OH-EM-GEE

My student’s have been walking around saying Oh-Em-Gee!  I’ve taken up notes with it spelled both ways OMG and O-Em-Gee!

Oh my goodness, gee-willikers,  golly-gosh . . . .  aw, hell!

I just checked my district email.  I don’t know why.  I just felt an urge. I just received a notice that the district is making us do declarations of intent for the first time EVER.  Basically, we have to tell them what we plan to do for next year.  Are we coming back? The initial phase of this is an “anonymous” survey in which they are asking us questions like:

• Will you return?
• Why not?
• Expectations of notification date?

The district office want to get an “aggregate” estimation of what they will need to staff for next year. Even more, the email said that Principals will be having one-on-one conversations with staff members to get a better idea of the staffing needs for each school. . . .  ooooohhhh, they know, yall!  They know!

My thoughts:

1. Why an “anonymous” survey?  They are expecting a massive, massive exodus this year.  A number of teachers have declared intent to retire.  And many of their 1st years will not return. (These are just the murmurings from inside my building.  And must I remind you that I am at one of the better schools within the district)
2. Wow!  They are really trying to get a picture of the turnover rate really early.  I am SHOCKED!  Again, a sign that the powers that be KNOW something is wrong.
3. It is a sign of how bad things REALLY are within the district. They know morale is low.  They can feel it in the air.  Why not try to solve that problem?
4. If I say my plan is to leave, will I become a target?  Especially, if I don’t find anything and have to stay?

Maybe, I’m reading too much into this “anonymous” survey . . . Which I don’t feel is REALLY anonymous unless I do it on public computer without following the link from my email . . .  and even then is it truly anonymous. . . Or, maybe, I’m just being super suspicious after watching the movie 2012. . . what do ya’ll think?

Confession

Last week was a really really hard week.  We had a bit of school violence. . . fighting among girls has gotten out of hand.  I had made the decision to leave.  It was final.  This would be my last year in My District.  But I keep thinking, is it the wrong time?  Looking at the economy?  What if I make the move and get surplus or “reduced” within months of taking a new job?  I worry about my skills not fitting that of an suburban or private school climate.  Am I too bold?  To hood?  *sigh*  When I think about it all an the comfort (knowing the ropes & the city & friends) I’d be giving up here, I get a little anxious. Although, I’m still submitting applications and getting my resume/portfolio in order . . .I’m scared & insecure.

Graduate School Money

Is there money available for graduate school in education?  I don’t want to take anymore student loans.  I don’t want to quit my job to complete the degree.   However, the only thing that I have run into are loans and fellowships.  The fellowships want someone full time and pay with a stipend that would not support me unless I moved to the dorms and got rid of ALL of my amenities.  Any suggestions for how to pay for graduate school?

A compliment of sorts

I was out of school on Thursday of last week for Professional Development.  I decided to make it into a long weekend and made an appointment with a specialist/surgeon on Friday.  I returned to school with a note from the sub saying that my students were well behaved-made me VERY happ-and the following conversation:

“Miss Teacha, what was that work you left us on Thursday?”  Student O was referring to the guided reading I have left behind.  “It was really hard . . . It was just busy work, wasn’t it?”

“No, it wasn’t busy work.  It was actually reading that you needed to complete.  You will be using the information to do an assignment later this week.”

“It was long and it was a whole chapter.  It was hard.”

After class was over, there was another student staying after to make up an assignment from earlier in the semester.

I prompted her, “Tell me, what was it really like?  Was there a lot of conversation and noise?”

“Naw, Miss Teacha, everybody was working really hard on the assignment. Really, the only thing you heard was, ‘I can’t find number 22.  Can somebody help me with 15.’ Outside of that everyone was really quiet.”

“Wow, was the assignment that difficult?”

“It wasn’t hard, but it wasn’t easy either.  It wasn’t one of the readings where you just copy the information from the textbook.  We actually had to read the text, comprehend it and then answer.”

“Oh, good!  Ya’ll read the textbook!  Exactly, what I wanted!”  I beamed.  She gave me a quizzical look.

Poor thing, she just didn’t understand why I was so excited.

People are so against book work because it requires students to regurgitate or copy information  Nope, not my book work. My questions require students to demonstrate they comprehend and can apply the information.  I don’t give many bookwork assignments in my AAH class-actually, this was the first!  I am really excited about how successful it was.  The goal was to prep them with the content needed to complete a foldable later this week.  The foldable will demonstrate everything we have been discussing & seeing (through the film, Roots)  about the Middle Passage and the Atlantic Slave Trade.

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A student of mine was telling me about a documentary he saw on the discovery channel a few weeks ago about Hindu funerals /widow burnings.  He said the show had something to do with human sacrifices.  I have looked everywhere to find the title of the program so that I could see it and possibly use it in my class.  Did anyone see this back in January?  If so, do you remember the title of the program?  Thanks for your help.

