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.
Friday, November 30, 2007
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.
Tuesday, April 24, 2007
How to be a sub..
Well, I am still figuring that out.
I can't be my normal strict self--well I can try, but it won't work.
When I am merely a substitute teacher I find myself in a conundrum. How do I maintain order? How do I follow through?
If I was a regular teacher, I would have so many ways to follow through in order to maintain control of the classroom. First of all--it would be my lesson plan and I could adjust it as needed. Secondly, I would be grading the students, have the power to call parents, as well as have other ways to deal with students--such as one on one conferences and detention. I would also have the power and time to follow through with all consequences. For example if things were really bad where I would have to write the student up I could go with the student to the assistant principal's office, or at least speak with the assistant principle later. My goal afterall is to make sure this student succeeds in my classroom.
So, my first sub job--I know I was too strict. In fact I kicked several kids out of the classroom. I guess I have come to the point where I realize that students are not going to be as well behaved as I would have them in my own classroom. (Deep inside I already knew this.) I just need to ensure that most students are on task (and take note of those who aren't) and that all students are safe.
I also realize that if I sub in a school long enough where I get to know a lot of the students I will be a much more effective sub. Not only will the staff know me and back me up better, but also the students will know that I know them. So far with subbing, too many of the teachers have left me with no seating chart. In fact--I have yet to sub for a class that had a seating chart. (NOTE TO ANY TEACHERS WHO ARE READING THIS--A SEATING CHART IS A VITAL COMPONENT FOR A SUBSTITUTE TO HAVE A SUCCESSFUL DAY!)
So, I walked into my first High school sub position with the decision to be less strict (realizing this is not my own classroom) and to just try to keep a majority of the class on task. I think overall this worked pretty well, though I did get irritated multiple times. IF I WAS ONLY THEIR REGULAR TEACHER---ARGH! I miss having my own class--but this is very good experience for me.
The cool thing is that I subbed for physics and calculus. This was fun. My area of expertise and seniors--they SHOULD know how to handle themselves.
For the most part it went well. The kids were supposed to do a lab...and well some did and some didn't. I encouraged and aided and when that didn't work for a select few I began to use their names and emphasized that I would be sure to let their teacher know that they did nothing. Of course, since they were seniors, that really didn't work either--but hey I gave it a try.
I really enjoyed how things went though. I am glad that I subbed. WHen the teacher returned (he was on a field trip) we chatted and I told him that I was impressed by many of the kids diligence to work on problems (especially the AP calculus kids.) The sub requested my ID # and asked if I would sub again in the future! SCORE! He also thought I did well. I left happy. More relaxed is the key (and more accepting that I cannot expect as much from these students as I would my own.)
I can't be my normal strict self--well I can try, but it won't work.
When I am merely a substitute teacher I find myself in a conundrum. How do I maintain order? How do I follow through?
If I was a regular teacher, I would have so many ways to follow through in order to maintain control of the classroom. First of all--it would be my lesson plan and I could adjust it as needed. Secondly, I would be grading the students, have the power to call parents, as well as have other ways to deal with students--such as one on one conferences and detention. I would also have the power and time to follow through with all consequences. For example if things were really bad where I would have to write the student up I could go with the student to the assistant principal's office, or at least speak with the assistant principle later. My goal afterall is to make sure this student succeeds in my classroom.
So, my first sub job--I know I was too strict. In fact I kicked several kids out of the classroom. I guess I have come to the point where I realize that students are not going to be as well behaved as I would have them in my own classroom. (Deep inside I already knew this.) I just need to ensure that most students are on task (and take note of those who aren't) and that all students are safe.
I also realize that if I sub in a school long enough where I get to know a lot of the students I will be a much more effective sub. Not only will the staff know me and back me up better, but also the students will know that I know them. So far with subbing, too many of the teachers have left me with no seating chart. In fact--I have yet to sub for a class that had a seating chart. (NOTE TO ANY TEACHERS WHO ARE READING THIS--A SEATING CHART IS A VITAL COMPONENT FOR A SUBSTITUTE TO HAVE A SUCCESSFUL DAY!)
