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.
Monday, November 17, 2014
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.
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