The Willy Nilly Make Up Policy

In a previous blog post, I went off on a tangent about the makeup work policy. To further understand it, I created a commentary on my districts Make Up Work policy. The podcast went a little longer than I had planned (6 minutes), so here I basic outline of what I have discussed.

1. The district does not have a clear make-up work policy. It varies from school to school, teacher to teacher. However, the district has set a grading floor of 59%. This is to allow for the statistical problems of zeros, give students hope and meet the minimum requirement to attend summer school.
2. At my school, if a child decides they want to pass at the end of the school year, the teacher MUST give the student the opportunity “to meet the standard or acquire the skills.” Even, if it is from the first semester. Students are adopting bad habits of turning work whenever they feel like it. They copy other students work and submit it as their own. What students really want is for teachers to give some sort of make up work packet and a completion grade.
3. So, here is my policy:

• Students may complete makeup work at any point in the year (in accordance w/district policy), however, it must be done in my presence AFTER school.
• I don’t grade classwork. Students only receive a completion grade for it.
• I do grade tests, which may be taken open note & open book after school in my presence or at Saturday school.

My thoughts:

I am torn b/c in college, there is no make up work or latework policy—it just isn’t accepted by most professors. I failed a class in college b/c of this. We need to better prepare them for life after high school.

Going After It

A few weeks ago, I had a long conversation with my mother  . . .she has notice somethings (mood, behaviors) and they were causing her to worry.  During this conversation, she told me that she had always admired me.

“What?”  I responded.

“I’ve always admired you!  The way you go after things.  You decide what you want and then you pursue it.”

I was really surprised to hear this from my mother.  She talked about how head strong I was growing up.  If I wanted something, I went after it.  I devoted all of my energy toward it.  I pursued it with great tenacity.   I went against the grain.  I challenged the status quo.

If you had asked me prior to this conversation, if I was that girl, I would have denied it.  I had not seen myself as being THAT strong.  Or strong willed.  I have always magnified my weaknesses. . . maybe, in my mind’s eye, I saw my weaknesses and it manifested itself in hardwork to overcome them.  As I look back, I was that way with many things, I wanted desperately to be a cheerleader, I worked hard at learning to cartwheel and split. . . I wanted to be in the choir, I worked hard at singing on pitch and learning the music and let’s not even discuss show choir and the many hours I spent in the mirror dancing and practicing.    When it came time for me to apply to college, I was methodical about it, I spent time writing schools for information, making lists and comparing (the internet had not taken root back then).  So, I guess I was very much a go getter!

She brought this into the conversation because she was confused at my recent moodiness (and here).  I was saying I wanted to do somethings, but the reality was that I was doing NOTHING to get them.  What had happened to my fire?  Who knows?  What I do know is that anything I have ever wanted to do, I have pursued it with everything that was in me.  Yes, there were many, many crushing moments, but they never kept me down.  I picked myself up, set a new goal and went after it.

I keep thinking, when we become adults, do we get caught up in the mundaness of paying the bills and working, that we forget to dream? Or even abandon our dreams?  Or do we let life’s issues and other people kill our dreams.  Whatever it is, I will not let it happen to me anymore.  In my last years of college, my dream was to become a teacher.  A great teacher.  I had dreams of traveling overseas, seeing the world. . .It’s time to breathe new life into these dreams. . . I remember these dreams . . .my bff remembers me making them . . .

• Go overseas to teach
• Complete an Ed.S. or Ph.D.
• Write a book

So, the first part of this journey is to broaden my teaching experience, i.e. GET A NEW JOB.  For the last few hours, I’ve been working on my resume. I’ll begin applying to jobs in the next few weeks, specifically to the Department of Defense because they have schools all over the world.  No matter the what, I have to leave my city in order for my journey to begin.

If you’re a reader of this, here is how you can help me (yep, I’m telling you what I need from you).

• Any job postings that you see, especially for things overseas, forward them to me.
• Review my resume*and digital portfolio (not up yet, but coming in the next week).
• Remind me of my goals when I start to whine and complain and vent.

*My you can click on my the link  to read my resume.  However, it is password protected.  The password is my real name-first name only.  I’m sorry that I can’t give it to everyone, but ya’ll know how that goes.  You may email me privately for access, but I can’t guarantee that I’ll give it.    Secondly, this is the condensed version of my resume.  It was over two pages long with all of my previous work experiences and all of that, but upon the suggestion of a friend, I condensed it  and will have a separate CV with all of those specific details in my online portfolio.  Thanks in advance for suggestions, comments and constructive feedback.

Dating Game Over

Well, I’ve moved on from dating.  Nothing came of that experience.  It was just something to entertain myself for a bit.  But now, I have to get back to serious things . . .taking control and steering things in the right direction.  It was nice to be distracted from work.  Deep down, I know that I have some work to do and I was only procrastinating.  Although, my dating adventures will make for some really fun posts.