So, I walked into my first High school sub position with the decision to be less strict (realizing this is not my own classroom) and to just try to keep a majority of the class on task. I think overall this worked pretty well, though I did get irritated multiple times. IF I WAS ONLY THEIR REGULAR TEACHER---ARGH! I miss having my own class--but this is very good experience for me.
The cool thing is that I subbed for physics and calculus. This was fun. My area of expertise and seniors--they SHOULD know how to handle themselves.
For the most part it went well. The kids were supposed to do a lab...and well some did and some didn't. I encouraged and aided and when that didn't work for a select few I began to use their names and emphasized that I would be sure to let their teacher know that they did nothing. Of course, since they were seniors, that really didn't work either--but hey I gave it a try.
I really enjoyed how things went though. I am glad that I subbed. WHen the teacher returned (he was on a field trip) we chatted and I told him that I was impressed by many of the kids diligence to work on problems (especially the AP calculus kids.) The sub requested my ID # and asked if I would sub again in the future! SCORE! He also thought I did well. I left happy. More relaxed is the key (and more accepting that I cannot expect as much from these students as I would my own.)
Monday, March 26, 2007
Teaching Community (aka I ain't afraid of no kids!)
So as mentioned in the post below I was an SEA for PE class. Well, something the teacher did made me really mad--and I see teachers do this WAY TOO OFTEN. So I just need to rant.
The PE teacher had written on the board, get into groups of three (NOT TWO, NOT FOUR). He even verbalized this to the kids before he let them get into their groups.
So three of my SE kids grouped together and two of the others grouped together and they were looking for one more. Coincidentally, I saw a group of four girls. (Everyone else had paired up.) PERFECT! One of the four girls can join my group of two fully functioning SE kids and it will be perfect. I went over to the girls and asked for one of them to come and join my group of two kids. They pretty much ignored me. What do you expect!? I am a sub and their regular ed teacher is there, so I have no say.
I went over to the PE teacher, thinking that he just hadn't noticed the groups of two and four. I mentioned to him how I tried to get one of the girls to join the group of two, but they ignored me. The PE teacher then said to me "Oh, we'll just keep the group of four and two. If we try to split up those girls we will have a fight on our hand." And he walked off.
WHAT!? You are worried about a fight?! From 13 year olds? You are going to let them not follow instructions (while the rest of the class is required to follow instructions) because you are afraid of dealing with some big talking over-hormonal thirteen year old girls. I KNOW YOU DIDN"T! Let me also mention this PE teacher is a fairly large man.
WHOA WHOA.... Okay now is my turn to rant.
How are these girls going to learn the importance of community-working with others--if this teacher is not going to promote it. In the business world, are these girls always going to work with their best friends? Are they going to challenge their bosses instructions because they don't like them? Are they going to be able to get along with their coworkers? Are they going to be able to hold a job?
School is so much more than reading, writing, arithmetic. It is about learning to get along with each other. LEarning to make good choices. Learning COMMUNITY!
COMMUNITY--this is the first thing that should be taught in a classroom--and this is always my goal. You have to start at the beginning of the year when *hopefully* they are nervous, want to make a good impression, and finding their place among their peers. I often have "getting to know you games" to help. Then for the first semester, I assign the groups. I don't allow my kids to create their own, because I know that they won't branch out to meet their classmates. I also grade them on their group interactions (here I have had some parents get upset with me.) I try to assign roles in the group. If one of the kids is not performing their role and interacting with their group, they lose points. I have had parents get mad at me about this.
"Ginger did her work. You can't take points off her assignment because she didn't ask her classmates involvement." --Oh yes I can. Do you think Ginger's boss is going to be happy if she is assigned to perform this in her job, and yet she refused to consult her colleagues also assigned to the same job. COMMUNITY. We need to learn to get along with each other, no matter what our social status is. By the way, I send home a letter at the beginning of the year explaining how I grade AND I have parents sign it saying that they have read it and understand it. This is always a good back-up when Ginger's mom comes a-knocking.
Community should be the number one goal of any teacher. If you have students that are supporting each other and building each other up, you are going to create the best learning environment. Kids are going to feel safe. They won't worry about getting made fun of by asking questions or not understanding. (This also means that the teacher MUST take disciplinary action if any student is bullying or making fun of another student.) Community is definitely the most important thing in the classroom and in our world. Let's build it!
