Education, Go Get It!

We recently had a special week at school called, "Education, Go Get It Week!" It was meant to show our kids that they need some type of education to 'survive' in an adult world and that they are each capable of receiving some type of secondary education. I think this is all a wonderful idea and in fantasy land, it's even better, but I don't work at Fantasy Land Academy.

I teach at a school where most of the parents did not attend college and work somewhere that has minimal potential for advancement. These children might know someone who went to college, but it is probably not a close connection that provides positive support for them. Before I say too much, let me remind you that we do have many parents who attended college and have careers (rather than jobs), but the majority of our parents do not.

We have been reinforcing the fact that even if you don't think you can afford college, there are plenty of ways to pay for it. This is where I see a problem. I was raised in a middle class family with parents who had careers and could afford some luxuries. Regardless of this, paying for college was still difficult. My parents will be paying for my college for years to come, as will I. I know that I still have at least a decade of loan payments ahead of me and my parents probably have the same. This is something that many people would struggle with. I struggle with it and I do have a steady income. How am I supposed to honestly tell my class that they can afford college regardless of anything else? Yes, there are scholarships out there, but not as many as people claim. At least that's what I noticed 5 years ago when I was looking for them. I feel this is all false hope for these kids. Hopefully they will all prove me wrong in 9-10 years!

Can I wear your glasses?

I have a student who has an obsession with glasses. He wants to know why people wear them (each one specifically), when are they going to get Lasik, and if he can wear their glasses. At times, this can be quite funny and at other times, it's quite annoying. Some things that are a part of his obsession are as follows:

- Continually asks me why I don't want Lasik. "It's not a big deal. A surgeon does it quick and easy. He just opens your eye and fixes it."

- Wants to wear my glasses, or my mom's when she visited, or anybody else's that are within his reach. He will almost steal them in order to try them on if I leave mine laying around.

- Once wore a pair of glasses to school that were not his. He told everyone they were his, but mom said they were not and she had no idea where he got them from.

- Wants to know the day people got Lasik if they did (or if they aren't wearing their glasses for some reason that day).

- Wants to know if every first grader is the little brother of a kid in our class who wears glasses.

Today he was trying to wear my glasses because they were temporarily left unattended on my desk. When I told him he should ask before picking things up, he asked, asked again, asked again and again until I couldn't stop laughing. When I said no he could not wear my glasses, he was trying to see through them without putting them on. He looked through the front and then through the correct side. He was so interested in what it feels like to wear my glasses. I have to keep an eye on where they are so they don't disappear at a random moment.

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.

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?

Day 1

Today was the first day of professional development, which means it was the first day I've not had an afternoon doze in front of the TV in a few months. It wasn't so bad waking up...I've done early waking up this summer. We arrived to see everyone we haven't seen since the last day of school and also to meet many new-comers to our school. We played some ridiculous games and did some catching up about summer. Of course, I found a way to let everyone know that I had met John Mayer. And then he continued to fit into conversation for the remainder of the day.
We did the usual first day activities of new employee introductions, team building, and handbook orientation. We also talked about our new Positive Behavior Support program and how it is going to be implemented. It sounds like a good program and why should I think otherwise until I've seen it in action. It will make expectations school-wide and allow us to remind the students what is expected in every school setting from arriving at school, walking down the hallway, or sitting in assemblies. I'll keep you updated on details and the success rate of this program.

Although today wasn't bad, I'm not really looking forward to the rest of the week. I'd rather have time to get my thoughts together and plan my first couple weeks of school from my classroom, rather than random notes scribbled on my inservice papers. It's hard to keep straight what you're actually going to do and what you would like to do in fantasy land when you're writing notes everywhere. I do look forward to Wednesday, which is all day teacher prep.

Inservice updates to come...

THIS JUST IN...My Classroom is Complete!

I went to my classroom today to complete some last minute ideas. Of course, I'll always find something else I need to do, but for right now, I'm happy. I know that I didn't need to do everything in order for the kids to successfully learn, but things need to be interesting, inviting, and fun in order for kids to WANT to be at school and interested in learning. (Of course this does not apply for all kids, but it sure speeds up the excited feelings they'll have when they see my room.) P.S. - I made my own curtains...which I'm very proud of. You all can make your own too with some $1/yd fabric and iron on hem.

Below: A wide angle shot of the room. The class library is off to the right, my desk to the left. I figured out last year that I wanted my desk in front of the kids. While they are working independently and I'm working on something else, my presence behind them was like I was not in the room. In order to prevent a reoccurrence, I've changed my strategy. I think the spaces are well divided and the kids will be able to move easily throughout the classroom. There are different working spaces in the classroom that can be utilized at any time.

Below: Across the top of the board are our school's Life Skills (such as caring, patience, cooperation, respect, trustworthiness, etc.) My carpet area will be in front of the board so we can use the easel. Below the white board are Texas History documents and state information.
Below: My desk! I like a space to call my own...considering that some days I spend over 10 hours in this room. That is my ME bulletin board...I add to it throughout the year. The kids love seeing what I've been up to besides asking them to stop talking. By the time they are in 4th grade, they know teachers don't live in the school and want to see proof. The day my mom visited last year was equivalent to my meeting with John Mayer in excitement!
Below: Boxes and boxes of manipulatives. Unfortunately in portables, there isn't very much storage space...and my OCD didn't allow me anything less than nicely organized and labeled tubs. This is just going to make my life easier when I'm looking for something.