Here are my plans for February:

• To complete the update of my resume.
• Apply for grant to study overseas
• Make a video bio.  I’m not going to pay for the real thing.  I’m taking the idea and doing it up teacher style.
• Get some video clips of me actually teaching in my classroom
• Get some applications and resume
• Work on my online portfolio

I’ve decided that as apart of my job hunt, I’ll be looking at private or suburban schools for middle grades (7-9).   I’d like to continue to teach World History (US is sooo boring, I don’t know how to breathe life into it).  I am not interested in teaching AP unless it is something like Euro.

I say this with all sincerity:  I have reach the point of burnout with my urban school.  Yes, I realize I will have to make adjustments anywhere I go and there will NOT be as much liberty with the curriculum.  I got into teaching to change the world.  To make an impact.  Instead of helping of others, I feel like my spirit is suffocating.  Personally, I think it is a result of this urban area . . .its so hard to see change and very few people ever say thank you.  It is like giving and giving and giving everyday and there is very little to replenish my soul. (Maybe, deep down, I got into teaching to satisfy my narcissism…and maybe therein lies the problem, who knows???) For now,  I am ready to make the trade-off:  teaching freedom for teaching newness

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It is Black History Month. . . and as you all know, I have an AWESOME unit for my World History classes.

• In a few weeks, my school will host the 1st Black History program that we’ve had in years.  I’m coordinating it and extremely nervous about how it will go over.
• Every morning, during the announcements, I have students highlighting notable African Americans

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I’ve also made the goal to do more “learning centers” or “stations” as we approach the end of the school year.  I really don’t use this strategy enough.  It is time consuming to put together, but they are the most awesome learning experiences when supported by connections and review at the end.    Before the end of the year, I am planning to put one together for:

• The Holocaust
• Civil War & Reconstruction (for AAH)
• The Modern Era (conflicts)

Protected: Something New: Interracial Dating

Jobs are on the line, pt 2

Our state just passed legislation that a significant portion, (can’t say how much b/c it’ll reveal my location,) of teacher evaluation scores will now come from the students test scores.  Teachers are all riled up here b/c they don’t feel it takes into account the special circumstances–poverty, low literacy levels, school readiness–of our city.  Also, it means we will be teaching to the test, not students.

At this point, I don’t know how I feel about this b/c my area isn’t tested, yet.  However, I feel REALLY sorry for the teachers who are tested.  Let me provide you with an example:  Mr. Math teaches a Pre-algebra/Algebra I class (its blended starts off the 1st quarter as pre-algebra)  that tests Algebra I skills at the end of the school year.  Meanwhile, the district has purchased an online intervention program to increase math skills.  They have mandated that ALL of these students take the intervention.  Students are supposed to do the intervention during their study hall or on their own time.  It is not happening, for whatever reason students are not completing the intervention.  Therefore, Principal has told Mr. Math, to cancel certain class periods and put all of the kids in front of a computer for intervention-so much so, Mr. Math was walking up and down the hallways asking “How many computers are available in your classroom? Can I send a child to use it?”

This intervention does NOT reinforce the skills Mr. Math has been teaching in his classroom–it is something all together different.  Now, Mr. Math is losing teaching time for this intervention.  His evaluation (and job) are on the line b/c students will now fail the Great Test at the end of the year.  Principal’s job is on the line regarding the intervention program. What is Mr. Math to do?  What is Principal to do?  All I can say is:  We are failing our children.

Love or Hate

While watching TV show, I heard the following question, “Am I supposed to love this job or hate it?”   Everyone knows I am having the the 5th year blues . . .a co-work suggested that it was just the 5th year dip, a time when you begin to question yourself and educational policies and effectiveness.  According to that teacher, if I return next year, the questions won’t matter, there won’t be righteous indignation, just compliance . . . Can I teach without the passion that accompanies it?

A few tidbits from school:

Earlier this week,  my students approached me about homecoming–3 basketball players.   They asked why I was not coordinating the activities anymore?   I explained that I resigned from the position a year ago. They were upset b/c they felt like this homecoming was going to be lame. They could tell it wasn’t well planned.   “But you did football,” they whined.  I rambled, that I was sucked into football at the last minute b/c the new coordinator claimed she didn’t know what she was doing.   Really, I don’t think my excuse went over well.

Why the boys were so upset with me:   They are actually winning games this year and they feel that homecoming should be a celebration of that.  Needless to say, the boys were pretty disappointed.  And now I feel guilty!  In relinquishing some of my duties, I failed to remember that this type of stuff really matters to kids. To these students, it was me rejecting them, rather than rejecting the job.

