OH-EM-GEE

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

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

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

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

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

My thoughts:

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

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

Jobs are on the line, pt 2

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

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

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

Love or Hate

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

A few tidbits from school:

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

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

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

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

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

“Well, Miss Teacha, it is easier.”

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

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

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

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

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

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

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

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

Textbooks in the Classroom

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

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

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

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

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

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

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

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

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

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

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

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

Our Jobs Are On The Line

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

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

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

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

What a week. . .

I have wanted to post, but I’ve either been too busy or too tired.  Let’s see . . .

• This week, I’ve written sent one student to the office for profanity, sent home a conduct note with another and called a parent.  Minimal misbehavior, but the standards MUST be set now.

• My schedule isn’t as bad as I thought AND my section of AP WH maybe canceled.  As of right now, there are only 7 kids enrolled and 4 of them want out.  I’m afraid to get too invested for fear of wasting my time.  However, if I don’t do anything it will bite me in the tail later.  Today, I taught them to take cornell notes.  They must read and take notes on Ch 1 & 2 of the book by Tuesday of this week.   On Thursday, they will have a reading quiz.

• On Wednesday, AP came to see me about 45 minutes before the school day ended.  She wanted me to do PD on teaching in block schedule.  The funny thing is that she said she should have asked me a few weeks ago, but had forgotten.  A normal person would have told her, “No, tough luck! I don’t have time to prepare.”  But I guess, I’m a psycho team player.  I told her I would come up something.  Lucky me, I keep all of the junk I’m not interested in the car . . . I don’t even bother to take it into my house/classroom–it’ll get trashed when I clean out the car.  I sent two kids down to my car to rustle up all of the papers in the floorboard of the backseat.  (Neat freaks, don’t panic, it’s not as bad as it seems.)  I gave my students independent work.  And I went to work, creating a powerpoint presentation from the notes of that worthless PD–a total of 5 slides.  ROFL.  I printed them as a handout.  I in my teaching strategies notebook and found a list of strategies/student product ideas.  I copied them both to serve as my handout/guide for instruction.  I gave this presentation in under 10 minutes, I discussed 15 minute rule of teaching, homework and diversifying teaching methods.    I got a lot of pats on the back for this.    For the rest of the week, people were telling me how well my presentation went.  One lady even asked me if they would be repeating the training.  ROFL.  I literally laughed out loud!  I couldn’t believe she was actually interested.   If only she knew (you know I told her the truth).  I love teachers!  Seriously, we are sooo supportive of one another-even during the bad times.

• I decided to drop my union.  This new schedule is INTENSE!  Everybody is feeling the pain of it. Limited planning time and they expect wonders.   Well, our union president wrote a letter to SUPE that was pure “hood”  to address teachers concerns.  It lacked professionalism. . . seriously, she used phrases like “fool me once.”  My union dues (EXTREMELY HIGH) are supporting this type of nonsense!!! No ma’m!     It was just disappointing.  Seriously, I have never felt/experienced what they do for us.  And then when they do fight for us, it is mess like this!   No ma’m.   I’ll look for liability insurance elsewhere.  I’ll take suggestions.

A Gag Order

This is the last time I will publicly say anything about my school district or school.   I was informed today that teachers have a gag order from our Supe.  We are not to speak to the media without prior approval from the district office.  Release of information about the district, its students or disparaging comments to the media will result in termination. I think this applies to Internet/blogging, too!   Although, I found the following are our union site:  Our contract “does not regulate teachers” speech.  This was listed in the minutes as being discussed by the union president.  So, the rumors ARE true.  Supe has threatened termination.  Nevertheless, I need my job until May 2010.  At that time, I will depart of my own free will…

Everything that I whine or complain about will be password protected and I must know you (frequent commenter/or have read your blog or I know your location) before I release that password to you.  I will be reviewing my entire blog and password protecting any entries that deal with the specifics of my district.  It’s that serious and you can take the Supe at his word!

Lunch/Snack Time

I was having a conversation about teacher lunch/snacks during the school year with Tamara.  How do you manage during the school year?  Are you allowed to have frig or micro in your classroom?  What dry snacks do you keep there?  What do you do if you forget your lunch?  Do you eat with others or alone?

Me:  At the beginning of the year (and usually once every 2 months or so) I go to Sams or Costco and I stock up on things like Yogurt, Individually wrapped cheese, 100 cal packs, 1 package of deli meat like turkey, tuna kits (if they have them) and water.  I keep them in my classroom refrigerator (dorm size) and file cabinet.  Most days, I bring my lunch.  But usually, about once a week I forget my lunch. I have these snacks in my frig. as my salvation.

