Yes, of course. Does he provide leadership? Yes, thank goodness.
Because I've known this guy for some time, we also have friendship. We've swapped kid stories when our kids weren't being so awesome. I made one of his kids a baby quilt, but honestly I can't remember which kid it was for! One time he sent me a text of the HGTV Dream House in Park City, Utah that I was supposed to win. When I realized just what I was looking at, I thought, "What?!", and then of course, how could I not laugh?
The bottom line here is that we all work with people who, whether they realize it or not, are supportive and influential, and make our professional lives richer, and easier. So, Dave, thank you very much for all you do, and all of the support you have given me over the years.
I didn't have to think very hard about who I wanted to thank today. I've known him for a long time, in fact, he started at my school the year I was home on maternity leave with my son. He's been a social studies teacher, a coach, driver's ed instructor, worked in Title I for a bit, athletic director, home-school principal, and is currently our vice principal. I wouldn't want his job for anything, but he is good under pressure, and hasn't lost his sense of humor or his laugh. So when I stopped by his office after our collaboration time today, and told him what I was doing, he looked a little startled. I don't think me startling him is anything new; I'm pretty sure there are times when he would wish I would not stop by his office! I told him why I was grateful to him - he listens, and considers the issue. He has the best interests of the kids at heart. He deals gracefully with problems that have the potential to go south, and I think he is a calming influence during those meetings. He understands our school. Can he get to the point when he needs to? Yes, of course. Does he provide leadership? Yes, thank goodness.
Because I've known this guy for some time, we also have friendship. We've swapped kid stories when our kids weren't being so awesome. I made one of his kids a baby quilt, but honestly I can't remember which kid it was for! One time he sent me a text of the HGTV Dream House in Park City, Utah that I was supposed to win. When I realized just what I was looking at, I thought, "What?!", and then of course, how could I not laugh?
The bottom line here is that we all work with people who, whether they realize it or not, are supportive and influential, and make our professional lives richer, and easier. So, Dave, thank you very much for all you do, and all of the support you have given me over the years.
Tuesday, November 18, 2014
Attitude of Gratitude
November 18: What do you appreciate about your colleagues?
My colleagues. It's like a family, isn't it? Sometimes they are awesome, and other times, it would be great if they just stayed in their room. What I appreciate about my colleagues is their complete willingness to do what needs to be done to ensure the success of their/our students. They come early, stay late, share information freely. They give up thir time to attend trainings, and then turn around and share with the rest of us. Bridal showers get planned, and so do baby showers. Life events are celebrated, as well as sympathized. I often feel as though the majority of my friends have been colleagues. It's probably the truth, since I spend the majority of time at school. Oh, and one last thing? They accept me for who I am, and what I contribute to our shared students.
Monday, November 17, 2014
Attitude of Gratitude, Day 17
November 17: One thing that is different from a year ago that I am grateful for...
One year ago, my school life had just begun to settle down. The beginning of the year was the worst year I had ever had. School felt chaotic, the schedule was a hosed-up mess; I found out a few days into the year that I was adding a class, which meant I was making a curriculum up on the fly, my lunch time was shifting, and the noon reading supervision was up in the air for six weeks. I wanted to quit every day, and began crossing each day off the calendar, upon which I had a reverse countdown going until the last day of school. In spite of all of this stress, I was confused about retirement. I had always thought last year would be the year I would retire, but after life settled down, I honestly couldn't decide, as the song says, if I should stay or I should go.
Fast forward......
This year started off much better. I have only wanted to run screaming from the building a few times instead of daily. Joking! The atmosphere has changed somewhat at school, I suppose, or perhaps I've just gotten used to it. I've gotten so used to it, in fact, that I think the retirement question has been resolved. I don't think I'm a dinosaur or a relic, but I also do not like the direction I see things going, which will make it easier to retire. Frankly, I'm enjoying my classes, and the library is running smoothly, but I can't see myself continuing on. I would like to do something different, and I would like to travel to places we like that are hotter than all get out in August, but should be quite comfortable in October. My husband retired in mid-October, so he's leading the way on this one. Last year I was on one day, out of there the next - quite a hot mess, so to speak. I honestly did not know what to do until spring.
Maybe after thirty-seven years of working within the school system, it's just that I've seen a lot of changes. Life as a teacher started off with SLOs, moved into EALRs, and now the Common Core State Standards have been dumped at our feet. We also have an evaluation system that is just a bit more than we've had for years, decades even. I don't really have a problem with them, but I honestly don't want to go on the comprehensive model. I've joked that out of the three cadres, A, B, and C, I wanted to be on Cadre Z. I wasn't joking; I'm Cadre C. I have a feeling that when spring rolls around this year, the decision will be a little easier to make.
So what am I grateful for? Another year of working with kids, less questioning on my part, making peace with inevitable changes. I know that when the time comes, I'll make the decision that is right for me and my family. And I'm grateful that I have the ability to make a choice.
One year ago, my school life had just begun to settle down. The beginning of the year was the worst year I had ever had. School felt chaotic, the schedule was a hosed-up mess; I found out a few days into the year that I was adding a class, which meant I was making a curriculum up on the fly, my lunch time was shifting, and the noon reading supervision was up in the air for six weeks. I wanted to quit every day, and began crossing each day off the calendar, upon which I had a reverse countdown going until the last day of school. In spite of all of this stress, I was confused about retirement. I had always thought last year would be the year I would retire, but after life settled down, I honestly couldn't decide, as the song says, if I should stay or I should go.
Fast forward......
This year started off much better. I have only wanted to run screaming from the building a few times instead of daily. Joking! The atmosphere has changed somewhat at school, I suppose, or perhaps I've just gotten used to it. I've gotten so used to it, in fact, that I think the retirement question has been resolved. I don't think I'm a dinosaur or a relic, but I also do not like the direction I see things going, which will make it easier to retire. Frankly, I'm enjoying my classes, and the library is running smoothly, but I can't see myself continuing on. I would like to do something different, and I would like to travel to places we like that are hotter than all get out in August, but should be quite comfortable in October. My husband retired in mid-October, so he's leading the way on this one. Last year I was on one day, out of there the next - quite a hot mess, so to speak. I honestly did not know what to do until spring.
Maybe after thirty-seven years of working within the school system, it's just that I've seen a lot of changes. Life as a teacher started off with SLOs, moved into EALRs, and now the Common Core State Standards have been dumped at our feet. We also have an evaluation system that is just a bit more than we've had for years, decades even. I don't really have a problem with them, but I honestly don't want to go on the comprehensive model. I've joked that out of the three cadres, A, B, and C, I wanted to be on Cadre Z. I wasn't joking; I'm Cadre C. I have a feeling that when spring rolls around this year, the decision will be a little easier to make.
So what am I grateful for? Another year of working with kids, less questioning on my part, making peace with inevitable changes. I know that when the time comes, I'll make the decision that is right for me and my family. And I'm grateful that I have the ability to make a choice.
Attitude of Gratitude, Day 16
November 16: What is the most powerful aspect of being a connected educator? What are you grateful for?
The most powerful aspect of being a connected educator is the connections. I've always worked in relative isolation, since I'm the only librarian at the school. Since the schools in my area have basically eliminated school librarians, which increased the isolation even more. My first social network was, and still is, Plurk. I began connecting with other teachers and librarians. I have made friends on Plurk, which have transferred to Facebook. On Facebook, I have my regular friends, and I have my teacher friends. The Educator's Lounge, started by a virtual friend, is a place where resources are shared freely. I have been introduced to resources and ideas that I might not have found otherwise. On Google+ I am part of a small, closed group which started as a place to share health and fitness concerns, but has changed into a small support group for women who are encountering the lumps and bumps of life. And now because of this blogging challenge, I've become more active on Twitter. An instructor I had in a class on virtual instruction called Twitter the best connection teachers can make. What has amazed me is that I feel as though I know these virtual friends! I think, no, I know, we would get along in real life! We have so much in common; a desire to work with kids the best way we can, a willingness to try new things in the classroom, especially with technology, and we have pretty good senses of humor. I'm in! Now, we just need to find a central place to meet. What state is right in the middle of the United states...?
The most powerful aspect of being a connected educator is the connections. I've always worked in relative isolation, since I'm the only librarian at the school. Since the schools in my area have basically eliminated school librarians, which increased the isolation even more. My first social network was, and still is, Plurk. I began connecting with other teachers and librarians. I have made friends on Plurk, which have transferred to Facebook. On Facebook, I have my regular friends, and I have my teacher friends. The Educator's Lounge, started by a virtual friend, is a place where resources are shared freely. I have been introduced to resources and ideas that I might not have found otherwise. On Google+ I am part of a small, closed group which started as a place to share health and fitness concerns, but has changed into a small support group for women who are encountering the lumps and bumps of life. And now because of this blogging challenge, I've become more active on Twitter. An instructor I had in a class on virtual instruction called Twitter the best connection teachers can make. What has amazed me is that I feel as though I know these virtual friends! I think, no, I know, we would get along in real life! We have so much in common; a desire to work with kids the best way we can, a willingness to try new things in the classroom, especially with technology, and we have pretty good senses of humor. I'm in! Now, we just need to find a central place to meet. What state is right in the middle of the United states...?
Sunday, November 16, 2014
Attitude of Gratitude, Day 15
November 15: What tech tools are you most grateful for? Why? How have they changed what you do?
I am most grateful for learning management systems (LMS), particularly Moodle and Schoology. I have completely changed how I teach, because the LMS has become my classroom. Since 2009, my high school classes have been "conducted" on either Moodle or more recently, Schoology. I post the daily agenda, have assignments available, conduct discussions, and so on, using a blended or hybrid model of instruction. My classes are held daily, but all of the information regarding work is online and available 24/7. What I like is that all of the information is easily available to my students, and the age-old question of "What did we do yesterday?" is easily answered. I like having students submit work electronically, and produce projects online, but I'm available to answer questions and provide clarification for the kids before they leave my class. My students are encouraged to manage their time, and the Schoology site has a calendar so they can do that. I earned my master's degree online, so this environment is very comfortable for me, and I sincerely believe that many of my students will be working in online environments in college. I want them to be ready! One of my former students contacted me during her first year of college, and was thrilled that she knew how to work in an online course - her teacher was expressing concern since it was his first experience! Score!!
I am most grateful for learning management systems (LMS), particularly Moodle and Schoology. I have completely changed how I teach, because the LMS has become my classroom. Since 2009, my high school classes have been "conducted" on either Moodle or more recently, Schoology. I post the daily agenda, have assignments available, conduct discussions, and so on, using a blended or hybrid model of instruction. My classes are held daily, but all of the information regarding work is online and available 24/7. What I like is that all of the information is easily available to my students, and the age-old question of "What did we do yesterday?" is easily answered. I like having students submit work electronically, and produce projects online, but I'm available to answer questions and provide clarification for the kids before they leave my class. My students are encouraged to manage their time, and the Schoology site has a calendar so they can do that. I earned my master's degree online, so this environment is very comfortable for me, and I sincerely believe that many of my students will be working in online environments in college. I want them to be ready! One of my former students contacted me during her first year of college, and was thrilled that she knew how to work in an online course - her teacher was expressing concern since it was his first experience! Score!!
Attitude of Gratitude, Day 14
November 14: 5 things you are grateful to have learned in your teaching career.
It's political.