The PE teacher had written on the board, get into groups of three (NOT TWO, NOT FOUR). He even verbalized this to the kids before he let them get into their groups.
So three of my SE kids grouped together and two of the others grouped together and they were looking for one more. Coincidentally, I saw a group of four girls. (Everyone else had paired up.) PERFECT! One of the four girls can join my group of two fully functioning SE kids and it will be perfect. I went over to the girls and asked for one of them to come and join my group of two kids. They pretty much ignored me. What do you expect!? I am a sub and their regular ed teacher is there, so I have no say.
I went over to the PE teacher, thinking that he just hadn't noticed the groups of two and four. I mentioned to him how I tried to get one of the girls to join the group of two, but they ignored me. The PE teacher then said to me "Oh, we'll just keep the group of four and two. If we try to split up those girls we will have a fight on our hand." And he walked off.
WHAT!? You are worried about a fight?! From 13 year olds? You are going to let them not follow instructions (while the rest of the class is required to follow instructions) because you are afraid of dealing with some big talking over-hormonal thirteen year old girls. I KNOW YOU DIDN"T! Let me also mention this PE teacher is a fairly large man.
WHOA WHOA.... Okay now is my turn to rant.
How are these girls going to learn the importance of community-working with others--if this teacher is not going to promote it. In the business world, are these girls always going to work with their best friends? Are they going to challenge their bosses instructions because they don't like them? Are they going to be able to get along with their coworkers? Are they going to be able to hold a job?
School is so much more than reading, writing, arithmetic. It is about learning to get along with each other. LEarning to make good choices. Learning COMMUNITY!
COMMUNITY--this is the first thing that should be taught in a classroom--and this is always my goal. You have to start at the beginning of the year when *hopefully* they are nervous, want to make a good impression, and finding their place among their peers. I often have "getting to know you games" to help. Then for the first semester, I assign the groups. I don't allow my kids to create their own, because I know that they won't branch out to meet their classmates. I also grade them on their group interactions (here I have had some parents get upset with me.) I try to assign roles in the group. If one of the kids is not performing their role and interacting with their group, they lose points. I have had parents get mad at me about this.
"Ginger did her work. You can't take points off her assignment because she didn't ask her classmates involvement." --Oh yes I can. Do you think Ginger's boss is going to be happy if she is assigned to perform this in her job, and yet she refused to consult her colleagues also assigned to the same job. COMMUNITY. We need to learn to get along with each other, no matter what our social status is. By the way, I send home a letter at the beginning of the year explaining how I grade AND I have parents sign it saying that they have read it and understand it. This is always a good back-up when Ginger's mom comes a-knocking.
Community should be the number one goal of any teacher. If you have students that are supporting each other and building each other up, you are going to create the best learning environment. Kids are going to feel safe. They won't worry about getting made fun of by asking questions or not understanding. (This also means that the teacher MUST take disciplinary action if any student is bullying or making fun of another student.) Community is definitely the most important thing in the classroom and in our world. Let's build it!
Are SEA's needed for every subject?
So today I was an SEA (Special Education Assistant) once again for a middle school. However, this time I worked with fully functioning kids that should be included in the classroom. (See post below.)
Let me tell you about my day.
First hour, I with another SEA and the home Ec teacher worked solely with 7 fully functioning Special Ed kids to make breakfast burritos. (The rest of my classes were all regular ed classes.) Second hour, I worked with 5 special ed children in PE to shoot baskets. Third hour, I have no idea who the special ed kids were, but I was in art. Fourth hour, I was in music aiding one special ed kids. Fifth hour was lunch supervision. Sixth hour, I was back in PE with one special ed child. Seventh hour I was booted out of the computer class (the teacher said she didn't need me) so I went to see if I could aid another SEA in a SE math class--which I wasn't needed in either.
At the end of the day, I feel as though the district wasted some thirty thousand dollars a year on the position I subbed for. I felt the most useful during the lunchtime supervision.
I always though that SEA's sole job was to be present for the academic classes and the SE classes. Does an SEA really need to be present in a PE class if the students are able to function normally? Yes they were slower, but that is a part of their disability. I honestly thought that my day was a joke. I did not need to do lesson plans, nor did I really need to attend to these kids. Sure I gave them words of encouragement, but isn't that the job of the regular ed teacher?
