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Job vs Joy

Teaching used to be a joy. I loved blogging about it, reading about it, doing it. My absolute favorite thing in the world.  Its year 6 and it isn’t anymore.  I don’t want to spend 75% of my time on classroom management anymore.  I am tired of correcting behaviors and uniforms and calling parents over trivial things.  All I’ve ever wanted to do was teach, not fill out forms and meet unreasonable deadlines for such paperwork. I don’t want to do “homework” every single night for the rest of my life.

A friend asked me what would I do instead. My response:  I don’t know. I don’t have any back up plans because teaching is supposed to be my career.   It wasn’t a last resort career for me, it was my dream.  And the thing is:  I know I’m good at teaching. . . when I actually do it!  I’ve been given a GOOD thing this year.  My schedule is the best its ever been. Classroom management should be minimal at this point for me.   And its not.   I don’t know what I am doing wrong.  *sigh*  I don’t expect students to be perfect angels, but apathy combined with behavior is driving me away . . .

And don’t let me hear the words, “but this is an elective” ever.again.

Issues & Pictures

Several things I’m thinking about this week:

• How to manage the busyness of my life without going of my diet.  This has always been my struggle.  Today, I worked in my classroom (and was interrupted 20,000 times) until almost 1:30.  So caught up in things that I absolutely forgot to eat.  I brought my lunch.  It was a really good lunch:  salad, roasted veggies, pork chop & apple.  Well, I had to go right away to the dentist.  I was STARVING when I left the dentist.  And the fast food was pretty tempting.   I don’t know how I resisted.  I came home and cooked:  salmon, wilted spinach & onions and cabbage.  It was good but after it was over, I was still hungry.
• Today, I didn’t get anything done.  Other teachers, kept coming by to say hello and welcome back and to check out my classroom’s new setup.    Also, I’ve been helping the new SS teacher.  With all of that action, anything I started never got completed.  I sat at the computer several times to only be interrupted.  *sigh*  How will I ever get finished with my lesson plans and ancillaries by Monday!?  I’ve decided tomorrow that the lights are going off, the door will close and lock and I’ll work until my stuff is ready!
• The FlyLady is really working for me.  My home is CLEAN, CLEAN, CLEAN!  Oh, yeah!  Everyday, I spend 15 minutes picking up and prepping for the next day.  It is working-even on this school schedule.  Yes, I am beat tired when I get home, but I make myself do it.  And it feels good.  You know, she has a FlyLady plan for teachers???
• I am so excited to be returning to my school this fall.  I never thought I could be this optimistic, but I am.  Thank you, Lord for such a positive attitude.    I haven’t felt this good about school in a long time.   Here are pictures of what my classroom looks like right now:

Updated Procedures

I have updated my procedures to reflect the changes, I am making this year to my classroom operations.  Dear Readers, tell me what you think.  And ya’ll know, I’m the typo & error queen, so if you see any errors feel free to notify me in the comments.   Students will complete a scavenger hunt of classroom procedures during the second week of school.  This will be one of the resources used to complete the assignment.  I’m hoping that it is comprehensive enough.  In the final printing of the document, I will include examples of rubrics and other documents.

Some of you may think I have gone to far and this document is insane.  Perhaps?!   But,  I work in an urban environment.  And I’m trying a lot of new stuff this year.  I find that spelling things out in detail WORKS for me.  And spending 2 weeks teaching and reinforcing procedures ALWAYS results in a great year!    It is worth every single minute of me creating & editing this document.

Classroom Procedures

Summer Goals revisited

Before I get to deep into the new year, I wanted to revisit my summer goals and determine my success for the summer:

• Return to WW/YMCA–get lots of exercise:  Didn’t exactly work out, instead I joined started following the Paleo diet.  And I love it.  I’ve lost 12 lbs and my body has been completely reshaped.  I’m actually down a shirt size.  I’m wearing stuff I couldn’t wear last school year and a belt with my jeans!!!!   My plan is to run/joggle a 5k in October.  I’ve got a workout partner.  Hopefully, he’ll stick with me and won’t get frustrated.   I’ve made a positive lifestyle change and its been wonderful on my disposition.

• Read a book a week:   I didn’t exactly read a book a week, but I read about 8 books–all trash (chick-lit), except for Teach Like A Champion.

• Visit my mother for 2 weeks.  Didn’t  happen.  I decided to save money and my sanity.  This summer was about me.  I’m glad I made this decision.  Next summer I will travel!

• Organize my school ancillaries/documents:  I actually completed this task for World History.  I’m all set up for the school year.

• Apply to graduate school:   I haven’t finished the application.  Most of the documents are complete.  However, I had to write my own letter of recommendation and I just got stuck and couldn’t finish it. Its hard to toot your own horn.  Even when other people give you examples.   Hopefully, I’ll finish it this weekend.

• Complete my digital/online portfolio.  Didn’t even touch it.  Instead spent the entire summer working on my classroom website.  Decided that my portfolio wasn’t as import when my plan is to stay here another year or two.  I’ll work on it through out the year.  Long as something is together by March of next year, I’ll feel pretty good.

• Set up a better classroom website:  My website is really good and I’m happy about the work that I’ve done there.

• 5 Days of PD:  Obtained 35 hours of professional development this summer.