While I wish the climate of education wasn't as political as it is, it is. And, I believe, it's gotten worse, a lot worse. When I was a beginning teacher, I had absolutely no idea the role politics played. State legislators have a lot of influence over funding. Federal influence brought us Race to the Top, Common Core State Standards, and who knows what else. Worse, rich and influential private citizens have pushed agendas on education, with seemingly little understand of how schools work. I'm glad I understand all of this finally, because it means I don't have to be surprised or shocked. I'll keep dismay, though....
Teaching is fun.
There are so many facets to teaching, but having fun with students is something that wasn't exactly talked about in my pre-service education. It's great to have fun in class, and know that learning will still happen.
It doesn't have to be adversarial.
I'm a member of the Badass Teachers Association on Facebook. The horror stories that some of these BATs share are amazing, and so often the story has to do with a top-down management style that seems to have nothing to do with collegial relationships, working together to benefit kids, or any of that. I've been fortunate that I've had decent relationships with the administrators I've worked with. Life is easier at school when people are on the same page.
I've had a lot of freedom to "do my thing".
It might help that in a super small school, most of the staff are their own department. I'm grateful that enough trust has been put in me to be able to create classes that work for kids, while maintaining state standards. I remember being told by my first principal that if the district didn't trust me to do the right thing educationally, they wouldn't have hired me, and it has been that way ever sense.
I know how to read a collective bargaining agreement.
What this means is that I understand the rights and responsibilities of teaching in my district. It also means I've been in a position to help other teachers when they have questions, and I've developed into a teacher-leader. I believe that if teachers don't understand their contract, they can get themselves in trouble. Knowledge is power, and that certainly applies to contracts!
It's political.
While I wish the climate of education wasn't as political as it is, it is. And, I believe, it's gotten worse, a lot worse. When I was a beginning teacher, I had absolutely no idea the role politics played. State legislators have a lot of influence over funding. Federal influence brought us Race to the Top, Common Core State Standards, and who knows what else. Worse, rich and influential private citizens have pushed agendas on education, with seemingly little understand of how schools work. I'm glad I understand all of this finally, because it means I don't have to be surprised or shocked. I'll keep dismay, though....
Teaching is fun.
There are so many facets to teaching, but having fun with students is something that wasn't exactly talked about in my pre-service education. It's great to have fun in class, and know that learning will still happen.
It doesn't have to be adversarial.
I'm a member of the Badass Teachers Association on Facebook. The horror stories that some of these BATs share are amazing, and so often the story has to do with a top-down management style that seems to have nothing to do with collegial relationships, working together to benefit kids, or any of that. I've been fortunate that I've had decent relationships with the administrators I've worked with. Life is easier at school when people are on the same page.
I've had a lot of freedom to "do my thing".
It might help that in a super small school, most of the staff are their own department. I'm grateful that enough trust has been put in me to be able to create classes that work for kids, while maintaining state standards. I remember being told by my first principal that if the district didn't trust me to do the right thing educationally, they wouldn't have hired me, and it has been that way ever sense.
I know how to read a collective bargaining agreement.
What this means is that I understand the rights and responsibilities of teaching in my district. It also means I've been in a position to help other teachers when they have questions, and I've developed into a teacher-leader. I believe that if teachers don't understand their contract, they can get themselves in trouble. Knowledge is power, and that certainly applies to contracts!
Thursday, November 13, 2014
Attitude of Gratitude, Day 13
November 13: What do you do to take time out for yourself?
I like to do things that are pretty solitary to relax. Reading, mostly mysteries, knitting, sewing, and thinking about knitting and sewing are things that I do for me. I like to stay home, because it sometimes feel I am gone a lot. I take baths, usually reading a book. Being at home makes me happy. We have a place in central Washington, which my husband calls our Fortress of Solitude. It's very quiet there, and has a whole different feel - we don't have neighbors to the east, and the people to the west aren't there very often, so most of the time we are alone there. I like to listen to the wind on the ridge above us, watch the snow fall, and enjoy the variations the seasons bring.I also like to walk and cycle, mostly with my husband. We have a tandem, and we ride well together. We are planning on participating in the Northwest Tandem Rally next summer, so we'll start riding and training for that in the spring.
I realized as I was writing this that I don't do too many things with others outside of my husband and family. I need weekends. There was a time when we were involved in a bike club, but once that organization fell apart, we sort of withdrew into ourselves. I think for me, it's because school is a very busy place; I am rarely alone, and like so many other educators, have a lot of interactions in a day. I don't want to interact when I get home. I'm not sure if I should be worried about my self-imposed hermit-hood, but for now I'm ok with it.
I like to do things that are pretty solitary to relax. Reading, mostly mysteries, knitting, sewing, and thinking about knitting and sewing are things that I do for me. I like to stay home, because it sometimes feel I am gone a lot. I take baths, usually reading a book. Being at home makes me happy. We have a place in central Washington, which my husband calls our Fortress of Solitude. It's very quiet there, and has a whole different feel - we don't have neighbors to the east, and the people to the west aren't there very often, so most of the time we are alone there. I like to listen to the wind on the ridge above us, watch the snow fall, and enjoy the variations the seasons bring.I also like to walk and cycle, mostly with my husband. We have a tandem, and we ride well together. We are planning on participating in the Northwest Tandem Rally next summer, so we'll start riding and training for that in the spring.
I realized as I was writing this that I don't do too many things with others outside of my husband and family. I need weekends. There was a time when we were involved in a bike club, but once that organization fell apart, we sort of withdrew into ourselves. I think for me, it's because school is a very busy place; I am rarely alone, and like so many other educators, have a lot of interactions in a day. I don't want to interact when I get home. I'm not sure if I should be worried about my self-imposed hermit-hood, but for now I'm ok with it.
Wednesday, November 12, 2014
Attitude of Gratitude, Day 12
November 12: Share a photo – or photos – of things / people you are grateful for.
In no particular order: husband, son, son's girlfriend, us, our cabin, the Olympic Mountains. I left off the cat, but she's black and named Hay Mau, "black cat" in Chinese. I'm not forgetting my sister and brother in law, but I'm grateful for all of my family, represented here or not. Also, no yarn, fabric, books, and school... You get the idea - I have a lot to be grateful for.
In no particular order: husband, son, son's girlfriend, us, our cabin, the Olympic Mountains. I left off the cat, but she's black and named Hay Mau, "black cat" in Chinese. I'm not forgetting my sister and brother in law, but I'm grateful for all of my family, represented here or not. Also, no yarn, fabric, books, and school... You get the idea - I have a lot to be grateful for.
Tuesday, November 11, 2014
Atttitude of Gratitude, Day 11
November 11: What is the most important ‘lesson’ you want to teach your students?
I'm teaching a new class this year; U. S. History. I don't remember too much about being a student of U. S. History when I was a student. I do remember taking a Washington State History class at the local community college, and being bored out of my mind. The textbook was wordy and that made it difficult to become engaged; our instructor was the author of the textbook, and while he loved the topic, it didn't translate into a memorable class. It should have been a wonderful class, but it wasn't. And that is a shame.
I don't want to be that kind of teacher. I want my students to think in terms of humanity - history happened to people, and they are people, too. I want them be able to relate to what those people were going through, and to understand that while those people might not have realized they were making history, they were. If my students understand that they, too, are in the middle of history, I think I will have done my job.
In my psychology class, I want the same thing for my students. Understanding that all people experience development the same way, that people can change the outcome of a child's life by understanding how children grow and learn - my students need to get this. I also look forward to the section where we talk about mental illness, because they need to develop empathy for those affected, and so that means they need to understand what the illness is, and how to treat it, and to see those people as people instead of objects of ridicule.
Finally, if my students get that I'm a life-long learner, I may be making headway. In both of my classes I do a Fact of the Day on my daily agenda. This Day in History and Brain Facts take a little more time to do, but I want my kids to see how interesting life is! On Monday, I forgot to put in the Brain Fact, and I got called out on it. I found one pretty quickly - whew! What was pretty cool was the kid who pointed it out was the one kid who is failing my class, mostly because he refuses to write anything down! He is, however, a good thinker, observant and interested in lots of things, and while not always articulate, he makes his point. Of all the kids in my class, I'm stoked that he is paying enough attention to miss something simple, but obviously something important enough to keep doing.
I'm teaching a new class this year; U. S. History. I don't remember too much about being a student of U. S. History when I was a student. I do remember taking a Washington State History class at the local community college, and being bored out of my mind. The textbook was wordy and that made it difficult to become engaged; our instructor was the author of the textbook, and while he loved the topic, it didn't translate into a memorable class. It should have been a wonderful class, but it wasn't. And that is a shame.
I don't want to be that kind of teacher. I want my students to think in terms of humanity - history happened to people, and they are people, too. I want them be able to relate to what those people were going through, and to understand that while those people might not have realized they were making history, they were. If my students understand that they, too, are in the middle of history, I think I will have done my job.
In my psychology class, I want the same thing for my students. Understanding that all people experience development the same way, that people can change the outcome of a child's life by understanding how children grow and learn - my students need to get this. I also look forward to the section where we talk about mental illness, because they need to develop empathy for those affected, and so that means they need to understand what the illness is, and how to treat it, and to see those people as people instead of objects of ridicule.
Finally, if my students get that I'm a life-long learner, I may be making headway. In both of my classes I do a Fact of the Day on my daily agenda. This Day in History and Brain Facts take a little more time to do, but I want my kids to see how interesting life is! On Monday, I forgot to put in the Brain Fact, and I got called out on it. I found one pretty quickly - whew! What was pretty cool was the kid who pointed it out was the one kid who is failing my class, mostly because he refuses to write anything down! He is, however, a good thinker, observant and interested in lots of things, and while not always articulate, he makes his point. Of all the kids in my class, I'm stoked that he is paying enough attention to miss something simple, but obviously something important enough to keep doing.
Attitude of Gratitude, Day 10
November 10: Being grateful for humor - share a story about a time in career where humor played a part.
Humor is the main tool in my teacher toolkit, so it's a little hard to recall a particular moment in my career when humor wasn't playing a part in my day-to-day teacher/librarian life. I will admit to having a somewhat sarcastic-type of humor, which does tend to work well with older kids. I have found that the best "delivery" is pretty straightforward, with a slight twinkle of the day to let the person know I'm kidding but serious. Making a little joke can seriously diffuse a tense situation, because it can reduce the tension.
One of the earliest times I can remember using humor was during a contract bargaining session. My district is small; it has become somewhat of a casual place, but the superintendent who was there the longest preferred a more formal bargaining approach, which meant that he did not come to the bargaining table, but sent the district attorney to meet with the bargaining team. The attorney did the running back and forth, and while it wasn't far, it took time. The attorney tended to be formal also, probably taking his cue from the superintendent, and things were feeling somewhat tense. We weren't making any headway. I can't even recall what point we were discussing, but the district's point just seemed kind of silly to me, and I made a little joke about it. The attorney looked at me with astonishment, and then suddenly he began to laugh, and the whole atmosphere in the room changed. The ice was broken, and I always looked forward to working with the attorney. Bargaining just isn't the same without him at the table.
Another time, the same superintendent came down to the library to talk to me about some forgotten topic. I felt as though I were in the middle of some counseling session, and I mentioned that I felt like Lucy from Peanuts - 5 cents, the Dr. is in! I was surprised when he dug into his pocket, and handed me a nickle! Apparently the doctor was in, and I taped the nickle on my office window. It's still there.
