So I was assigned an SEA (Special Ed Assistant) position at a local high school recently.
I show up to learn that I was going to be working with a violent "student" who suffers from a disorder (can't remember the name right now) that makes him very autistic. He cannot talk and communicates through a limited number of signs. The boy is 19--he does not attend class, and has never attended class as long as he has been in high school. This school keeps disabled kids until they are 21 and they work on preparing them for the real world in doing things like laundry, setting the table, washing dishes--chores that most of us learn before we are ten. This school does have a high percentage of job placement for these kids once they reach 21. I think I was told 90%. These kids get jobs as cart collectors at Walmart or doing laundry for a hospital or a simple job like that. I think this is a great program and think that this training time with these kids is important HOWEVER I do not feel it should take place in a public school.
Let me tell you about my day. I get there and am told that I will be working with another SEA with this boy. So 2 adults per 1 student. My primary job would be to call for security if needed. I had to tie back my hair (so he couldn't yank it) and hide any jewelry I had--so he didn't yank them. I was warned not to touch him--because it may set him off. I was also taught a few basic restraint techniques---sounds like I am working in a jail ward....
We went to the door to pick him up. It took us about 30 minutes to get him in the door, get his jacket off and to get him to sit in the cafeteria. The cafeteria is his "classroom". We then attempt to show him using pictures what we will be doing for the day. We then try to take him to the bathroom--and yes this grown man needs help to use it--and does wear a diaper for accidents which happen often. It takes us probably another 30 - 45 minutes to walk him to the bathroom. He doesn't want to walk. He starts yelling in the hallways. Teachers begin closing their doors because he is interrupting their lessons. Finally we get him to the bathroom. He takes another 15 to use it and then we are off. We decide to let him walk to get exercise. This ends up becoming a mistake. He walks to the library, where once again he becomes loud and disruptive. We then attempt to guide him (without touching him--remember this--that is why it takes so long to get him to do anything) back to the laundry room--his other classroom. Right now he is being taught to do laundry. Basically, the other SEA hands him laundry and he puts it in the machine and turns it on. He then wants to lay down for a nap, and does so for about 20 minutes. Then we are off to the cafeteria to try to get him to color a picture--the kind of picture Kylan now colors. He becomes disagreeable again and attempts to hit people as they pass. We call security. Security helps us get him seated in the cafeteria. Passing period then begins and students walk through the cafeteria. He strikes out and hits one. We now create a barrier (I, the other SEA and security) around him --remember not touching him--to keep other students out of his reach.
You like this so far--it does get better....
So we end up keeping him in the cafeteria until lunch. It feels like a decade has passed. I sit with other SEA's and their students. We find out there is going to be a fire drill. Things like fire drills can really set disabled students off. Argh! There is snow and it is winter. And now our task after lunch is to get him out of the building before the fire drill.
We get outside and go for a long walk. Then return after the bell. The walk was actually good. Perhaps all he needed was some fresh air. We come back in and see administrators running the hall. They stop and ask us if we have seen a certain SEA. We hadn't. Turns out, one of the other SE boys (the one I sat next to at lunch) had gone off the deep end. He bit two teachers taking chunks of skin out of them---those teachers were being rushed for help since there was a lot of blood. The other SEA was being looked for because they thought that he might be able to get the boy to calm down. After talking to the SEA I am working with I discover that this is not the first time this has happened. The boy is known for vicious bites that often lead to stitches and scarring. Yes and he is put around other students.
The rest of my afternoon actually went well. We got our kid to sit down and put together some elementary puzzles. We then fed him a snack and got him on the bus.
So here is my question--why are these students--who are a danger to themselves and others--put in public schools where they really aren't getting the value of a public education. They are getting an entirely separate education. We are endangering hundreds of kids to put them in a public school that is of no use to them? This makes no sense to me. I think that ABSOLUTELY there should be programs for these kids, however I think it should be in a safe area for them--where they are not disturbing the education of others and they are not endangering others.
Short and to the point. I don't have much more to say for this entry. Think it over next time you send your kid to school. Do you want your kids around others that have violent tendency or that are disruptive? Remember what we always push though--equal opportunity and equal education---yet these kids really can't get either because their disability hinders them. So why are we putting them in public schools?
Friday, April 25, 2008
Friday, February 22, 2008
Physics....
I was so excited when a physics teacher called me up and asked me to sub.
My curriculum! Yippee!!!
I was pumped. So off to high school I went. Turns out this teacher was a traveling teacher, so he had no home base. Which kind of sucks. I also was a traveling teacher for a year and know that it is nice to be able to be found in one place and have one place to call yours and make yours. However, being a traveling teacher has no effect on my desire to teach. It's all about the kids.
So I got to school bright and early. The teacher had emailed me lesson plans, but the plans had included--get this book from this teacher, study up pages such and such, and teach it. It also said--watch such and such's class and then teach the same thing the next hour. I figured I probably should arrive early so that I knew what I was doing.
I got there early and found out that I was teaching Physical Science (Yippee!) to sophomores, Physics to Juniors, and Integrated math to freshmen. For the most part the day went well. The sophomores did awesome. They listened as I presented v = d/t. We solved problems together. Pretty much the whole class finished the worksheet and showed it to me. I made sure every one had the right answers and understood. Ahh....it feels so good to know that material was learned.
After this I had Physics, where I first observed the teacher and then taught the same material. In my opinion, the material was pretty simple. There were some variances from what I teach, but that is fine and expected. I also spoke to the department chair about the material and he agreed with me that the variances were not a big deal. However, I wanted to be consistent so I taught the way the other teacher had presented. Well this didn't entirely work. Some of the students argued over the material. I told them to talk to their teacher about it on Monday and expressed that the other classes were taught something differently. Very confusing!
Apparently this teacher follows the exact curriculum of several other teachers. I found this very interesting that he did the same worksheets and presented the material the same. I think this is an interesting and perhaps good idea for new teachers (which he may be---I don't know), but I know that in order to teach--I like to present the material in the best way I feel comfortable and in a unique way that will somehow grab students attention.
Now I know I was only there one day---so I really don't know the different methods they use and stuff, but I guess I am a bit concerned that if a teacher isn't taking the time to "own" the material and put their own creativity in it, it may not be taught in the best way. I also know that I would often alter my style and methods of teaching for my students as I got to know them better, so I was the most effective with them.