Here are somethings, I worked on this summer that we not on my list:

• Spring clean my home.  It is so nice to walk around in my bedroom and not trip.  I can actually find things in my bedroom and closet, too!  Before, it was a dumping ground so I could keep my “company” areas clean. Now, I can sleep in peace.  It’s lovely.  I’d show you a before and after, but I’m afraid my readers might lose respect for me.

• Watch 2 complete seasons of Burn Notice and Drop Dead Diva and 3 seasons of Bones.  Yes, I complete vegged out and accomplished NOTHING!!!

• Worked on my mental  & spiritual well-being!  I spent time in consistent prayer and meditation.  I really believe the Lord deserves most of the credit for my change in attitude.  He has truly restored the “joy of my salvation.”  I’m happy, again.  I feel like the old me .  . . the me from two years ago.  Co-Teacher said when she first met me, there was a joy, a light and last year, it was gone. It’s true . . . but oh, that light is back and bright!

• Took a swim class.  I can do the breast crawl now.  Its going to take a lot more time for me to become an experienced swimmer but I’ll keep trying.

All in all, although I did not accomplish all of my goals, I did enough and I’ve gone to back to school rested and for me that = SUCCESS!

Year 6 Began Today

I’m sooo excited about the upcoming school year.    I am really optimistic about the school year, which is VAST change from last year!    What I am doing differently in my classroom this year:

• Seating students in groupings. I’ve been acquiring tables that seat 4 students.   My hope is that students will work more collaboratively.  However, I’ll have to be “snappy and with it” the first few months of school to establish appropriate behavior in this type of atmosphere.

• Interactive Notebooks.  I’m doing them based on the  History Alive model. . . with students actually responding to the materials the “content” learned in class.  This is the thing I am

• In class Portfolios.  I am requiring students to get a 3 pronged folder.  Instead of students keeping tests, quizzes and rubrics and other assessments, I am going to have students file them in the folder when I return them.  I might keep other parent contacts in the folder.  These folders will remain in my classroom.  Imagine the success of parent conference with this type of documentation!

• Maintaining a class website.  I’ve already set up a pretty comprehensive. . . the goal is that students will use it to stay on top of when things are due.  And to have access to all class documents online:  homework, rubrics, notes . . .EVERYTHING.  I’m tired of copying and answering the same questions over and over again.  I hope students will actually use it.  What I’d LOVE to do is set up discussion boards or blog. . . but I haven’t figured out how to make it work.  I am open to suggestions!

• Giving weekly progress notes.  I am desperate for my students to have more “communication” regarding their grades.  Unfortunately, our system for giving parents online access does NOT work and when I asked about it today, I got the run around.  So, my plan is to print them from the grade book every Tuesday and then send a mass email to parents letting them know I sent them home.  I know I will waste a TON of paper. . . but I’m tired of excuses and this whole “credit recovery” system that my principal seems to endorse b/c of his belief in standards based grading.  I like the idea of SBG. . . but what it turns into is cheating, borrowing and lack of quality products produced.

Journaling

Since my second year of teaching, I have had students journal in class. Granted, I did not always know what I was doing or why I had them do it. However journaling is a process that I’ve refined in the last 2 years of teaching. This video shows you how to make the journal and few student examples from last year.

Journaling from Miss A on Vimeo.

Why require journals?

• Students need to be reflective about their learning. At the beginning of a lesson, journaling can be used to review a previously learned concept or get students thinking about it before the lesson has been introduced. At the conclusion of the lesson, students can apply what they have learned by journaling.
• Classroom management. I used journals at the beginning of class (bellwork/warmup) to focus students. I introduce it to the students like this, “The beginning of the class is a time for silent reflection. We all need quiet time to focus and ready ourselves for the learning process.”
• Student practice their writing skills. Students will not get better at writing, reading or narratives if they do not practice.
• Discussion points. Students need to write before discussing. It is the time where they gather their own thoughts and opinions before letting another student or even me tell them what to think. Journals lead to REAL discussions in my classroom. Sometimes, we get so caught up in the discussion; we get behind in the content.

What are they?

• Foldable bound booklet—Students used to keep composition books or a section in their notebook.  The foldable works better b/c we can keep all of their work for a quarter together. Easier and less bulkier to grade
• Students write in them everyday, labeling the journal with a number & the date

What type of work is done in them?

1. TWEDYs
2. Responses to Journal Prompts—usually these are my “hooks”, questions about everyday life or their own belief systems that connect to themes in the lesson.
3. Identity charts
4. FreeWrites/Freedom Writers Journal
5. Narratives/RAFTS—students take on the role of someone from the lesson and write a narrative as if they were that person
6. Short summaries of previous lesson

How do I grade them?

• I collect journals randomly (if they chat during the warmup time, I call for them when the timer goes off). I only grade the entry for that day. Usually worth 25 points. Students do not lose points for grammar or spelling. I look for content and substance and sometimes quantity.
• At the end of the quarter, I count up how many entries they have for the entire quarter and multiply it by 3, 4 or 5 points (vary according to how many entries I assigned that quarter. Remember, I can stop in the middle of lesson and say “journal about this” to facilitate class discussions. ) This typically gives students some grace for absences they didn’t make up.