Lunch for me is usually left overs.  I do everything possible NOT to eat cafeteria food.  That food should be illegal!  And by the time you make it to the cafeteria, stand in line and back to the classroom, you only have 10 minutes to stuff your food down.  It’s quicker if you have something ready for you.  Another thing I did was purchase TV dinners when they went on sale.  I would turn the frig up so that pretty much everything in it was frozen, those  are always nice to have around.

I don’t eat in the lounge.  I think my school is kind of cliquish that way.  Some people do, but for me it was too much gossiping and believe it or not the Lead Gossiper is a MAN!  Instead, I vary what I do everyday.  Somedays, co-teacher and I eat together.  Other days I joined, the 10+ teachers (been teaching more than 10 years, most of them have taught over 20) or I do a solo in my room with the door closed for peace and quiet. Usually, this happens when the students before lunch are too energetic.

Please share your lunch time choices and habits with us!  P.S.  I could use some new lunch time food ideas.  Healthy ones.

Busy, Busy, Busy!

You know I really like to blog. . . especially reading other people’s blogs and commenting.  Some how as the week gets going, I forget to write and read and comment on others blogs.   I wish there was some technology that would read my blog feeder to me on the way to work. . . or when I’m stuck in traffic. . .

My week:

• Been to the gym a couple times.  Every night after I go to the gym, my body feels like it’s going to drop when I get into bed.  I fall asleep easily and it’s a deeper sleep.
• Have a love/hate relationship with having an ST in my classroom.  It drives me nuts that I see my kids developing BAD behaviors that I’ll have to correct when he is gone.  On the other hand, I’ve been cleaning out cabinets and organizing and getting my grades done early.  I’m hoping that next week, I’ll get ALL of my lesson plans for AFTER he is gone completed.  His supervisor seems to really love my room  . . . She came again today and really loved his lesson. . . I didn’t like the way he implemented it.  But that’s me.  To me, there is never enough structure or boundaries.  For instance, we did a debate and not all of the kids participated, I would have built in boundaries  to avoid that. .  .  Nevertheless, the kids did a really good job with it.  They’d done that style lesson before and it’s funny they even corrected him on the beginning as to how it SHOULD go.  FUNNY!!!  ST is a good teacher;  if ONLY I can get him to believe in the philosophy of “less is more” when it comes to lecture.  I don’t think he really gets that diversified instruction is REQUIRED.  I don’t think he buys into my activities. . . he’s just not that type of teacher.
• It appears that layoffs maybe headed to the school district.  SCARYYYYYY!
• One of the 7th period ANGELS was sent to discipline by ST.  As I walked her down, she said, “I like the way you teach.  You’re better than him.”  I laughed, b/c it was only a few weeks ago, she hated me and said I couldn’t teach.  LOL!
• I think I’ve found a church home.  Can some one dance a jig with me?  I’m so excited and I LOVE LOVE LOVE it, I’ve been downloading their sermons from the website and into my ITunes and listening to them when I’m in the car.  I feel so empowered.  I wanted to share the info and sermons with you good folks here, but then everyone would know where I live and it wouldn’t take long to figure out where I work.  So, sorry.

Well, thats aobut it for now. . . I’m so tired I can barely keep my eyelids open. Thanks YMCA for playing such a strong role in that!

Snow Day!!!

Yippeee!!!  Nevermind, the fact I was half way to school  when the word came down that school was closed.  I slipped and slid all the way to the interstate.  Dug my car from under snow.  But then the phone call came, “school is closed.”   Yippeee and Fudgecicles all at the same time.  I needed this day. And I’m appreciative for this day.  So here are my plans:

• Eat oatmeal and blog (happening right now)
• Have a cup of theraflu –the night time version, b/c I can . . . (yes, I’m still battling the winter sniffles)
• Nap until I no longer have the will to anymore
• Clean my place
• Read a couple of blogs (my feeder is over 500 again)
• Nap again
• Grade some papers & enter grades into the computer, I may even do my lesson plan for next week.
• Go to bed & call it a day

Don’t you just love snow days?  I do!  But this puts us behind.  I might to chunk it and give a collaborative or take home test.  What would you do?

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I’m excited b/c Black History Month is less than a week away.  I know its cliche to teach Black History only during the month.  It doesn’t fit into the hole idea of multiculturalism.  But Black History is not apart of my World History curriculum, so February is the ONLY month I can legitimately teach Black History.  The district supports the teaching of it during this month so here is my outline and plan.