Anyway-- on to the rest of my day. The most challenging class I had was fourth hour physics. The kids just felt the need to make comments on everything. There was definitely a popularity contest going on as different kids tried to make the best "comment". So then I began my comments and kicked three students out. I have to say I was very glad that I forgot to take attendance. After I regained control of the class I was easily able to determine then, via attendance, the three young men I had sent out of the class.
After that I brought the students back in, only to quickly kick two of them back out again. ARGH! 11th graders can be some of the most challenging kids.
Reflecting on this--what could I have done better. Well, in the future I think I may take attendance in the middle/end of class. I only did it by accident, but it really helped me to get control. Secondly, I should have given a known allotment of time on the beginning class problem. (I was unsure how long to give them so I left it open ended and as result some kids slacked.) Next time I will give a time amount and then adjust if needed. These are the big things I will keep in mind for next time.
So the rest of the day was good. My next Physical Science class was just as good as the first one. And the last class of the day was Math for freshman. I am not sure I could have done anything much differently with this class. They were under control-however very few were doing their work--and I was under the impression that normally these kids don't' really do their work in this class. That and it was a Friday and the last class. I will keep thinking about this--but the teachers instructions were loose and like I said, looking at some of their previous work--it was probably a pretty typical day for these kids.
Well that is all for now---however I am going to start an entry on cell phones. I think this is a serious issue in schools that MUST be addressed. Until next time!
My curriculum! Yippee!!!
I was pumped. So off to high school I went. Turns out this teacher was a traveling teacher, so he had no home base. Which kind of sucks. I also was a traveling teacher for a year and know that it is nice to be able to be found in one place and have one place to call yours and make yours. However, being a traveling teacher has no effect on my desire to teach. It's all about the kids.
So I got to school bright and early. The teacher had emailed me lesson plans, but the plans had included--get this book from this teacher, study up pages such and such, and teach it. It also said--watch such and such's class and then teach the same thing the next hour. I figured I probably should arrive early so that I knew what I was doing.
I got there early and found out that I was teaching Physical Science (Yippee!) to sophomores, Physics to Juniors, and Integrated math to freshmen. For the most part the day went well. The sophomores did awesome. They listened as I presented v = d/t. We solved problems together. Pretty much the whole class finished the worksheet and showed it to me. I made sure every one had the right answers and understood. Ahh....it feels so good to know that material was learned.
After this I had Physics, where I first observed the teacher and then taught the same material. In my opinion, the material was pretty simple. There were some variances from what I teach, but that is fine and expected. I also spoke to the department chair about the material and he agreed with me that the variances were not a big deal. However, I wanted to be consistent so I taught the way the other teacher had presented. Well this didn't entirely work. Some of the students argued over the material. I told them to talk to their teacher about it on Monday and expressed that the other classes were taught something differently. Very confusing!
Apparently this teacher follows the exact curriculum of several other teachers. I found this very interesting that he did the same worksheets and presented the material the same. I think this is an interesting and perhaps good idea for new teachers (which he may be---I don't know), but I know that in order to teach--I like to present the material in the best way I feel comfortable and in a unique way that will somehow grab students attention.
Now I know I was only there one day---so I really don't know the different methods they use and stuff, but I guess I am a bit concerned that if a teacher isn't taking the time to "own" the material and put their own creativity in it, it may not be taught in the best way. I also know that I would often alter my style and methods of teaching for my students as I got to know them better, so I was the most effective with them.
Anyway-- on to the rest of my day. The most challenging class I had was fourth hour physics. The kids just felt the need to make comments on everything. There was definitely a popularity contest going on as different kids tried to make the best "comment". So then I began my comments and kicked three students out. I have to say I was very glad that I forgot to take attendance. After I regained control of the class I was easily able to determine then, via attendance, the three young men I had sent out of the class.
After that I brought the students back in, only to quickly kick two of them back out again. ARGH! 11th graders can be some of the most challenging kids.
Reflecting on this--what could I have done better. Well, in the future I think I may take attendance in the middle/end of class. I only did it by accident, but it really helped me to get control. Secondly, I should have given a known allotment of time on the beginning class problem. (I was unsure how long to give them so I left it open ended and as result some kids slacked.) Next time I will give a time amount and then adjust if needed. These are the big things I will keep in mind for next time.
So the rest of the day was good. My next Physical Science class was just as good as the first one. And the last class of the day was Math for freshman. I am not sure I could have done anything much differently with this class. They were under control-however very few were doing their work--and I was under the impression that normally these kids don't' really do their work in this class. That and it was a Friday and the last class. I will keep thinking about this--but the teachers instructions were loose and like I said, looking at some of their previous work--it was probably a pretty typical day for these kids.
Well that is all for now---however I am going to start an entry on cell phones. I think this is a serious issue in schools that MUST be addressed. Until next time!
Thursday, February 21, 2008
Physical Education
One of my last jobs was a PE teacher for an elementary school.
I was not feeling up to it---but took the job anyway.
It was nice wearing sneakers and a sweatshirt to a teaching job for a change.
I taught 8 classes that day and taught all grades k-5. I have a new respect for PE teachers now. I realize that PE teachers really don't get to know there students as well as a grade teacher. I saw about 240 kids that day--and realize that if I had subbed another day I would have seen another 240.
My gym was also the cafeteria. So if I set up equipment, I had to take it down and put it back up for lunch. That also meant that after lunch I had a sticky floor. YUCK. I also had little (less than 5 minutes) or no time between classes. So one minute I was teaching kindergartners, the next minute fifth graders--and it is hard to do the same activities for both grades, meaning I needed different equipment. Yeah-- a lot more respect for PE teachers. The day went fine for the most part. When I finished early, I would have the kids sit on a line and we would play telephone. This OLD OLD game is amazing. It gets all the kids quiet and keeps their full attention.
I got a little attitude from some fifth graders---but that is expected--and I just made them sit out for a few minutes. Even as a PE teacher, I made 4 kids cry. It is amazing how sensitive they are--which is good! Children should be that innocent.
Just to clarify, the kids that cried were kids that were talking when I was trying to talk, so I them sit against the wall. I think it just shocked them and probably scared them. These kids probably didn't get in trouble very often.
