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***

Veterans are retiring

Yesterday,  I was chatting with one of our 30 year veterans.  Remember, I wrote about how many announced retirement this year, due to the stress level?

Me:  So, is it official?  Are you really retiring?

Veteran:  Yep, it is time.

Me:  What a loss!  I hate to see you go.

Veteran:  Well, I didn’t want to.  But I need, too.  The strategies and methods I use don’t work with this generation of kids.  I’m not effective anymore.  You use new strategies, new things and it works . . ..

Me:  Hmph, somedays, it works. Other days, not so much.  It has been a hard year for ALL of us.   (I laugh)

Veteran:  Seriously, you got all of this energy and new strategies and I just can’t keep up with it all.  I can’t change who I am.  The students today are different and you know to adjust.  You know all of these NEW ways to reach these kids.  This was a terrible year for me.  So, it is time.

Me:  I hate to see you go.  I’ll miss you.

I love this veteran.  She is one of the most supportive people I know.  After I did a presentation during faculty meeting, she sent me a card thanking me and supporting the work that I do.    I really will miss her.  To me, she is the backbone of our school.    She is one of those who offered support and advice during my rocky first year of teaching.

It bothers me that the Veterans thinks that it takes all NEW skills  or strategies to teach today’s students.  Personally, I believe that I am product of old school wisdom (shared by Mrs. Veteran) and strategies learned from the net/books.  I would not be who I am with out those old school tactics that still work!  Yes, young teachers will come in and breathe new life into the school as many veterans retire this year.  But without our backbones like Mrs. Veteran,  I don’t know how these new teachers will survive.  If all of them go this year, how will we learn?  Mature?  Where will the support come from?  Where will we get those great tidbits of wisdom?

What we need is more mentoring by the older generation tied in with the useless information given in the teacher prep programs.  It JUST makes me nervous, b/c next year it appears that about 75% of our staff will  be under the age of  40.  (Yes, I recognize that skill is not tied to age, but wisdom is!)  Next year, based on my count,  I am willing to bet that more than 25% of our teachers will have less than 3 years of experience.

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.

A new year. . .

My passion for teaching has been waning and it really hit home before the break.  One of the new hires at my school was chatting with me after departmental meetings in December.  (She had student taught at My School last year and observed my class several times).  As we chatted, she said “You are becoming one of THOSE teachers.”  I asked her what she meant.  “You know, those teachers who seem to only do it for the money.  You’ve lost your enthusiasm, your fire.  I remember when I observed you, you were ALWAYS excited to be at school…so  excited to teach.  I would always go back and tell my classmates and professors about you.  You were THE teacher to watch.  But now . . . “  I’ll admit it, I am a tad bitter and cynical.

This conversation was like a hammer hitting me in the head.  I realized, I do not enjoy it anymore.  Yes, I like my students.  I’m okay with my school.  I have been jaded by the district leadership and initiatives.  I realize that the issues and frustration I face are not created and implemented by my principal.  Principal knows what works.  It has worked for many years at My Shool.  Last year was the first year in YEARS that My School has not made AYP-the last time was when our Principal retired, he was out a lot for illness and had just given up in the last year.  I (as does Principal) attribute the current failure to district-wide initiatives/interventions to get the entire district out of failure.  These things distract from the REAL business of why we are at school- to learn, to teach, to make students love learning.  I hate paperwork.  I hate doing things for show.  There is not enough time for ALL of this!  Simply not enough time!

Anyway, this conversation with Newbie teacher helped me realize that I have got to do somethings to reenergize my teaching passion.  So, here is what I have come up with:

1. Be more optimistic and upbeat. Try to see the positive in every situation.  This is NOT to say there won’t be vents because I am sure there will, they will just be less of them.
2. Get back into blogging. This will allow other teacher’s work to inspire me.  It was one of the things that kept me going in the past.
3. Mange my time better.  This means including time to work out and do things I enjoy.  Lesson planning and school work all has to be done in moderation–it can NOT be my entire world.
4. Make the most of non work/vacation days.
5. Becoming better organized.  I think sometimes, it ALL seems so overwhelming, sooo much to do I just don’t know where to begin.  So maybe this will help me NOT to wait until the last minute to get things done quickly and under duress and stress.

I do not want to be one of THOSE teachers.  I want to teach with integrity and enthusiasm . . . Teaching is my profession, my career and something I believe in. . .something I once loved.  I want others to see it this way, too.  It is more than just a job.  It is a mission and its a noble profession, not just a job.  I believe this,  so I’ll be faking the passion until my heart believes it again!