No lesson planning or anything. PE and Music. Do they expect the SEA to have a special ability in helping these kids to sing or shoot a basket? What a joke!
Okay, so once again I was glad for the experience, but really some of the SE legislation in public schools has really gotten out of hand.
Let me tell you about my day.
First hour, I with another SEA and the home Ec teacher worked solely with 7 fully functioning Special Ed kids to make breakfast burritos. (The rest of my classes were all regular ed classes.) Second hour, I worked with 5 special ed children in PE to shoot baskets. Third hour, I have no idea who the special ed kids were, but I was in art. Fourth hour, I was in music aiding one special ed kids. Fifth hour was lunch supervision. Sixth hour, I was back in PE with one special ed child. Seventh hour I was booted out of the computer class (the teacher said she didn't need me) so I went to see if I could aid another SEA in a SE math class--which I wasn't needed in either.
At the end of the day, I feel as though the district wasted some thirty thousand dollars a year on the position I subbed for. I felt the most useful during the lunchtime supervision.
I always though that SEA's sole job was to be present for the academic classes and the SE classes. Does an SEA really need to be present in a PE class if the students are able to function normally? Yes they were slower, but that is a part of their disability. I honestly thought that my day was a joke. I did not need to do lesson plans, nor did I really need to attend to these kids. Sure I gave them words of encouragement, but isn't that the job of the regular ed teacher?
No lesson planning or anything. PE and Music. Do they expect the SEA to have a special ability in helping these kids to sing or shoot a basket? What a joke!
Okay, so once again I was glad for the experience, but really some of the SE legislation in public schools has really gotten out of hand.
Friday, March 16, 2007
To include or not to include...
Today, I subbed for a SEA (Special Education Assistant) in an elemetary school. My job was to get two severly autistic boys (nonverbal) to class, and then to work with another severly autistic boy for the day. All three of these boys were in regular ed classes with a few breaks to let them have a few minutes to have a "break" from the classroom environment? So the question is...is inclusion the best thing for these boys or not?
So first of all what is autism... Autism can range from very mild ( can perform almost at normal standards in all areas) to very severe (does not talk, does not appear to notice you or care.) I guess the best way I see autism is that the individual is almost in their own world. They do not necessarily notice you, or what is going on around them. They may have obsessive behaviors. The boy I dealt with today was obsessed with having his shoes off. I think I must have tied them close to 25 times. Another boy I had was obsessed with picking at things. It could be his face or his notebook. Below are listed some characteristics an autistic child may have. Mildly autistic children may only exhibit a few while sever may exhibit many.
does not respond to his/her name.
cannot explain what he/she wants.
language skills are slow to develop or speech is delayed.
doesn't follow directions.
at times, the child seems to be deaf.
seems to hear sometimes, but not other times.
doesn't point or wave "bye-bye."
doesn't understand the concept of pointing; will look at the hand pointing rather than the object being pointed at.
used to say a few words or babble, but now he/she doesn't.
throws intense or violent tantrums.
has odd movement patterns.
likes to spin around in a circle.
is overly active, uncooperative, or resistant.
doesn't know how to play with toys.
doesn't smile when smiled at.
has poor eye contact.
gets "stuck" doing the same things over and over and can't move on to other things.
seems to prefer to play alone.
gets things for him/herself only.
is very independent for his/her age.
does things "early" compared to other children.
seems to be in his/her "own world."
seems to tune people out.
is not interested in other children.
dislikes playing pretend.
walks on his/her toes.
shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants).
spends a lot of time stacking objects, lining things up or putting things in a certain order.
unconcerned about - or completely oblivious to - dangers around him/her (i.e., standing in the middle of the street without worrying about getting hit by a car).
Onto my thoughts of inclusion. So I spent the day with Gene (this is not his real name.) Gene spent most of the day with his class of regular ed first graders. Gene does not speak and most of the time I do not think he hears what is said. At times he may begin yelling. Other times he may get out of his seat and go where ever and do what ever. He may try to run out of the classroom or the school. He may decide to lay on the floor. There is little that at teacher can control.
While his classmates are studying stars and pasting names to the constellations, I am struggling to prevent Gene from eating the glue and picking his nose and leaving his seat and trying to keep him quiet (the teacher is reading a book out loud.) And yes, Gene is also taking off his shoes. Now my question is why is he in this classroom.