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I wrote a textbook post yesterday . . .and I still haven’t decided what I am going to do.   Someone mention in the comments that kids really don’t like book work.  It is the exact opposite here.

Before the Christmas holidays, I had a some students to come in after school to make up quizzes & missing work.  As we were wrapping up to go home, a student asked, “Why don’t you give more book work.”

Shocked, I looked at her , “you want more bookwork?”

“Well, Miss Teacha, it is easier.”

They other kids in the room (honor students) started fussing.  “Girl, are you crazy!  Uh-unh, we don’t want book work.  Miss Teacha, don’t you listen to her.”

We laughed and joked around.  And I promised her more bookwork–I did keep my promise after Winter Break.  We dedicated a day just for bookwork.  I told my classes to thank the student who requested more book work.  They all looked around at each other trying to figure out who made the request, meanwhile I giggled.  I  know it was wrong.

After thinking about the conversation, what I realized is that students would rather do book work b/c most teachers just give them the work and sit down.  They don’t care about senseless chatter.  For the students book work is a time to socialize on top of it being fairly easy & mindless.   Additionally, teachers give book work as make up work, rather than have them do the original assignment.  For example, if we watched a video and had a video guide while you were out, you must make time to come and watch the video and complete the guide.  I do not allow you to just copy someone’s guide and turn it in-I must watch you do the work.   If we did bookwork as makeup work, the  student could just do the work from the book (or copy from someone else).  And, for me, that is not the same learning experience as those who were in class!   I’ll save our school’s willy nilly make up work policy for another post.

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This past week, I realized that I have to SPED (low performing, low skills)  students in my honors classes.  I did not receive an IEP from the SPED department until this past week.   Readers may be asking:  couldn’t you tell?  Yeah, I could tell something was not right and yes, their grades were poor, but I didn’t have time to investigate (seeing as how I have 7 classes, 4 preps, one of which is an AP course and 2 extra curricular clubs).   So, I go to SPED teacher and explain the problem.  She can’t take them out of my class.  She sends me to Assistant Principal, “it is awfully late in the year to do anything about this.  Can you modify to meet the terms of the IEP?”

My response, “Modify an honors level course for lower level?”

“Go back to SPED teacher and come up with some ways to modify”

Are YOU kidding me?  I think.  So at some point during the week, I’ll be meeting with SPED teacher to come up with modifications for an HONORS course–and ya’ll know they are going to ask, why do they get use the book on the test?  And then pulling students out & calling parents to discuss this and fixing the 1st semester grades.

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*sigh*  I guess I can say, it’s both . . .I  love and hate this job!

Textbooks in the Classroom

At the beginning of the school year, the administrators of my wonderful school district decided that no textbooks would be issued to students in Social Studies classrooms with the exception of tested courses.  The  district’s plan was to save money on the purchase of textbooks.  Therefore, each classroom would be issued a classroom set.  At first, I was a little worried about how this would work out.  After little a thought, I decided to do the following:

• Homework for my class would be to study notes, handouts and materials from that day’s class.
• A daily quiz over the notes and materials to enforce studying
• Students would complete projects at home as there is NO daily homework to be completed from the textbook.

I’ve never really given much book work to begin with. . . except that we do bellwork vocabulary from the textbook and it flows better when they can use the glossary of the text rather than the dictionary.  It takes my students FOREVER to look up words in the dictionary–although, sometimes we don’t have any other choice.  So, when the mandate came down for a class set, I got excited.  Why?

• In the past, students would not bring their textbooks to class.  They whined about how heavy it was, not enough time to get to their locker, we don’t use it enough (blah, blah, blah).   And I despise sharing of books because it encourages socializing rather than working and concentrating on the content.   It was a battle that I was tired of fighting.

• The textbooks would always be available in the classroom, whenever I wanted to use them.  They are a resource.  It made giving work and using it as reference, so much easier.  I would not have to determine who did not have a book for the activity.

• Book work is boring  & feels like busy work.  Sometimes, I feel like the kids get much out it.  What is the point of giving a bunch of work and their not getting anything out of it?  However, I do see book work, in limited quantities, as a valuable teaching & classroom management tool–it provides reinforcement and quiet time (so I can get district paperwork completed in a timely manner). Yes, my friends,  guided readings are still on my GO TO list.

• Books are not the crux of teaching and learning in my classroom.  If I give book work all of the time, I do not feel like I have adequately earned my paycheck.  Seriously, what am I there for if the students are getting all of their instruction from a book?  I just do not think it is right for students to come to school, socialize and complete book work.

So back to my dilemma, after complaining by parents (and realizing it was a dumb decision), the district office has now mandated that every student be given a World History textbook.  So over the coming weeks, the textbook coordinator is going to take my classroom set and  issue them out to students.  When I think back over my past experiences and feelings about textbooks, I don’t know what I am going to to do!