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Getting Ready For Year 6

This summer, I rested. Seriously, I’ve watched the entire Burn Notice series, surfed the net and shopped more than anyone should. And it was good!  I’m actually ready to go back to school next week-except getting up in the morning.  As I prepare to go back, I feel organized and ready.  This week:

1. Went back and moved furniture in my classroom. Set up the technology.  Still have decorating and little cleaning to do-so its only one more day of work.
2. Completed my classroom website. .  .well almost . . .i think it’ll forever be a work in progress.
3. Completed my syllabus and 2 weeks of lesson plans. . . now, i just need to make the ancillaries and I’ll be all set. I’m making a lot of changes this year to increase the rigor of my classes.  I’ve decided to demand more writing this year.
4. Created a list, will share later, of teaching strategies.  The goal/point is make instructional variety easy as looking at a chart. (For this blog, this school year, I’m going start sharing more of my lesson plans, so expect to see them in the upcoming weeks)

Here is my syllabus if you’re interested.  If you have any feedback or corrections, feel free to comment. English teachers, I always appreciate your help!
NetSyllabus

Book Review: Teach Like A Champion

As I browsed through Lemov’s book (TLAC), I sensed that his book is largely about classroom management with a few teaching strategies thrown in.  He’s actually said it in one of the interviews with him-I am paraphrasing, “If you don’t have the students attention, then you can’t teach them.”

There is nothing revolutionary about the book.  The techniques presented here are the “basic” building blocks of education and are not new to the education world. The novelty and star quality of TLAC is that Lemov gives the strategies names and organizes them in an accessible way.   Most of the principles of TLAC are “old school.”  As I began to read more and more, I remember that many of elementary and middle school teachers running their classroom this way-and I graduated over 15 years ago.   Thus, it builds more steam to the argument that the traditional pedagogy still works and yields high results.  (Hmmmm, ain’t that something?!)

Things about the book that I love:

1. The accompanying DVD that shows the strategies in action.
2. The organization of the book.  It is EASY to browse . . . just picking a strategy here and  there read and add to your tool box.  It is organized so that there no need to read it cover to cover!  Personally, I’ll probably leave my copy in the bathroom or car for a “quick read” after this review.  It is one of those books like the Essential 55; you can just flip it open to read a strategy or two and then do something else.
3. Lemov provides SEVERAL examples of how each strategy should work through the text and DVD.  It is NOT one of the cryptic books  in which you can’t figure out how to implement or use the content.
4. If implemented, the techniques will give you an effectively run and demanding classroom.  Something my students desperately need.

Things about the book that bothered me:

1. Although, concepts in the book are universal and can be adapted, it seemed to focus on primary and middle grades.  There is little focus on high school.  On the DVD, it appeared only 3 secondary classrooms were showcased.  Is it because “hooking” students at the primary grades is key to being successful in upper grades? Or that these strategies are not as successful there?  Why couldn’t he find more high schools doing great things?
2. I feel like the book has been promoted as a teaching strategy book, it is NOT, in my opinion.  To me, a teaching strategy is how the content is presented to the student, activities or delivery method.  This book seems to be about controlling the learning environment to maximize learning.    This is NOT how I want run my classroom.  Now, I admit that I am control freak when it comes to my classroom environment.  However, there seems to be liberty, freedom and diversity my classroom–it not just a “learning” silence.  My students are engaged in discovery and discussion and I am NOT the source of all learning-center-of my classroom.   My role is to guide students to learning, not to be the focus of it.

I believe this book is an excellent for first year teachers.  Classroom management is one of the biggest issues with first years.  I believe if a first year implemented about 15 of the techniques, they would have an extremely successful year.  Out of the 49 techniques presented in TLAC, 14 of them are things that I already do in my classroom.  Therefore, I can “testify” to  the effectiveness of the strategies. MY ADVICE:    First year teachers need to graze through TLAC (read a bit here and there)!  Do NOT read it cover to cover-it could be overwhelming.  Pick only a few things to implement and do those things WELL this year. No one can use them all!

For experienced teacher, this book could give you a few more classroom management strategies to add to your repetoire. In the words of David, “It is always good to sharpen your sword.”    As an experienced teacher, I would have been fine with the DVD only-I like hearing the verbiage other teachers use.  Nevertheless, I’ve decided that I’ll try to integrate at least 5 TLAC techniques in this books in the upcoming school year:

1. No Opt Out-For Q & A, Students must answer the question with a correct answer.  Students do not get the option to not answer the question.  Lemov gives verbage and options for getting the child to the correct answer.  The ones that I’ll probably use most often are guiding the student to the correct answer and allowing another student to answer then come back to the student for the correct answer.
2. 100%.  This strategy requires teacher to correct students when off task, so that 100% of students are on task the entire class.  I love the phrases used by Zimmerli in this clip, “I have Jasmine, but not . ..  .”   & “Still waiting on 3. . ..on 2. . . now, lets do . . . “
3. Name the Steps-This technique is simply giving students steps or process for the content.  He suggests no more than six.  This is a bit difficult to do with history.  However, before reading TLAC, this was something I had planned to do this year.  Usually, when I give notes,  I give guided notes b/c there is so much content.  This year, I had planned to make a change b/c of the results of my AP exam and a transition to SBG.  Reading the book for details will be there responsibility and I will be giving “summaries” of history.  The plan is to give 1-4 slides of notes in some sort of brief form, analyze a primary source that relates or tell a story, review content.  Instead of the long lectures were students are filling in blank after blank.  I like the idea of giving them the key points to remember.
4. Pepper-Rapid fire of questions during a Q & A review.  I usually do Q & A, but its pretty slow.  I like the idea of just banging them out one after another.  I’d probably need to have them prewritten b/c thats my style.  What I like about this that everyone can answer in unison or I can randomly call of various people.
5. Call and Response-This technique requires students to answer in unison with an answer or repeat what you’ve said.  I used to do this in my classroom, but it had declined over the past couple of years.  It reminds me of church-like when the Pastor says God is Good!  Definitely, going to use this one more!