And, yes, I am still looking for a new teaching job outside of this district; otherwise,  I will burnout and despise the students and the work that I do very quickly.   Interestingly, during a faculty meeting, Principal said, “I’ve been trying to manage the amount of things I put before you.  I really don’t want you all to retire or seek employment else where.”  He knows what the workload is doing to us.  I am surprised that the district leaders do not see it as well.  I think they will at the end of the school year.  We have 5 teachers a My School who have already declared their intent to retire and others who are not quiet about seeking employment elsewhere.  Spanish Matron is furious (b/c all of the promises made were broken) because she turned down a better position in a neighboring district at the beginning of the year.  So, I imagine, she will be GONE at the end of the year.  *sigh*

~~~~~

On to more positive things:  my students did do review songs before Christmas break.  Here is one that I thought was really cute-funny.  It cracks me up every time I see it.  Next year, when I do this exercise, after everyone has performed I’m going to ask them to write a paragraph or two on the facts of their topic, just to confirm they learned something, even though I know they learn a lot through the process that is not revealed in their product (remember the AP student who knew the entire varna system and could explain it well).   Process not product.  Although, the products ARE HILARIOUS!!!

I realize they did not pronounce some of the names correctly, but I think it was lost in the fun that they were having.  Next year, I’ll give warnings about pronunciations. . .  still, this clip was a lot of fun!

The password is:  review

Oh, Greece from Miss A on Vimeo.

Interview Advice????

I have a friend who is preping for her first interview for a teaching job.  She asked me for advice.   After I stopped screaming with excitement, here is the advice I gave:

1. I can guarantee they are going to ask about your classroom management philosophy/plan. They always do, especially with new teachers. (At least they do in my district) Clarify it in your own head, even if you don’t have anything written!  And be prepared to defend it!  Even if its untraditional.  Make sure you KNOW what you’ve written, if its in written form. Plan to tell them how you would implement it/or how it would look in your classroom. P.S. Never say that classroom management will be your weakness (they know you are 1st year), come up with something else!
2. Use educational jargon: cooperative learning (everyone is into this), technology, differentiation, motivation and talk about how you implement it in your classroom.  And it always help if you can back it up in your portfolio . .. showing examples of these things.
3. To stand out:  COME PREPARED!!!  (can you believe some people come with nothing?)   Portfolio. . . know where the stuff is in your portfolio . ex: “if you’ll turn to page 25, you’ll see a lesson that offers differentiation. It has . .. ” Plan to leave something behind-along with your resume & philosophy. That something should be the something that will WOW them. If you leave a CD, make sure that it something that is really organized and that people can follow really easily. Consider compiling pictures, lessons, philosphies, strengths into a powerpoint . That way everything is in one presentation and they don’t have to click and open several different files.  The great thing about powerpoint is you can build links to other files-videos, word docs, etc. Don’t forget to put directions on the label.
4. Study the school or school district.  If they have a different/unique philosophy, you NEED to know it, so that you can show how fit into it.
5. Don’t forget to send a thank you letter.  Prepare it before the interview, so that you’ll have it ready to send via fax and/or email after the interview.  This way, all you’ll need to do after the interview is add 1 or 2 lines reiterating something you talked about in the interview.

Beyond this, I’m stumped. . . really, stumped.  So, I need your help.  What are somethings she can do to leave a LASTING impact and win the job?  Please give some concrete ideas of what people look for when their hiring.

Information Overload

Today was the ST’s  first time doing things completely on his own.I was panicking on yesterday because I had not received anything from him over the break.  I’d sent him an email on Friday as where he was in his lesson plans. One of my bloggy friends said to leave him alone and if he messes up let it happen.  He’d learn that way.  I didn’t like this idea.  Nevertheless, that’s what I’d decided to do.

I didn’t hear back from him until Sunday at 1:30.  And I felt like I what I got from him was incomplete.  And there was  no lesson plan.  How can I give advice or provide feedback without any lesson plan?  Nevertheless, portions of his lesson with Kaboom.  And, I was there to bail him out.  I quickly found a different map, made some changes, and copied it for the next class.  Later that day, he asked me where I’d found it.  I told him it was in the textbook ppts that I’d given him.   Another reason the lesson went Kaboom is b/c he didn’t understand why I gave students notes the way that I did. I told him about them. . . showed him how it was done, but I did not provide a rationale.  This is my fault.   I wasn’t clear that my students don’t know how to take notes. . . something, I”m going to integrate in my lessons for next year:  notetaking skills.  They come to me this way and I’d been compensating, but I really realize that I need to teach it!

Today, it wasn’t until after school that I realized he was having a problem coming up with ideas & activities for lessons.  He finally said, “I don’t know what to do for an activity tomorrow.  What should I do?”  At this point, I realized he’s lost.  At the moment, my mind was whirling b/c I didn’t have any ideas . . .it was so unexpected b/c he’d led me to believe he was okay.  His exact words were, “I’m not shy.  I’ll ask questions when I need to.”  And this was my first time dealing with a ST in the classroom, so I didn’t pressure him. I figured that since this was his second placement, he had gained enough that he just needed to learn my students and management systems.  I had NO idea that lesson planning was still an issue.

