You're already thinking this way?

During math this morning, there was a bit of "downtime". This means the students were folding and gluing geometric figures and were allowed to be having their own conversations. While I was standing at one table helping a group, I overhead a conversation between my aide and a student. I invited myself into the conversation and it went something like this:

Ms. A: "My son is home sick today. He was throwing up all night."
Karen: "Why aren't you home?"
Ms. A: "My husband is home with him."
Karen: "You trust your husband to be home with him?"
Ms. A: "Of course!"
Karen: "I wouldn't leave him home with my husband. I would send him to daycare or stay home by myself. Or I would leave him with my Momma."
Ms. A: "Why would you marry him if you didn't trust him?"
Lauren: "That's right...you shouldn't marry a man you don't trust! You should marry someone you love AND trust!"
Me: "Right! I hope you marry someone that you trust and you love. If that's not true, then you shouldn't get married."
Karen: "Well, my aunt got married to a guy I didn't trust. I told her I didn't trust him, but she married him anyway. And you know what? He left her with the kids."
Me: "That is just one instance. That does not mean that you shouldn't say all men are untrustworthy."
Karen: "I don't trust men!"

You're kidding me right?!?!!? She is nine years old and already swearing all men are untrustworthy. And second...was I really having this conversation with a few nine year olds??? Maybe it wasn't the most conventional teacher-student conversation, but if she feels this way about men, is she going to get these feelings out at home where there are men?

The Cotton Boll

It was the day that my intern had to do a social studies lesson. We are currently talking about plantations and the invention of the cotton gin, so this was also the topic of her lesson. My portable mate and I team teach social studies, which meant that our interns taught their lessons to both classes...even a bigger challenge than teaching this type of lesson to just 22 kids...she had 40.

Here's the outline for the lesson:
- The class discussed how much cotton slaves were required to pick/seed every day -- 1 pound. 50 bolls = 1 pound
- The kids got to gin their own boll of cotton. (I had no idea there were so many seeds in one boll.)
- They had to write a journal entry as a slave who had been picking cotton all day.

The kids LOVED this lesson. I will definitely be repeating this lesson next year. The hands-on experience was great...they truly began to understand how hard it was to pick/seed the cotton every day. And while they were seeding the cotton, they were complaining that it was too hard. So, all of the teachers were walking around telling them that they if they didn't pick better and faster, they would be whipped (not literally of course) or they would have to pick even more cotton. They threatened to quit or run away...which meant they were asking for another whipping (not literally of course). The kids had a great time pretending during this lesson and really understood the objective.

Sparkles

There is one student I don't think I've ever written before...she doesn't necessarily fly under the radar, but she's close. Her academics are not the highest, but her attitude and personality more than make up for it. She also has a lot going against her at home. I'm not sure who she lives with and not sure who I would even contact if there were a problem, but she seems to forget all that when she's at school.

This students, who I'll name Brandi, is a very selfless person...the most selfless I've ever seen.
- She is the only kid who brought me a present on my birthday. I know that her home situation is not conducive to buying the teacher a present, but she still felt the need.
- She is also the child who helps ANYONE! She sees a friend in need of any kind of help and, without being asked, heads over to help.
- She is very observant and does things and notices things that others don't. "Ms. L, you had 3 of those candies already. Are you sure you want another?" "I already had 3, are you sure?"
- She picks up trash or volunteers to help with ANYTHING!
- She hears me talk to myself and does whatever I was telling myself to do.
- She knows how to take a joke and has a great sense of humor with her friends and teachers. She has a better sense of humor than most of the kids in my class.
- She brings me 5 goldfish each day for snack.
- She is always smiling! You could have told her that she just failed a test, but she will smile because she knows she did her best and that she'll work harder for next time.
- She smiles because she knows you're crazy.
- She smiles when I forget something and she is able to remind me.
- She is always willing to learn from a friend or me. And she loves teaching her friends when she knows something they don't.
- She never complains or cries!

Did I mention how much I love this kid?!?! She has the positive attitude that I wish every kid had.

Is that a caterpillar?

Yesterday we began a unit on life cycles. This unit kicked off with a classroom "pet" so we could see everything first hand. I am not really the kind of teacher who likes class pets of any sort, so this was a step for me. I actually didn't have that big of a problem with it because I knew the kids were going to LOVE it!!! And I was right...

Our class pet actually turned out to be class pets...meal worms. I know they aren't really a pet, but they're worse! I don't like creepy, crawly things. These things were just gross. Luckily, I had an intern for my portable-mate sort them for the other fourth grade teachers so that I didn't touch them. THANK GOODNESS!

The kids got sooooooo excited about the meal worms. They were unable to contain their excitement or disgust for the meal worms. And the thought of them growing into beetles only increased their excitement. I had a few kids who wanted to stare into the plastic box the entire class period. I had others who cringed when I brought the meal worms near. As the ones cringed in their seats, I reminded myself that I was being brave holding the meal worm box because of the kids who were so engaged. They could probably get me to do just about anything because I love them so much! I guess meal worms are just the beginning...luckily there are only 9 weeks of school left...