***Please don’t feel that this a bash of the book.  It is a honest reflection of how I could practically use its contents***

Feedback & Confidence

One of my goals this summer was to rid my home of all the “paper” laying around. . . .you know:  bills, stuff from college, notes to self, xerox copies of random stuff.  Tonight, I was cleaning out another stack of paper–this stack was from my college days. . . it brought back sooo many memories.

• all nighters
• writers block (absolutely terrible for a History or English major)
• READING, READING & MORE READING
• party allnighters–well, for me it wasn’t much partying.  I had a group of friends that I’d play cards or board games with until 3 or 4  in the morning
• dorm life (not that I really miss it, just the people who were there.)

Anyway, as I began to look through the papers, I began to smile and laugh and remember the “good ole days.”  As I picked up sheet after sheet, I’d squeal and say, “I remember this. . . .I stayed up all night to write this.. . . I loved this class. . . uh, that professor was narcissistic.”  My college days were good.  Yes, there were times that I didn’t have money for food or to go out with my friends AND I worked my entire college career. I remember a friend and I gave blood to buy groceries.  Her dad found out and it brought the man to tears.  The next day, her parents showed up with groceries for both of us and cash.  (They knew I didn’t have a father I could rely on and my mother didn’t have any money.  She wasn’t even paying my tuition)  Yes, those were the good ole days!

I remember my biggest issue in college was a problem of confidence.  I did the work and I got As & Bs.  But I was never really confident about the work.  I never felt “smart.”  It was like should have known more than I did.  I made up for this with hard work (Today, I make up for it with internet. You mention something I don’t know. . . I google it.)  The history department at my university was relatively small, I took the same professors over and over again.  And had classes with the same students.  I think a few of my professors got to know me pretty well.  I participated in class, but I sure lacked confidence in what I was saying.  In most classes, I was quiet until someone called on me. . . and when they did, my professors offered feedback that gave me confidence. . . made my words seem insightful.

I was NEVER confident about my writing.  (I believe this stems from a teacher in high school who told me I really needed to work on my writing.  I had wanted to be a writer someday. . . you know writing books.  I don’t believe this teacher intentionally tried to discourage me, she just didn’t encourage me to continue writing.)  Tonight, as I browsed through the papers  and read my teachers feedback, I began to feel better about my work ALL OVER AGAIN!

From my favorite professor:  ”As usual, excellent work,. . . once you realize how bright you are, you will be dangerous.”

“Brilliant.  Excellent job weaving the lives of these women together.”

“thoughtful. . . well wrought . . . meticulous”  This professor gave me an A- for this essay.  This man was INSANE . . .he had a reputation for never giving As and my paper BLED with his marginal comments.  I was EXCEPTIONALLY proud of this essay at the time.  I remember the SLEEPLESS nights pouring over this paper about More, Menocchio, Martin Luther & Machiavelli.  And back then, wikipedia was available to help when I was stuck!  It was an assessment of my reading those works that semester.

Today as I look back over these papers, I am overwhelmed and excited by the comments my professors left.  I can’t believe how much my professors believed in me and celebrated the work I had given them.

Feedback is soooo important to our students.  Grades are not feedback!  Unfortunately, I must admit, I take so many grades, it is difficult to offer a true assessment of students’ learning.  As I move into this school year, I will make it a point to offer “meaningful” evaluations of their learning.  If these comments give me a sense of pride and meaning today, imagine what my words of esteem could do for the teenagers I teach today.

New Late Work Policy

I have really spent my summer resting.  Seriously, there was a week, I don’t think I did anything but lay in the bed and watch netflix & lifetime movies.  Summer has been soooo sweet to me.   My summer will be over in about 2-3 weeks, when I start professional development (officially over the first Monday of August).

I have a total of 5 crates that I need to sort through to make life easier in the fall.  I have decided to move toward a binder system for keeping master copies of my documents and lesson plans-by units of course.  Two of the crates are still sittiing by the front door.  Yep, excuse the dirty floor!

Over the last couple of days, I’ve been lurking on twitter…listening to other educators discuss . .. . and something got me thinking about my late work policy.  For the past 2 years, I started off the school year, saying “No Late Work Accepted.”   That ain’t working for me because I ALWAYS have to eat my words.  Remember that Willy Nilly make up policy?  I always alter my policy.  And I’m forever grading because I always have late work/make up work being turned in.