Anyway after the “What should I do,” I told him I needed some time to think and let me talk to co-teacher.  I told him that I’d communicate via email.  When I spoke with co-teacher, she said “Why didn’t you tell him to google it?”  I just assumed all teachers googled ideas for lesson plans when they were stumped AND it was at this moment I realized he was NOT doing his “homework.”   While I had time before church started tonight, I googled ideas for his lessons.  Immediately, tons and tons of stuff came up.  I quickly selected something, created a task sheet and graphic organizer–basically I GAVE him his LP for tomorrow.  But I am concerned b/c he still has NO lesson plans completed!  And the ST supervisor will be here this week.  When she reviews his stuff, he’s going to be in major poo.

I keep thinking this is all my fault.  I should have been less lenient . . .more structured. . . he’s grown, for goodness sake.  He knows his deadlines and timelines. . . the other part of me is saying:  he’s a college student and I waited until the last minute and crammed for everything, too.  .  . but it just can’t work when you’re a ST.

Here is what I have learned:

• I’ve given him waaaay too much information verbally.  And he’s not writing it down.  I think he’s saying “uh-huh” or “okay” and moving on.  Not processing it.  Not using it.  He is like my students:  in INFORMATION OVERLOAD.  It’s too much to process.  Therefore, I need to take a hands on approached and start walking him through some things.
• Set boundaries/deadlines right off.  Say, “by this date, I need a complete LP for the week.”    And then go over the lesson plans.  I have issues b/c I have yet to SEE a LP.  Now, I see why principal’s here make teachers turn in LPs on a weekly basis.  They want to know you have plans.  They want to know you doing stuff that works.
• STs know very little about “real life” lesson planning . .. planning on a practical level.   It’s apparent that I’m going to need to guide him through my processes for lesson planning and make sure he completes them.  I’d been spending my planning period completing administrative tasks.  He would get on the computer to complete his reflections.  As of tomorrow, that is gone. . . we will now have structured meetings and make sure we get LP’s completed along with all of the materials needed for the students.
• STs do not always read or use the resources that you give them.  Therefore, I need to make sure I hold them accountable for it.  Ask them about it.  Be blatant about what resources they NEED to use.
• It is A LOT more challenging to give up control of  things in my classroom than I thought it would be.  I don’t expect him to do everything I would . .  . .but . . . .

Plans for the break. . .

I want to have a restful break . . .but I prefer to have a productive one.  Here are things that are on my to do list and random thoughts that I’ve been having. . . .

• I need to lesson plan for the week back from break.  It will be an awkward week because of standardized testing.  But I have a lot of stuff that I need to accomplish.  I was hoping to make it to the Middle Ages by Christmas, but I haven’t even covered all of the ancient civilizations/religious origins.  There have been too many interruptions to instructional time of late and they have reeked havoc on my teaching time.
• I am going to work on my resume/philosophy of education and rebuild my portfolio.  I have been toying the with the idea of having an online portfolio that perspective employers can visit.  However, I keep thinking it would be difficult to include pictures of student participating in my classroom.  I keep thinking that I should build a site that has a password–to protect my identity and students identity.  But, somehow I see this as something that could be a barrier when giving the address to perspective employers.  Does anyone out their have a digital or online portfolio that they wouldn’t mind sharing with me?  I would love to get some ideas . . . I am planning on having it up and running by the end of January.
• I am planning on rearranging my bedroom to include my home office.  I had turned my dining area into a home office but it really is messing with the organization and “neatness” of my front room.  I feel like I can’t invite people over with that chaos.  If its in the bedroom, I can close the door and no one would know.
• I am definitely seeking new employment . . .it’s official.  I like my school; actually, I like it a lot  . . the kids, the curriculum, the instructional freedom, my colleagues. . . I just am having problems with the administration–but I’m not the only one.  Many feel at odds with our leadership. Our former dept chair told our Principal:  “I was here before you got here and I’ll be here when you leave.”  It seems that administrators take on their jobs as “stepping stones” to other jobs.  Therefore, their  leadership is controversial.  I can say that this applies to the office of the superintendent.  It is like these people come here to get better jobs OR they didn’t realize what a mess it was,  so to straighten it all out they cause more chaos and then try to get out.    I want to be here for my students.  I really feel like they need me and I’m good at what I do.  But I’ve got to care about my own sanity and well being.  And lets just say I FEEL HORRIBLE ABOUT THIS WHOLE THING.  More to com in the next few days about this issue.

Protected: Had a crappy day!

Back to School Night

Tonight, we had our Open House.  It was a frustrating and GREAT experience all at the same time.