Did I also mention that I have to take Gene for breaks in a room that has a giant swing. This is his chance to get away from the structure of the classroom.
My feelings are that Gene would do better in a one-on-one environment where the teacher, me, could work with him individually so he can learn things like tying his shoe (so I don't have to.) I also discovered in my one day with Gene that he was food motivated. I bet Gene might be a bit more motivated to keep his shoes on if I gave him a reward for not taking them off. My other thoughts include the fact that the rest of the class is being disturbed by Gene's behavior. Their learning suffers with him the classroom. It is easier for them to get offtrack when you have a student dashing for the door or sprawling on the floor.
In a utopic world inclusion for all would be idea. However, in a utopic world, Gene would not have autism. I do like inclusion. But special needs students should demonstrate the ability to be in a regularly strucutred classroom before they are put in it. They need to be able to sit in their seat. They need to be able to pay attention. They need to actually be able to get something out of the classroom.
I hope that at some point Gene will be pulled out of the regular classroom and given the special atmosphere and attention that he needs. Right now this is the environment he needs to grow.
So first of all what is autism... Autism can range from very mild ( can perform almost at normal standards in all areas) to very severe (does not talk, does not appear to notice you or care.) I guess the best way I see autism is that the individual is almost in their own world. They do not necessarily notice you, or what is going on around them. They may have obsessive behaviors. The boy I dealt with today was obsessed with having his shoes off. I think I must have tied them close to 25 times. Another boy I had was obsessed with picking at things. It could be his face or his notebook. Below are listed some characteristics an autistic child may have. Mildly autistic children may only exhibit a few while sever may exhibit many.
does not respond to his/her name.
cannot explain what he/she wants.
language skills are slow to develop or speech is delayed.
doesn't follow directions.
at times, the child seems to be deaf.
seems to hear sometimes, but not other times.
doesn't point or wave "bye-bye."
doesn't understand the concept of pointing; will look at the hand pointing rather than the object being pointed at.
used to say a few words or babble, but now he/she doesn't.
throws intense or violent tantrums.
has odd movement patterns.
likes to spin around in a circle.
is overly active, uncooperative, or resistant.
doesn't know how to play with toys.
doesn't smile when smiled at.
has poor eye contact.
gets "stuck" doing the same things over and over and can't move on to other things.
seems to prefer to play alone.
gets things for him/herself only.
is very independent for his/her age.
does things "early" compared to other children.
seems to be in his/her "own world."
seems to tune people out.
is not interested in other children.
dislikes playing pretend.
walks on his/her toes.
shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants).
spends a lot of time stacking objects, lining things up or putting things in a certain order.
unconcerned about - or completely oblivious to - dangers around him/her (i.e., standing in the middle of the street without worrying about getting hit by a car).
Onto my thoughts of inclusion. So I spent the day with Gene (this is not his real name.) Gene spent most of the day with his class of regular ed first graders. Gene does not speak and most of the time I do not think he hears what is said. At times he may begin yelling. Other times he may get out of his seat and go where ever and do what ever. He may try to run out of the classroom or the school. He may decide to lay on the floor. There is little that at teacher can control.
While his classmates are studying stars and pasting names to the constellations, I am struggling to prevent Gene from eating the glue and picking his nose and leaving his seat and trying to keep him quiet (the teacher is reading a book out loud.) And yes, Gene is also taking off his shoes. Now my question is why is he in this classroom.
Did I also mention that I have to take Gene for breaks in a room that has a giant swing. This is his chance to get away from the structure of the classroom.
My feelings are that Gene would do better in a one-on-one environment where the teacher, me, could work with him individually so he can learn things like tying his shoe (so I don't have to.) I also discovered in my one day with Gene that he was food motivated. I bet Gene might be a bit more motivated to keep his shoes on if I gave him a reward for not taking them off. My other thoughts include the fact that the rest of the class is being disturbed by Gene's behavior. Their learning suffers with him the classroom. It is easier for them to get offtrack when you have a student dashing for the door or sprawling on the floor.