Humor works - I'd be sunk without it. I've always known that if I didn't have a sense of humor, I would be deadly, so I plan on keep the smiles coming.
Humor is the main tool in my teacher toolkit, so it's a little hard to recall a particular moment in my career when humor wasn't playing a part in my day-to-day teacher/librarian life. I will admit to having a somewhat sarcastic-type of humor, which does tend to work well with older kids. I have found that the best "delivery" is pretty straightforward, with a slight twinkle of the day to let the person know I'm kidding but serious. Making a little joke can seriously diffuse a tense situation, because it can reduce the tension.
One of the earliest times I can remember using humor was during a contract bargaining session. My district is small; it has become somewhat of a casual place, but the superintendent who was there the longest preferred a more formal bargaining approach, which meant that he did not come to the bargaining table, but sent the district attorney to meet with the bargaining team. The attorney did the running back and forth, and while it wasn't far, it took time. The attorney tended to be formal also, probably taking his cue from the superintendent, and things were feeling somewhat tense. We weren't making any headway. I can't even recall what point we were discussing, but the district's point just seemed kind of silly to me, and I made a little joke about it. The attorney looked at me with astonishment, and then suddenly he began to laugh, and the whole atmosphere in the room changed. The ice was broken, and I always looked forward to working with the attorney. Bargaining just isn't the same without him at the table.
Another time, the same superintendent came down to the library to talk to me about some forgotten topic. I felt as though I were in the middle of some counseling session, and I mentioned that I felt like Lucy from Peanuts - 5 cents, the Dr. is in! I was surprised when he dug into his pocket, and handed me a nickle! Apparently the doctor was in, and I taped the nickle on my office window. It's still there.
Humor works - I'd be sunk without it. I've always known that if I didn't have a sense of humor, I would be deadly, so I plan on keep the smiles coming.
Sunday, November 9, 2014
Attitude of Gratitude, Day 9
November 9: What is one way you could develop the Attitude of Gratitude in your classroom or school? Try it out and let us know how it went in a couple of weeks.
Last year I began a series of Gratitude Boards on Pinterest. One of my former students, who is a very positive person, as well as a life coach, had mentioned the idea on her blog, and I thought I would try it. I figured I could keep it up for a month, and I liked it so much I kept it up for the entire year. I missed very few days, and I enjoyed thinking about my day, what stood out, and what I wanted to share. Pinterest is a good source of a lot of stuff, and while I sometimes had to think about what I wanted to choose to represent my day, I usually managed. I started again on November 1, calling the board November Gratitude 2. I know that I can't use Pinterest at school - it's blocked, which does not inspire gratitude, by the way, but I think I could do a paper version.
My high school kids could use a bit of positivity. I think what I will do is extend to offer to come up with one positive thing they can think of that happened the previous day. I have a couple of ideas. For the first one, I have a circulation desk with a broad wood front, and kids stand in front of the desk while they check out books. I know that kids would like to read the messages. Check this out:
That looks simple enough, doesn't it?
And then there is this idea:
I have a bulletin board with a tree - I add leaves, flowers, bugs, etc. throughout the year. This would be a good place for a fall gratitude tree.
I have a couple ideas - I'll let you know what happens...
Last year I began a series of Gratitude Boards on Pinterest. One of my former students, who is a very positive person, as well as a life coach, had mentioned the idea on her blog, and I thought I would try it. I figured I could keep it up for a month, and I liked it so much I kept it up for the entire year. I missed very few days, and I enjoyed thinking about my day, what stood out, and what I wanted to share. Pinterest is a good source of a lot of stuff, and while I sometimes had to think about what I wanted to choose to represent my day, I usually managed. I started again on November 1, calling the board November Gratitude 2. I know that I can't use Pinterest at school - it's blocked, which does not inspire gratitude, by the way, but I think I could do a paper version.
My high school kids could use a bit of positivity. I think what I will do is extend to offer to come up with one positive thing they can think of that happened the previous day. I have a couple of ideas. For the first one, I have a circulation desk with a broad wood front, and kids stand in front of the desk while they check out books. I know that kids would like to read the messages. Check this out:
And then there is this idea:
I have a couple ideas - I'll let you know what happens...
Saturday, November 8, 2014
Attitude of Gratitude, Day 8
November 8:
Write about a memorable moment in the classroom and how it reminded you about why you love what you do.
This is a tough one. I've been sitting here wracking my brain - out of 35+ years of being a librarian and teacher, what moment stands out among so many moments? The day I was reading a Clifford the Big Red Dog story to the preschoolers, and they were all leaning forward on the story rug, waiting for me to turn the page? Watching an eighth grader in a pre-algebra class work though a problem, and seeing the exact moment when he got it? Looking around the class while taking role, missing a girl who had been present earlier in the day, and wondering if anyone had seen her, only to have her rise up from the floor, where she had been hiding out of my sight? The laughter from the kids was priceless.
You can see my dilemma - how do I pick one moment out of so many?
Friday, November 7, 2014
Attitude of Gratitude, Day 7
November 7: What new learning has inspired you in your career?
Learning to use a learning management system changed how I teach. As a recipient of a technology grant, I learned to use Moodle as an instructional space for my high school classes. I have been a Moodle user for five or six years, and have used a blended model of instruction for my high school classes. This year I switched to Schoology, and I like the features on it. I am able to put a daily agenda up for my students, use the calendar feature to make sure they see assignment deadlines, and can either grade work online or print them off and let students grade their own work, or do peer review work. I am a blended classroom person, and I thank my EETT grant experience for the introduction to learning management systems. I am seriously considering working in the online environment when I retire from my brick-and-mortar school.
Learning to use a learning management system changed how I teach. As a recipient of a technology grant, I learned to use Moodle as an instructional space for my high school classes. I have been a Moodle user for five or six years, and have used a blended model of instruction for my high school classes. This year I switched to Schoology, and I like the features on it. I am able to put a daily agenda up for my students, use the calendar feature to make sure they see assignment deadlines, and can either grade work online or print them off and let students grade their own work, or do peer review work. I am a blended classroom person, and I thank my EETT grant experience for the introduction to learning management systems. I am seriously considering working in the online environment when I retire from my brick-and-mortar school.
Thursday, November 6, 2014
Attitude of Gratitude, Day 6
November 6: Share a quote or verse that has inspired you and tell us why.
Yesterday in my Attitude of Gratitude blog post, I mentioned that I was thankful for Gary Larson and his Far Side cartoons. This quote is my favorite of all of his cartoon lines. It may seem that this quote could be construed as somewhat negative. Poor Hal - is he a potential victim? He does, after all, have that target right where a deer might not want one.
I don't interpret this cartoon that way at all. I see it as more of a cautionary tale. Do we have to be a victim? No, we don't. Can we take charge of our own life and make things happen, things that others might not ever expect? I believe that to be true. Frankly, when I hear victim-talk from people, either kids or adults, this cartoon comes to my mind every single time.
It would be interesting to see how Hal could solve his problem; perhaps some creative make-up, or a sweater or something similar. I'm a big proponent of people figuring out how to solve their problems, to take responsibility for themselves. Is Hal going to always be a victim? Only Gary Larson knows...
I told you I had a Far Side sense of humor, and it turns out, a Far Side sense of life. I'm good with that.
Yesterday in my Attitude of Gratitude blog post, I mentioned that I was thankful for Gary Larson and his Far Side cartoons. This quote is my favorite of all of his cartoon lines. It may seem that this quote could be construed as somewhat negative. Poor Hal - is he a potential victim? He does, after all, have that target right where a deer might not want one.
I don't interpret this cartoon that way at all. I see it as more of a cautionary tale. Do we have to be a victim? No, we don't. Can we take charge of our own life and make things happen, things that others might not ever expect? I believe that to be true. Frankly, when I hear victim-talk from people, either kids or adults, this cartoon comes to my mind every single time.
It would be interesting to see how Hal could solve his problem; perhaps some creative make-up, or a sweater or something similar. I'm a big proponent of people figuring out how to solve their problems, to take responsibility for themselves. Is Hal going to always be a victim? Only Gary Larson knows...
I told you I had a Far Side sense of humor, and it turns out, a Far Side sense of life. I'm good with that.
Wednesday, November 5, 2014
Attitude of Gratitude, Day 5
November 5: What are my strengths? Which are you most grateful for?
My strengths are my sense of humor, my willingness to try new things, my dislike of boredom, and my creativity.
In a school/educational setting, I am most grateful for my sense of humor. It has gotten me through kids who don't always have a sense of humor at the time. There are times when dealing with union issues, administrators, and people in general require a sense of humor - a well developed, Far Side sense of humor. Oh, this Far Side sense of humor goes pretty much everywhere with me; I enjoy being known for being funny. It's not always in good taste, I will admit to that. But at school, a sense of humor can tease a smile out of an unhappy child, can rebalance a teenager who really needs to be noticed. A sense of humor can help diffuse a tense situation.
As much as I like to try new things, dump boredom, and get creative, I'll do all of those things with a smile and a laugh. Thank goodness for Gary Larson, who helped my sense of humor be a legitimate form of self-expression.
Tuesday, November 4, 2014
Attitude of Gratitude: Day 4
November 4: What was the nicest gift that you received from student/parent/colleague?
I really had to think about this question. Over time, I've received a lot of gifts, mostly very small and personal things. Kids draw me pictures, and I always put them up in my office. I had a middle school girl, a new kid this year, bring me a very brightly colored picture that was a collaborative effort; her mom drew the picture, which was a goose in a library, and she colored it. Of course I hung it up right away! It was such a sweet gesture. I still use a Dr. Seuss coffee cup given to me by a student who was in my class the one year I taught fourth grade - he graduated two years ago. One mom kept me in very decent chocolate bars when I had her oldest son; I think she figured I needed the boost! A girl I had gave me a small piece of beading she wove - it's a nice piece of work, and one of her first pieces when she first began learning the craft. I always feel honored when a student gives me something they created, and even more so when they make something especially for me.
The nicest gift, though, is friendship - whenever one of my former Crescent kids, either a library kid or a student I taught, sends me a friend request on Facebook, I accept. It is wonderful to see these adults, my former kids, and how their lives have turned out. I appreciate the whole idea that I am let in to their lives, and see pictures of their kids and families. It is still amazing to me that adults remember me as a person who cared about them, and encouraged their love of reading and books. Honestly, I am humbled, and well as grateful for the reminder that what I do does make a difference in the lives of the kids I work with, and that as adults, they remember me as someone kind and encouraging. It kind of takes your breath away, doesn't it?
I really had to think about this question. Over time, I've received a lot of gifts, mostly very small and personal things. Kids draw me pictures, and I always put them up in my office. I had a middle school girl, a new kid this year, bring me a very brightly colored picture that was a collaborative effort; her mom drew the picture, which was a goose in a library, and she colored it. Of course I hung it up right away! It was such a sweet gesture. I still use a Dr. Seuss coffee cup given to me by a student who was in my class the one year I taught fourth grade - he graduated two years ago. One mom kept me in very decent chocolate bars when I had her oldest son; I think she figured I needed the boost! A girl I had gave me a small piece of beading she wove - it's a nice piece of work, and one of her first pieces when she first began learning the craft. I always feel honored when a student gives me something they created, and even more so when they make something especially for me.