Anyway--all in all a good day. Oh yeah--this school calls recess Peaceful Play. That was a new one. And for "Peaceful Play" the school provided the kids with sleds and shovels and snow brick makers. The kids had an awesome time sledding and making snow forts. It was neat to watch.
Well that is all for now.
Next post--the physics teacher.....
I was not feeling up to it---but took the job anyway.
It was nice wearing sneakers and a sweatshirt to a teaching job for a change.
I taught 8 classes that day and taught all grades k-5. I have a new respect for PE teachers now. I realize that PE teachers really don't get to know there students as well as a grade teacher. I saw about 240 kids that day--and realize that if I had subbed another day I would have seen another 240.
My gym was also the cafeteria. So if I set up equipment, I had to take it down and put it back up for lunch. That also meant that after lunch I had a sticky floor. YUCK. I also had little (less than 5 minutes) or no time between classes. So one minute I was teaching kindergartners, the next minute fifth graders--and it is hard to do the same activities for both grades, meaning I needed different equipment. Yeah-- a lot more respect for PE teachers. The day went fine for the most part. When I finished early, I would have the kids sit on a line and we would play telephone. This OLD OLD game is amazing. It gets all the kids quiet and keeps their full attention.
I got a little attitude from some fifth graders---but that is expected--and I just made them sit out for a few minutes. Even as a PE teacher, I made 4 kids cry. It is amazing how sensitive they are--which is good! Children should be that innocent.
Just to clarify, the kids that cried were kids that were talking when I was trying to talk, so I them sit against the wall. I think it just shocked them and probably scared them. These kids probably didn't get in trouble very often.
Anyway--all in all a good day. Oh yeah--this school calls recess Peaceful Play. That was a new one. And for "Peaceful Play" the school provided the kids with sleds and shovels and snow brick makers. The kids had an awesome time sledding and making snow forts. It was neat to watch.
Well that is all for now.
Next post--the physics teacher.....
Friday, November 30, 2007
Save our Children
I know it's been a while since I have posted here...but I have just been busy. However, after today's sub job--I am making the time.
Today I went to an elementary school I have never been to before. I subbed as an SEA. I honestly have not been feeling well (I have a cold), so I was looking forward to an easier day. How dumb I am....
First off---realize my background. I am a high school teacher that has happily taught in inner city Milwaukee schools. I now sub in Madison. Every time I get a sub job I am warned that I have terrible kids---the worst ever--and then wished luck. And each day--I end; laughing at the teacher and saying--what a breeze! These kids are great! Well today I received no warning. I was in tears by 9 AM, and then went to talk to the principal after school where I once again was in tears. Please as you read this--have an open mind and heart. Realize that very few schools are like this. Support your public schools. Don't let these children and the hard working teachers be forgotten. Visit your schools often and see what is going on. And most importantly pray for the children, their families, the school system, and the government.
I arrived at the office promptly at 7:30 and was told to go to a SE room to get a schedule. I went to the SE room and met another teacher who switched schedules around a bit so that my day would be easier and she would deal with the more difficult kids (especially the kids that have a hard time dealing with change.) She then sent me off to a kindergarten class to help.
I arrived a few minutes after the bell (was a little late from last minute instructions.) The class was somewhat chaotic. Some kids were reading, some were wandering. I wasn't entirely sure what was going on. The teacher was busy, so I asked a few other adults (there were three others besides myself and the teacher) what was going on. Please realize there are 14 kids and 5 adults. That is an awesome ratio. Anyway, I discover the other lady is also an SEA, and the other two adults are volunteers.
So the kids do reading time. Some do it well, some not so well. I get one little wanderer to read two books to me. Then it is time for circle-time. During circle time the teacher goes over the calendar, weather, lunches, etc....During this time there is one little boy in the corner (not in the circle) saying F* You B*. Realize this little boy is 5 years old. All the other adults are ignoring him, so I figure I should do the same. He isn't that loud. A few minutes later I look over again to see him --how do i put this nicely and delicately---making inappropriate body motions. I quickly turn my head away--shocked at what I saw. Did I mention he is 5 years old? A few minutes later he is back to naughty words and has now attracted a classmate to come and join him in the corner of the room. I find out later this classmate is his brother. Now they start getting louder with their foul language.
At this point I am done. Looking at the precious faces of these other 5 years olds. Realizing that their naivety and innocence is being robbed, I get up and approach the kids. I tried nice tactics at first---"Hey guys--your missing out on circle time" The response--"Get away from me B*". Me--"That's not very nice to say, How about we see what the others are doing--I think they are getting ready for story time." The response--"Mother F-ing B* you better get out of my face." Remember 5 years old.
Now being called a B* is nothing new. It has happened many times. Of course I usually have some pretty harsh consequences to follow as well as a phone call to the parents--and then it rarely happens after that. But now realize I am a sub, and secondly these kids have already been saying these words and the teachers have not reacted.
Now I am in shock and not sure of what to do. I think I made the problem worse by attracting more attention to it---but at the same time I felt it was a problem that needed to be dealt with. The precious little ears--and please don't forget the innocent hearts of the two boys that have been so clearly defiled.
I tried getting the latter boy (He was a little quieter and not so potty-mouthed)to come back to the circle --by grabbing his hand and leading him. It was at this point the other SEA came and helped get him back to the circle. It at least got the situation a little quieter.
So next I follow these kids to gym and computers. Gym was fine. The kids ran around like maniacs and freed energy. It wasn't a structured class--I am afraid that if it had been it would not have gone so smoothly. After this was computers. This was where things got real bad. I followed the kids upstairs. The teacher explained the game "Connect Four" on the computer and told the kids to pair up. The kids were very good during the explanation--even the potty mouthed ones. After that the kids got up and went to the terminals to play. I started helping one team of boys that were ED. They didn't understand so I guided them through. At this point, the other SEA handed me a clipboard and said she had to take care of something and left. So it was me, two parent volunteers, and the comp teacher.