• How do I encourage students to bring their texts to class, so that they are available as a resource?

• How do I make it worth the students’ time and effort to bring them to class?  I surely don’t want to give a book work assignment every class period?  Co-Teacher requires her students to bring the text everyday, therefore, she gives them an assignment from it everyday!  She said she does not feel like she can require students to bring the book everyday, if she doesn’t make them use it everyday.  *sigh*

• Do I really have to think about my lessons weeks in advance to structure them for certain days of book work?  This would happen if I made a policy to only bring the text on Monday or Tuesday.   Seriously, I plan in units, not days.  And activities and bellwork, in my classroom, change with the wind.

I just do not know what kind of policy to implement.  And I don’t like fighting the battle of the textbooks!  What should I do?

Nightmares

I had two nightmares last night, back to back!

The first one was about the Black history program.  I know it is symptomatic of my lack of control over it.  I started planning the program back in December.  The guest speaker was a friend of Dr. King’s and will be speaking about King’s last moments.  It started out fairly simple.  The choir would sing, the band would play and we’d have student jembe performers and some steppers from a local college.  All of this would be spliced with students making short speeches (30 sec) about famous black leaders and groups.

When we came back to school from Christmas Break, Student Council Matron, had seen some Jembe performers (dancers and drummers).  She said she had a relationship with the leader.  She wanted them to come and do a presentation on Kwanza.  She said it was really powerful.  I thought, “Cool.”  She came back saying that they charged $1200 for the performance.  She would try to talk them down.  A few days later, she said they would charge $300.  I’m still not happy with the price b/c we are paying $300 for TWENTY MINUTES!  She really wants it and she’s already talked to Principal.  Well, I asked her for his number b/c I’d like to talk with him about it.  I need to know what type of equipment he needs, how many performers, confirm times, you know all of the typical stuff.  Remember, I’m the organizer–its my job.  She got very frustrated with me and told me “Let me do the talking to him.  I KNOW HIM!”  Now, this makes me suspicious. . . .so, all of this is going on in my head and  I have a nightmare last night:

I dreamed that we were having the Black History Month program and it was poorly organized.  Poooorly organized.  The kids were talking throughout.  The mics were not working.   The people did not show up.  It was just falling apart.  I sat down in a chair and sighed, saying:  “This IS NOT my fault.  She did this”

Really, this dream is about a lack of control  . . . and how unsure I am about her contact with this man and the price.  Our guest speaker isn’t EVEN charging.  It is a school.  It is a bunch of teenagers.  And this just doesn’t feel right to me.

So, the second nightmare a few hours later in the night:

I dream I am running from someone who has kidnapped me.  I fight and fight and fight.  I use one of their trucks to run away.  They get in a Black SUV and chase me all around town.  It does not matter how many red lights I run or how many turns I make without them, they are still within range of me.  I can’t figure out HOW they are able to chase me like this.  I realize that they have GPS in the truck I’m driving and that is why they are able to catch up to me.  So, I decide that I’ll have to abandon the truck  and go on foot.  I arrive at an elderly ladies house.  It is at this house that I strip down all of my clothes–maybe there is GPS in the clothes,  too or could have they put one in my body?  Anyway, I am climbing on top of the roof and in and out of windows in a neighborhood.  Meanwhile, the old lady is fending off people at the door by pretending to be crazy and not know what the men are talking about. 

I wake up abruptly.  When I awakened in my mind was thinking, “run, run, run.”  I don’t know WHAT this dream means!  *sigh*

Thank You, Ms. H

Ms. H of Molding Young Minds created the banner/logo for my blog as a gift.   I was really surprised and absolutely stoked.  When I asked her about creating it, she acted like it was nothing and it was very EASY. . .mmmphhh, if it were easy. . .  not everybody has her gift, her tech savvy gift!!!  She will never admit to the work that went it to it-and I know it took some time!

Kudos, Bravo and You Rock, Ms. H.  Thanks for giving my blog that “sophisticated” look by creating this spiffy new header!

I love the new look of my blog.  It looks. . . . “professional.”  Ms. H inspired this streamlined and uncluttered look!!! Oh, sooo excited!!!   Ya’ll give a shout out to Ms. H when you get a chance!  *sigh*  I just love it.

Departmentals

We had a departmental meeting today, half mentioned that returning to my school was iffy!  We were trying to take a survey of teachers interested in a trip and many said that they could not honestly make any plans-proof of hour dire things are here.   I have been dragging my feet in sending out resumes and job searching.  I think I’m scared.  What if no one wants me?  That is my inner fear.  But it has got to happen.  I’d like to line up a job by the end of April.

At the same time,  I was thinking today, you really don’t know how good you’ve got it until you hear someone else’s story.  I really do have a great relationship with Principal.  During departmentals, I listened to other conversations and run ins  . . .and I’m shocked.  Some of the things said to others has never been said to me.   I get the feeling Principal respects me and the work that I do in the classroom.  So, yaaah, me!