The nicest gift, though, is friendship - whenever one of my former Crescent kids, either a library kid or a student I taught, sends me a friend request on Facebook, I accept. It is wonderful to see these adults, my former kids, and how their lives have turned out. I appreciate the whole idea that I am let in to their lives, and see pictures of their kids and families. It is still amazing to me that adults remember me as a person who cared about them, and encouraged their love of reading and books. Honestly, I am humbled, and well as grateful for the reminder that what I do does make a difference in the lives of the kids I work with, and that as adults, they remember me as someone kind and encouraging. It kind of takes your breath away, doesn't it?
Monday, November 3, 2014
Attitude of Gratitude - Blogger Challenge, Day 3
November 3: What are you most proud of to date in your teaching career?
To date, the thing that I am most proud of in my teaching career is that I finally earned a master's degree. To be specific, it is a Master of Science degree, in Curriculum, Instruction, and Assessment. I did it virtually, through Walden University, and I did it without accumulating a lot of debt. I started my program in the fall of 2007, after a lot of soul-searching, and finished 19 months later in 2009. Graduation was in Minneapolis, and while I wasn't sure I was going to fly out and walk, in the end I did, and I'm glad I did.
Ho, hum, some might say. Isn't a master's degrees what everyone is supposed to have? I could have earned one way back in the late 1970s, when I was earning my standard teaching certificate. However, back then, having a master's degree could cost you a job, with school districts setting the salaries, but the biggest drawback for me was that I had no idea what I wanted to earn it in. I was set on being a school librarian, and anything offered at the small state college I was attending didn't offer a master of library science degree. I did the next best thing and earned an educational media endorsement instead. After that, cost was a huge factor, as well as any program would have required travel (I had a young son), as well as the idea that $25,000 was just too much on my part-time salary. When the Walden program came up, I cautiously jumped.
What the master's degree did for me was put new energy into my career. I've been a librarian forever; for me, running the library is easy. As my supervisors gave me classes to teach, I needed to step up my game. About the time I earned my MS, I was selected to participate in a two-year grant called Enhancing Education Through Technology (EETT). Now, I got to put my lessons from Walden together with technology. I have completely changed the way I approach teaching. I see myself as more of a facilitator. I believe in Constructivist Theory. I expect my students to use the tools that I know they will be using in their futures. Somewhere along the way, I turned into a high school teacher, which still slightly freaks me out!
To date, the thing that I am most proud of in my teaching career is that I finally earned a master's degree. To be specific, it is a Master of Science degree, in Curriculum, Instruction, and Assessment. I did it virtually, through Walden University, and I did it without accumulating a lot of debt. I started my program in the fall of 2007, after a lot of soul-searching, and finished 19 months later in 2009. Graduation was in Minneapolis, and while I wasn't sure I was going to fly out and walk, in the end I did, and I'm glad I did.
Ho, hum, some might say. Isn't a master's degrees what everyone is supposed to have? I could have earned one way back in the late 1970s, when I was earning my standard teaching certificate. However, back then, having a master's degree could cost you a job, with school districts setting the salaries, but the biggest drawback for me was that I had no idea what I wanted to earn it in. I was set on being a school librarian, and anything offered at the small state college I was attending didn't offer a master of library science degree. I did the next best thing and earned an educational media endorsement instead. After that, cost was a huge factor, as well as any program would have required travel (I had a young son), as well as the idea that $25,000 was just too much on my part-time salary. When the Walden program came up, I cautiously jumped.
What the master's degree did for me was put new energy into my career. I've been a librarian forever; for me, running the library is easy. As my supervisors gave me classes to teach, I needed to step up my game. About the time I earned my MS, I was selected to participate in a two-year grant called Enhancing Education Through Technology (EETT). Now, I got to put my lessons from Walden together with technology. I have completely changed the way I approach teaching. I see myself as more of a facilitator. I believe in Constructivist Theory. I expect my students to use the tools that I know they will be using in their futures. Somewhere along the way, I turned into a high school teacher, which still slightly freaks me out!
Sunday, November 2, 2014
Attitude of Gratitude - Blogger Challenge, Day 2
November 2: What is one small delight in the day that you always look forward to?
I look forward to students coming into my space. My second period class is U. S. History, and I have at least two students who come through my office to class instead of walking straight in. One of my boys, a chronic underachiever, started coming in announcing "Your favorite student is here!", much to my surprise. I had this kid last year, and he was not always my favorite. The first day he made this announcement, one of the girls, a tough little cookie, quickly countered with, "No, you aren't I'm her favorite student!" We quickly determined I could have one boy favorite and one girl favorite, and that's how it's been ever since then. The funny thing is, my Favorite Boy Student, who under-performs is just about all of his other classes, is pulling a B from me, and is bringing one more of his classes up to a passing grade. I'm not certain why this kid decided to work in my class (which he didn't do last year in the brief time he was in it), but I told him I would take it. I love the energy that comes into my room when the kids come in!
I also enjoy my primary library kids entrances. They are always so excited to be coming to the library, and I am told immediately that yes, the book came back, or no, it was forgotten. I'm also told when a book was wonderful, and that always comes with a great big smile. On the day before Halloween, when the kindergartners came in, they were wearing the coolest spider "hats" - a black headband with big paper eyes, and eight spider legs. They were pretty awesome hats, and everyone was so excited to come in with those bouncy legs going and scary spider smiles. This isn't the same hat, but can't you see those spider legs bounding?!How can you not love something like that?! That is more than just a small delight!
I look forward to students coming into my space. My second period class is U. S. History, and I have at least two students who come through my office to class instead of walking straight in. One of my boys, a chronic underachiever, started coming in announcing "Your favorite student is here!", much to my surprise. I had this kid last year, and he was not always my favorite. The first day he made this announcement, one of the girls, a tough little cookie, quickly countered with, "No, you aren't I'm her favorite student!" We quickly determined I could have one boy favorite and one girl favorite, and that's how it's been ever since then. The funny thing is, my Favorite Boy Student, who under-performs is just about all of his other classes, is pulling a B from me, and is bringing one more of his classes up to a passing grade. I'm not certain why this kid decided to work in my class (which he didn't do last year in the brief time he was in it), but I told him I would take it. I love the energy that comes into my room when the kids come in!
I also enjoy my primary library kids entrances. They are always so excited to be coming to the library, and I am told immediately that yes, the book came back, or no, it was forgotten. I'm also told when a book was wonderful, and that always comes with a great big smile. On the day before Halloween, when the kindergartners came in, they were wearing the coolest spider "hats" - a black headband with big paper eyes, and eight spider legs. They were pretty awesome hats, and everyone was so excited to come in with those bouncy legs going and scary spider smiles. This isn't the same hat, but can't you see those spider legs bounding?!How can you not love something like that?! That is more than just a small delight!
Saturday, November 1, 2014
Attitude of Gratitude - Blogger Challenge, Day 1
November 1: What are the best aspects of being a teacher?
I've been an educator for a long time, since 1977, and always the best part of being a teacher has been connecting with kids. I started out as a librarian, and as a librarian, I've been lucky enough to connect kids with books. I've read a lot of books aloud to classes of kids, and it's been my pleasure to introduce literature to lots of kids.It's a blast reading to little kids, making Franklin or Clifford the Big Red Dog so exciting that little kids are on the edge of the story rug, and leaning in to hear more. I love it when a student comes up to tell me how much they loved the latest book they checked out from the library, and when kids recommend books for me to buy for the library. People do not understand that possibly one of the best jobs in a school is that of librarian.
I have to confess that I didn't really want to teach; I was originally hired to be the librarian, and really did not want to teach any kind of regular class. It took the district a few years, but I did end up teaching, starting with middle school, and now, somehow, high school. In a small, rural K-12 district, it's hard to escape the inevitable. What I enjoy the most about teaching is when a kid gets it. The light bulb moment. The Ah-Ha. In my history class, it's questions that tell me connections are being made. When I taught math, it was the look of joy when it finally made sense. The other day one of my history students told me that she loved that I do a This Day in History fact every day - she talks about them at home. I love that!
There are many moments at school that aren't always fun, but thank goodness there are so many more that are wonderful, and make it hard to think about walking away someday.
Thursday, September 25, 2014
30 Day Blogging Challenge - Days 20 - 23
How do real bloggers do it?! I don't mind writing, and I enjoy blogging, but this has gotten away from me! Seriously!!
Day 20: How Do You Curate Student Work?
I will admit, I had to look this one up, so apparently I don't do this. I don't teach in a conventional classroom; my classroom is the school library. I flat out do not display student work, even though I know I should. I have done this before, when I taught elementary math (in the library), but since moving to high school classes, and essentially using an electronic classroom, I don't have a lot of paper. I am trying out Schoology, and I like not carting papers around. I need to figure out a way to display work, and I think that's going to mean having assignments that involve more than writing. But I like those creative projects, and this might be the way for me to switch things up a bit for more interesting learning!
Day 21: Do You Have Other Hobbies/Interests You Bring Into the Classroom?
I like to take pictures, and most of the presentations I've created have had some of my photographs on them. I also have pictures I've taken on my library website. My other hobbies don't really lend themselves well to what I teach, although I have used them in the past. I used to quilt, and I'd done a couple of math projects that involved geometry, so I've brought in quilt blocks I've made, mostly because they are geometry. I also use a lot of technology, including social media. Pinterest is something I like to use, and one project I did (before Pinterest got blocked at school) was to combine a six-word memoir with a six-image memoir on Pinterest. The kids loved it, and I'm afraid I did turn a few of them into Pinterest addicts. It was really touching for me to see their visual memoirs - so raw, in some cases, and always honest.
Day 22: What Does My PLN Look Like?
My PLN is online - Plurk. I was introduced to Plurk a few years ago, and have picked up so many wonderful ideas from the educators on that site. I also belong to a couple of educator groups on Facebook, and resources are always being shared there. We had a teacher at our school about ten years ago who wanted to start a PLN, but for some reason it never got going, and then he left to take another job. I've mostly had one or two other like-minded people who were interested in the idea of a PLN, but it was all very small and casual. Plurk has been the best resource for me lately. I have also dabbled in groups on Google+. I feel as though I've connected with some very good educators, and I would love to meet some of them in the future.
Day 20: How Do You Curate Student Work?
I will admit, I had to look this one up, so apparently I don't do this. I don't teach in a conventional classroom; my classroom is the school library. I flat out do not display student work, even though I know I should. I have done this before, when I taught elementary math (in the library), but since moving to high school classes, and essentially using an electronic classroom, I don't have a lot of paper. I am trying out Schoology, and I like not carting papers around. I need to figure out a way to display work, and I think that's going to mean having assignments that involve more than writing. But I like those creative projects, and this might be the way for me to switch things up a bit for more interesting learning!
Day 21: Do You Have Other Hobbies/Interests You Bring Into the Classroom?
I like to take pictures, and most of the presentations I've created have had some of my photographs on them. I also have pictures I've taken on my library website. My other hobbies don't really lend themselves well to what I teach, although I have used them in the past. I used to quilt, and I'd done a couple of math projects that involved geometry, so I've brought in quilt blocks I've made, mostly because they are geometry. I also use a lot of technology, including social media. Pinterest is something I like to use, and one project I did (before Pinterest got blocked at school) was to combine a six-word memoir with a six-image memoir on Pinterest. The kids loved it, and I'm afraid I did turn a few of them into Pinterest addicts. It was really touching for me to see their visual memoirs - so raw, in some cases, and always honest.
