Is that private?

If you're wondering about the title and how appropriate the upcoming anecdotes might be, you're on the right track. Hopefully you've been keeping up with things and are familiar with my student named Victor. He is a special kid...in my heart and in spirit. So the story begins...

We were in the hallway. I was talking about hallway expectations (silence and standing in a line) when Victor started on his questioning rampage. I answered the first few and then when he went to hug me...this is something he likes to do to teachers--hug all of a sudden (kind of like pouncing on his prey). We're working on "personal space" and how that is not okay. He continues to hug randomly. And when I say hug, I mean wrap his arms completely around you and squeeze a little. I have to pry him off sometimes, as I see my aid doing as well. Well, our hugging and questioning session needed to stop because we needed to follow those hallway expectations. This is when his questioning took a turn for the worst. Please remember that Victor is one of those students who must have his questions answered. It's part of his charm and will not settle until he has all the answers he wants.

V: "Is there okay to touch?" (point at one of my breasts)
Me: "No, that's personal space. It is not okay for you to touch."
V: "Is that personal space?" (pointing to the other breast)
Me: "Yes, it is also personal space and not okay to touch."
V: "Is that private?" (point to the original breast)
Me: "Yes! It is part of my body that you may not touch. It is inappropriate to touch people in their privates or anywhere they think is personal space."
V: "Is that private?" (pointing to the other breast)
Me: "Yes, that is also private. I need you to get back in line. This is my space and you may not violate it."
V: "Is that private?" (pointing somewhere else...just think about it)
Me: "Yes, it is very private."
V: "Why are they called our privates?"
Me: "Because they are only for us. We don't show or touch our friends there."
V: "What happens if I touch you there?"
Me: "I WRITE YOU UP!"
V: "What do you mean?"
Me: "I mean I will write you a referral and you will go to the principal's office. That is not okay at all. It's not okay for teachers or your friends."
V: "What happens when you get a referral?"
Me: "You are aware of what happens. I need you to return to line. We can talk about this later if you would like."

I never thought I would have to have this conversation with a 4th grader, because they are usually aware of these things by now, but...Victor doesn't fit into the mold of the other 4th graders. If I hadn't had this conversation with him, he might have gone around touching and asking other people if their parts were private and in their personal space. It's never a boring day when Victor is in class.

Editing

Today we talked about editing and peer conferences. I introduced the 3 steps we were going to use for editing and how to go through each step. Using the 6 traits of writing, they would first look in their paper for certain things for ideas and organization, then word choice and voice, and lastly sentence fluency and conventions. Each step had some steps within. They were to do the steps themselves, then with a buddy, and then conference with me. It seems pretty straightfoward, but of course, there were always more questions. I don't mind questions because then I know the kids are trying to understand. I 100% prefer it to the students who sit at their desk because, "I don't know what to do." Unfortunately, I have a questioner who never gets anything...even the answers I give him.

R: "What do I do now?"
Me: "You need to look at your paper for these things. Once you see them and check for mistake or things you need to change, sign your name on that line."
R: "So, I just sign my name on this line?"
Me: "No. You need to check for these 3 things in your paper first. Do not sign your name until you have done that."
R: "I'm going to sign my name."
Me: "NO. You need to read your lead, conclusion, and the middle first."
R: Moves to sign his paper.
Me: "Wait! You need to underline your lead in red."
R: Underlines whatever he feels like (or so it looks).
Me: "What did you underline? Where is your lead?"
R: "What are you talking about?"
Me: "Remember last week, we talked about engaging leads. We even hung a poster on the wall and looked for them in books we were reading. We were all supposed to be writing our leads for our paper last week."
R: "What do you mean?"
Me: "Does your lead (I point) use one of our types listed on that poster?"
R: "What poster?"
Me: I go point and begin reading some of them.
R: "What am I supposed to do?"
Me: "You need to read the lead types and figure out which you want to use. How about dialogue??" (I give example specifically for his paper.)
R: "Where am I supposed to write it?"
Me: "Right here between the lines. We leave these lines to have space for changes later."
R: "But I can't write there, I have to write on every other line."
Me: "I know, but that space is there so we can use it when we need it...like right now."
R: "What?"
Me: "Go sit down and ask a friend what you're supposed to do!"

"Ms. L, you were right...

Peanut really was sad because somebody did take his nuts."

This didn't surprise me, because I'm always right.

That's all I've got for today. I'm going to take my pulled leg muscle and lay on the couch!

Can I use this book?