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As far as lessons go this week, it’s all really boring. . . .however, we did discuss Haiti!  My kids always surprise me with their compassion, the “hardest” kids at my school  has so much compassion for others.  (As a side note, my kids really don’t pick on the special needs students at my school.  They really do try to help them.  They really are amazing students!)  It was emotional as we watched clips from CNN .

One student who survived Katrina spoke up during our conversation.  She said it bothered her that we were trying to help people in another country and Louisiana is still in crisis–she felt like we had forgotten them.  According to Student T, America still has a lot of problems that it needs to fix.  I had no answer for her.  But she brought an interesting dynamic to the conversation.  When students asked about the looting and rioting.  She provided her classmates with her firsthand accounts of her time in the dome.  I still have chills, just thinking about it.

In Remembrance . . .

I love when Dr. King’s birthday rolls around each year . . .with my students we reflect on the dream, the dreamer and the legacy. I try to remind my students that it was more than just the work of Dr. King that achieved civil liberties for minorities in this country.  No one person can do it on their own, but it was the work of several people:  regular folks and students (their age)  who protested publicly and worked to make equality in this country a norm.  I mention people like Fannie Lou Hamer, SNCC, Stokely Carmichael, WEB DuBois,  Medgar Evers, Diane Nash & Ida Bell Wells.  It was the work of these people in conjunction with Dr. King that changed our country.   I emphasize that students should use the day to serve others,  following the example of Dr. King and other activists.

In response to a question about America today, many kids suggested King would be proud of our AA President.  One of the students pointed out he be especially proud that it was not Blacks who elected him-the population of AAs in the country is not enough to have won the election for him.

At the end of the conversation on legacy, I ask:  “How would Dr. King feel if he walked into our school building at this exact moment?”

An interesting thing happens:  White students raise their hands and say he would be proud and Black students raise their hand say he’d be disappointed.

D said “Well, I think he’d cry.  So many of my friends are African Americans and we have beautiful relationships.”  And she’s right.  I think he’d love to see that!  He would be excited with all of the interracial relationships, friendships and learning he saw in my school.

A responded, “Miss Teacha, I think he’d be disappointed.  It’s not about the black/white relationships.  He would be upset with the Black students.  Look at us, look at how we act at school.  We don’t take education seriously.”  Many Black students raised their hand to agree with her, to add to her comments.  It awed me that the students made these connections without any prompting from me.   It was a very, very good conversation.  And I am impressed that my students realize that there are problems today our communities. . .it made me think about this Boondocks clip (graphic use of the N word & profanity, watch at your own risk).

Overall, I think Dr. King would be proud of our country, even with all of the work left to do.  Happy MLK Day to all!

In Loving Memory of All Who Fought for Equality:

I just never understood

How a man who died for good

Could not have a day that would

Be set aside for his recognition

Because it should never be

Just because some cannot see

The dream as clear as he

that they should make it become an illusion

And we all know everything

That he stood for time will bring

For in peace our hearts will sing

Thanks to Martin Luther King

-Stevie Wonder

I’m back!!!

Seriously, I think think I’ll be back in the bloggin world for a while.  I realize that it really helping me work through my issues in the classroom and personally.  I get to share my day.  Seriously, I think the root of my funk lied in the fact that I had stop communicating–with my friends, colleagues and family and blogging world.  I was having such a bad time at work and my friends didn’t want to hear my complaints and so I just stopped talking about it.  It was festering like a nasty sore. . . .oh, boy, I was not a nice person and was becoming one of those teachers.   I went back to therapy because I knew things were not right and they wanted to give me pills and the conversation with the therapist did not go well. A bunch of malarkey. . . another post, on another day.

This morning as I was reading through my comments, I realized Margaret is like the best friend on the planet.  She is ALWAYS sooo supportive and reads every single word–most of the time, I’ve barely posted and she’s responded with caring words. I know there are other readers who are amazingly supportive of  me, too.  Together ya’ll are like a good bra, keeping me from sagging, LOL.   So, thank you everyone being such good “therapists.”  I feel so terrible that I have not reciprocated the way I should!  But I am working on it!  Promise!  I have made a vow to read through SOME of the blogs in my feeder every night.  No, I won’t clear it out right away.  And that’s not the point!  The encouragement received through reading others work experiences and lesson ideas,  far outweighs  any of the therapy I have ever received-although, I am still looking for a decent therapist to teach me how to manage stress and deal with my personal life.  The last one, ugghhh . . . again, for another post.   Nevertheless, those of you reading my blog regularly, I WILL be reciprocating more frequently now.

I look forward to having you guys around for the journey.