Day 22: What Does My PLN Look Like?
My PLN is online - Plurk. I was introduced to Plurk a few years ago, and have picked up so many wonderful ideas from the educators on that site. I also belong to a couple of educator groups on Facebook, and resources are always being shared there. We had a teacher at our school about ten years ago who wanted to start a PLN, but for some reason it never got going, and then he left to take another job. I've mostly had one or two other like-minded people who were interested in the idea of a PLN, but it was all very small and casual. Plurk has been the best resource for me lately. I have also dabbled in groups on Google+. I feel as though I've connected with some very good educators, and I would love to meet some of them in the future.
Saturday, September 20, 2014
The Blog Challenge that got away from me: Days 16 - 19
I was seriously afraid that this is what was going to happen when I decided to take on this blogging challenge. Ironically, as much as I value consistency in my classes, I totally lack it when it comes to this, and that's why I admire bloggers who are on it. I understand why they need to take a break, though. So with that in mind, here are days 16 - 19, and I promise I'll do 20 tonight.
Day 16: If you could have one superpower to use in the classroom, what would it be and how would it help?
The superpower I would love to use in the classroom would be the Healing Factor. This is defined as "the ability to heal rapidly and with greater finality from any injury." Although a character with this superpower is most likely healing from a physical injury, I am more interested in having kids heal from mental or emotional injuries, because those invisible injuries and scars are what impact them in the long term.
Day 17: What do you think is the most challenging issue in education today?
In my mind, the most challenging issue today is top-down interference of the federal government into the public schools, including the Common Core State Standards. The issue I have is not the standards themselves, but rather the way they have been shoved down education's throat, as well as dollars that are attached to the movement. In Washington state, where I live and teach, we lost our waiver because the legislators refused to cave in on including adding student test scores to the new TPEP evaluation system. That waiver loss meant federal dollars needed to be shifted from Title I programs to programs designed specifically to "NCLB-prescribed remedies for low-performing schools, such as tutoring and school choice." In addition to this reallocation of funds, the majority of school in the state have had to send letters to parents saying that we are a low-performing/failing school. 100% of students are supposed to meet the standards set by the feds, including ELL kids, SPED kids, and other populations. The fact is we here in Washington have been making improvements in student growth and achievement, but apparently not high enough nor fast enough. I belong to a group on Facebook, BAT, the Baddass Teachers Association, and I am appalled by the stories that some of these people have to go through in order to just teach!!!! None of this is helpful for kids, and it's one of the reasons I will be glad to retire.
Day 18: Create a metaphor/simile/analogy that describes your teaching philosophy. For example, a “teacher is a ________…”
A teacher is a guide, who knows what the trail ahead looks like, knows what the potential pitfalls and problems might be, being ready to assist the student to reach their goal.
Day 19: Name three powerful students can reflect on their learning, then discuss closely the one you use most often.
I think this is supposed to read "three powerful tools", and that's what I'm going on.
1) Journals
2) Quick Writes
3) Questioning
The tool I use the most is Journals - I like to have students reflect on their learning at the end of any type of project, and explain to them that I do that all of the time. In fact, I am planning on redoing how I am presenting information in my U S History class, based on my experience with a new class, a new book, and a first chapter. I tell kids that if they can't reflect on and evaluate their own work, they will never do anything differently and will probably get the same results they have always gotten. I also want kids to think about more than just the product; I want them to think about the process. I got this from the Big6 Research Model/Process, and I believe it is a final step that is often missing in learning.
Day 16: If you could have one superpower to use in the classroom, what would it be and how would it help?
The superpower I would love to use in the classroom would be the Healing Factor. This is defined as "the ability to heal rapidly and with greater finality from any injury." Although a character with this superpower is most likely healing from a physical injury, I am more interested in having kids heal from mental or emotional injuries, because those invisible injuries and scars are what impact them in the long term.
Day 17: What do you think is the most challenging issue in education today?
In my mind, the most challenging issue today is top-down interference of the federal government into the public schools, including the Common Core State Standards. The issue I have is not the standards themselves, but rather the way they have been shoved down education's throat, as well as dollars that are attached to the movement. In Washington state, where I live and teach, we lost our waiver because the legislators refused to cave in on including adding student test scores to the new TPEP evaluation system. That waiver loss meant federal dollars needed to be shifted from Title I programs to programs designed specifically to "NCLB-prescribed remedies for low-performing schools, such as tutoring and school choice." In addition to this reallocation of funds, the majority of school in the state have had to send letters to parents saying that we are a low-performing/failing school. 100% of students are supposed to meet the standards set by the feds, including ELL kids, SPED kids, and other populations. The fact is we here in Washington have been making improvements in student growth and achievement, but apparently not high enough nor fast enough. I belong to a group on Facebook, BAT, the Baddass Teachers Association, and I am appalled by the stories that some of these people have to go through in order to just teach!!!! None of this is helpful for kids, and it's one of the reasons I will be glad to retire.
Day 18: Create a metaphor/simile/analogy that describes your teaching philosophy. For example, a “teacher is a ________…”
A teacher is a guide, who knows what the trail ahead looks like, knows what the potential pitfalls and problems might be, being ready to assist the student to reach their goal.
Day 19: Name three powerful students can reflect on their learning, then discuss closely the one you use most often.
I think this is supposed to read "three powerful tools", and that's what I'm going on.
1) Journals
2) Quick Writes
3) Questioning
The tool I use the most is Journals - I like to have students reflect on their learning at the end of any type of project, and explain to them that I do that all of the time. In fact, I am planning on redoing how I am presenting information in my U S History class, based on my experience with a new class, a new book, and a first chapter. I tell kids that if they can't reflect on and evaluate their own work, they will never do anything differently and will probably get the same results they have always gotten. I also want kids to think about more than just the product; I want them to think about the process. I got this from the Big6 Research Model/Process, and I believe it is a final step that is often missing in learning.
Monday, September 15, 2014
30-Day Blogging Challenge: Day 15
Day 15: Name three strengths you have as an educator
1) My favorite strength is my sense of humor. This is often paired with sarcasm and a strong sense of the absurd. This 3-point strategy often takes people by surprise, and I have to say I watch carefully to see how my take on things are going over. High school kids are often surprised that I am funny, which makes me laugh. Little kids like my humor, which takes the form of being a little bit silly. Middle school kids are just beginning to see the sarcastic side of me. That might not be good... I like to make people laugh. Laughter can defuse a tense situation, it can be used to make a point, and it's a stress-reliever. A sense of humor is essential in education, and I often point out that if I didn't have a sense of humor, I would be deadly. Thank goodness for Gary Larson - he gave my sense of humor legitimacy!
2) I am creative. I enjoy finding solutions to problems. Over the years, I have been assigned to teach a wide and often weird variety of classes. These often come with no curriculum, textbook, nothing - just an idea. I make it work. Yes, it takes time. It does require some thinking outside the box. I think it's kind of fun.
3) Consistency. I had to ask my husband about this one, because I was stuck. I believe in structure, and a predictable routine. Kids who have chaos in their lives need a place where they know what's going to happen each day, and that's my classroom. I think a lot of it comes from being a librarian. In a library, you put books back in the same place, otherwise you can't find it again. Checkout processes stay the same, and the kids know what to do. Routines in the library are predictable and consistent, because without those two things, you might just as well shelve books by color - red books together, blue books together, tall books - you get the picture. In the classroom, I like routines. Kids need to know what to expect from me. Do I change it up every now and then? Yes, of course I do. I mean, I get bored with the same old/same old, too, but I have always believed that especially for kids who have no consistency at home, they need it at school, and while every teacher has their own style, kids are able to differentiate between styles and teachers. My students know that I am consistent, and I think it makes them feel safe, if that makes sense.
1) My favorite strength is my sense of humor. This is often paired with sarcasm and a strong sense of the absurd. This 3-point strategy often takes people by surprise, and I have to say I watch carefully to see how my take on things are going over. High school kids are often surprised that I am funny, which makes me laugh. Little kids like my humor, which takes the form of being a little bit silly. Middle school kids are just beginning to see the sarcastic side of me. That might not be good... I like to make people laugh. Laughter can defuse a tense situation, it can be used to make a point, and it's a stress-reliever. A sense of humor is essential in education, and I often point out that if I didn't have a sense of humor, I would be deadly. Thank goodness for Gary Larson - he gave my sense of humor legitimacy!
2) I am creative. I enjoy finding solutions to problems. Over the years, I have been assigned to teach a wide and often weird variety of classes. These often come with no curriculum, textbook, nothing - just an idea. I make it work. Yes, it takes time. It does require some thinking outside the box. I think it's kind of fun.
3) Consistency. I had to ask my husband about this one, because I was stuck. I believe in structure, and a predictable routine. Kids who have chaos in their lives need a place where they know what's going to happen each day, and that's my classroom. I think a lot of it comes from being a librarian. In a library, you put books back in the same place, otherwise you can't find it again. Checkout processes stay the same, and the kids know what to do. Routines in the library are predictable and consistent, because without those two things, you might just as well shelve books by color - red books together, blue books together, tall books - you get the picture. In the classroom, I like routines. Kids need to know what to expect from me. Do I change it up every now and then? Yes, of course I do. I mean, I get bored with the same old/same old, too, but I have always believed that especially for kids who have no consistency at home, they need it at school, and while every teacher has their own style, kids are able to differentiate between styles and teachers. My students know that I am consistent, and I think it makes them feel safe, if that makes sense.
Sunday, September 14, 2014
30-Day Blogging Challenge: Days 10 - 14
I admit it - I'm having trouble keeping up with this! It figures that I come back to it on Sunday night, but at least I haven't walked away from it.
Day 10: Sharing
5 Random Things About Me
I always wanted to be a teacher until I worked in a librarian and realized I could work in a school AND in a library at the same time.
I like the take-off and landing parts of flying, but hate the flying part.
I quit skiing because it combined two things I don't like, cold and terror.
I don't mind putting dishes in the dishwasher, but I can't stand the putting them away part.
The first time I worked in a library was in the 6th grade.
4 Things From My Bucket List
I would like to visit Paris.
I want to ride STP again.
I want to knit a sweater.
I would like to travel across the US.
3 Things I Hope For This Year
To retire.
To accomplish a sewing project of some kind each month.
To improve my use of integrating technology in my classes.
2 Things That Have Made Me Laugh or Cry As An Educator
Laugh: One day a kindergarten boy looked up at me as the class was leaving the library, and out of nowhere, he told me I was fired. I asked him if I could go home, and he gave me permission. I never get told I can leave!
Cry: The day a student shot himself at school.
1 Thing I Wish More People Knew About Me
I wish people, like students, knew that just because I believe in structure in a classroom, I am not mean, and when I hear that, it hurts my feelings.
Day 11: Favorite Part of the Day
My favorite part of the school day is right at the start of the day, before things get crazy. I can think, and get an amazing amount of things done in the library before other people's needs start to take over.
Day 12: Next Five Years
I envision the next five years as a radical departure from anything I've ever known. I plan on retiring at the end of this school year, so the routine of 180 days will go away. I would like to teach online, or I would like to work at the local community college. My days at my current (and only) school are numbered, and I know it, but while I will miss a lot of things, there are things I will not miss in the least!