In a utopic world inclusion for all would be idea. However, in a utopic world, Gene would not have autism. I do like inclusion. But special needs students should demonstrate the ability to be in a regularly strucutred classroom before they are put in it. They need to be able to sit in their seat. They need to be able to pay attention. They need to actually be able to get something out of the classroom.
I hope that at some point Gene will be pulled out of the regular classroom and given the special atmosphere and attention that he needs. Right now this is the environment he needs to grow.
Thursday, March 8, 2007
Should students be suspended for inappropriate dress?
So I read a lot of articles in order to keep up to date and to keep my mind in teacher mode. The latest topic I read was suspension for inappropriate dress.
In the schools I taught in, students were sent home if they were dressed inappropriately. They were not suspended. I personally don't like that. A poor choice should not result in losing a chance to learn. Plus, many students dress inappropriately in order to get sent home or receive the attention.
I like the "ugly t-shirt" theory. I sat in a class once, where the teacher stood at the door and handed out t-shirts to any student that walked in and was dressed inappropriately. He did not have administration backing up dress code --therefore the kids wore whatever they wanted--except in his class. The kids were not very excited about wearing the teacher's old t-shirts, so very quickly they just learned to dress appropriately or deal with the t-shirt.
Ideally administration should back up the dress code AND all teachers should follow that dress code. If a student is dressed inappropriately--it should be caught first hour. They should be sent to office and their item of clothing should be confiscated and they should be given a t-shirt. They then can receive their item of clothing back when they bring the t-shirt back laundered. If there are multiple offenses with the same item of clothing, the parent should have to come to the school to pick up the item of clothing.
In the same regards--we should also have sweats provided for students. There are way to many minis and high hem lines and low riding stuff that should also be taken care of.
In the schools I taught in, students were sent home if they were dressed inappropriately. They were not suspended. I personally don't like that. A poor choice should not result in losing a chance to learn. Plus, many students dress inappropriately in order to get sent home or receive the attention.
I like the "ugly t-shirt" theory. I sat in a class once, where the teacher stood at the door and handed out t-shirts to any student that walked in and was dressed inappropriately. He did not have administration backing up dress code --therefore the kids wore whatever they wanted--except in his class. The kids were not very excited about wearing the teacher's old t-shirts, so very quickly they just learned to dress appropriately or deal with the t-shirt.
Ideally administration should back up the dress code AND all teachers should follow that dress code. If a student is dressed inappropriately--it should be caught first hour. They should be sent to office and their item of clothing should be confiscated and they should be given a t-shirt. They then can receive their item of clothing back when they bring the t-shirt back laundered. If there are multiple offenses with the same item of clothing, the parent should have to come to the school to pick up the item of clothing.
In the same regards--we should also have sweats provided for students. There are way to many minis and high hem lines and low riding stuff that should also be taken care of.
Saturday, March 3, 2007
Substitute Teaching
I received my first assignment substitute teaching in Madison. I had my choice of placements, but I chose a middle school for my first. When I first got into teaching, I thought I wanted to teach in a middle school environment, so I thought I would try it out again. After spending my day there, I have changed my mind. I really think high school is then environment for me. I need a more challenging curriculum and I need students who are a little less worried about themselves and more concerned with learning.
So I arrived at the middle school in plenty of time. I was filling in for a lady who taught English & Math. Once I received her schedule, I realized I had two preps in the morning. ARGH! What a waste! Instead of spending two hours of being bored, I asked the secretary, if I could observe a teacher for the first two hours. She gave me the names of several teachers to check with.
I love observing! Different teachers have so many great ideas. You learn so much from your colleagues! Plus if you are lucky, you can see your own students and how they work in a different environment.
I only got to obsevere one teacher. Ironically, I had actually observed his class before. He plays the Freeze game with his kids. He yells freeze and then he times them. The first kid to move ends the game. --and yeah--he harasses them a little to get them to move. Anyway, he keeps the class with the longest freeze time on the board. Then at the end of the year, the winning class receives giant candy bars. This is a great game! And I really need to use this. Just think if you have a class that is typically rowdy (especially at the end of the day) you can use this to gain control or just have a moment of peace.