Below: Classroom Library - Fiction books are organized by author or genre (unless I don't really have enough to put in a tub...see library rack). Nonfiction books are sitting on top of shelves by category. Ideally I would have room for another shelf for only nonfiction books...ideally! The short table is for working and reward. FYI: I got many of my books after "bribing" my class with a reward if they brought in books. It worked like magic...in days I had an entire library.

Below: Information for my students (lunch count, calendar, newsletter, rewards), the Light Bulb Lab (for enrichment), and reading bulletin board. The Light Bulb Lab is where students can go when they've finished their work. There are mini research projects that can be done independently and other individual learning activities. To the left of this table is the Wonder Wall. Students can write their questions on card and clothespin them on the board. They can research the answers at a later time and the answers will be hung up as well.

Below: Science Process and supply shelf. If they don't have it in their desks, it can be found on this shelf. The pocket chart to the right is for stations.

Below: Small group/guided reading table...I don't think I need to give any more explanation.

It's a relief to know that children (and their parents) could walk into my room at any moment and I would be prepared. Unfortunately, those feelings might change at 7:45 on August 26th...we'll see.

If you are a new teacher or any teacher who is setting up a classroom of their own, I wish you luck. I don't call myself an expert in classroom design by any means, but I am pretty good at it. I've offered my advice to many friends and of course, learn as I go. If something doesn't work, I change it. No need to suffer with it for an entire year.

201, 229, 234, 236, 242, 243, 245, and 250

Enjoy a few more of the 501 Tips for Teachers!

Student Relations
201. Startle your students with your peripheral vision. (It can be improved through practice and exercise.) Classroom management is easier when students think you have "eyes in the back of your head."

229. Telling bad jokes is common to students of all ages. Laugh at their childish attempts at humor. After all, they laugh at yours.


Student Discipline and Classroom Management
234. Structure the classroom space so you can move around easily and get close to every student. (Try a U-shape arrangement.) Be everywhere in your classroom.

236. Reserve a "limbo seat" in the classroom for any student who can't function or focus in his or her regular seat for the day.

242. Teach conflict resolution skills--active listening, positive body language, brainstorming solutions, and others--as an alternative to violence. Kids need to learn how to settle disputes peacefully both in and out of the classroom.

243. Always present classroom rules with conviction. Avoid any hint of questioning, hesitancy, timidity, uncertainty, pleading, or negotiating. If students think there's some wiggle room, they'll wiggle. Take your rules seriously and your students will too.

245. Try not to "lose it" no matter how much you're tested. If students see they've angered you, they know they've beaten you at the discipline game.

248. Get by with as few rules as possible. Make 'em simple and make 'em stick.

250. Avoid sarcasm. It seldom helps and often hurts--a lot!
(I agree...and for those of you who know me, this is hard. At least avoid it until you get to know your kids and know which can handle it and which can't.)

Is the rumor true?

Ever since I've gotten my newest student, I've been skeptical about the abilities shes claims to have in math and reading. Today I did a bit of investigating into her records (which are usually put in my mailbox for me to look at for a few days, but didn't happen this time). I didn't find anything of real interest, I was just a bit surprised when I saw her grades. Then I put things back into perspective realizing that she was only at her last school for less than 2 months. Her records from prior schools were not in her folder yet.

In the past couple weeks, since her arrival, I've asked her where she came from before and she always said a nearby district. I kept probing...turns out that she came from Louisiana before. Now, I've never been in a classroom in Louisiana, but I have heard many things about the lack of an educational system. I've also never had a student who grew up in the Louisiana school system...until now.

I know that there are fourth graders at other schools who are farther along in their learning, mostly because they were born with an advantage (whether it is financially or intellectually), but we do our best with the kiddos we have. We don't have much parental support and our school seems to be a place to drop kids off for the day and hope they learn something. We do the best we can, as teachers, to help these kids be successful or learn to be successful. The whole point is that...my kids are far above my new kiddo. She is far behind where she should be and often asks me for help on basic questions. I don't mind when kids ask for help (I greatly encourage it), but she NEEDS my help on EVERY question.

We are currently reviewing for the TAKS test...that's right...REVIEWING. The only problem is that for this new kiddo, it doesn't seem to be a review at all. Apparently she's never seen any of this material before. We're talking fractions, decimals, multiplication, division, reading for context clues, basic comprehension, main idea, etc. Ever since she arrived, I've been spending more time each day walking her through questions than I have with every other student in my class combined. I find it difficult to review the other kids when I'm teaching it to one particlar student.

I know this will be a problem that I'll encounter many more times throughout my teaching career, but it's becoming one of my hardest first year struggles. And...could she have come when we were learning a new topic instead of reviewing for a state test??? Come on parents! (see the blog titled "Parents Are Stupid")