Our school counselors had organized an hour long program introducing them to the school enviroment and what was needed to to make their child college ready.  It WAS NOT what the parents or the TEACHERS expected.  It was all good information and definitely necessary for the parents, but they were not happy that they had to sit there for the for over an hour and listen to them.  And it shortened the time that they had to spend with the teachers.  The teachers were not happy because of the way that the principal presented the night to the parents–parents received their child’s report card & were asked to meet the teachers, but not to discuss the report cards.  Instead, we were to schedule conferences with the parents for a later date.  BAD MISTAKE!!!  How in the world do you give report cards, but then expect the parents not to want to discuss it with the teacher?  It lead to a little bit of chaos, but I put on my sweet smiling face and just keep offering conferences.  I know that parents we not happy with this, but I did not have time to give personal conferences–30 minutes is not enough to speak to each individual parent about their child’s behavior.

Nevertheless, I loved meeting the parents of my students.  MOST of them were very warm and kind and eager to greet me.  There were a few parents who were all wound up, but  I was redundant and just kept offering conferences.  I have 4 conferences coming up in the next week.

The highlight of my night:  A parent told me “I wish I had had social studies the way you teach it.  And you’re teaching them about THEIR history, too!”  She gushed on and on about the activities her child had been doing in class.  She said that her child comes home talking about World History–my mouth fell open.  And she was thrilled that I integrate African American history in to World History.   And I thanked her  for the compliments.  Honestly, they mean the WORLD to me.  I hope that I don’t sound arrogant and like I’m fishing for compliments, but its so exciting to hear that I am making an impact on someone’s life.  THAT IS WHY I GOT INTO TEACHING.  To change some person’s life–yes, I know it sounds a little vain and narcissistic. But. these are the stories that I’d like to savor when I read my reflections ten years from now.

Oh, and I have a star student wall.  All of the students that make an A in the class for the term, get their name put on the wall.  The cutest and funniest things happened tonight:  Students showed parents their names on the wall!  In HIGH SCHOOL.  Students are showing parents their work that was put on the wall!!!!  Even more than that, one parent took out the camera and said “Go stand over there with your Dad, so I can get a picture”.   TOOO CUTE for words!  I loved it–every minute.

Am I Qualified?

This my fourth year teaching; I’ve made great improvements in classroom management, teach outside of the box and am involved in my school community.  My principal selected me as one of the teachers who will host 2 field experience students in the next few weeks.    I am supposed to integrate them into my classroom community by letting them teach or work with small groups of students.  I was cool with this. I remember doing this during my teacher prep program, so it really wasn’t a big deal.

The thing that shocked me:  one or both may complete their Student Teaching with me in the Spring.  I showed up to this meeting (asked by my principal to attended) and was blindsided with this information.  We were basically told that if the pairing was successful then these students may complete their student teaching with us in the Spring.  Even more, when I met with the students assigned to me, they specifically asked about doing their student teaching with me.  While I am honored, should I be considered to be a teacher experienced enough to teach a new teacher the ropes?  Its a big responsibility. . . .what happens with me could impact how they approach their own classroom or teaching career decisions  . . .and I would HATE to be one of those terrible cooperating teachers that I hear so much about.

Now, I’ll admit, I’ve wanted the opportunity to tell ALL preservice teachers what they can expect in an urban district like mine and give them advice so that they could be successful.  And I actually started working on page called teaching strategies–the idea was to create a page that if someone was looking for an activity to go with their content, teachers could just visit the page and have a long list of ideas they could choose from.  I’ve been thinking about doing some sort of PRACTICAL and realistic guide to classroom management. You know, I’ve just been thinking about how I could pay it forward. . . you know, this blog’s readers were my salvation during my second and third years of teaching.

I know why I was selected–my “out of the box” methods for teaching history (not that they are that out of the box). And Team Teacher is teaching an elective this semester that has no preservice candidates.    And Mentor Teacher has a student teacher this semester.  But why wasn’t the chair asked?   Nothing has been solidified, yet, other than these eager, young, preservice teachers will be coming for the next few weeks to work in my classroom.  And that I’m excited about that.  But am I adequate enough for a student teaching experience?

Experience in teaching

Every teacher reading my blog knows that it takes years to perfect your craft. For me, it seems that it takes about 3 years to develop a style . . .or method to madness of teaching. Tonight, as I reflect, I can honestly say I think I have found my niche. I have found ways to make transitions more effective, notetaking more effective and learning rich yet fun. There are definitely some differences in my first year of teaching versus year 4.

• I am not as idealistic about classroom management and discipline. As a result, I am more specific in my classroom managment plan. I actually write my plan out and share them with students in a document that I call procedures. When I think about classroom management, I imagine almost every single possible situation and low maintenance solutions. To me, this has been the best year yet (although we are at the beginning) as far as classroom management goes. After going to several seminars and development, I realize students need to move–think about it, I squirm and almost die everytime I am chained to a chair for more than an hour. How must my students feel about sitting ALL day long?  So I built in times when it is appropriate to move instead enforcing the “Student’s must remain in their seats at all times” rule. Now, I’ve controlled movement. And I try to build it into the lessons.