The Big Return

Today was the first day back from Spring Break...

I had a wonderful Spring Break, but in a weird way, I was definitely looking forward to today. I love my class and was really starting to miss them. And for good reason...

- First thing this morning, Victor sees me in the hallway and starts questioning me immediately about knowing about his mouth surgery. I realized how much I missed him!
- Lauren gives me a present she bought me on Spring Break in San Antonio...a key chain with my name on it.
- They said I looked pretty in my clothes and looked like I had a great Spring Break!
- They loved the Jack Hanna book I bought on break with them in mind.
- They were ready to learn again immediately...and showed me through poems they wrote about enjoying school during writing time.
- They were just very happy to be at school all day...no complaints of being tired or not wanting to do anything.

Hopefully these wonderful kiddos will generate some great blogs in the coming days/weeks/remaining months of the school year...only 49 more days!

You can do it!

This past week has been trying on everyone in portable 4B. I've had so many kids need me to be there for them emotionally. Forget the academics, they needed a self-esteem boost. I've never been around so many kids who were so unsure of themselves in all aspects of their lives.

I had one kid write a whole page worth of, "I'm a failure and worthless to everyone." Another continue to say, "I suck! I hate myself." And then there was one who continued to bang and throw things because he would get upset with himself.

So, what to do with these kids...??? I found myself keep repeating the phrase, "I see how hard you are working. Keep it up and know that I believe in you. I need you to believe in you too." I've never given so much verbal praise in such a short amount of time. I know that verbal praise is a necessity in life, however, I was drained of it this week. I couldn't bring myself to give one more, "you can do it!" I need these kids to come back from Spring Break with a renewed confidence and energy to tackle the remainder of the year. I need them to do that so that I can fulfill my end of the deal and teach them something, rather than be sole emotional supporter...although that is what I will do if needed.

Slew of pictures that I've been meaning to share...

These pictures go along with blogs I've already written...I'm just now getting around to posting.

Writing Camp shirts -- sweat shop!

Daily camp fire -- sing along and schedule overview.

The great spider hunt...notice that it took 8 kids to look for a brown house spider that I'm not sure even existed. I will post this picture once I can blot out faces when my iPhoto is working.

Received this note from a parent. I was confused as to how to interpret the signature..."Pops"

Ran out of space and the kids wanted it hung up...the ceiling works as well as anywhere else.

Pictionary

Today for science, we played Pictionary using our science vocabulary words about ecosystems. The kids were having a blast!!!! They were doing a great job guessing the words based on the pictures and most of the pictures were good enough to guess. Things were going smoothly, the teams were within a point of each other the entire game. Well, things WERE going smoothly.

JT was up to draw. He was supposed to draw "behavior". I told him he could draw a monkey in a tree because one of a monkeys behaviors is hanging in a tree. His picture was very good. The guessers however were not. They were unable to guess his word. He immediately began to cry because he was unable to draw well enough for his team to guess correctly.

Elliot was net. His word was "valley". This was probably one of the easiest words in the bunch to draw. BUT...Elliot drew some trees with giraffes, not a valley in sight. I even asked him to explain his drawing and he couldn't. He went to the back of his group to shed some tears.

Tara was close to next. (This all happened within a few turns.) I can't remember what word she had, but it was one that her team should have guessed. After her picture was left with incorrect guesses, she returned to her team in tears just like the others.

The count is now up to 3. And I didn't mention that during math (before Pictionary), William was crying. We were practicing finding the volume of rectangular prisms and he guessed incorrectly. My response to him was no different than the one to the correct answers, "How did you figure that out?" However, the kids did make a sound of disappointment, indicating that he had given the wrong answers. That was just enough to set him off.

I was for sure that my classroom would be tear-free today with the lessons I had planned. What I did learn is that I can't assume anything.

Does he know something I don't?

Victor: "When are you going to get a ring on your finger????"

I made it through!

OMG! (These are letters straight from the mouth of my students.) Today was the longest day of my life, also known as the Writing TAKS! It all began around 8:15 this morning and didn't end (in my classroom) until 2:15. I spent the day "actively monitoring" 18 students sit in their desks reading and writing. While following all 1,000 of the very strict guidelines of a test administrator, I became bored out of my mind. They don't teach you how to stare at a classroom full of kids for an entire day without talking or saying encouraging things while you're in teacher school.

I know how bored I was and I also understand how bored kids were that finished before the others. I had one student using goldfish (the snack crackers) to write out names of every student in the class. He asked if he could take a picture of them even, too bad we were testing, cause I totally would have. The best part of it was that the letters in each person's name he made with the crackers looked like his handwriting.

One high point of today was that I sat with them at lunch. This is something that doesn't happen very often and I enjoy it when I get the chance. Although I'm not eager enough to sit with them every day...once a while in nice. Instead of being the teacher, we get to talk about non-school stuff. I find out what things they like (the vegetable sticks from the cafeteria) and what they don't like (the boys when they act weird). I found out that: one kid only likes fish sticks, but not any other kind of fish (very similar to when I was a kid); they all love strawberries and cantaloupe; one kid is tired of selling Girl Scout cookies; they love being in my class; one kid has an adorable little brother that is going to have a birthday soon; and the boys have a group called "The Boys' Club".