A few minutes later one of the parent volunteers came over to me and asked me to do something about two boys who were going at each other. One boy was one I had dealt with earlier, but the other one I did not know. Anyway--they were hitting and kicking each other. I got between and pulled one of them back (the one i didn't know) and said we don't hit or kick. At this point he kicked me and then proceeded to call me every name in the book as well as took several punches at me. Remember 5 years old= 40 pounds. It's not that I can't handle these kids, it's that I don't know what to do with them. Nobody else (teachers) has reacted at this point. There are all those laws about not laying your hands on children. And I have a 40 pound child attacking me. At this point I grabbed the computer teacher and said--"what do I do?. He says "nothing, just ignore them." I pushed further "Can I take them to the office, a different room?" He says "They won't do anything in the office, they will just send them back--and good luck trying to get them there."
Now I've had it! I am in disbelief by what I have seen and heard and more so--the lack of what teachers have done. I told the parent volunteers that I was going to find something to do about it and I left. (By the way--in these kids eyes they probably are pretty proud of themselves because they think they just got rid of a teacher.)
I return to SE room where the lady who gave me instructions was. I burst into tears trying to tell her what was going on. My heart ached for these kids--not just the observers, but for the babies that were robbed of everything. Maybe I was incomprehensible, I don't know. Next thing I know she saying I should talk to the social worker and she calls somebody on the phone--despite my protests. I really think that she didn't understand what I was trying to tell her. And even funnier yet, she tries to make it a private call--by walking out in the hall where I am out of earshot. --yeah--i followed her. She wasn't getting it. This was like a nightmare getting worse. (You ever have those dreams where you are trying to tell someone something that is very important, but they just are ignoring you or don't hear you---I have those a lot--I am sure Freud has some reason for this--this scenario was really a nightmare come true.) Anyway, I tell her--while she is on the phone--I don't need to talk to anybody--I NEED TO KNOW WHAT TO DO. She hangs up and sort of looks at me. I tell her that nobody else is doing anything. This is when she finally seems to get what I am saying. First of all--she realizes that I haven't been trained to be with this age group, secondly--she realizes that I want consequences for these actions (I swear that is what I told her before, but it was like she wasn't listening.) Thinking about it now--she was very flighty when I first met her, maybe she wasn't the best person to go to--but she was the only person I knew to go to.
Back to my story. Anyway she teaches me how to restrain kids and remove them from the classroom until they are ready to behave. YEAH!!! A BREAKTHROUGH. Now granted I am still nervous about this---restraining kids--but hey I am up for it. Something needs to be done. I return to the kids, with a new outlook and slightly puffy eyes.
The kids are now in the library. The one who kicked me is gone. I ask the parent volunteer who asked me to deal with the fighting kids what happened to him. He tells me he restrained him and carried him to the office. DUH! Now I wonder why he didn't do this in the first place.
Back to library time. I am going to keep this short or else I could continue to write a book on this day. I got to practice my restraining techniques a couple of times--and hey it worked! The only thing that frustrated me about the library (besides the fact that the computer teacher who ignores was in charge) was the fact that I had two kids who escaped and crawled up into a magazine rack--where it was impossible to get them. I wish I could explain this to you. They crawled under the rack and up into it--a tiny space only big enough for a kindergartner to fit in. When I tried to get them out verbally--there was no way anyone could have gotten them out physically--I was called a lot more bad words.
So yeah I think I was called B* and told to F* off today more times than my entire life.
So issues---I am a very proactive person. Being in this situation was very difficult. I was also shocked and not prepared to deal with this age group. I was a stranger, which made restraining scary. After all is said and done though--i felt better by the end of the day.
I also want to say that two of the boys I restrained turned very sweet in my arms. Perhaps they just needed some human touch, or the warmth of another's arm, or the realization that someone cared, or simply structure--expectations---perhaps all the above. They are children, really babies emotionally that have been spoiled, ruined by the thoughtless actions of others.
At the end of the day I went and talked with the principal. Where I once again cried. I explained to her the things I saw and heard today. I told her how powerless I felt--especially after what the computer teacher said. I told her there needs to be consequences. How are they going to learn?
Let me say--she was great. She talked to me a little bit about the backgrounds of these kids. She told me that 20 families in that school are homeless and living in cars. She told me that she has had parents tell her they let their kindergartners watch porn. She told me this is the worst group of kindergartners she has ever had. She also told me she had to teach 3 boys this school year to pee in the toilet--they were taught at home they could pee anywhere. She told me that at the beginning of the year they would have multiple kids masturbating in the classroom. She pointed out the successes of how far they come. AND I KNOW SHE IS RIGHT!!!!
These teachers have worked hard to get these kids where they are AND they were much worse off 3-4 months ago--BUT there are some teachers who do nothing, and even more importantly our society is doing nothing. These kids have lost there headstart (due to government cuts) which would intervene with these behaviors earlier. But at the same time parents need to learn to be parents. So the question is what do we do in a society where you have to have a license to drive a vehicle, but you can have a baby at age 12. Or whatever happened to "It takes a village to raise a child." How many onlookers were there to these children's abuse? Where is social services? Why aren't we more proactive to help struggling parents? I don't believe there is one person that can tell me they have never witnessed some form of abuse of a child in public. Just imagine what happens behind closed doors!
Just some additional happenings for the day...
Several of the kids I worked with today would just leave the classroom and start running in the halls at random times? I also want to mention that one little boy received a reward today for not running in the halls (which isn't true because I actually ended up chasing him down today.) I also need to mention a little girl--7 years old- She told me she would be happy if she was dead, because then she wouldn't have to be at school. She also told me that nobody cares about her.
Please pray with me about these kids and this school. Pray that the teachers are given wisdom in dealing with the situation. Pray that these kids hearts are protected. Pray for the parents to be aware of what they are doing and the long term effects their choices have on the children. And pray for me, yourself, and others that we may have the courage to take a stand against the abuse of children. We see it, it is up to us to choose to ignore it or take action. God bless.
Today I went to an elementary school I have never been to before. I subbed as an SEA. I honestly have not been feeling well (I have a cold), so I was looking forward to an easier day. How dumb I am....
First off---realize my background. I am a high school teacher that has happily taught in inner city Milwaukee schools. I now sub in Madison. Every time I get a sub job I am warned that I have terrible kids---the worst ever--and then wished luck. And each day--I end; laughing at the teacher and saying--what a breeze! These kids are great! Well today I received no warning. I was in tears by 9 AM, and then went to talk to the principal after school where I once again was in tears. Please as you read this--have an open mind and heart. Realize that very few schools are like this. Support your public schools. Don't let these children and the hard working teachers be forgotten. Visit your schools often and see what is going on. And most importantly pray for the children, their families, the school system, and the government.