Anyway, nothing too exciting happened in this class. I have to say, he is very lenient in comparison to myself. I have very high expectations. For example, I do not accept late work. Well, he accepts late work. I also do not let kids go to their lockers to get forgotten work--he does. In some ways, it is nice that he lets these kids have a break. However, I want my kids to be the best--I want them to be responsible and always thinking ahead. I think that is why I am so strict. I hope for Madison schools my strictness is not looked down on. In Milwaukee, I was often applauded for my sterness (not necessarily by parents--but by colleagues.) I think I need more time in Madison to see if things are really different.
So I went back to my classroom a good 1/2 hour before my first class. It was then that I noticed I did not even have a class roster. The teacher had left very little for me and said "Ask the students for help with attendance." YIPPEE! I never did this for my subs. If anything I probably over prepared them for my classes (extra worksheets if there was extra time, etc..).
I called the teacher at home. She then informed me that she had just rearranged her classes with another teacher (who was also out sick) yesterday, so she did not have rosters nor did she have seating charts.
Well this may be a horror story for most, but I knew that this could not be as bad as some of the MPS classrooms I had been in.
My first two classes were all girls and the same students. I showed them "Pay It Forward" and then they were given Math worksheets for homework. Pay It Forward is a PG13 movie. I think it has a great story, but I would not have shown this movie to my students. There was excessive cursing--which of course the kids loved, laughed at, and repeated. (Couldn't they make a version where the words are bleeped out?) I had no problem with this class.
My next class was combined with another sub's class. Once again we had no roster, so we had no idea who was supposed to be there. In fact a teacher came into our room and told us we were missing a bunch of students. I went to the office to tell someone, but another teacher came to the room and told us we were fine. So who knows if we really were missing students or not. This class was really a study hall, so there was very little to do and the kids were well behaved.
My last two classes were all boys. And they were riled up! It took me time to get them quiet enough to talk. I had to kick two boys out of the classroom. I then started the movie. After a one on one with one boy, I let him back in the class. The second boy, I had to send to the office because he still was not cooperating. Some schools have been very angry with me for sending kids out into the hall. But I feel that sometimes a moment of separation will often get these kids back on track. Plus it gives me a chance to regain control of the rest of the students and talk privately with the student I am having problems with. This is one method I refuse to give up.
The movie went over okay. However, many of the boys were watching me closely to see if they could get away with stuff. That meant I had to be the overbearing teacher and stand during the whole movie. Argh! I hate having to feel like a babysitter.
When it was time for the homework portion many of the boys did not want to work. I had to move several of the students and "babysit." THey begged me to turn on the radio--but I told they had to show me they could work without music and then I would turn it on (of course that did not happen--but I tried to give them incentive.)
Now their teacher is very very lenient. She lets these kids eat in class and listen to music. So I was put into a postion where i could not fight the snacking and drinking. However, I did stand my ground on the music.
It turns out (after talking with other teachers) that she also has a serious behavior problem with these students--that is why she recently reorganized her classes separating the girls and the boys. I don't know the history of her kids nor do I know her teaching style, but it makes me think that the problem is her. In my background I did have problem kids, however I was very strict from the beginning and there were some rules I did not back down on--such as eating in class. These kids were not bad--they just know how to push limits.
So in my next blog entries I am going to be taking a look at a lot of my past teaching experiences and reflecting on them and what I could do to be better.
As as sub, I know that I should have looked over my materials before I went to observe another class. That was bad of me. I also know that I should never turn my back to the class. I made this mistake when I went to help a boy with a problem. My back was to several students and so they started misbehaving.
Oh yeah--a few last thoughts.
I always find the demographics of public schools interesting. I have taught in primarily African American classrooms. At this school, the population appeared to be primarily Hmong, followed by white, black, and then Hispanic. I also noticed that despite all our efforts to desegregate, my students would segregate themselves. The Hmong students would sit together, the black students, the white, and oddly enough the special ed students sat together. --This makes me realize that assigned seating is a must in the beginning of the school year. My classroom must have a sense of community where my students don't naturally sit with only people that look like them.
Alright--that's all for now
So I arrived at the middle school in plenty of time. I was filling in for a lady who taught English & Math. Once I received her schedule, I realized I had two preps in the morning. ARGH! What a waste! Instead of spending two hours of being bored, I asked the secretary, if I could observe a teacher for the first two hours. She gave me the names of several teachers to check with.