Today we were working on a lesson about leads. I gave my class directions to choose a fiction chapter book and find the different types of leads on our graphic organizer. Write down the lead and the name of the book. I gave more directions during the lesson, but that's all you need to know right now. Even after directions are given, there are ALWAYS more questions...from the SAME kids every time!

I had one student approach me, Richard, and ask, "Ms. L, Can I use this book?"
Me: "You need to use a fiction book. That book is nonfiction."
R: "What is fiction and nonfiction again?"
Me: "Class, fiction means...? Nonfiction means...?" (They answer in chorus.)
R: "So, this book is fiction?"
Me: "No. Fiction means not true. Nonfiction means fact."
R: "So, I can use this book?"
Me: "No. Your book is nonfiction. You need to use a fiction book. Try a Goosebumps book."
R: "I need a fiction book?"
Me: "Yes!"
R: "That means I can use this one?"
Me: "No. You need to take this book and use it. It is a fiction book."
R: "So, what kind of book do I need?"
Me: "I think you need to ask a friend. I have other people that need help."

This might not even be all of the conversation, but I feel like I'm talking to a wall when I'm having a conversation with this student. When I talk to Richard, other kids in my class even start shouting the answer and directions at him. I redirect those who are shouting at him, but in my mind saying, "SERIOUSLY?!?!?! If they are telling him, I can save my sanity."

Peanut the Squirrel

"Tonight your homework page is called 'Peanut the Squirrel'. We talked about the difference between character traits and character feelings yesterday. You are going to read about Peanut and use the back to write some of his traits and feelings. For example, if Peanut lost his nuts, he would be sad or upset. If he got more nuts today, he would be happy and excited. Now, if Peanut was able to keep track of his nuts, he would be responsible. If Peanut kept track of his friend's nut, he would be trustworthy. Do you all understand what your homework is?"

How many of you found this explanation as inappropriate as I did? While these words were coming out of my mouth, all I could hope is that one of my students wouldn't pick up on the inappropriateness of my directions. If this had been last year's class, I wouldn't have ever thought about saying these particular words in this particular order, but this year, my class is so sweet that even if they did get it, they never brought it to my attention.

Planet Orobu?

I have a student who has been very hard to connect with. When I try and talk, he seems to be off in another world. Well, it was confirmed today that he spent most of last year on a planet far, far away...at least that's what it seemed like. When I speak to him, he acts as if I have startled him...or is it, brought him back down to Earth? This student is unable to follow directions because he's not listening to them. Unfortunately, he is capable of the work and is able to prove it when needed (standardized tests). I say unfortunately because this means that any sort of intervention would be a waist of my time because he does have the ability to succeed.

What does this mean for me? I'm going to have to stay about 3 inches from his desk in order to "force" him to work. This is unrealistic for any teacher...especially one who has 5 other kids just like this. These children don't seem to be on their own planet like this particular child does, but they may be in flight. My class is VERY capable of being high achievers, unfortunately, their attention problems are interfering with the production of their high quality work. I guess I will spend this year on perfecting my skills as a teacher that can get kids to work, even on Planet Orobu.

P.S. - The planet name is made up...or is it?

Caution: Brain at Work!

Today I witnessed the most amazing thing of my teaching career...

The class was working, but Victor finished early. My teacher's aid began writing down some multiplication problems for him to work to occupy his time wisely. He laughed at the problems she wrote down and said, "Too easy!" He then wrote down problems and began working those instead. But...the normal child (and myself) would need to write down the problem, show work for each column, add up my products, and add them for the answer. Well, you should know by now that Victor is not like my other students.
This is what I observed: Victor was standing, throwing a pencil around in the air. I occasionally heard him say a number, but could hear mumbling the entire time. All of a sudden, he would loudly say the answer and then write it down. He is able to work multiplication problems in his head and produce the correct answer. This amazed me. It was almost like Rain Man. Seemingly distracted, not focusing on the problem, he visualized the numbers in his head and was able to work it out. His only problem is writing the answer by the correct problem.

I have no idea what I'm going to do when I have to teach the rest of the class multiplication. Can he teach it for me?

This is a terrible prize!

I need to catch up on 2 days worth of blogs...and with my class, it's non-stop blog material.

As an incentive for kids to give their parents our 4th grade monthly newsletters, we've added a puzzle to it that they can complete, get signed and return for a prize. I've had quite a few kids bring in their answers and when I handed one child his prize (a pencil), he responded with, "This is a terrible prize. Just terrible. This is a terrible prize!" If you're wondering, it was Victor. See previous blogs in order to understand this child's personality. I understand that a pencil is not the greatest prize, but I am a teacher and funds are limited. The problem was that he had just received a pencil for a prize from a school drawing. He is also working on accepting things and saying "Thank you" rather than a response like the one I got.