So here is the policy, I am tempted to create:

1. Tests/Quizzes-  Can be made up/retaken within the quarter in which they were given.  There will be NO credit recovery after the grading period has ended.
2. Classwork/Homework/Projects-Can be turned in late. DEADLINE: When I return the graded assignments to the class.  I will emphasize that it will NEVER ever take me longer than a week to grade & return assignments.  After I have returned the assignments, the only opportunity for make up is Saturday School.  No exceptions.  I want the students to “invest” in their late & make up work.  I’m tired of being the only one inconvenienced.
3. There will be NO credit recovery after a grading period has ended and a child has had a “Holy Ghost” or “Come To Jesus” meetin’ with their parents.
4. I will strictly enforce the  ”Dog Ate My Homework” slips.  I “borrowed” this idea from Leespea and it is simply genious.  I did this with last project of the school year. On the A day, out of 75 projects to be collected only 30 were turned in.  I was FURIOUS b/c students had over 6 weeks to complete them.    If you didn’t have your project, you had to turn in this form.   While the students were working on an assignment, I took the phonelist & those glorious pink forms and sat down to call parents.  The students knew what I was doing, even though they didn’t hear the entire conversation.  It was so quiet you could hear a pin drop as I read the excuses.  Within a week, I had collected 90% of the projects from ALL of my students (and yes, most of them were crap.)  Here is the form, that I made based on Leespea’s post:

Pink Slip

Miss Teacha the Artist!

I had planned to visit my mother this summer, but when I couldn’t get a plane ticket price to match a good time for me to go.  I decided that I would stay home this summer season.  I would truly rest and do some touristy things in my city.   Remember, boredom is good motivation for teachers that pays off during the school year.

So, yesterday, I facebooked that I was bored.   I wrote that I was tired of tv, movies and starbucks-I needed something NEW to do.   A friend wrote back about this paint class.  Basically in 2 – 3 hours, she teaches you to paint a masterpiece.  I watched some of the news clips of her and you she keep saying no art skills were required at all!  And I have none- my students laugh at my map drawing, so I know I’m not any good.  On her website, it said that all of her seats for last night were booked.  I told her to email me in case of any last minute cancelations.  About an hour before the class, she emailed me and said I could come.

I had a FABULOUS time.  I have never painted anything in my life outside of kindergarten scribbles and that was over 25 years ago!  Here is my work.  It is titled “My City Music”

So afterward, I had an idea.  My kids would love to do something like this.  How could I incorporate painting into my classroom?  Into history?  What if I could write a grant and she could come do this at my school with my students?  We have art teachers at my school.  How could I collaborate with them to do something like this?  What unit would it go with? the Renaissance era?  How would I make connections?   On their own, my students would never be exposed to something like this-remember I am the grown version of them.   This would be an awesome adventure and cultural awakening for them.

Motivation after 5 years

Someone asked, how do I stay motivated after 5 years of teaching?  I’ll answer this question openly and honestly, I have not been motivated at all.  This year was my downward slump and if I didn’t need a job, I probably would have quit at Christmas. People have said it before, year 5 is the make it or break it year.  For me, this could have been the break it year.

Although, Year 5 was not my best, here are a list of practical activities to stay motivated to continue teaching beyond year 5 . (I will not discuss any of those lofty, philosophical, teachers pet’s reasons like remembering the children)  If you follow my suggestions, reentering the classroom year after year, won’t seem so difficult.

• Take vacations seriously.  Make sure that use this time as leisure.  Don’t spend it all working.  Last summer, I worked summer school, went to several PDs (over 100 hours worth) and went back to school weeks before it started to ready my room.  If you want to survive in this profession, rest & relaxation are necessary.  Send your kids to grandma’s for a week, get a good book, lay on the beach and have a child free zone for at least a week.  At this point in my vacation, I am so bored, but I know it is what I have to do to be prepared for next year-it is the mental component.   Using vacation time to work is a big mistake because you never get a chance to rejuvenate your mind and body.  Example:  Before year 4, I spent most of the summer at the Y, learning to swim.  . .catching up on LOST and napping. When I came back, I was ready to throw myself into school.   Of course every year has it challenges, but I remember it being a great year.

• Keep home and school separate.  This means limiting the work you take home and complete at home.  I have heard some teachers say that they stay at school until the work is done .  Other say, they only grade essays at home. Some teachers only use their home time to plan.  If you want to endure, school can NOT be your life.    There has got to be a CLEAR separation of work and home.  This past year, after the first month of school, I decide I was not bringing anymore papers home to grade.  It was the best thing ever, instead I used my home time to clean house, watch netflix or nap.  Even co-teacher followed my example and she expressed that it REALLY made a difference in her quality of life.  If you don’t make the separation, you will burn out!

• Find a way to decompress after the school day.  Teaching is hard, complicated work.  It can be so emotional at times.  Find a way to release the stress.  For many, this may come through praying (the scripture of casting your cares keeps running through my head-1 Peter 5:7).  Margaret runs, while others join exercise classes.  I used to blog/journal my thoughts. You could see a therapist (for that to work you’d probably need to seem him/her everyday because school is such an up and down thing) You MUST do something that release the stress, to get it off your chest.  I learned that lesson this year–not releasing the stress caused weight gain and general apathy and despondency with regard to public education.  Plus, my blood pressure shot through the roof!

• Develop a PLN.  Start networking with other teachers online.  I found that I was able to run lesson ideas by them, get new ideas and draw fresh perspectives from their work.  The thing that helped the most:   my PLN allowed me to vent, they sympathized and then encouraged me and reminded me of why I chose the profession.    I don’t know how many nights David or Miss Profe or Margaret or Ms. H or K listened to me whine about school.  They hugged me virtually and then gave me resources or swift kick in the virtual rear end.

This by no means a comprehensive list–just lessons that I’ve learned in my 5 years.   Please feel free to add to the conversation.  How do you stay motivated?  What tools keep you coming back year after year?