I arrived at the office promptly at 7:30 and was told to go to a SE room to get a schedule. I went to the SE room and met another teacher who switched schedules around a bit so that my day would be easier and she would deal with the more difficult kids (especially the kids that have a hard time dealing with change.) She then sent me off to a kindergarten class to help.
I arrived a few minutes after the bell (was a little late from last minute instructions.) The class was somewhat chaotic. Some kids were reading, some were wandering. I wasn't entirely sure what was going on. The teacher was busy, so I asked a few other adults (there were three others besides myself and the teacher) what was going on. Please realize there are 14 kids and 5 adults. That is an awesome ratio. Anyway, I discover the other lady is also an SEA, and the other two adults are volunteers.
So the kids do reading time. Some do it well, some not so well. I get one little wanderer to read two books to me. Then it is time for circle-time. During circle time the teacher goes over the calendar, weather, lunches, etc....During this time there is one little boy in the corner (not in the circle) saying F* You B*. Realize this little boy is 5 years old. All the other adults are ignoring him, so I figure I should do the same. He isn't that loud. A few minutes later I look over again to see him --how do i put this nicely and delicately---making inappropriate body motions. I quickly turn my head away--shocked at what I saw. Did I mention he is 5 years old? A few minutes later he is back to naughty words and has now attracted a classmate to come and join him in the corner of the room. I find out later this classmate is his brother. Now they start getting louder with their foul language.
At this point I am done. Looking at the precious faces of these other 5 years olds. Realizing that their naivety and innocence is being robbed, I get up and approach the kids. I tried nice tactics at first---"Hey guys--your missing out on circle time" The response--"Get away from me B*". Me--"That's not very nice to say, How about we see what the others are doing--I think they are getting ready for story time." The response--"Mother F-ing B* you better get out of my face." Remember 5 years old.
Now being called a B* is nothing new. It has happened many times. Of course I usually have some pretty harsh consequences to follow as well as a phone call to the parents--and then it rarely happens after that. But now realize I am a sub, and secondly these kids have already been saying these words and the teachers have not reacted.
Now I am in shock and not sure of what to do. I think I made the problem worse by attracting more attention to it---but at the same time I felt it was a problem that needed to be dealt with. The precious little ears--and please don't forget the innocent hearts of the two boys that have been so clearly defiled.
I tried getting the latter boy (He was a little quieter and not so potty-mouthed)to come back to the circle --by grabbing his hand and leading him. It was at this point the other SEA came and helped get him back to the circle. It at least got the situation a little quieter.
So next I follow these kids to gym and computers. Gym was fine. The kids ran around like maniacs and freed energy. It wasn't a structured class--I am afraid that if it had been it would not have gone so smoothly. After this was computers. This was where things got real bad. I followed the kids upstairs. The teacher explained the game "Connect Four" on the computer and told the kids to pair up. The kids were very good during the explanation--even the potty mouthed ones. After that the kids got up and went to the terminals to play. I started helping one team of boys that were ED. They didn't understand so I guided them through. At this point, the other SEA handed me a clipboard and said she had to take care of something and left. So it was me, two parent volunteers, and the comp teacher.
A few minutes later one of the parent volunteers came over to me and asked me to do something about two boys who were going at each other. One boy was one I had dealt with earlier, but the other one I did not know. Anyway--they were hitting and kicking each other. I got between and pulled one of them back (the one i didn't know) and said we don't hit or kick. At this point he kicked me and then proceeded to call me every name in the book as well as took several punches at me. Remember 5 years old= 40 pounds. It's not that I can't handle these kids, it's that I don't know what to do with them. Nobody else (teachers) has reacted at this point. There are all those laws about not laying your hands on children. And I have a 40 pound child attacking me. At this point I grabbed the computer teacher and said--"what do I do?. He says "nothing, just ignore them." I pushed further "Can I take them to the office, a different room?" He says "They won't do anything in the office, they will just send them back--and good luck trying to get them there."
Now I've had it! I am in disbelief by what I have seen and heard and more so--the lack of what teachers have done. I told the parent volunteers that I was going to find something to do about it and I left. (By the way--in these kids eyes they probably are pretty proud of themselves because they think they just got rid of a teacher.)
I return to SE room where the lady who gave me instructions was. I burst into tears trying to tell her what was going on. My heart ached for these kids--not just the observers, but for the babies that were robbed of everything. Maybe I was incomprehensible, I don't know. Next thing I know she saying I should talk to the social worker and she calls somebody on the phone--despite my protests. I really think that she didn't understand what I was trying to tell her. And even funnier yet, she tries to make it a private call--by walking out in the hall where I am out of earshot. --yeah--i followed her. She wasn't getting it. This was like a nightmare getting worse. (You ever have those dreams where you are trying to tell someone something that is very important, but they just are ignoring you or don't hear you---I have those a lot--I am sure Freud has some reason for this--this scenario was really a nightmare come true.) Anyway, I tell her--while she is on the phone--I don't need to talk to anybody--I NEED TO KNOW WHAT TO DO. She hangs up and sort of looks at me. I tell her that nobody else is doing anything. This is when she finally seems to get what I am saying. First of all--she realizes that I haven't been trained to be with this age group, secondly--she realizes that I want consequences for these actions (I swear that is what I told her before, but it was like she wasn't listening.) Thinking about it now--she was very flighty when I first met her, maybe she wasn't the best person to go to--but she was the only person I knew to go to.
Back to my story. Anyway she teaches me how to restrain kids and remove them from the classroom until they are ready to behave. YEAH!!! A BREAKTHROUGH. Now granted I am still nervous about this---restraining kids--but hey I am up for it. Something needs to be done. I return to the kids, with a new outlook and slightly puffy eyes.
The kids are now in the library. The one who kicked me is gone. I ask the parent volunteer who asked me to deal with the fighting kids what happened to him. He tells me he restrained him and carried him to the office. DUH! Now I wonder why he didn't do this in the first place.