Day 13: Top EdTech Tools I Use
Moodle - I use it every day, and it has been a great platform for my high school classes.
TED Talks - I love TED Talks. They open up the world to my students, and give them a taste of how adults learn.
Blogs - I get so much from blogs in terms of ideas for my classes. I like to try new things, and am not afraid of changing things up, so the innovations bloggers share resonate with me.
YouTube - I never thought I would appreciate YouTube, but there are tons of resources on the site, and they are things I am not worried about using in my classes.
Day 14: Feedback for Learning
Feedback for learning means I'm letting my students know I'm looking at their work, thinking about their responses, and responding to them. On Moodle, I often jump into a Forum discussion, and when I correct a Journal response I comment on the work I've just read. I also give feedback orally, and respond to students during a discussion, or in a one-to-one question or walk-by when they are working independently. I need to be faster about responding to kids - it's the worst thing I do.
Day 10: Sharing
5 Random Things About Me
I always wanted to be a teacher until I worked in a librarian and realized I could work in a school AND in a library at the same time.
I like the take-off and landing parts of flying, but hate the flying part.
I quit skiing because it combined two things I don't like, cold and terror.
I don't mind putting dishes in the dishwasher, but I can't stand the putting them away part.
The first time I worked in a library was in the 6th grade.
4 Things From My Bucket List
I would like to visit Paris.
I want to ride STP again.
I want to knit a sweater.
I would like to travel across the US.
3 Things I Hope For This Year
To retire.
To accomplish a sewing project of some kind each month.
To improve my use of integrating technology in my classes.
2 Things That Have Made Me Laugh or Cry As An Educator
Laugh: One day a kindergarten boy looked up at me as the class was leaving the library, and out of nowhere, he told me I was fired. I asked him if I could go home, and he gave me permission. I never get told I can leave!
Cry: The day a student shot himself at school.
1 Thing I Wish More People Knew About Me
I wish people, like students, knew that just because I believe in structure in a classroom, I am not mean, and when I hear that, it hurts my feelings.
Day 11: Favorite Part of the Day
My favorite part of the school day is right at the start of the day, before things get crazy. I can think, and get an amazing amount of things done in the library before other people's needs start to take over.
Day 12: Next Five Years
I envision the next five years as a radical departure from anything I've ever known. I plan on retiring at the end of this school year, so the routine of 180 days will go away. I would like to teach online, or I would like to work at the local community college. My days at my current (and only) school are numbered, and I know it, but while I will miss a lot of things, there are things I will not miss in the least!
Day 13: Top EdTech Tools I Use
Moodle - I use it every day, and it has been a great platform for my high school classes.
TED Talks - I love TED Talks. They open up the world to my students, and give them a taste of how adults learn.
Blogs - I get so much from blogs in terms of ideas for my classes. I like to try new things, and am not afraid of changing things up, so the innovations bloggers share resonate with me.
YouTube - I never thought I would appreciate YouTube, but there are tons of resources on the site, and they are things I am not worried about using in my classes.
Day 14: Feedback for Learning
Feedback for learning means I'm letting my students know I'm looking at their work, thinking about their responses, and responding to them. On Moodle, I often jump into a Forum discussion, and when I correct a Journal response I comment on the work I've just read. I also give feedback orally, and respond to students during a discussion, or in a one-to-one question or walk-by when they are working independently. I need to be faster about responding to kids - it's the worst thing I do.
Tuesday, September 9, 2014
30-Day Blogging Challenge: Day 9
Day 9:
Write about one of my biggest accomplishments in my teaching that no one knows about (or may not care.)
As a librarian, I work with all of the kids. One day I had a message on my phone from a parent. She was calling to tell me that she caught her son reading with a library book a flashlight under the blankets when he was supposed to be asleep. This may not sound like any big deal, because kids who loved to read often do this, but she was thrilled. Her son had never never finished a book, didn't like to check books out, and resisted reading. He was in 5th grade, an underachiever with behavior issues. I had to do a really hard sell to get him to even take the book, Owls in the family, by Farley Mowat. This kid was an outdoor boy, who loved to be outside, and was in many ways ill-suited to sitting for hours in a classroom. This book is about a boy who became a naturalist, and the story is about how Mowat rescued two orphaned owlets after a bad storm This caught his imagination, and he finished the book in a couple of days (and nights). His mom was so excited, and I kept the message on my phone until we changed systems, and it went away forever. He never knew that his mom called me, but he did tell me that he finished the book. It was a sweet moment that I've always remembered.
Write about one of my biggest accomplishments in my teaching that no one knows about (or may not care.)
As a librarian, I work with all of the kids. One day I had a message on my phone from a parent. She was calling to tell me that she caught her son reading with a library book a flashlight under the blankets when he was supposed to be asleep. This may not sound like any big deal, because kids who loved to read often do this, but she was thrilled. Her son had never never finished a book, didn't like to check books out, and resisted reading. He was in 5th grade, an underachiever with behavior issues. I had to do a really hard sell to get him to even take the book, Owls in the family, by Farley Mowat. This kid was an outdoor boy, who loved to be outside, and was in many ways ill-suited to sitting for hours in a classroom. This book is about a boy who became a naturalist, and the story is about how Mowat rescued two orphaned owlets after a bad storm This caught his imagination, and he finished the book in a couple of days (and nights). His mom was so excited, and I kept the message on my phone until we changed systems, and it went away forever. He never knew that his mom called me, but he did tell me that he finished the book. It was a sweet moment that I've always remembered.
Monday, September 8, 2014
30-Day Blogging Challenge: Day 8
Day Eight: What is in your desk drawer?
The answer to this question depends on which desk I am looking at; the wooden library table where I have my computer, phone, and miscellaneous and random stuff, or the other desk behind me that I don't use that much any more. I'll start with the wooden library table.
This desk has two drawers. The drawer on the right is where I keep pens of all sorts, bundled with rubber bands, a screwdriver set, a pair of needle nose pliers, and sticky notes. I also have the code for the staff room written on the bottom of the drawer. You never know when the code just eludes at the worst possible moment, like a weekend when not a soul is on campus. The left-hand side drawer is a paperwork drawer; the current Association contract, with original signatures, some older drafts of the current contract, school handbooks, faculty, high school, discipline, etc., and the WEA Membership Guide, from 2012-2013. Inside that guide, I have a printed copy of the newest issue, since they are not sending out paper copies anymore, apparently preferring for the locals to use their own paper. Finally, the Association copies of the enrollment forms filled out my new members are in the guide for safekeeping, or at least so I can put my hands on them if I need to. I also have copies of the codes issued to staff for the now-defunct media ordering system through the ESD. Since we no longer have media to order from the ESD, these codes are used for secured print jobs on the copy machine, but I guess I need to ask what happens with new staff, because new Client Codes are no longer being issued. Four rulers are also in this drawer, along with a few highlighters in various colors. Those should probably be moved - I have a box of them in the library. These are relics from a Step Up to Writing program we briefly used about eight years ago, another drive-by program gone by the wayside.
In the desk I don't use much, the most important drawer is the top-right drawer. I keep my tea in that one, along with a box of Emergen C drink mix, and random stickers, a couple of band aids, because it is inevitable that someone will have a scrape or papercut or hangnail, something that requires a band aid. It always used to amaze me that kids would just assume I would have one for them, and I usually do. I apply the band aid for them, and give their injured digit a little pat to heal up faster. In the left-hand drawer, the drawer-that-doesn't-look-like-a-drawer, there is very random stuff, bits and pieces of things that I haven't tossed. There are also at least two correction tape dispensers in the worst condition possible - once those things mess up, I always have hope that I can fix them, but of course they languish in the drawer, staring at me. How is it I can ruin them so quickly? I have at least one with the loop of clear tape coming out of the dispenser, a testimony to the fact that I really have no idea how to work with these things! I don't really like to look in this drawer, because it's a mess, and I walk away from it every single time.
The biggest thing I can infer from this collection of stuff is that I am a pack rat of the century. Why don't I just clean the drawers out and dump the garbage? I have no clue. I can also infer that I love colored pens - I've been buying a set of new ones every year for the last five or six years, and while I will eventually toss the busted ones, I love the colors. Why traumatize a kid with red ink when I can use green, or orange, or purple! I even have a set of sweet highlighters, in their own plastic case, and I enjoy using them. I've even let kids use them, and they love it! My paperwork drawer is business - and I need to have contract language handy, so I keep it right there. It's amazing how often I have to refer to it, and send specific language on occasion to clarify our responsibilities. My tea drawer is important to me; people know I keep tea, and they often come looking, usually the head of maintenance and the vice-principal. I never mind sharing. As for that messy drawer, that's the historical drawer, because it was my original desk, until I acquired the library table. Yes, I'm a pack rat. If I retire at the end of the year, as I anticipate I will, I'll clean both desks out so my replacement can start fresh, the way I did. For now, though, they are messy and filled with my stuff - marking my territory in a pack rat-ish sort of way.
The answer to this question depends on which desk I am looking at; the wooden library table where I have my computer, phone, and miscellaneous and random stuff, or the other desk behind me that I don't use that much any more. I'll start with the wooden library table.
This desk has two drawers. The drawer on the right is where I keep pens of all sorts, bundled with rubber bands, a screwdriver set, a pair of needle nose pliers, and sticky notes. I also have the code for the staff room written on the bottom of the drawer. You never know when the code just eludes at the worst possible moment, like a weekend when not a soul is on campus. The left-hand side drawer is a paperwork drawer; the current Association contract, with original signatures, some older drafts of the current contract, school handbooks, faculty, high school, discipline, etc., and the WEA Membership Guide, from 2012-2013. Inside that guide, I have a printed copy of the newest issue, since they are not sending out paper copies anymore, apparently preferring for the locals to use their own paper. Finally, the Association copies of the enrollment forms filled out my new members are in the guide for safekeeping, or at least so I can put my hands on them if I need to. I also have copies of the codes issued to staff for the now-defunct media ordering system through the ESD. Since we no longer have media to order from the ESD, these codes are used for secured print jobs on the copy machine, but I guess I need to ask what happens with new staff, because new Client Codes are no longer being issued. Four rulers are also in this drawer, along with a few highlighters in various colors. Those should probably be moved - I have a box of them in the library. These are relics from a Step Up to Writing program we briefly used about eight years ago, another drive-by program gone by the wayside.
In the desk I don't use much, the most important drawer is the top-right drawer. I keep my tea in that one, along with a box of Emergen C drink mix, and random stickers, a couple of band aids, because it is inevitable that someone will have a scrape or papercut or hangnail, something that requires a band aid. It always used to amaze me that kids would just assume I would have one for them, and I usually do. I apply the band aid for them, and give their injured digit a little pat to heal up faster. In the left-hand drawer, the drawer-that-doesn't-look-like-a-drawer, there is very random stuff, bits and pieces of things that I haven't tossed. There are also at least two correction tape dispensers in the worst condition possible - once those things mess up, I always have hope that I can fix them, but of course they languish in the drawer, staring at me. How is it I can ruin them so quickly? I have at least one with the loop of clear tape coming out of the dispenser, a testimony to the fact that I really have no idea how to work with these things! I don't really like to look in this drawer, because it's a mess, and I walk away from it every single time.