Hurricane of a day!

We found out late yesterday afternoon that today was going to be an early release because of the hurricane that is headed towards Galveston/Houston. Austin was trying to prepare for the evacuees from the coast. Some of the kids knew when they arrived at school and I informed others that school would be releasing at 12:45. This was a bit difficult for Richard to understand...
R: "My mom doesn't know today is an early release."
Me: "How are you supposed to get home?"
R: "My mom was supposed to tell me. She doesn't know that today is an early release."
Me: "I understand that you don't think she knows about today, but how were you planning on getting home today?"
R: "The bus."
Me: "Then you are still going to ride the bus. It's just going to leave school a couple hours earlier than usual."
R: "But my mom doesn't know it's an early release."
Me: "It's okay. You are going to ride the bus and get off at your house."
R: "But she won't know and won't be waiting on me."
Me: "But you know where your stop is?"
R: "Yes, but my mom won't know that I will be coming."
Me: "Is she home today?"
R: "Yes, but she won't know that I'm coming."
Me: "It's okay. If she is going to be home, you can just get off at your stop and walk to your house."
R: "But my mom won't know that I'm coming."
Me: "It will be okay. Just get on the bus today, get off at your stop, and then walk to your house."
(I would like to say this is an exaggerated conversation, but that would make my life easier.)
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Some things are funny...it's natural. I try to make the day fun for everyone, but some kids find humor in things that aren't really funny. Because of the hurricane and their never-ending questions, we watched the United Streaming video on Hurricanes. The kids loved this. I explained that I was not a hurricane expert and this video could explain things a bit better. We also looked at Ike's track on www.stormpulse.com. We talked about where they weathermen predicted it would go and also about future hurricanes. I read the list of names for the rest of this year's hurricanes and one of them was also the name of a child in our class. Well, this is what Victor found more hilarious than necessary. He began rolling on the floor laughing hysterically about the hurricane having the same name as the kid in our class. According to Victor's response, there hasn't been anything more funny that's happened in his life. Imagine a child rolling on the floor and laughing hysterically...he was unstoppable!

Just get on the frog bus!!!

The two students I'm writing about today have both been the focus of previous blogs.

I was so worn out yesterday, I didn't get a chance to write about my conversation with Victor. This week he's been obsessing over glasses and why people wear them. A few days ago, we walked by a teacher who he knew from last year. She no longer wears glasses and he noticed. He questioned her about her glasses and why she no longer wears them. He found out that she had lasik on July 25th (a date she made up because he needed to know a date). Well...I wear glasses also. I don't need to wear them all day, but it makes my life easier and I don't have to strain to see children across the classroom. He informed me yesterday that I need eye surgery so that I won't have to wear glasses anymore. I said that I don't need surgery...
V: "Yes you do!"
Me: "No, I don't have to wear my glasses. I could go all day without them."
V: "You need to get eye surgery. It's just your eyes. You go to the doctor and get surgery."
Me: "I don't like surgery."
V: "It's okay. It's just your eyes, no where else."
Me: "I don't want to."
V: "You should!!!"
Me: "Okay, Victor...I'll ask my doctor about getting lasik."
V: "Good!" And he immediately returned to work. By the way, I'm not looking into getting lasik.
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My next encounter was with the student I was referring to in yesterday's blog. He is a child that seems to have difficulty with processing information. I know he is capable of completely his work successfully, but I don't know if he's capable of doing it without asking me, "Is this good?"
I digress and move onto today's bus situation. Today was the first day that Richard rode the bus to school and was riding it home. I asked him what bus he needed to get on and he told me the frog bus (each of our buses is labeled with an animal). This is the conversation that ensued (and yes he does start every sentences with 'so'):
R: "How do I know which bus is the frog bus?"
Me: "The one with the frog picture in the window."
R: "Is the picture in the front window?"
Me: "No, it's in the window next to the doors."
R: "So, like the front window?"
Me: "No, the window to the left of the doors that open up."
R: "So, when the doors open up in the front?"
Me: "No. When the doors open up, the picture will be to the left of the doors in the first window."
R: "How do I know it's the frog bus?"
Me: "It has the picture in the window! Who else rides the frog bus that can be sure Richard makes it on the bus today?" (I find him a partner at this point knowing that there is a chance he could get lost.)
R: "Do I get on the bus?"
Me: "Yes, if you stand outside the bus, you will be standing there when it leaves."
R: "But where do I wait for my little brother?"
Me: "On the bus!"
R: "But how will he find the frog bus?"
Me: "The same way you are going to find it...with a friend and looking at the picture."
R: "So, where do I go for the bus?"
Me: "You follow the bus line and your buddy."
R: "Okay, so I find the bus with the frog?"
Me: "Yes. Caitlyn, can you please make sure Richard makes it on the bus? Ms. L (another teacher), can you please make sure this student who might look lost and ask a zillion questions finds the FROG BUS! Just make sure he gets on the FROG BUS! Don't let him wait around. Just make sure whatever you do, he's on the FROG bus when they leave."