Back to library time. I am going to keep this short or else I could continue to write a book on this day. I got to practice my restraining techniques a couple of times--and hey it worked! The only thing that frustrated me about the library (besides the fact that the computer teacher who ignores was in charge) was the fact that I had two kids who escaped and crawled up into a magazine rack--where it was impossible to get them. I wish I could explain this to you. They crawled under the rack and up into it--a tiny space only big enough for a kindergartner to fit in. When I tried to get them out verbally--there was no way anyone could have gotten them out physically--I was called a lot more bad words.
So yeah I think I was called B* and told to F* off today more times than my entire life.
So issues---I am a very proactive person. Being in this situation was very difficult. I was also shocked and not prepared to deal with this age group. I was a stranger, which made restraining scary. After all is said and done though--i felt better by the end of the day.
I also want to say that two of the boys I restrained turned very sweet in my arms. Perhaps they just needed some human touch, or the warmth of another's arm, or the realization that someone cared, or simply structure--expectations---perhaps all the above. They are children, really babies emotionally that have been spoiled, ruined by the thoughtless actions of others.
At the end of the day I went and talked with the principal. Where I once again cried. I explained to her the things I saw and heard today. I told her how powerless I felt--especially after what the computer teacher said. I told her there needs to be consequences. How are they going to learn?
Let me say--she was great. She talked to me a little bit about the backgrounds of these kids. She told me that 20 families in that school are homeless and living in cars. She told me that she has had parents tell her they let their kindergartners watch porn. She told me this is the worst group of kindergartners she has ever had. She also told me she had to teach 3 boys this school year to pee in the toilet--they were taught at home they could pee anywhere. She told me that at the beginning of the year they would have multiple kids masturbating in the classroom. She pointed out the successes of how far they come. AND I KNOW SHE IS RIGHT!!!!
These teachers have worked hard to get these kids where they are AND they were much worse off 3-4 months ago--BUT there are some teachers who do nothing, and even more importantly our society is doing nothing. These kids have lost there headstart (due to government cuts) which would intervene with these behaviors earlier. But at the same time parents need to learn to be parents. So the question is what do we do in a society where you have to have a license to drive a vehicle, but you can have a baby at age 12. Or whatever happened to "It takes a village to raise a child." How many onlookers were there to these children's abuse? Where is social services? Why aren't we more proactive to help struggling parents? I don't believe there is one person that can tell me they have never witnessed some form of abuse of a child in public. Just imagine what happens behind closed doors!
Just some additional happenings for the day...
Several of the kids I worked with today would just leave the classroom and start running in the halls at random times? I also want to mention that one little boy received a reward today for not running in the halls (which isn't true because I actually ended up chasing him down today.) I also need to mention a little girl--7 years old- She told me she would be happy if she was dead, because then she wouldn't have to be at school. She also told me that nobody cares about her.
Please pray with me about these kids and this school. Pray that the teachers are given wisdom in dealing with the situation. Pray that these kids hearts are protected. Pray for the parents to be aware of what they are doing and the long term effects their choices have on the children. And pray for me, yourself, and others that we may have the courage to take a stand against the abuse of children. We see it, it is up to us to choose to ignore it or take action. God bless.
Wednesday, May 23, 2007
Preventing cheating
Here is a neat little article I found on cheating....which also has me reflect on some cheaters I caught once...This one goes out to Mr. Anderson who taught me to be a sneaky teacher. I also added a few of my own tips at the bottom.
Cheating: Tips and Advice for Preventing and Handling
Tip 1When you give a test, arrange students' desks in neat rows and sit in the back of the room. When students can't see you well, they are usually more nervous about trying to cheat. Those who are tempted to cheat usually will try to turn around to see where you are. That makes it easy for you to spot potential cheaters.
Tip 2Cheating is easier when you give a short answer test -- for example, tests with true/false, fill-in-the-blank, or multiple-choice questions. Try instead to give tests that require short essay responses. Yes, short essay tests might be more difficult to grade than the others, but it actually takes more work to design valid and reliable questions that are not guessable.
If you still prefer short-answer tests, create two sets of tests. On one set, type the questions from 1 to 10; on the other set, arrange the questions in the opposite order. Copy one set of questions on white paper, and copy the other set on yellow paper. Pass out the two versions of the test to alternate rows of students; students in the first row get the white version, students in the second row get the yellow test, and so on. Tell the students you have done this so that if they are tempted to cheat, they'll be copying the wrong answer. Another good thing about setting up the test this way, is that you can use one answer key to grade both sets of papers.
Tip 3Don't take away the paper of a suspected cheater, or reprimand him or her in the middle of taking a test. Such an action will cause a disturbance during the test, and the disruption will give other students an opportunity to cheat. Instead, inform students before the test that, "If I suspect anyone is cheating, I won?t say anything during the test? If you get your paper back with points off, you'll know why." A statement such as that may often make potential cheaters too nervous to cheat.
Tip 4Tell students at the start of the test, "During the test, cover up your answers.? You might even let students know that any student who helps another cheat also will face repercussions. By encouraging students to cover up their own papers, you will probably be giving most students permission to do what they really want to do. But now, since you directed the action, they'll be able to do this without risking peer disapproval. Also, the students most likely to follow your "cover up" instruction are usually the ones who studied for the test -- and the ones who will have the most correct answers. Thus, you've cut off from view the major sources of correct "cheatable" answers.
Tip 5Don't wait for the day of the test to tell students how you'll handle cheating. By then, it's too late to motivate students to study, rather than to try to cheat. Instead, give warnings about cheating a day or two before the test. By doing that, you might motivate a potential cheater to study instead.
Tip 6Return test papers at the end of a class period -- not at the start of a class period. Doing that is helpful in two ways:
Students will be more likely to listen to a review of the test answers before they get their papers back.
If you return papers at the beginning of class, cheaters who lost points or got zeroes might vent their anger and disrupt your planned lesson. If they get back their papers at the end of the period, they can talk to you after class. Even better, they may go home to vent, and cool off by the time you see them the next day. They might even be motivated to do better in the future!
Cheating: Tips and Advice for Preventing and Handling
Tip 1When you give a test, arrange students' desks in neat rows and sit in the back of the room. When students can't see you well, they are usually more nervous about trying to cheat. Those who are tempted to cheat usually will try to turn around to see where you are. That makes it easy for you to spot potential cheaters.