All in all, I'm so glad tomorrow is back to regular teaching. I get to teach volume, ecosystems, the Underground Railroad, book clubs, and no more of this writing to the prompt. I don't know if I've ever been so excited about poetry. :)

I taught them to think!

It's almost here...TAKS that is. I've never been so nervous. Today we had a relaxing kind of day so the kids wouldn't get too stressed out about tomorrow. I know for a fact that I am definitely more stressed out than most of them. Not to forget about the test completely, we read a book this afternoon and talked about strategies for tomorrow.

We started off reading Hooray for Diffendoofer Day by Dr. Seuss (it also happens to be his birthday). It's a story about a school that does everything fun and interesting. In fact, all they know is interesting, colorful, different, and fun. The principal comes in saying that they will have a test, and so will every school in the town. If they don't pass, the school will be closed and everyone will have to go another school in town that is black and white. And by black and white, I mean boring, no talking, nothing interesting or different. The kids begin to worry. The teachers don't. The teachers explain that they may have not taught them all the information on the test, but they have taught them how to think. It turns out that the kids do more amazing than the principal expected.

My kids loved this story. The immediately related it to me teaching them to think, even if I haven't taught them the exact prompt they will receive tomorrow. I have taught them how to brainstorm ideas, how to plan their writing, and how to revise to make improvements. I am fully confident in how they have been prepared and what they have shown me. However, this doesn't calm my nerve at all. I am still a nervous wreck. I am frightened that they will forget what I taught them. They will forget how to think. This scares the living daylights out of me. I know they are capable, but will they show they are capable?!?!

S'mores are Dangerous!

Our writing camp campfire was in full swing. S'mores were being made and compositions were being shared. Things were going well and everyone seemed to be enjoying themselves, parents included. And then...

I hear screaming and see crying. It's Victor. "It popped out. Just put it back in the hole. Fix it!" I then realize he's talking about the wire that goes in the back bracket of his braces. Apparently, the wire is now poking in his gum. I take him outside to see if there is anything I can do for him. NOTHING! He begins to scream, "Call 911! Call the police! Call somebody and tell them I need help! You need to fix this! Just put it back in the hole. HELP ME! Do something! Call 911, they will help me. Call my dentist." (Please remember that I have an aide and parents in my room at this time...the kids were not left unattended.)

The PE coach hears the yelling and comes over to help. We take him to the nurse's office against his will and find out that she can't do anything either (which I knew), but he was not happy with that response. He continued to scream, "Call 911! Call the doctor! Call my mom and tell her that I need help! I need the nurse to just fix it!" He continues to scream, cry, act like a baby laying on my lap, and making impossible demands for another 20 minutes or so. I finally decide that I need to go back to my room and trade duties with the aide. This is because I can't take any more of the screaming.

I return to my room to calm the kids back down, fill them in on Victor's status and have them group share a piece of their compositions. Even with the drama, the campfire was nice and I think the parents enjoyed hearing their children read the compositions that they have been working on. (I will share a few compositions and pictures from writing camp tomorrow.)

Teamwork!

Last week was emotionally eventful for one of my students. Sarah was the student who "broken" by receiving the 1 on her first writing camp composition. Helping her work through this was probably one of the hardest things I've done as a teacher, but the good news is that she did finish a 2+ or 3 composition by Friday.

The second hardest part of her week was the spider she did not invite to hang out in her desk. Here's how it went down...

I looked across the room when everyone was supposed to be writing and I see Sarah crying. I also see Juan huddled around her desk with a few other students. A kid comes up to tell me, "Sarah's crying." Within seconds, at least 6 kids join the crowd around the desk. I go over to get the status on the situation. I lean over the desk to look inside to see what the crowd is staring at. To my surprise, they were staring at nothing. The desk was empty. All of Sarah's belongings were on the floor below her desk. As some kids are still staring in the desk, a few others have an animal encyclopedia and they are trying to figure out what type of spider it is. They talk about how big it was, the color, its leg length, and what its body looked like. As they flip through the pages, I suggest, "Maybe it was a tarantula?!" The other kids thought it was funny, but Sarah did not. I think they determined it was a brown house spider or a daddy long leg. I tell them they need to pick up the mess on the floor and return it to Sarah's desk. Before doing that, the 8 students that are now gathered around the desk, give the desk another few stares before moving. (I will post a picture of the gathered students staring in an empty desk tomorrow...it was funny to watch.)

I could have handled this situation a bit differently, but allowed this disruption on the basis that these kids were showing caring towards Sarah, working together to get the spider taken care of, showed cooperation in each of their "jobs" in spider hunting, and it was fun to watch them take care of this. I also took this lesson from Philip Done who wrote 32 Third Graders and One Class Bunny. He would have done the same thing. In fact, in a story very similar to one he wrote about, I also stopped teaching when a bee flew into the room. There are certain things that teaching must be put on hold for.