• Middle Passage & Slavery
• Civil War & Reconstruction
• B.T. Washington & Dubois Debate
• Jim Crow
• Civil Rights Movement focusing on SNCC & Grassroots Participation (maybe even some Black Panther work)
• King Conspiracy & Legacy

Everyday during bellwork, we will profile African Americans.   The goal is at the end of month, they will have a list of at least 20 brave & strong African American who have contributed to the struggle.

The majority of my students are African American AND DO NOT KNOW the Black National Anthem.  What made me realize was when Rev. Lowry quoted part of it in his benediction at Obama’s inauguration.

God of our weary years,
God of our silent tears,
Thou who has brought us thus far on the way;
Thou who has by Thy might,
Led us into the light,
Keep us forever in the path, we pray.
Lest our feet stray from the places, our God, where we met Thee,
Lest our hearts, drunk with the wine of the world, we forget Thee,
Shadowed beneath thy hand,
May we forever stand,
True to our God,
True to our native land.

I sang that part of the song to them after if was over.  NOT ONE OF MY STUDENTS KNEW!!!  And they didn’t see it as important . .. . urggghhh.  I found one LONE senior in Mrs. H’s class during the lunch hour who knew.  But I just think its just amazing they haven’t heard it enough to recognize it.  When I was growing up, I knew EVERY SINGLE VERSE. So, I think I’ll teach it.  I don’t think I’ll require they learn it . . .maybe offer that part as a bonus.  I’ll introduce it with the following clip:

You know you’re a teacher. . . .

1. School is canceled and you get mad b/c it was an messes with your timing and lesson plans.
2. School is canceled and you get excited b/c you can squeeze in a nap.
3. School is canceled and all you can do is think about the things you left to do on your desk, but you should have brought home.
4. School is canceled and you get mad cause you know you’re going to have to make up the day at the end of the year.
5. School is canceled and your spending the day thinking about strategies and future lessons.

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: The Reason for the Rant

Protected: Recanting my rant

Funny

I found out that the other Freshman Teacher was using me as a threat!  LOL.  It literally cracked me up!

At our departmental meeting, the other Freshman teacher (World Geography) said that he tells his students:  “You’ve got to pass a freshman social studies course.  You can do it with me or you can do it with Miss A. This class is cake compared to what you will experience with Miss. A.  And Miss A is hard.”

I laughed. . . and laughed.  I asked him, why he would say such things about me.  He said b/c “Miss A, you are hard.  You require them to do a lot more work and in general World History is harder!”

I must be hard if not only the students are saying I’m hard, but the Teachers are saying I’m hard. Honestly, I don’t think I am.  I’ve been told by a couple of students that I’m their favorite teacher this year.   They haven’t complained about the work load other than the projects.  My students last year said that I made them think–maybe that is what is being construed as hard.

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I went to an inservice today and a teacher there said that he skips over the Middle Ages in his World History course.  He said he didn’t think it was a foundation for anything.  I usually spend 2 weeks on the Middle Ages . . .I think it is a foundation to understanding the Protestant Reformation.  But a point of discussion for all of you Social Studies teachers, would you ever consider “skipping” the Middle Ages?  What would be the benefits/risks?

Protected: Approachable . . .

Bumps in the Road

I wanted to thank everyone for all of the positive feedback I recieved as the new year started. I still beleive that its going to be a fabulous year!

I am not trying to be a negative Nelly, but as I assessed my students today, here are some of my concerns:

• Attention spans are getting shorter and shorter. This batch of freshman seem a bit lost, more so than last year. I find that they can’t handle to much at one time. As I was working with them today it seemed that they couldn’t comprehend what I was saying. I had to repeat myself SEVERAL times, more than usual. So what I realized it that I’m even going to break up my bellwork into chunks. Usually, I give vocabulary and a journal prompt that requires them to apply the vocabulary words. So, now I will give the vocabulary words. Go over them. Then give the journal prompt. Then go over the prompt. Also, I’ve got to go much slower. . .
• Something is NOT happening in middle school OR their brains are NOT ready to learn after the long break. They are not prepared for high school! It appears that they can’t make connections. They are checking out in class. Is it middle school or am I requiring them to use to much brain power? I can’t be overwhelming them b/c I’m not going over the syllabus for the entire hour or rules or procedures. I only do a little bit and then move on to talking about culture and identity and what makes them unique. I just don’t understand.
• At the end of class. One student said to me, are we really going to learn in here. I said, “Yes, we are going to work everyday.” Her response was “Oh, cause I didn’t learn anything social studies last year. She didn’t teach us anything.” I was shocked, but now I am reflecting. My question is: Are they working in middle school or in other teacher’s classes? How do I get them used to working? I feel bad because I was not positive in my last period class today and I was really trying to be. The student seemed shocked to learn that we were going to be working from bell to bell. The ENTIRE hour. I showed them one of my student’s notebook from last year (2 inches thick and full of work). In my frustration, I said “this what you will have to do to pass. You must do the work. Or you don’t pass.” At that moment I saw discouragement written all over her face. I feel like I’ve lost this student for the entire year. The thing is they didn’t do all of that work in one day. It was work for an entire year. But maybe her brain didn’t make that connection. How do I correct this?