Tip 2Cheating is easier when you give a short answer test -- for example, tests with true/false, fill-in-the-blank, or multiple-choice questions. Try instead to give tests that require short essay responses. Yes, short essay tests might be more difficult to grade than the others, but it actually takes more work to design valid and reliable questions that are not guessable.
If you still prefer short-answer tests, create two sets of tests. On one set, type the questions from 1 to 10; on the other set, arrange the questions in the opposite order. Copy one set of questions on white paper, and copy the other set on yellow paper. Pass out the two versions of the test to alternate rows of students; students in the first row get the white version, students in the second row get the yellow test, and so on. Tell the students you have done this so that if they are tempted to cheat, they'll be copying the wrong answer. Another good thing about setting up the test this way, is that you can use one answer key to grade both sets of papers.
Tip 3Don't take away the paper of a suspected cheater, or reprimand him or her in the middle of taking a test. Such an action will cause a disturbance during the test, and the disruption will give other students an opportunity to cheat. Instead, inform students before the test that, "If I suspect anyone is cheating, I won?t say anything during the test? If you get your paper back with points off, you'll know why." A statement such as that may often make potential cheaters too nervous to cheat.
Tip 4Tell students at the start of the test, "During the test, cover up your answers.? You might even let students know that any student who helps another cheat also will face repercussions. By encouraging students to cover up their own papers, you will probably be giving most students permission to do what they really want to do. But now, since you directed the action, they'll be able to do this without risking peer disapproval. Also, the students most likely to follow your "cover up" instruction are usually the ones who studied for the test -- and the ones who will have the most correct answers. Thus, you've cut off from view the major sources of correct "cheatable" answers.
Tip 5Don't wait for the day of the test to tell students how you'll handle cheating. By then, it's too late to motivate students to study, rather than to try to cheat. Instead, give warnings about cheating a day or two before the test. By doing that, you might motivate a potential cheater to study instead.
Tip 6Return test papers at the end of a class period -- not at the start of a class period. Doing that is helpful in two ways:
Students will be more likely to listen to a review of the test answers before they get their papers back.
If you return papers at the beginning of class, cheaters who lost points or got zeroes might vent their anger and disrupt your planned lesson. If they get back their papers at the end of the period, they can talk to you after class. Even better, they may go home to vent, and cool off by the time you see them the next day. They might even be motivated to do better in the future!
Tuesday, May 22, 2007
Back to middle school
This time I was assigned to a seventh grade Math/science gig. AND THE BONUS--I GOT TO TEACH!! YEAH!! REAL LESSON PLANS!!!!!
Ok...so I arrived about 5 minutes before school started. I got stuck behind a tractor on the highway...BLAH. I walk into the classroom quickly discovering that I had real lesson plans. I was to actually teach the students about Surface area and volume. ARgh! less than 5 minutes to read over the plans and the kids are coming in...
Well I did just fine. I started out by telling the kids if they were not in their assigned seats i would mark them absent! (BTW--did i mention this was the first teacher that had seating charts.) Of course then the kids really disliked me and thought I was mean--but I made a good first impression. They were pretty good. There was one student who I sent to the office. He started cursing at me for mispronouncing his name--but otherwise all was good. The lesson went over well and most kids finished the assignment without a hassle. The select few who didn't were kids that chose not to work the entire time given. (And I made sure to note that for the teacher's return.)
The next class was science and it was fun. The teacher had an interactive lesson on energy. I got to teach and put in some of my own two cents. I really got the class involved in some creative thinking and conversation. It was a very interactive class. The kids were good. I had an SEA even tell me that she was surprised by how good they were. (Music to a sub's ears.)
I then taught another science class (that went just as well) and had lunch. For my prep, I actually subbed in another class where the SEA taught. I was just an extra body. She pretty much had control of things. (In other words, I was present to make the class legal.) At the end of this class all the kids then went into the hall to cha cha. Yes Chacha. This is the second school I have been to that plays music randomly during the day and has the kids dance in the halls.
So while the kids were chachaing I returned back to my class to prepare for the next math lesson. This class the teacher told me the ESL teacher may teach. When she came in (the ESL Teacher) she did want to teach the class, so I left it all to her. Ironically, this was the same class I had had before lunch and all had gone well with them. However, it did not go so well for the ESL teacher. There were three adults in the classroom. The ESL, Me, and an SEA--and I thought the class was pretty bad. They talked while the ESL teacher spoke and did very little. I think two kids completed the worksheet. It was evident that the students did not see the ESL teacher as a teacher. In fact, I spoke with her later and discovered that the regular ed teacher only lets her teach when she is absent. In other words, she is not seen as an equal in the classroom. ---okay-I will vent more on this in a minute....
So the last class of the day was science again. The ESL teacher had the option again to teach it--but I think after the math class, she had just about had it. She asked me to do it. The kids were a bit rowdier (it was the end of the day) but the class went really well. Once again there was a lot of interaction. I just had to take extra time waiting for the kids to get quiet so we could continue on.
All in all I thought it was a successful day. The kids were good. They tried to be bad, but I was strict and learned key names quickly. **Always learn the names of the kids that are most excited that a sub is present--these are usually the key players later on**
After school the ESL teacher lagged behind and we talked a bit. She was in her first year of teaching and was struggling with getting students respect. I spoke with her about my wonderful year teaching with my friend Mr. Dupies. Mr. Dupies was my SEA. He was great! We worked together in the classroom as equals. I supported him 100% in the classroom and he did likewise for me. It was similar to a parent relationship. I did not question anything he did in front of the kids. HOwever, I may ask him later about things after class. Even though I prepared the daily lesson plans, I always had a part for him to teach or go over in the classroom. This way he was an active teacher as well. It also helped the SE students to not be so evident--not all kids knew that Mr. Dupies was an SEA, he was simply a coteacher to them. Anyways back to the ESL teacher---(Oh by the way ESL is an English as a second language teacher--aka helps translate.) So yeah, this ESL teacher never taught and had no respect in the classroom--no wonder she was walked on.
So ESL and SEA teachers are a newer concept over the last 15 years. Many older teachers are not used to having active counterparts in the classroom. I have no idea if this teacher was old, but it was evident that she did not see the ESL teacher as an equal--feeding into the problem...so my thoughts (like you can't tell...)