I, in no way, exaggerated this conversation. Unfortunately, almost every conversation with Richard is similar to this. I might run out of blog space if I continue to write our entire conversations. Hopefully this is just part of his being new to our school, but I have an uneasy feeling that it's not going to wear off any time soon!

I think a rock would understand better...

I have some kids in my class who pick up on things very quickly. This is typical. I also have students who need things explained 3 times. This is also typical. And then I have a student who needs things explained 5 times in a very detailed manner. I mean...this child needs me to explain things like, "You will not have to do all of these for homework because they are all the same. This is the stack of tonight's homework for the entire class."
And things like, "You may not make changes on someone else's paper, but you can tell them why they should. YOU should be making changes on your paper, especially words that your partner knows are spelling incorrectly." He adamantly said that he was not allowed to write on his own paper after this. Even when told he could 5 more times by 2 adults.
And more..."Count down 10 lines and draw a line across your paper....you do NOT need to draw 10 lines across the paper, just one."
"Please leave the post it notes in your books. You can just move it to read tonight." I then had to answer, "But how am I going to read with it here?" "You can just turn it to read the page and it shouldn't bother you." "No, how do I read with it here?"
I've still got more..."Where do I tear this post it note?" Me, "Down the middle just like this..."(I showed everyone). "I can't do that, is this how? Do I do it this way or this way? I don't know how!"

SERIOUSLY! Some of these may have been difficult for you to visualize or understand, but the point I want to get across is that even when I show this student step-by-step, it doesn't usually work. He doesn't understand simple directions and just doesn't know how to do things that 4th graders should. It's just weird what he doesn't know by now that the letter /i/ when written alone should always be capitalized. And that 4 sentences is not the same as 4 lines on notebook paper. Or that you always begin a sentence with a capital letter. Hmmm....makes me wonder about the standards at his old school. I guess I'll find out as the year goes on.

In the clouds...

Due to the allergies, I haven't felt so good for the past few days. It hit me especially hard today when I had to be on top of everything because 20 little people were relying on me. If there is one thing they didn't teach in teacher school, it is how to teach when you feel like s**t. I refuse to take a day off work for silly allergies and I don't think I feel that bad. I will dope myself up on allergy medicine and suck it up for the rest of the week, but please don't remind me that tomorrow is only Tuesday!

Good news: I am taking a half day afternoon Friday so that I can go scrapbook at a bed and breakfast all weekend....yay!

Weekends = Stay Away From School

I've only had 2 weeks of school, but when I left school on Friday I was so far behind with paperwork and such. This was because I had to go out of town after the first week of school in order to see my sister get married. And this weekend, I had my cousin and aunt here looking at college. This meant that I had to leave school early both Thursday and Friday and not finish the work I needed to. Well, I'm not the type of person who can just let things pile up and never get to them. Things have to be done correctly and organized so I know where everything is. This may not sound like a form of OCD, but with all of my other symptoms, I've diagnosed myself based on the information I found on webMD.

Anyway, I feel this is all necessary background information for the story. I had tons of work and the only way to get it done was to go to school on the weekend. One (and maybe the only) perk of being in a portable is that you don't have to go into the scary dark school on the weekend when nobody else is at school. Well, this was a perk until I needed to laminated and make copies in the school. I had never been in the school after hours before and wasn't sure of the procedure. I was under the impression that if the door let me in, then the alarm was off and it was okay. I was WRONG! The door will still let you in and the moment you walk by the alarm system, it activates. I had no idea what to do...it was counting down and I didn't know the code. Well, needless to say, the alarm went off! I stood there for a second in shock, then ran to get my portable mate...hopefully she knew what to do. I was wrong! We had to call for backup and also the alarm company to let them know I was a fool and set off the alarm. It was quite nerve racking! About 5 minutes later, we deactivated the alarm and could still hear our ears ringing. I was then able to go about my business and make copies and laminate.