Spiritual: The decision to Stay

***Disclaimer:  This post is about my relationship with the Lord.  Therefore, it won’t make sense to some. However, I HAD to write it out.  Its very personal.  Don’t worry, tomorrow, I’ll try to discuss a teaching strategy or something from the classroom***

I made the decision to leave my city back in December after a terrible day-4 fights and just general insanity at my school.  It never occurred to me that leaving would be a complicated matter.  I assumed that I would apply for a few jobs, send off my resume and do an interview or two and accept an offer.  Really, I thought the process would be quite simple.  I believed with all of my heart that I would have packed up my classroom by now. . . my apartment would be in boxes and I would be all set to relocate.

Despite what my heart wanted, nothing happened the way that I thought it would.  Nothing.  In fact, its been quite the opposite.  Instead of packing up my classroom, I watched co-teacher pack up her classroom and accept a job doing professional development with a nonprofit.  I would NEVER want the position that she accepted, but it stung a little.  I wanted to go so badly and she was convinced staying and teaching inner city children was her calling.  It has just been completely opposite of what we had planned.

This job just fell into her lap.  Let me tell ya, I had to do some serious praying. Seriously.  I was so happy that she was getting a job that she’s passionate about, but she hadn’t planned it.  AT ALL!  I just didn’t understand it-how I wanted something so badly and not get it.  So, I prayed about it and talked about it with a close friend.  It amazing how prayer and reading God’s word is a comfort to the soul.  What I realized after prayer:

• I had been looking for MY WILL to be done, not His!  I had been setting dates–first it was May 30th and then June 30th.  I was concerned about the renewal of my lease, breaking the lease, giving appropriate notice at work, gathering the funds to move, finding an apartment in the new city, hiring folks for the move, getting to a new place and setting up a classroom, just a whole bunch of stuff that simply takes time to organize and plan.  I was thinking all about me and mine.  No Him & His!  I’m just a control freak-but that is for another post.

• God’s plan is perfect for me.  And if I honestly reflect, MOVING was my plan not His.   I really didn’t even consult God about it.  Just decided moving would  ”fix” my problems.

• I was running away.  Teaching in My City is a CHALLENGE  and I just wanted out.   And I still want out.  I’m realizing that it is not my time, just yet.  And I must learn to be patient and wait. . .

• Maybe the “break,” I had been talking about all school year was simply a REAL summer break, the one I’m experiencing now: leisurely days at the pool, sleeping in, mental rest from the stress of school life, instead of ones where I worked, went to school, attended professional development, planned lesson and went back to school 2-3 weeks early to work in my classroom.  I’ve needed some plain old rest!

I guess it was yesterday that I began to feel that I maybe God was telling me I needed to stay in My City  little while longer.  Here’s why:

• I need to spend sometime submitting. (Christians, I know you hear me!! I hear bunch of virtual Amens!).  Honestly, I’ve been in rebellion for quite a while and it is apparent my way isn’t working.  And the word submission makes me absolutely cringe . . .but  I have been learning submission is not so bad when the party cares for you and has your best interest at heart.

• I’ve got some financial issues that really need to be cleared up.  I’d be moving with a whole lot of debt and piling up a LOT more to make this “thing” happen.

• I need to continue to develop myself professionally.  I really feel pressed to finish my Masters and become a NB certified teacher.  I have many other goals in mind, that if I stay I would implementing and accomplishing them would be a breeze.

• My original goal had not been moving North or to Texas.  It was to go international.  THAT IS still my DREAM!

• I love my students.  Yeah, they have issues, but so do I.  And I was “them” in high school (yes, English teachers I know, grammar).  Although, I was a nerd to the 3,238,523,537th degree, I see my high school experience in my students.   However, I know that it was the God’s grace that I did not end up in the situation of many of their parents and my peers.  That is why I am so passionate about education and what is happening to the kids here.  And apparently, it is not my time to leave them.  I still have work to do, here!

So, nothing happened the way I had planned.  For now, I am staying and while I’m here and I WILL make an impact.  I will make a dent in “thangs” and stir the water. . . .and fight for my kids since they can not fight for themselves and their parents are not fighting for them.   And, I AM learning to be okay with this.

Ask away!

I was challenged this school year and as a result my blogging fell off.  I didn’t know how to handle the stress and still talk about what I loved about teaching.  And there is so much tat I love about this profession.  I kind of lost my way. . . lost my passion.  But I know that it will return.

I will spend the next year trying to reinvigorate my love for teaching and education.  I have a few things planned for the summer . . .for my blog.  So as I chillax, for the next weeks, I think you’ll see the old Miss Teacha return.  Ideas roaming around in my head:

• Mission Organization:  Discussion on how my classroom is organized, what I’m changing about it organization, I’ll be going through all of my old lessons, forms and revisited them. . . organizing them & discussing them as I go along.  About 3 or 4 months ago, I started working a videocast of how I organize my teaching materials, but with the computer crash and other adventures, I abandoned that project.  I’m going to dig it up, put a new spin on it and help some new teachers get it all together.

• Strategies:  I like to develop a comprehensive page of teaching strategies for Social Studies.  I’m SURE that they can be used with any subject, but one thing that has bothered me is that people treat history/social studies as an afterthought in this country.  Many folks see it as developing a useless class of facts and dates and useless information and lecture and book work.  I’d like to change that–YA’LL Social Studies is fun and exciting and useful!  We create citizens. . . we are training future citizens.