All adults in a school need to be seen as having equal authority--and that includes janitors and cafeteria workers. A janitor should have the right to tell a kid to pick up his/her trash and have it respected. However, a janitor does not have as much power (no grade control) so they should be strongly supported by administration. This ESL teacher needs to have her position built up and into the classroom. The kids need to see her as valuable as the regular ed teacher (BECAUSE SHE IS!!!) She can bring a different perspective for those that are struggling to grasp concepts. She can give feedback to the regular ed teacher on what she sees (how the students are doing, what is going over well, discipline problems, etc...) She can split the student:teacher ration in HALF!!!! TWICE THE HELP!!! THink of all the benefits!!! Even classroom management should be better. The kids should get caught doing bad stuff TWICE AS OFTEN!!! HELLO!!! Meaning they should be on track 2x better than a classroom with one teacher. THANK YOU ESL's and SEA's for making my life so much easier. From one teacher to another--I am glad you are apart of my classroom!
Ok...so I arrived about 5 minutes before school started. I got stuck behind a tractor on the highway...BLAH. I walk into the classroom quickly discovering that I had real lesson plans. I was to actually teach the students about Surface area and volume. ARgh! less than 5 minutes to read over the plans and the kids are coming in...
Well I did just fine. I started out by telling the kids if they were not in their assigned seats i would mark them absent! (BTW--did i mention this was the first teacher that had seating charts.) Of course then the kids really disliked me and thought I was mean--but I made a good first impression. They were pretty good. There was one student who I sent to the office. He started cursing at me for mispronouncing his name--but otherwise all was good. The lesson went over well and most kids finished the assignment without a hassle. The select few who didn't were kids that chose not to work the entire time given. (And I made sure to note that for the teacher's return.)
The next class was science and it was fun. The teacher had an interactive lesson on energy. I got to teach and put in some of my own two cents. I really got the class involved in some creative thinking and conversation. It was a very interactive class. The kids were good. I had an SEA even tell me that she was surprised by how good they were. (Music to a sub's ears.)
I then taught another science class (that went just as well) and had lunch. For my prep, I actually subbed in another class where the SEA taught. I was just an extra body. She pretty much had control of things. (In other words, I was present to make the class legal.) At the end of this class all the kids then went into the hall to cha cha. Yes Chacha. This is the second school I have been to that plays music randomly during the day and has the kids dance in the halls.
So while the kids were chachaing I returned back to my class to prepare for the next math lesson. This class the teacher told me the ESL teacher may teach. When she came in (the ESL Teacher) she did want to teach the class, so I left it all to her. Ironically, this was the same class I had had before lunch and all had gone well with them. However, it did not go so well for the ESL teacher. There were three adults in the classroom. The ESL, Me, and an SEA--and I thought the class was pretty bad. They talked while the ESL teacher spoke and did very little. I think two kids completed the worksheet. It was evident that the students did not see the ESL teacher as a teacher. In fact, I spoke with her later and discovered that the regular ed teacher only lets her teach when she is absent. In other words, she is not seen as an equal in the classroom. ---okay-I will vent more on this in a minute....
So the last class of the day was science again. The ESL teacher had the option again to teach it--but I think after the math class, she had just about had it. She asked me to do it. The kids were a bit rowdier (it was the end of the day) but the class went really well. Once again there was a lot of interaction. I just had to take extra time waiting for the kids to get quiet so we could continue on.
All in all I thought it was a successful day. The kids were good. They tried to be bad, but I was strict and learned key names quickly. **Always learn the names of the kids that are most excited that a sub is present--these are usually the key players later on**
After school the ESL teacher lagged behind and we talked a bit. She was in her first year of teaching and was struggling with getting students respect. I spoke with her about my wonderful year teaching with my friend Mr. Dupies. Mr. Dupies was my SEA. He was great! We worked together in the classroom as equals. I supported him 100% in the classroom and he did likewise for me. It was similar to a parent relationship. I did not question anything he did in front of the kids. HOwever, I may ask him later about things after class. Even though I prepared the daily lesson plans, I always had a part for him to teach or go over in the classroom. This way he was an active teacher as well. It also helped the SE students to not be so evident--not all kids knew that Mr. Dupies was an SEA, he was simply a coteacher to them. Anyways back to the ESL teacher---(Oh by the way ESL is an English as a second language teacher--aka helps translate.) So yeah, this ESL teacher never taught and had no respect in the classroom--no wonder she was walked on.
So ESL and SEA teachers are a newer concept over the last 15 years. Many older teachers are not used to having active counterparts in the classroom. I have no idea if this teacher was old, but it was evident that she did not see the ESL teacher as an equal--feeding into the problem...so my thoughts (like you can't tell...)
All adults in a school need to be seen as having equal authority--and that includes janitors and cafeteria workers. A janitor should have the right to tell a kid to pick up his/her trash and have it respected. However, a janitor does not have as much power (no grade control) so they should be strongly supported by administration. This ESL teacher needs to have her position built up and into the classroom. The kids need to see her as valuable as the regular ed teacher (BECAUSE SHE IS!!!) She can bring a different perspective for those that are struggling to grasp concepts. She can give feedback to the regular ed teacher on what she sees (how the students are doing, what is going over well, discipline problems, etc...) She can split the student:teacher ration in HALF!!!! TWICE THE HELP!!! THink of all the benefits!!! Even classroom management should be better. The kids should get caught doing bad stuff TWICE AS OFTEN!!! HELLO!!! Meaning they should be on track 2x better than a classroom with one teacher. THANK YOU ESL's and SEA's for making my life so much easier. From one teacher to another--I am glad you are apart of my classroom!
Wednesday, April 25, 2007
Kites and fun lesson plans
This is a cool link to lesson plan ideas with Kites. Just wanted to keep this in my files for the future.
http://www.nea.org/lessons/tt070326.html
It's got the history of kites, science lessons dealing with the Beaufort wind scale (good for weather unit with Broadfield Sci) and Percentages with Math.
I think Physics or Broadfield could also have kids construct kites and have a contest for best flying kite.
http://www.nea.org/lessons/tt070326.html
It's got the history of kites, science lessons dealing with the Beaufort wind scale (good for weather unit with Broadfield Sci) and Percentages with Math.
I think Physics or Broadfield could also have kids construct kites and have a contest for best flying kite.
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