The biggest thing I can infer from this collection of stuff is that I am a pack rat of the century. Why don't I just clean the drawers out and dump the garbage? I have no clue. I can also infer that I love colored pens - I've been buying a set of new ones every year for the last five or six years, and while I will eventually toss the busted ones, I love the colors. Why traumatize a kid with red ink when I can use green, or orange, or purple! I even have a set of sweet highlighters, in their own plastic case, and I enjoy using them. I've even let kids use them, and they love it! My paperwork drawer is business - and I need to have contract language handy, so I keep it right there. It's amazing how often I have to refer to it, and send specific language on occasion to clarify our responsibilities. My tea drawer is important to me; people know I keep tea, and they often come looking, usually the head of maintenance and the vice-principal. I never mind sharing. As for that messy drawer, that's the historical drawer, because it was my original desk, until I acquired the library table. Yes, I'm a pack rat. If I retire at the end of the year, as I anticipate I will, I'll clean both desks out so my replacement can start fresh, the way I did. For now, though, they are messy and filled with my stuff - marking my territory in a pack rat-ish sort of way.
Sunday, September 7, 2014
30-Day Blogging Challenge: Playing Catch-Up With Days 4, 5, 6, and 7
Last week, the first week of school, caught up to me, and although I had the very best of intentions of blogging every single day like the challenge is supposed to work, I didn't. Here is is Day 7, and I'm catching up.
Day Four: What do you love most about teaching?
I love matching people up with the right book. There is nothing better than knowing that a kid is going to go out of the library with a book they just can't wait to get into. It doesn't matter to me if it's Clifford the Big Red Dog or Dora the Explorer in the hands of a primary student, an elementary student who has been waiting for the latest Guinness Book of Records or Wimpy Kid title, a middle school girl who has been waiting for the newest in the Pretty Little Liars series, a high school kid (rare these days) who needs a biography to read for a class assignment, or a staff member who needs books to supplement and complement a unit on Ancient Egypt - I'm happy to see that they all get what they want, whatever the reason. I'm excited when new books arrive, and even more excited when the students see them, too. Purchasing material is a fun, although somewhat long, drawn-out affair, because I spend a few month compiling an order through my favorite vendor, who while I can't put the newest paperback titles into a classroom library as quickly as a teacher can, I know that I am purchasing books that will engage readers across our K-12 campus.
Day Five: Post a picture of your classroom
My classroom is a library. I'm a teacher-librarian, and my classes are taught in the library, and students are served in the library when I'm not teaching a high school class. What you are seeing is about half of the library. You are looking at the picture book are, and the tables which serve as student desks. What is out of the picture are the fiction shelves. It's a fairly large room. The door you see leads outside; I call it the Servant's Entrance, a little joke that isn't always appreciated.
What I would like to see would be the classroom that is adjacent to the library, labeled 'library classroom' on the blueprint. It could be used as a classroom space/computer lab for the purposes of teaching my classes, so the library isn't unavailable to everyone, library classes, so it is a more formal instructional space, and as a meeting room so the furniture doesn't get moved around all over the place. Currently that room is used for the middle school language arts/social studies classroom. While my current neighbor is the best I've had in the last three, it would be nice to have a room that clearly says "this is an classroom", and a library that is used for the purpose of being a resource to all grade levels, all of the time.
Day Six: What does a good mentor do?
Good mentors are guides. They support the person or people they are mentoring, they work with the person when necessary, and they develop a collegial and professional relationship. They are more than just a colleague; they are there to help out when there are questions, support when there are problems, and celebrate successes. Answering questions, providing information that might just help a lesson or a student - mentors are there for you.
Day Seven: Who was your most inspirational colleague, and why?
My most inspirational colleague is our current fourth grade teacher, and she has been my guide to technology. *S* has been using technology forever; I was in denial, and she was probably on some freenet site! We have somehow became the tech team at school, and she knows way more than I do! I learned about Facebook and Plurk from her, both social sites which have expanded both my personal and professional networks. I learned about Moodle from her, and it's the platform I use in my classes. My library website is on Weebly - *S* introduced me that, too. I would not have applied for, and received, a grant the state was funding several years ago about integrating technology in the classroom, if she hadn't led the way. *S* was cohort 1, and I was in cohort 3. We have gone to technology conferences together, and also presented together. Her ideas for using technology are innovative, and give students tons of experience, as well as wonderful skills, and I think she is is probably the best resource about all-things-tech that we have at school. Because of *S*, I have been exposed (in a good way!) to ideas and techniques that have improved my instruction so much, and I can say in all honestly that my friendship with her has changed my relationship with technology forever. So, if you are reading this, *S*, thank you, and it's ok with me that Pinterest is not your cup of tea.
Day Four: What do you love most about teaching?
I love matching people up with the right book. There is nothing better than knowing that a kid is going to go out of the library with a book they just can't wait to get into. It doesn't matter to me if it's Clifford the Big Red Dog or Dora the Explorer in the hands of a primary student, an elementary student who has been waiting for the latest Guinness Book of Records or Wimpy Kid title, a middle school girl who has been waiting for the newest in the Pretty Little Liars series, a high school kid (rare these days) who needs a biography to read for a class assignment, or a staff member who needs books to supplement and complement a unit on Ancient Egypt - I'm happy to see that they all get what they want, whatever the reason. I'm excited when new books arrive, and even more excited when the students see them, too. Purchasing material is a fun, although somewhat long, drawn-out affair, because I spend a few month compiling an order through my favorite vendor, who while I can't put the newest paperback titles into a classroom library as quickly as a teacher can, I know that I am purchasing books that will engage readers across our K-12 campus.
Day Five: Post a picture of your classroom
What I would like to see would be the classroom that is adjacent to the library, labeled 'library classroom' on the blueprint. It could be used as a classroom space/computer lab for the purposes of teaching my classes, so the library isn't unavailable to everyone, library classes, so it is a more formal instructional space, and as a meeting room so the furniture doesn't get moved around all over the place. Currently that room is used for the middle school language arts/social studies classroom. While my current neighbor is the best I've had in the last three, it would be nice to have a room that clearly says "this is an classroom", and a library that is used for the purpose of being a resource to all grade levels, all of the time.
Day Six: What does a good mentor do?
Good mentors are guides. They support the person or people they are mentoring, they work with the person when necessary, and they develop a collegial and professional relationship. They are more than just a colleague; they are there to help out when there are questions, support when there are problems, and celebrate successes. Answering questions, providing information that might just help a lesson or a student - mentors are there for you.
Day Seven: Who was your most inspirational colleague, and why?
My most inspirational colleague is our current fourth grade teacher, and she has been my guide to technology. *S* has been using technology forever; I was in denial, and she was probably on some freenet site! We have somehow became the tech team at school, and she knows way more than I do! I learned about Facebook and Plurk from her, both social sites which have expanded both my personal and professional networks. I learned about Moodle from her, and it's the platform I use in my classes. My library website is on Weebly - *S* introduced me that, too. I would not have applied for, and received, a grant the state was funding several years ago about integrating technology in the classroom, if she hadn't led the way. *S* was cohort 1, and I was in cohort 3. We have gone to technology conferences together, and also presented together. Her ideas for using technology are innovative, and give students tons of experience, as well as wonderful skills, and I think she is is probably the best resource about all-things-tech that we have at school. Because of *S*, I have been exposed (in a good way!) to ideas and techniques that have improved my instruction so much, and I can say in all honestly that my friendship with her has changed my relationship with technology forever. So, if you are reading this, *S*, thank you, and it's ok with me that Pinterest is not your cup of tea.
Wednesday, September 3, 2014
Reflective Teaching: A 30-Day Blogging Challenge Day Three
Day Three: Discuss One "Observation" Area That You Would Like to Improve on For Your Teacher Evaluation
Evaluation. It used to be fairly easy; the administrator would make an appointment (maybe) to discuss what I would be teaching, and what I would like to have him see. I would sometimes be asked what class I would prefer. At the appointed day and time, he would come in, sit at the back of the library with a pad and pen, and take notes while I taught a lesson or worked with students. At the end of the thirty minutes, he would leave, and in a few days, if I was lucky and he wasn't swamped, I would get called into his office to read the notes, have a brief discussion, and sign a couple of copies, one for me, and one for him. A few times I got to do formative evaluation, which consisted of me having a goal I would like to accomplish during the school year, and that was that. No observation at all, and often, out of sight, out of mind ruled the day. I don't know if I ever completed the goals I set once the school year got rolling and it was on to the daily business of education.
Those days are gone. Now we have TPEP, Marzano, and eVal. Focused and comprehensive cohorts, driven by reform, the state and the contract. I'm on focused, which means I only have to write one student-growth goal instead of three, which is what the teachers on comprehensive have to do. Last year I wrote a student growth goal I didn't accomplish, and it was only during my final evaluation that I realized how badly I had chosen a goal, and how poorly it was executed. Total fail, and in the end, the targeted students didn't benefit at all from my vision, which to be honest, wasn't much of a vision at all. I will admit that I haven't bought in to the whole "new" evaluation system, but I have to do it, so this year I'll make a better stab at it.
My goal for this year will be Goal 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. This will be a goal that the high school teachers will all be doing, working together to implement common measures to monitor growth and achievement. I'm not entirely certain how this is going to look in practice. The high school teachers will be working together to frame this goal for our individual classrooms. For me, I would like to track various instructional practices and try a variety of strategies to engage students and keep them learning and improving. I suppose student growth, in my two social studies classes, would look like improved grades, better rates on on-time submissions, and classroom based assessments that are approached with a spirit of intellectual curiosity and discovery. I don't expect to be rated as Distinguished on the 4-tiered system, which oddly enough looks a whole lot like the 4-tiered system students have been rated on, but after 30+ years in education, I think I'm a little better than Basic. As my superintendent likes to day, we live in Proficient, and visit Distinguished.
Evaluation has been something that didn't seem very important in the past - we had quite a bit of contract language around evaluation in the past, and it really always had come down to Satisfactory or Unsatisfactory. Nobody walked on water, and it was the rare teacher who needed to go on a Plan of Improvement. I told a former boss that unless he could tell me something that would improve my practice, it didn't matter to me at all if I was observed. I teach in a library - it's not exactly a room where I can shut the door and just teach. I work in a fishbowl! With reform leading the way, I have an opportunity to really focus on student growth, and not just a walk-through with a notepad.
Evaluation. It used to be fairly easy; the administrator would make an appointment (maybe) to discuss what I would be teaching, and what I would like to have him see. I would sometimes be asked what class I would prefer. At the appointed day and time, he would come in, sit at the back of the library with a pad and pen, and take notes while I taught a lesson or worked with students. At the end of the thirty minutes, he would leave, and in a few days, if I was lucky and he wasn't swamped, I would get called into his office to read the notes, have a brief discussion, and sign a couple of copies, one for me, and one for him. A few times I got to do formative evaluation, which consisted of me having a goal I would like to accomplish during the school year, and that was that. No observation at all, and often, out of sight, out of mind ruled the day. I don't know if I ever completed the goals I set once the school year got rolling and it was on to the daily business of education.
Those days are gone. Now we have TPEP, Marzano, and eVal. Focused and comprehensive cohorts, driven by reform, the state and the contract. I'm on focused, which means I only have to write one student-growth goal instead of three, which is what the teachers on comprehensive have to do. Last year I wrote a student growth goal I didn't accomplish, and it was only during my final evaluation that I realized how badly I had chosen a goal, and how poorly it was executed. Total fail, and in the end, the targeted students didn't benefit at all from my vision, which to be honest, wasn't much of a vision at all. I will admit that I haven't bought in to the whole "new" evaluation system, but I have to do it, so this year I'll make a better stab at it.