• Lesson planning IS SO MUCH EASIER!!!! As a result of reading blogs and commenting and reflecting, I found a system for organizing lessons and resources that really works for me. I have file folders for each topic covered in my history class. I just pull the folder with copies of things I’ve done in the past. I tweak the activities. Add an additional activity. So, I’m really feeling like most of my lesson planning is done for the year! Plus, I know what works and what doesn’t work. And so far, it appears that students actually are enjoying my class. YIPPPEEEE!
• Extra curricular activities no longer zap my energy and my ability to plan and execute lesson.

I’m so glad that teaching gets better with experience. However, in the back of my mind, I keep thinking “Isn’t there something we can do to better prepare 1st year teachers?” Why should they suffer because of their lack of experience? Or is experience the only teacher in the field of education?

Protected: Approachable . . .

Should I be discouraged?

Someone shared with me a link to another blog that gave me some heavy criticism.  At first, I tried to dismiss it b/c everyone has opinions and thats why they got their own blog space–they are experts on themselves and their world.  But as I sat here and I began reading blogs for the night, I was distracted.  I kept thinking:

Am I overly negative about teaching?  Do I express much more negative than positive?  Does the blog present a picture of someone who loves teaching and is committed to it?

I hope that my blog is a balanced presentation of a teacher’s life.  Most of us enjoy the work and want to be there, but like to get the stuff off of our chests.  And for years my teaching life was consumed by those  cheerleaders.  Teaching is heavy, waaaayyy heavy, not to mention combining that with an extra curricular.  After pondering it for a few minutes, I realize this discussion is a waste of time . . . and it is too soon to tell.   A year without an extra curricular will reveal whether or not I want to continue teaching.  Or whether I’m made for it.  I haven’t even made the 5 year mark, so I’m not an expert in teaching.  And I don’t know whether I suck or not.   What I do realize is that maybe I should provide more positive snap shots of what good is happening in my class.

My mind is clear now and realize that that person’s ignorant criticism is not a true reflection of who I am and what I do in my classroom.

Protected: The business of schools. . . and cities

Happy Blogiversary to me!

It’s my blogiversary!

So, I thought it was time to roll out a new look. I wanted a mature look. One that voiced my maturity as a teacher and as person. Therefore, I picked a design that was more formal. More organized. And simplicity.  I created a page of teaching strategies, the goal is to make a reference list of several teaching strategies—one that anyone can refer to. . . one to get ideas for activities and instructional variety. I am still in the process of customizing it . . .the whole site . . .that process may not be complete until the end of summer vacation b/c I am not too savvy with wordpress and code. Urggghhhh.

I feel like this blog should be about more than my teaching experience. . . I feel like it should be about my experiences as a total person. . . this includes my job, my insecurities, my future desires, my weight, my friendships and relationships. A friend of mine told me my blog should only be about my teaching experiences, especially since it may open the gate to jobs or future growth. I am rejecting those ideas. My blog is anonymous and I’m keeping it that way, so this is not the place to get job hookups or anything of the sort. This blog is a cheap form of therapy. . .a place to vent, get free advice and converse with others. So, over the course of the next school year, things may get a little more personal!

I see so much growth over the past 3 years as a teacher. I still will be making changes this year, but I am so much more confident in my teaching. I am convinced that my students are educated and learn, it is “low pressure” learning. My honors students helped me to see this; one said that “I learned a lot and I liked coming to your class; it took the pressure off.” I think this is the atmosphere that I want to create in my classroom. One where students are learning. . .but not one where I am beating them over the heads with the content. I want the students to enjoy learning history.

So here is the vision of my classroom and learning for the upcoming year:

• I greet my students at the door as they enter the classroom
• Students engaging in work immediately after entering the room.
• PowerPoint lectures limited to 10 minutes. . . 15 on more intense days. (I’ve been known to lecture for 30 minutes of the class time—I feel this will challenge me to be more concise with my lessons and encourage student research/reading for additional content)
• Students discussing the content
• Students engaging in the content through “hands-on” activities
• Students feeling free to ask questions about the content
• Student leave remembering the content . . possibly engaging in outside discussions
• Students feel confident enough to attempt every assignment . ..
• Students will keep journals that will help apply content learned
• I want to encourage my students more, be more of a positive force
• I want to present all lessons addressing the multiple intelligences, using a variety of formats
• I will teach my test.  Enough said.
• I want to return corrected work quickly
• Students will have classroom jobs—passing out papers, time keeper, class secretary, etc

I think its interesting that now I really have a clearer picture of what I would like to see happening in my classroom. I’ve even changed my procedures to reflect a more active classroom. I know this will benefit me AND my students. . .

I am SOOOO looking forward to another year blogging. What a great year that is ahead of me!