Lesson Learned: Do not go work at school on the weekends!!!!

Never Leave a Rolling Chair Unattended

YAY...it's finally Friday! It was a good week and we accomplished a lot. I also learned a bit more about the abilities of my students. And along with all of that bizness, I have also gained some great stories...Let's start with the odd balls...I mean unique students in my class. I truly don't mean odd balls, but rather, children who are out of the ordinary model students.

This student who I will call Kevin is a very capable child. He is on grade level in every area. This child has one thing going against him. His body and mind are unable to concentrate on anything he does (also known as a form of ADHD). I am constantly redirecting this child back to work. He NEEDS me to stand around him in order to get him back on task the moment he is off task. I understand that children need a bit of down time and that is not what I'm referring to, but it is more of the kid tying himself in his chair with his jacket instead of working. He is also the child who lays out his jacket on the ground during dismissal in a very meticulous manner in order to sit down for 2 minutes before the line heads home.
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Victor is another story. Literally, another story...
He is the student I have with special needs. Today he did a few humorous things, which is a usual day for him. He has a great personality, is very entertaining, and is really a joy to have in class (regardless of the extra attention he requires). Today as I was helping him write and turned around to help other students. When I returned to his desk, he was holding the sharp end of his pencil in his ear. I took the pencil out and he immediately began apologizing. I explained that it's not safe to put pencils in your ear because you could poke things out in there.
"What could I poke out?"
"The inside of your ear."
"Where's that?" And he continued on. He also began saying that his ear at first didn't hurt after poking it and then he see-sawed back and forth about whether or not it hurt. He also then tried grabbing my finger and putting it in his ear. I had to inform him that, "My finger does not go in your ear."
This all may sound a bit odd to you, but this is the usual day in the life of Victor. In the life of Victor today, I also left my rolling/spinning chair unattended near his desk. When I returned after helping other kids, he was sitting in it and spinning around. It was funny, because I know none of the other kids in my class would have tried that (at this point in the year).
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"Ms. L, my mom said I will probably have to get braces when I'm older. Do you think I'll look cute with braces?" Of course I responded she would. She would actually look cute wearing or doing anything. She is a miniature 4th grader. She is much smaller than most of the other kids, but what she lacks in size, she makes up for with courage.

I love each and every one of my kids (at this point). They are each unique and wonderful and great students. They have exceeded my expectation with what I was hoping for this year and I go home happy and knowing that I've met my goals for the day. I can't wait to see what the rest of the year has in store.

Teacher Must Have: Flexibility

I walked into my room today and got a glimpse of what hell might feel like. My portable mate had arrived a few minutes earlier and informed me that my although the AC had been on, it was making a very loud and dreadful noise and it was also blowing hot air. She turned off the AC and it continued to blow hot air for quite some time. This was a fantastic start to the beginning of the week.

I don't do heat well (surprising since I live in Texas), and it was showing this morning. I was unable to collect my thoughts and my materials for that day because he heat was affecting the blood flow to my brain. This continued all morning. I knew what I had to do that day because I had planned it yesterday, but it was hard to concentrate on particular tasks and what was next. As the kids were working, many of them were fanning themselves with their folders while I was walking around wiping sweat off of my face, neck, and anywhere else that is appropriate to mention. The concentration of my kiddos was now beginning to fade. I decided we needed a morning break from the heat wave. While on our break, I noticed an empty computer lab with a very large carpet, one that would be perfect for our next lesson. We went back to class to collect our materials only to turn back around and head for the air conditioned room.

I have yet to mention how wonderful and patient my class was during this time. Even though they were miserable and sweating, they stayed cooperative with our situation. (If this had happened with last year's group of kids, we would not have been able to work through their complaining.) After we did a lesson in the computer lab, we had to return to our room with the hopes that the AC was fixed...which it was not. So again, we headed outside with our next materials in hand. We enjoyed a nice read aloud in the shade outside on a beautiful day before specials. Fortunately, the AC was repaired before they returned from specials, but it was disappointing that the room was still warm because it didn't have time to cool off. So...

My portable mate and I planned a last minute lesson that we could do a group activity and avoid my still sauna-like portable. I can say that this was the last time we had to avoid my classroom today, but am thankful for my students' flexibility (even children who rely on routines). It was a rough start to the day and am hopeful that I arrive to a frozen room tomorrow.