Ode to Ms. H. & Interactive Notebooks

I want to send out a SPECIAL thank you to Ms. H of Molding Young Minds.  Yes, my friends, she is a GENIUS!

Oh, Ms. H, you’re genius

What a great help to us teachers

Now I can manage the trenches

Now, My students will  rise like tenors

Okay,  I know I’m not a poet . . .just grateful for her ideas.. .and, hey, I tried!

I have been struggling with kids completing the bellwork, maintaining a decent notebook (a study tool) and just holding onto materials for use at a later time.  And the notebook that they were to complete was not working for me or THEM.  So, this semester, I decided to do a pilot in my AAH classes. At the suggestion of Ms. H, we have been putting together interactive notebooks made from composition books.  And it is working!  Here is the process:

• Students are required to purchase a composition book.
• We’ve made a table of contents out of the first 3 pages.
• During bellwork, the class clerk passes out returns.  We stop for a moment to glue in things together.  It takes about 3 or 4 minutes for everyone to take old stuff paste it.  And, YES, in high school, you still have to teach them HOW to work with glue. *sigh*
• After bellwork, I tell them what we are going to do that day.  We list it on the table of contents.  Students write a note on that page in their notebook to reserve for that item, if it is something that they are turning in for a grade on that day.
• We made a foldable (a mini-book) that will contain ALL of their bellwork for the unit we are studying.  I will take it up at the end of the unit.  Students made a pocket in their composition book to keep their journal (the mini-book)  in!  So, everyday, I say, “Take out your journal, date the next available space and begin today’s bellwork assignment.”
• We made a second pocket in our composition books for VOCABULARY.  For every vocabulary word they are given, students must make an “index card”  from white or construction paper.  The front of the “index card” contains the word & a graphic illustration, the back contains the definition.  We used a paper clip to ensure that “cards” are secure in the pocket.  Also, when  I take them up for a grade, it will be easy to manage.  And now students have a study tool for vocabulary.
• I’ve already started the rightside/left side things.  The first assignment was to create a chart of the African civilizations & then write a poem about it.  So, on the left side, they have glued in the chart and on the right side is their poetry.
• Lastly, I have a place in the classroom where students return their composition books at the end of the hour.  Yes, students leave their notebooks  in the classroom.  Why?  B/c a major source of my problem is they don’t bring their supplies to class.  Many come to class without paper, book or pen–lets not even start talking about that notebook I required.  Basically, they just show up everyday .  AND the best thing of all:  I’ll have QUALITY WORK to show parents during conferences:  “Here is the work Bobby has completed.  Here are all of his graded tests.  He can improve by . . ..”

The response from the kids has been AMAZING.  One student who takes me for both World History and AAH said, “Miss Teacha, why aren’t we doing this WH. This soooo much easier than that big binder you have us keeping up with.”  This has helped me realize that I am TEACHING them organization skills with the composition books!  We’ve only been using them for 2-3 weeks,  so I’ll have to review it again in a month or so and include pictures (here on my blog) to really examine the effectiveness.  And at that time,  I’ll determine if grades and student success improve!

Issues:

• Some students have NOT purchased the composition books I have requested last semester.  I offered extra credit if purchased it before the break and left it in the classroom with me.  Solution:  I will go to Wally World today and purchase about 25 of them.  I will sell them in my classroom for $2.  Why so much? For the students who simply can’t afford it,  I will just give them one.  So, they will purchase for themselves and someone else!  Also, co-teacher is trying out this experiment and has lost over $10 selling composition books to students b/c she didn’t charge them tax and giving notebooks to needy students.

• My student supply and work area has become a MESS!!!  A ROYAL mess!!!  Today, I am going to purchase a storage drawer system to organize the glue, tape, staplers, scissors, construction paper, white paper.  You know a few years ago, Miss CF had a marvelous idea that I will implement next year:  make a class set of student packets with ziplock bags-they will contain all supplies 1 stapler, 1 bottle of glue, scissors, a set of coloring pencils or crayons.   Basically, students pick up their packet and replace it at the end of the hour.  She suggested that I number each packet and the students were to only pick up their packet every day.  If something was missing the next hour, I’d know who to blame.  If I did this, I’d only have to worry about 1 tub of stuff, not a drawer for each type of  craft item.

• I am really NERVOUS  about letting these notebooks leave the classroom, when its time to study for a test or quiz. The whole purpose of this is so students come to class PREPARED and ready to learn.  My students are notorious for not bringing things.  Personally, I think it is their way of avoiding work, who knows?

With the help of Ms. H and these websites, anyone can do it.  Mind you, I have not followed instructions on these websites to the letter.   I have synthesized and mixed it will my own style–what  I am doing is not a true interactive notebook.  But it’s working!