Education and the new generation

So, it’s 2:30 in the morning and earlier I was not  ready to go to bed.  I turned on HBO and watched a documentary about Frederick Douglass High School in Baltimore, MD.  Basically, the film describe the school plight in complying with NCLB.  I watch the film and cried.  My heart is breaking for this generation.  Specifically, for this generation of African American children . . .as the gap between the have and have nots continues to grow, so does the gap in the education of these children.  In my own district, there are schools that have similar problems and issues.  I see my own school fighting these battles eventually.  This whole thing is beyond words. . . and I feel like there are no solutions

• Where are there parents?  I listened to these kids describe their home lives and situations.  Typically, it’s one parent and or a grandparent raising a child.  Where are the parents?  Why are kids worrying about adult things?  Why are they fending for themselves?
• Where is the desire to learn?  Why don’t the kids want it?  Why don’t they care?
• How is that a child makes it 9th grade reading at a 4th grade level?
• TEACHERS:  How dare you quit in the middle of the year!  Do you know the impact that will have on these kids graduation rate?  Can you truly be this selfish?!
• ADMINISTRATORS:  Why aren’t you keeping up with your kids?  Only 200 out of more than 500 graduate?
• Our ancestors NEVER wanted things to be like this.  How is it that they struggled, fought and suffered for freedom . . .for an education . . . and then we blow it like this?  And why don’t WE demand the equality that was won after the Civil Rights movement?  Still separate . . .still inherently unequal, . . .  defacto segregation as a result of white flight & SES

One of the teachers said it so plainly, that the state had been threatening to take over the school for years, but they were not going to do it.  She said they didn’t have the money or the resources to fix the problem, but they just keep sending people to observe and “help” in order to justify NCLB.

I am really hurting for these kids.  And I don’t know what to do.  I’m hurting for some of my kids.  The kids I saw in the film are carbon copies of my babies.  How do I intervene?  How do I keep mine from failing or lost in the system & shuffle?  Am I taking things too personally?

And at the end of the film, the narrator said that a few years later, the state did take over the school.  But I’m still left wondering, were their resources enough to combat the SES of the students?  How do we do THAT?

Summa, Summa, Summertime . . .and development

I’m hoping that this summer will be a period of growth for me, not only professionally but personally. At the beginning of the summer I set some goals. I though it was time to sit back and see where I am am accomplishing some of them.

• Rest. Take lots of naps. . . read some books for pleasure, etc! CHECK, completely done! I’m working on my second book. . . yes, its slow reading because I’ve been resting a lot. Vegging out.
• Learn to swim. CHECK. Last night, I swam half a lap in the pool and was told by my classmates that I looked really good in the water. My only problem is that I haven’t learned how to breathe, so when I get more than half way down the pool, I come up gasping for air.
• Develop an exercise routine. Okay, this still needs A LOT work. I went walking 2 days last week. My problem is that I don’t like exercising. . . I simply don’t like the “pain” that is involved. And I don’t necessarily feel energized afterward. I was thinking about signing up for water aerobics after I completed my swim class. However, my issue with this is that I plan to go out of town for a few weeks and I haven’t exactly determined when and how long, etc.
• Attend a Facing History and Ourselves seminar and other professional development. Almost a CHECK! My Facing History and Ourselves course is next week. I had to go up to the school earlier today to fill out additional paperwork, so this class is a GO! I”ve signed up for a edublogging PD in the coming weeks, so thats really exciting. Today, I went to a PD class that, in my opinion, was a COMPLETE waste of time–you know this must be hard for me to say, since I love PD. I’ll talk about that later on. . ..
• Redevelop my blog with a new focus. I’m still thinking about this. I haven’t even been blogging lately, so, you know I haven’t done anything with it. I’ve decided it will still be a personal blog, but maybe I’ll come up with some additional pages that will focus on things to help new teachers. I don’t plan on being an expert, but maybe like get some sort of collaboration going to help all of the newbies out there.
• Organize & spring clean my home. Uuuh. . .still hasn’t happened. I looked around my apartment this morning and thought, “if I don’t get started, the summer will be over and I’ll still be looking at those boxes I never unpacked.” Yes, I moved in November and have about 3 boxes + a storage closet that I have not unpacked. My goal is to conquer it before July . . .but if I don’t I’ll live.
• Organize and spring clean my lesson materials for next year. I deserve a half CHECK on this! During the first week of vacation, I took a crate of miscellaneous materials and sorted through them over the course of a week. In the coming weeks, I plan to file them according topics and then develop some sort of comprehensive unit with activities. I hope to conquer this before July as well.

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Okay, so lets talk about this TERRIBLE PD that I went to today. It was simply boring and not engaging at all. It made me think of how my students feel when they are in class. I kept looking at the clock. It was a classroom management course. I expected to walk out with a pad full of ideas of things I could actually implement in my classroom. NOT! It was like the generic course that I took in college. You know, the one where it talked about the aims of classroom management.