The school year is still going fine. . .its just a few bumps in the road, that I’ve got to learn to navigate!

Protected: An early morning rant . . .

Its a good day!

Here’s why:

• Professional development was over at 11 for us to go back and work in our classrooms. But our department voted and agreed that we would go home and work on our lesson plans especially since most of us had been putting in late hours to work on our classroom earlier in the week. I am taking a much needed nap–since I was up again at 4:45 a full 2 hours before I needed to be up–then I’ll work on my lesson plans.
• Professional development was decent and I liked our presenter and he confirmed everything I’m doing in my classroom, even down to the syllabus. He stressed that we shouldn’t teach from the textbook. He said pick 30 topics to explore over the course of the year and teach those. Because there is no way we can teach a social studies book from the front cover to the back.  And the only way to cover all of that material is to have the students read and answer questions everyday–and we can’t teach like that anymore.  He said there were some essential things we shouldn’t leave out the: Revolutionary Era & Constitution, Black Nadir and Civil War.
• My African American History syllabus is completely finished. Lesson plans and coping is all I have left to do.
• I didn’t have to see the school building AT ALL today!
• My professional license came in the mail today. This means I’m highly qualified, tenured and no longer have to go through evaluation every year.
• My new bra’s came in today and let me tell you, I look H-O-T! What difference it makes. . . lol.
• My apartment is quiet and the sun is lighting it up. . . really gorgeous!
• I had sushi for lunch–delish! And my belly feels full, no griping about I’m hungry (stinking WW–its a blessing and a curse. . .) LOL.
• I’m calming down and anxiety is being replaced with excitement. . . .

Okay, this is a serious mood swing from yesterday

**Exhale**

Mood Swings

One minute, I am excited about the promise of a new year.

Next minute, I am tense about the promise of new year.

Another minute, I am grumpy about the promise of new year.

Later, I’ m nervous about the promise of new year.

Today, I experienced the gamut of emotions. . . most recently, I’m just plain tired. Another day of in-service of which, I felt had little value. They could have sent me an email. And I have to go back tomorrow for more nonsense. (I’ve got to stop gripping and complaining–but I’m operating on little food, thanks to WW, and didn’t find chocolate that would satisfy–chocolate always calms me down–its like a cheap “nerve” pill) I think I’m also grumpy b/c I’m MAD, no furious, at the district, the city and the state. Oh, how I wish I could really say what I thought of all of them. . .but, just so you everyone knows, I’m pissed. That’s all I can say without being sure if my freedom of speech is protected hear.

My room just needs a little cleaning & work out the technology & moving of cheer junk.  . . I don’t have a projector this year b/c of funding issues, but my mentor is going to work something out with me. And then the room is ready to go.

My World History syllabus is finished. I changed my procedures sheet. I decided to just make a classroom set instead of including them with the syllabus this year. I’ll have the students work with a piece of it everyday, so that they can learn them. And then, they’ll attach the work that they do to their syllabus, so they will have a copy of the most important things pertaining to my class in their portfolio.

I’ve still go to to:

• Do lesson plans (I said last week I would do them in the evenings, but the truth is I’m just to fried in the evenings to try)
• African American History Syllabus
• Figure out the projector situation
• Make my rules and procedures video
• Work on my classroom website

I’ll attempt to post pictures of my classroom this year on Friday, after the technology has been solved.

The reality is I’m behind in everything. . . and I feel guilty that I’m to tired to continue working when I get home at night. I’m not sleeping straight through the night. . . i wake up every few hours in a panic wondering what time it is. But there are no nightmares about school. Just plain old anxiety. I’m definitely going to get my toes done this weekend, maybe a “spa” treatment will make me feel better.