• Overview of Interative Notebooks
• Notebook Wiki
• A Handout
• Ms. Beery’s Handout;  the main site
• AVID Learning Log.  I am using this document to provide reflective questions at the end of the lesson that students respond to in their composition books after completing a lesson.

Our Jobs Are On The Line

Today, I had another long meeting, after it, I didn’t get home until 9 PM last night (a second dinner meeting for an elective class that I teach).  Who doesn’t hate meetings?  Especially when they are unproductive!  Anyway, the meeting expressed the need for documentation, again and again.  Documentation for failing students.  Documentation for failure rates and interventions and IEPs and uniform classroom rules and just on and on.  At one point during the meeting, AP said, “Our jobs are on the line, here!”  Since when did teaching become sooo serious that I could lose my job for not documenting things? Or checking a child’s uniform? (Lord knows I’m guilty of that one)   Teaching and learning are supposed to be fun.  The great thing about this meeting:  food was provided. I appreciate folks that know teachers like to eat!

In other news, I had a conference the moment I walked in the school building today.  Seriously, I hadn’t even clocked in and the principal was like, “Can I see you in my office?”  Normally, these meetings are NEVER good.  But in this one, my Principal and AP defended me like I the best thing since sliced bread and there was no reprimand after the meeting.  This is the FIRST time, I have had a meeting of the sort!  The last time, I had this type of meeting I received a verbal reprimand afterward. Sooooo, I guess I’m doing pretty good.  All of the blame for this one was place on the student and rightly so!

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Another review video, this time it is about Ancient India, Mesopotamia & the Greek gods.  Funny stuff.

India & Mesopotamia & Greek Gods from Miss A on Vimeo.

African Civilizations Lesson

I am revamping my AAH lessons this year-just a little.  I want to lecture less and have students create more of their own learning.  So, last night I edited my lesson plan on the Ancient Civilizations of Africa to include jigsaw reading and a spoken word cafe.

The new lesson looks something like this:

1. Bellwork of new vocabulary:  Monarchy & Patriarchy  (these are words that students will encounter in the reading
2. Students JigSaw the textbook on 4 major African civilizations.  It amounted to about 2-3 paragraphs a piece.
3. Students work as group to complete a chart describing the social structures, culture, politics, economics and demographics of each civilization.
4. After students has completed the chart and shared information, they are to create a rhyme/spoken word about the rich heritage in Ancient Africa.
5. Students will perform their rhyme/spoken word and be graded according to the rubric.

It was nice to not talk.  This lesson worked REALLY well in my classes today.  Students did not like the reading part.  However, they LOVED the idea that they would be writing rhymes- in my honors class, it was groaning and in the regular classes, there was actual cheering.  (I am always amazed at how much my students LOVE to perform)

I made it a point to put all low level readers 5ths in the groups so that there would be back ups.  Unfortunately, this lesson will take two class periods, much longer than I expected because it took them a while to complete the charts. To summarize and debrief Africa, on Friday, I will ask students to draw conclusions about Africa BEFORE the slave trade.

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I’ve edited a couple more of my student’s review songs. Again, these kids crack me up.  You can tell we had a lot of fun that day!  As I edit the videos we are watching them back in class (watching about 1 per week b/c I am really slow) and the students ARE LOVING IT!  They love seeing themselves on camera.

The password is the same as the last video:  review

China & Rome from Miss A on Vimeo.

Low motivation

Tidbits. . ..

• I wait until the last, absolute last minute to prep for my classes.  Why?  Quite simply, I just don’t feel like it.  I’d rather watch a movie or some tv, instead.  Last year, I’d get excited and work on each class trying to add  new spice.  This year, I’m just reusing the old stuff and swinging by the seat of my paints except for with APWH.
• I never EVER want to teach APWH again.  It is the hardest class I’ve ever taught in my life.  One class requires 5 hours of prep–if I do it right, with all the reading and researching resources.  The AP coordinator says that they flip flop year to year between APWH and APEuro . . .my hope is that I will be outie and somebody else will be flip flopping
• I was discouraged by a veteran teacher today:  “Miss A, sorry to tell you,  you are here for the long haul.  You can’t go anywhere.  You’re sucked into this district and it is impossible to get out.”  This teacher made it seem like that after teaching in My School District,  teachers aren’t qualified or good enough to teach anywhere else.  Or that we have such a bad reputation that no one else wants us!  Lord, give me strength!
• AAH energizes me.  Its the only class in which students seem interested in the content (although, we had a VERY good discussion on religion today in WH).    The students are very interested in learning the history and they ask thoughtful question.  I guess they really can relate to the information.
• Another teacher sent me grant info for a tour of Germany this summer.  He really thinks I should do it.  I’ll apply. *sigh* But honestly, I don’t want to do anything this summer, but deep clean my apartment and swim.  I keep thinking, I’ll never reach my goal of Greece, if I don’t start somewhere, so Germany, here I come!