Basically, the facilitators said we should develop routines, figure out how to organize the space of the classroom, figure out how to time it so we can maximize “academic learning time,” and various ways to get the attention of students. They gave us all of this technical and professional lingo about classroom management and not practical solutions. I really wanted to pick up some new ways that I could improve how my classroom actually runs. It was too theoretical and not practical!

Instead continuing to complain about them, here are somethings that I thought about adding to my classroom in the fall. . . .

• Create a parking lot. Basically, this will be a poster on the wall where students can ask questions about anything at anytime using post it notes. I’ve thought about doing it before, but I wasn’t exactly sure how I’d implement it. Now, I decided that students may get up and put notes and questions to me at anytime during the class EXCEPT when I am lecturing. I will place post it not pads all around the room, so that they can have access to them without getting up, so if the question is about the lecture and they are afraid to ask, they can write it down and not don’t forget. I plan to answer the questions in the last 5 minutes of class before the bell rings or at the beginning of class the next day.
• I am going to buy a hanging rack for the wall for the week’s handouts and a assignment binder. I no longer want to answer the question, “What did I miss yesterday?” I plan to assign a student to update the binder. I plan to set up some sort of class blog and make another student responsible for posting the assignments online for all to see. I decided that if I make it like a real job and stress the importance of their job and give them a paycheck (bonus grade) for it, then it is something that I won’t have to worry with. I plan to design a form for my assignment book, so that it is fairly easy to fill out. If you were designing a form, what stuff would you put on it? I’ve looked all over the internet for form and have not found one. If anyone is reading and you know of something, please share.

Paartay!

The last day of school was great fun! The first part of the morning was spent on an exam schedule. After exams were over, students were supposed to cycle through all of their classes as normal, so that teachers and student could discuss last minute business. Because my grades were complete and I had packed up most of my classroom, I decided to turn on music and celebrate summer. I had already burned a CD of up tempo music that celebrated summer time. We danced and danced. . . we did the electric slide, cha cha slide, soldier boy . . .EVERY line dance known to man and it was sooo much fun–even high school musical songs (can you believe they know all of the choreography for that movie?)

In the midst of all the fun, I didn’t realize that we were really loud. That afternoon my principal stopped by to see what was going on. At this point, I had sat down and was cleaning out my desk and the students were choreographing steps to the music. I expected Principal to read me the riot act for not having something more constructive for my students to do–but Principal didn’t, instead Principal watched them for a few moments. I think he was impressed with what they were doing and how orderly they were doing it. Principal left with a nod for us to turn down the music a bit. This was the best last day of school party I’ve ever had AND I had fun, too. Not, just the kids.

I’ll share more about the last days of school with pictures tomorrow.

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Teacher Mom asked the following questions. And because I still feel new to all of this, I want everyone to chime in a give feedback:

Would you mind commenting on professional journals or organizations that you think are helpful for new and experienced (history) teachers? There are so many out there, I wonder which ones are really helpful.

How much of your summer do you spend on seminars such as the one you mentioned? I wonder if teachers really have much of a summer?!

When I first became a teacher, I joined Christian Educators Association International(CEAI), National Council for Social Studies and National Middle School Association. I was really gong ho about teaching and wanted to be the best teacher. All of these memberships are now expired. As I reflect, I think I wasted my money. Don’t get me wrong, these organizations are good and they provide quality materials. However, I think they are more beneficial when a person has the time to read the materials and use the resources they provide. As a first year teacher, it was impossible to do this. The only benefit, I see for a first year, is that it looks good on your resume. As time has passed, I have taken some of the journals that were sent to me and placed them in my bathroom for “toilet reading.” It is some good stuff in them, especially the stuff from NCSS. And this summer, I may actually work on how I can implement some of these things into my instruction for next year. Oh, another benefit is the good rates you get if you go to the organization’s conference.

So, in summation, use your judgement on what YOU think you should join. I highly recommend NCSS, but you won’t have time to read that stuff until break or school lets out. Also, join some sort of organization that will provide you with the necessary liability insurance. I joined the local NEA because they offer insurance and support and that was desperately needed while I was over cheer. Next year, I plan to switch my membership to a different organization for liability–one thats not so pricey. I’ll probably rejoin CEAI for their insurance.

The summer is completely mine, except when I had cheer (but that another topic for another time–btw, i’m trying to forget them). I am not required to do any professional development. I CHOOSE to go to professional development. I go because I have desire to extend my knowledge and become a better teacher. It is important to keep in mind that different states and districts require different things. For example, my state requires that teachers without a Master’s degree complete so many PD hours every three years (like 90, I think). So, the summer is a good time to get those done. Some do it during the school year.