Beyond these 2 ideas, I’m really feeling kind of stumped.  Help me out, dear readers.  What should I write about?  Give me topics to explore?  Ask me questions!  I need a writing prompt (I know the English teachers LOVE to hear that).  Shucks, if you need some advice, let me give it publicly on this blog–it may not be the answer you want but I’ve always got an extra 2 cents!

Lifestyle Change

So, I felt a sinus infection coming on a couple days ago.  To prevent it from being severe, I called the doctor’s office and asked for a refill of my sinus meds.  When the nurse called me back, he said “Your blood pressure was up the last time your were in.  The doctor would like to see you before she refills your prescription.”  I promised to be there in 45 minutes.  I was seen  pretty quickly.  The nurse took all of my vitals and drew some blood.  And I began the waiting game. . . . took pictures of my eyebrows, facebooked until I was bored . . .etc.

When the doctor comes in, she tell me that my blood pressure was 142/92.  She says its too high and explains blood pressure mumbo jumbo to me.  And goes back through my file to read to me some of the previous notes on my bp.  Apparently, I’ve always had blood pressure on the low end–pretty shocking for someone my size.  Wasn’t an issue until this past December when my blood pressure read 160/97.   She though it was a fluke . . .maybe something had happened that day or I didn’t get enough rest that night.  So, she wasn’t alarmed in December.  Now, in May, the Doctor is alarmed at my elevated numbers.

We talked about different things. . . when I saw her in December, I asked for anxiety medication.  I told her that I was stressed and suffering with a little winter blues.  She gave me a few magic pills and told me to check back in.  The magic pills gave me stomach cramps that were not worth the faux happiness !  After a week or two, I quit taking them and put them in the garbage.  In December, I had been staying up and getting up early to prep for school.  I was tired.  I was stressed out and just plain miserable.  Remember I was teaching 2 new courses . . .one of which was an AP Course, (the other Co-Teacher supplied most of the materials, but I still had to teach it) planning period every other day and meetings one of those planning periods.  It was too much work to do, too little time and I was flat out exhausted!!!

Second semester has been better because I taught AAH and because I’ve been teaching it for 3 years, I have it DOWN!  But its still 3 preps.. . .approx 185 students.  And an AP class that I planned and studied for AT HOME!  Wrapping up the school year has been crazy because students were still turning in make up work on exam days (according to our willy nilly policy, I have to accept it–of course, I threw it away.  Didn’t even look at it!).  I fell off the wagon with Weight Watchers because when I got home, I didn’t want to cook and I started eating out again. . . .its just a vicious cycle:  stress, eat, stress, exhausted, stress, the blues

As the doctor and I talked, I came to the realization that my school district has made me sick–literally.  My doctor says, “I think its too early to put you on BP meds.  I’d like to watch it for a little while.  You need to record your BP everyday for the next couple of weeks.”  And then she began discussing new meds to handle the anxiety/stress.  Finally, she says, “Miss Teacha, I really need you to make some lifestyle changes.”

“Lifestyle changes?” I respond.

“Eating less salt, diet, exercise, find ways to handle your stress.”

Hmph, I thought to myself, that is how I handle my stress.  A big piece of chocolate cake.

“Look I can’t give you the meds you want because they might give you a stroke.  You will have to suffer through this infection with over the counter stuff and some fexofenadine.  We’ll just be treating the symptoms.”

I sigh. . . and I listen to all the instructions about the meds she’s giving me that WON’T help my sinus infection.  By the time I got out to the car.  I made the decision to go home put on my bathing suit and start my lifestyle changes.

Summer Goals

Today is my last day of school for the 09-10 school year.  I am sooo excited.  My plans/goals for the summer:

1. Return to WW/YMCA–get lots of exercise
2. Read a book a week.
3. Visit my mother for 2 weeks.
4. Organize my school ancillaries/documents
5. Apply to jobs and/or graduate school–I’m looking at getting into a program that will help me gain National Board Certification.  If I do NOT relocate, then I am EAGER to get started with NBC.
6. Complete my digital/online portfolio.
7. Set up a better classroom website.
8. I have 5 days of PD this summer that I must attend.

Worst Assignments

These items were consistently mentioned a the worst assignments on my end of the year survey:

1. Film Guides–50% of students mentioned they hated the film guides.  Most liked the films.  It is the guide they detest.
   • “students fall asleep quickly when watching them”
   • “the guide takes away from enjoyment of the movie”
   • “its hard to keep up with the video sometimes”
   • “we didn’t learn anything from it”
   • Why do I assign film guides?   The documentaries/films I use in class often have GREAT content in them. However, my past EXPERIENCE tells me that students tend to go to sleep and miss the main points of the film.  I realize that some of my film guides are intensive.  For example:  my Roots film guide has 100 questions.  We watch Episodes 1 & 2 to illustrate/discuss issues of the Middle Passage.
   • To be truly reflective, I need to listen to my students comments.  I actually discussed this point in detail with my “hellion” class.  They said, that the guides had too many questions.   So I will do 3 things
     
     1. Next year, I will reduce the number of questions on the film guides to see if it makes a difference.
     2. Co-Teacher started doing something new this year with her film guides and she reported good results.  She used the internet to get scene lists/chapter lists for the films shown in class.  She used them to make a T-Chart.  On one side,  students would write the title of the scene.  On the other side, they had to write a summary of what happened in that scene or chapter.  She paused the film after the scene/chapter to discuss what had happened & make connections.  If she couldn’t find a chapter lists, she would find a list of the main characters and as students watched they would identify conflicts or other important information about the character as they watched.
     3. I will do more excerpts from the films, rather than watching the entire documentary.  I will not have my students watch a film and do nothing, that says to them free day and the content is not important. That is not the message I am trying to send.
        