My goal for this year will be Goal 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. This will be a goal that the high school teachers will all be doing, working together to implement common measures to monitor growth and achievement. I'm not entirely certain how this is going to look in practice. The high school teachers will be working together to frame this goal for our individual classrooms. For me, I would like to track various instructional practices and try a variety of strategies to engage students and keep them learning and improving. I suppose student growth, in my two social studies classes, would look like improved grades, better rates on on-time submissions, and classroom based assessments that are approached with a spirit of intellectual curiosity and discovery. I don't expect to be rated as Distinguished on the 4-tiered system, which oddly enough looks a whole lot like the 4-tiered system students have been rated on, but after 30+ years in education, I think I'm a little better than Basic. As my superintendent likes to day, we live in Proficient, and visit Distinguished.
Evaluation has been something that didn't seem very important in the past - we had quite a bit of contract language around evaluation in the past, and it really always had come down to Satisfactory or Unsatisfactory. Nobody walked on water, and it was the rare teacher who needed to go on a Plan of Improvement. I told a former boss that unless he could tell me something that would improve my practice, it didn't matter to me at all if I was observed. I teach in a library - it's not exactly a room where I can shut the door and just teach. I work in a fishbowl! With reform leading the way, I have an opportunity to really focus on student growth, and not just a walk-through with a notepad.
Tuesday, September 2, 2014
Teach Thought 30-Day Blog Challenge for Teachers: Day Two
Day Two: Write about one piece of technology you would like to try this year and why.
One piece of technology I would like to try this year is the podcast. It seems a little old-school, but it's something I've never done before. One of the teachers had purchased a bunch of MP3 players a while ago, and she got rid of them this year. That seemed rather wasteful to me, and I started thinking about how they could be used. I have a couple of high school students who are not very good readers; one of them is at about a fourth grade reading level. As I looked at the textbook I have, which is geared more for upper middle school students than high school, I worried about how successful "Jane" was going to be if I left her to her own devices, even with a lower reading level. I think there are a couple of other kids who would also benefit from listening to the content as well as reading. Although I need to do a little research about how to create podcasts, it doesn't look too daunting, and I think that this would be something that I can accomplish.
What I would like to see out of integrating this technology into my classroom, as I think about this one particular student, is an improved attitude. I've know this kid since she was an elementary student, and the older she gets, the less she accomplishes. She can get a bit 'snarly', and has been known to have an leave-me-along attitude - her refusal skills are strong! Unfortunately, she often refuses to do assigned work. I am hoping that if the text is available in an audio format, and she can take notes on the content, she will be able to participate in class discussions, and be able to be assessed on her knowledge using any notes she's taken. I would like to be able to break her habit or cycle of refusing to participate in class.
I am lucky to have four iPads in my classroom for students to use, and I would like to be able to use iTunes as the vehicle for the podcasts. I'm willing to play around with this to help my students be successful.
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One piece of technology I would like to try this year is the podcast. It seems a little old-school, but it's something I've never done before. One of the teachers had purchased a bunch of MP3 players a while ago, and she got rid of them this year. That seemed rather wasteful to me, and I started thinking about how they could be used. I have a couple of high school students who are not very good readers; one of them is at about a fourth grade reading level. As I looked at the textbook I have, which is geared more for upper middle school students than high school, I worried about how successful "Jane" was going to be if I left her to her own devices, even with a lower reading level. I think there are a couple of other kids who would also benefit from listening to the content as well as reading. Although I need to do a little research about how to create podcasts, it doesn't look too daunting, and I think that this would be something that I can accomplish.
What I would like to see out of integrating this technology into my classroom, as I think about this one particular student, is an improved attitude. I've know this kid since she was an elementary student, and the older she gets, the less she accomplishes. She can get a bit 'snarly', and has been known to have an leave-me-along attitude - her refusal skills are strong! Unfortunately, she often refuses to do assigned work. I am hoping that if the text is available in an audio format, and she can take notes on the content, she will be able to participate in class discussions, and be able to be assessed on her knowledge using any notes she's taken. I would like to be able to break her habit or cycle of refusing to participate in class.
I am lucky to have four iPads in my classroom for students to use, and I would like to be able to use iTunes as the vehicle for the podcasts. I'm willing to play around with this to help my students be successful.
Monday, September 1, 2014
TeachThought 30-Day Blog Challenge for Teachers: Day One
I subscribe to a lot of things online - my inbox is filled with things from people I don't know in person. I will admit I don't read them all closely, giving them a quick glance before sending them off to delete-ville. One did catch my eye, though, and in thinking that this is probably my final year before retirement, I went back to it several times. It was a blogging challenge, and it seemed simple enough - blog every day for the 30 days of September about teaching, reflecting and improving my practice. I could do that, I thought; I already have a blog I haven't touched in two years, and I like writing, so I figured I'd give it a try. Here goes....
Day One: Write Your Goals for the School Year
It seems as though every year my schedule changes. I am a teacher-librarian, and so my library schedule changes, mostly because of my teaching schedule. The classes I teach are the variables. This year it's U. S. History, which I've never taught before, and Psychology, which I taught two years ago. These are both high school classes, because somewhere along the way this elementary trained, middle school teacher morphed into a high school teacher. I'm still not quite sure how that happened! My goals aren't particularly complicated, but divided into several components: library, instruction, and relationships.
Library
My library goals are pretty simple. Create a schedule in which one week is check-out only, and the alternate week is a lesson of some sort. Examples of a lesson might be a library scavenger hunt, book talks, genre lessons and book examples, digital safety and citizenship, using the online catalog and finding materials on the shelves, dictionary lessons, etc. Suggestions are always welcome! In addition, on the backroom side, submitting at least three book orders this year, and catching up on cataloging, or at least taking a long hard look at materials that have stacked up in the workroom. I may even consider hosting a book fair, but I'll wait to commit to that to see how the year starts.
Instruction
I have always approached instruction from a technology point-of-view. Several years ago I was the recipient of an Enhancing Education Through Technology (EETT) grant, and my high school classes have always used Moodle as the learning management system. I approach high school teaching from my master's degree model of virtual instruction, and my goals for my high school students have always been understanding the core concepts of the topic, being able to use 21st Century skills, and Digital Citizenship concepts. I want my students to go to the college having experienced a class knowing that they can work in an online environment. One of the things I've noticed is that students are not trained, for lack of a better word, in being able to work independently, and so one of my focuses will be to improve their ability to do this. I'm lucky this year in that I actually have textbooks for both classes, and while I will use these as the foundation material, I will add supplemental material to the Moodle page. One of my challenges will be to find material in U. S. History to supplement and complement the adopted curriculum. In addition, I would like to work more with Socratic Seminars, and other forms of class discussions.
Relationships
I admit it - I tend to judge others. I'm also speak Sarcasm fluently, so sometimes things don't always come out as they should. Over time, I've ended up in leadership roles at school. I'm the Association president, and the treasurer of the Joyce Community Education Foundation, aka Ed Foundation. I'm on the leadership team. I've always been involved behind the scenes. One of my weakest areas is in parent communication. I have been at my school since the 1977-1978 school year, and often parents are former students. I'm a known entity in the school and the community. The superintendent referred to me as "an institution" during Freshman Orientation (and I promptly revealed my second language of Sarcasm.) I am not fantastic about getting in touch with parents. I need to contact parents about the positive first, and build relationships with the people who care the most about the kids I work with. With staff, I need to keep in touch with them so the time I share with their students is productive and what they need for their teaching. Remembering that I am support staff for them is critical, but somehow there has to be a nice way to communicate that an emergency on their part isn't always my emergency. Think laminator...
This is probably my last year at my school. As much as I've enjoyed my career, with a husband set to retire in mid-October, I don't want to be left out of that fun! I don't think I'm done with education, but I may be done at the local level. Having said that, I'm going to take a wait-and-see approach, look at my 180 days as a series of opportunities to improve the lives of kids and prep them for their futures. I like the idea of starting off the year from a place of reflection, and that's why I'm taking up this challenge.
Day One: Write Your Goals for the School Year
It seems as though every year my schedule changes. I am a teacher-librarian, and so my library schedule changes, mostly because of my teaching schedule. The classes I teach are the variables. This year it's U. S. History, which I've never taught before, and Psychology, which I taught two years ago. These are both high school classes, because somewhere along the way this elementary trained, middle school teacher morphed into a high school teacher. I'm still not quite sure how that happened! My goals aren't particularly complicated, but divided into several components: library, instruction, and relationships.
Library
My library goals are pretty simple. Create a schedule in which one week is check-out only, and the alternate week is a lesson of some sort. Examples of a lesson might be a library scavenger hunt, book talks, genre lessons and book examples, digital safety and citizenship, using the online catalog and finding materials on the shelves, dictionary lessons, etc. Suggestions are always welcome! In addition, on the backroom side, submitting at least three book orders this year, and catching up on cataloging, or at least taking a long hard look at materials that have stacked up in the workroom. I may even consider hosting a book fair, but I'll wait to commit to that to see how the year starts.
Instruction
I have always approached instruction from a technology point-of-view. Several years ago I was the recipient of an Enhancing Education Through Technology (EETT) grant, and my high school classes have always used Moodle as the learning management system. I approach high school teaching from my master's degree model of virtual instruction, and my goals for my high school students have always been understanding the core concepts of the topic, being able to use 21st Century skills, and Digital Citizenship concepts. I want my students to go to the college having experienced a class knowing that they can work in an online environment. One of the things I've noticed is that students are not trained, for lack of a better word, in being able to work independently, and so one of my focuses will be to improve their ability to do this. I'm lucky this year in that I actually have textbooks for both classes, and while I will use these as the foundation material, I will add supplemental material to the Moodle page. One of my challenges will be to find material in U. S. History to supplement and complement the adopted curriculum. In addition, I would like to work more with Socratic Seminars, and other forms of class discussions.
Relationships
I admit it - I tend to judge others. I'm also speak Sarcasm fluently, so sometimes things don't always come out as they should. Over time, I've ended up in leadership roles at school. I'm the Association president, and the treasurer of the Joyce Community Education Foundation, aka Ed Foundation. I'm on the leadership team. I've always been involved behind the scenes. One of my weakest areas is in parent communication. I have been at my school since the 1977-1978 school year, and often parents are former students. I'm a known entity in the school and the community. The superintendent referred to me as "an institution" during Freshman Orientation (and I promptly revealed my second language of Sarcasm.) I am not fantastic about getting in touch with parents. I need to contact parents about the positive first, and build relationships with the people who care the most about the kids I work with. With staff, I need to keep in touch with them so the time I share with their students is productive and what they need for their teaching. Remembering that I am support staff for them is critical, but somehow there has to be a nice way to communicate that an emergency on their part isn't always my emergency. Think laminator...
This is probably my last year at my school. As much as I've enjoyed my career, with a husband set to retire in mid-October, I don't want to be left out of that fun! I don't think I'm done with education, but I may be done at the local level. Having said that, I'm going to take a wait-and-see approach, look at my 180 days as a series of opportunities to improve the lives of kids and prep them for their futures. I like the idea of starting off the year from a place of reflection, and that's why I'm taking up this challenge.
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