Every summer, I spend about 50 hours in professional development. Again, this is my choice. I like to know what’s new in education. . . I like to make myself better. Veteran teachers say this will wear off after a couple of years and I’ll learn how to “do things right.” LOL. For me, I can’t lay around all summer and do absolutely nothing and thats what would happen without professional development because I don’t have kids or a husband to distract me. Others, please chime in on “the reality of your summer.” Do you really get a summer break? I darn skippy will get one this summer!

P.S. I’m so sorry I forgot to post those lesson plans. . . will put it on the top of my agenda to do tomorrow. You know I’ve got to clean it up so that my name is not reflected on it.

Maybe I celebrated too soon . . .

Because I have to go back to school tomorrow to tie up lose ends. Here is my list of things that I need to accomplish tomorrow before I am truly free for the summer.

• Make sure my summer’s professional development has been paid for.
• Turn in grade verification reports
• Finish cleaning up my room and locking up things I don’t want people to touch. (should take about an hour)
• Turn in Year End reflections to my principal.

As you see, tomorrow shouldn’t be that bad.

Here are the questions & my responses asked by Principal in his Year End Questionaire.

• My personal vision of a good school: A good school is filled with motivated students engaged in learners, knowledgeable and enthusiastic teachers as well as involved parents and community members working together to educate all facets of each student. (yeah, I admit I plagiarized portions of someone else’s answers from the internet–but I actually believe this. . . so it’s my vision, too. I still don’t believe Principal will read what I wrote anyway, so does it really matter?)
• My personal vision of a good teacher: A caring individual who works to holistically educate students by using various strategies and methods, building relationships and instilling values and skills that will make students life long learners. (I really don’t know if this makes any sense at all. It’s 11PM and I’m tired and I’ve written in ink, so it’s what Principal is getting)
• How do I plan to broaden my curriculum to include more of the multiple intelligences on a daily basis? I plan to provide more hands on opportunities by using foldalbles and other project based learning. I will use activities from the Worksheets Don’t Grow Dendrites book. Lastly, I plan to incorporate more music into my instruction. (This really is my plan for the new year and the professional development that I have signed up for is geared toward this.)

The last sheet of my reflection has asked me to make suggestions concerning the administration, teachers, students and my school as a whole. I honestly don’t have any. To be honest, I don’t have any problems with my administration or colleagues. I’ve said it again and again, I wouldn’t want to work anywhere else in my district–maybe another place in the country or world to experience new things. I love my school and the kids. So the following is my response to this sheet.

I think that “my school” is one of the best public schools in “my state.” However, I think that we could work to increase the academic rigor and expectations of the students. Our academic rigor and expectations should reflect our district motto, “. . .” We should hold our students more accountable for the skills they will need to succeed whatever their future plans. I think that the administration should be more visible during the change of classes in the afternoon–especially on the second floor. Also, I want administrators to make more positive announcements celebrating the accomplishments of our students. Student should be rewarded publicly and tangibly for the good they have done. This will create a more positive environment for the students. Lastly, we should consider some sort of honors day program for each semester.

I guess I had a lot more to say than I thought.

I wouldn’t want to be anything else

So, when I got up this morning and turned on the news, I was filled with excitement! According to the news, Barak Obama will be the nominee of the Democratic party in the 2008 Presidential Election. I wasn’t excited because I think he should be president, but I was excited because this WILL BE a historic election. A Black man running for President, who would of thought? Well, I, of course, made this the discussion of my African American History class this morning. The students were surprised that Obama had won. As a social studies teacher, I AM really excited to follow this election.
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Cheerleading tryouts are. . . . . going. We didn’t have the normal big turn out that we usually have. The girls are really rough and raw. I’m sooo glad that I will not be the advisor next year. And there are lot of girls with bad grades a report cards and bad attitudes.
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I am loving answering your questions. Or maybe, I l just love talking about me    Mr. Maestro  asked me the following:

a) If you hadn’t been a teacher, what do you think you would have done for a living?
b) Describe the most inspirational teacher from your own education.

If I hadn’t chosen teaching as a career, I would do love to do something in the technology industry, be a writer or work in the non profit industry making sure people received services that met their needs. I thoroughly enjoyed working at the prison teaching classes and I believe that I might have tried to write a grant to run a school within the prison..

The most inspirational teacher I had was my show choir teacher. I wanted to be just like her when I grew up. She was a beautiful & kind lady. And she instilled me with a confidence that I couldn’t have gotten from anyone else. Believe it or not, her husband is a teacher at my school now. So, I’ve gotten the pleasure to thank her for all she did for me when I was teenager.