2. Book  Work–in my AAH class, I gave book work, maybe 4 times for the entire semester.  In my world history, they may have had book work 10 times the entire year.  To me, this is NOT excessive.
   • “too much reading”
   • “its boring”
   • Why do I do it?  Student need to read the text for background information.  Again, in preparation for college students need to be able to read a book and dissect/take notes on the information in it.   I can’t tell you how many times I took a test and the info came directly from the text.
   • What will I do differently?  Nothing.  I like book work when its done in moderation.  I do it in moderation.  And occasionally, I need a day to do paperwork my lovely admins require but have graciously decline me the prep time to do so.
3. Projects–25% of students mentioned this as something they hate.
   • “They were complicated and boring”
   • “we have other classes”
   • “this is an elective” *sigh* I don’t even want to discuss this again.
   • “because most children don’t try.  There are only a  few like me who did it”
   • “because some students aren’t creative”
   • Why I give them?  To teach students how to research.  If they plan to study anything after high school, research is an important component.  Students need to learn how to research, comprehend their research and apply it.
   • What will I do differently?  Explain the importance of research.  Teach more research skills in class.  Maybe,  offer a lot more in research time.
4. Portfolio/Notebook/Binder Check
   • “Sometimes we misplace things.  that doesn’t mean that were irresponsible and we should lose points for it”
   • Why do I require a notebook?  Students need to know that a notebook should be kept and used as a  study tool.  Students need to be taught organization skills.  Notebook checks help improve students grades.
   • What will I do differently?  I need to do some research on how to effectively use notebooks in class.  I need to spend more time showing/discussing why they are valuable and how keeping one will prepare them “organizationally” for college or the work place or even managing their own home activities–bills, documents.
5. Vocabulary Cards/List–in my AAH class, I made them make vocabulary cards.  An image & word must be on the front.  Definition on the back.  In my WH, students keep their vocabulary in T-Chart form.  Word & graphic in the left hand column, definition on the right side.
   • I thought they were unnecessary”
   • “Pointless & didn’t have anything to do with what we were studying”
   • Why do I do it?  My students have LIMITED vocabularies.  Part of history & reading primary sources is understand what the people are saying.  If you don’t understand the words in the text, then you don’t understand the meaning of the document.  If I required them to read the document, most wouldn’t understand the context.
     
   • What will I do differently?  Find ways to use the vocabulary in class more often.  More vocabulary quizzes.  Point out and have students highlight when we encounter vocabulary words.  Require students to use the words in our discussion.
6. Notes--I’m surprised at how many students had issues with taking notes.  About 10% of students mentioned that there was too much notetaking.
   • “it’s pointless”
   • “I didn’t like all of the writing”
   • “it seemed as if we took notes everytime we came to class”
   • Why do I do it?  When you write something down you are more like to remember it.  It is a skill they will need for college.  AND most of all:  IT IS A HISTORY CLASS.
   • What will I do differently?  Teach more note taking skills.  I teach notetaking at the beginning of the school year–the Cornell note style.   In my lesson write after the notetaking lesson, I tell them to write what they need.  And then I give them a quiz, right after the lesson, with instructions to use their notes.  The idea is drill home the value of notetaking.  However, this year was NUTS, we lost 20% of our instructional time due to scheduling.  Therefore, when I realized I needed to get through my curriculum more quickly, I began to give them “guided notes.”  (Basically, its an outline of my lesson and they fill in the blanks as we go along.)  And I admit it:  I lectured a LOT more this year.  Direct instruction was my solution to the “time issue.”  So, notes will not go away.  I will simply teach why we take notes and make them more productive & useful.

Other students mentioned that they hated things like journals, essays and group work.  But these things were minimally listed; therefore, I don’t see them as big issues.  I love journals because they add a reflective component to the class.  I’d like to do more journal work next year.  Maybe, one at the beginning and one at the end of class.

Classic Moment

A student who is frequently absent & concerned about her grade approached me, “My mom got your email.  We are concerned because some of the grades for my late/make up work were low.”

The email had informed her mother that the student was not cooperative with the opportunities I gave for make up work.  She didn’t want to stay after school, come during lunch or Saturday school.  I was not offering any other alternatives.  This student was absent more than she was present. And at this point in the school year, I’m not as accommodating as the first quarter.

“Yes, you received the reduced grade I give for make up work.” I responded.

“But I worked hard.  I think my grade should be higher and you gave me a check mark on the work.”

“Yes, you received a ‘for credit” grade.”

“But my grade should be higher.”

“You have a 94.”

“I’m not happy with that.  It should be higher.”

“Are you serious?”

“Yes, Miss Teacha, I’m serious.”

I give her the look.  You never come to school and because of your “issue” I must give you alternative work and you are looking for a higher grade LOOK.  After an uncomfortable 30 seconds of silence, she walks away.

Maybe, after I have been doing this a few years, I get better at handling situations like this.  Or enough seniority that I don’t have to take late work.  I’m frustrated  because parents and students expect full credit for late/makeup work, that most likely has been copied from someone else.

*sigh*  Summer, you looook soooooo sexy right now!  48 hours!