I love observing! Different teachers have so many great ideas. You learn so much from your colleagues! Plus if you are lucky, you can see your own students and how they work in a different environment.
I only got to obsevere one teacher. Ironically, I had actually observed his class before. He plays the Freeze game with his kids. He yells freeze and then he times them. The first kid to move ends the game. --and yeah--he harasses them a little to get them to move. Anyway, he keeps the class with the longest freeze time on the board. Then at the end of the year, the winning class receives giant candy bars. This is a great game! And I really need to use this. Just think if you have a class that is typically rowdy (especially at the end of the day) you can use this to gain control or just have a moment of peace.
Anyway, nothing too exciting happened in this class. I have to say, he is very lenient in comparison to myself. I have very high expectations. For example, I do not accept late work. Well, he accepts late work. I also do not let kids go to their lockers to get forgotten work--he does. In some ways, it is nice that he lets these kids have a break. However, I want my kids to be the best--I want them to be responsible and always thinking ahead. I think that is why I am so strict. I hope for Madison schools my strictness is not looked down on. In Milwaukee, I was often applauded for my sterness (not necessarily by parents--but by colleagues.) I think I need more time in Madison to see if things are really different.
So I went back to my classroom a good 1/2 hour before my first class. It was then that I noticed I did not even have a class roster. The teacher had left very little for me and said "Ask the students for help with attendance." YIPPEE! I never did this for my subs. If anything I probably over prepared them for my classes (extra worksheets if there was extra time, etc..).
I called the teacher at home. She then informed me that she had just rearranged her classes with another teacher (who was also out sick) yesterday, so she did not have rosters nor did she have seating charts.
Well this may be a horror story for most, but I knew that this could not be as bad as some of the MPS classrooms I had been in.
My first two classes were all girls and the same students. I showed them "Pay It Forward" and then they were given Math worksheets for homework. Pay It Forward is a PG13 movie. I think it has a great story, but I would not have shown this movie to my students. There was excessive cursing--which of course the kids loved, laughed at, and repeated. (Couldn't they make a version where the words are bleeped out?) I had no problem with this class.
My next class was combined with another sub's class. Once again we had no roster, so we had no idea who was supposed to be there. In fact a teacher came into our room and told us we were missing a bunch of students. I went to the office to tell someone, but another teacher came to the room and told us we were fine. So who knows if we really were missing students or not. This class was really a study hall, so there was very little to do and the kids were well behaved.
My last two classes were all boys. And they were riled up! It took me time to get them quiet enough to talk. I had to kick two boys out of the classroom. I then started the movie. After a one on one with one boy, I let him back in the class. The second boy, I had to send to the office because he still was not cooperating. Some schools have been very angry with me for sending kids out into the hall. But I feel that sometimes a moment of separation will often get these kids back on track. Plus it gives me a chance to regain control of the rest of the students and talk privately with the student I am having problems with. This is one method I refuse to give up.
The movie went over okay. However, many of the boys were watching me closely to see if they could get away with stuff. That meant I had to be the overbearing teacher and stand during the whole movie. Argh! I hate having to feel like a babysitter.
When it was time for the homework portion many of the boys did not want to work. I had to move several of the students and "babysit." THey begged me to turn on the radio--but I told they had to show me they could work without music and then I would turn it on (of course that did not happen--but I tried to give them incentive.)
Now their teacher is very very lenient. She lets these kids eat in class and listen to music. So I was put into a postion where i could not fight the snacking and drinking. However, I did stand my ground on the music.
It turns out (after talking with other teachers) that she also has a serious behavior problem with these students--that is why she recently reorganized her classes separating the girls and the boys. I don't know the history of her kids nor do I know her teaching style, but it makes me think that the problem is her. In my background I did have problem kids, however I was very strict from the beginning and there were some rules I did not back down on--such as eating in class. These kids were not bad--they just know how to push limits.
So in my next blog entries I am going to be taking a look at a lot of my past teaching experiences and reflecting on them and what I could do to be better.
As as sub, I know that I should have looked over my materials before I went to observe another class. That was bad of me. I also know that I should never turn my back to the class. I made this mistake when I went to help a boy with a problem. My back was to several students and so they started misbehaving.
Oh yeah--a few last thoughts.
I always find the demographics of public schools interesting. I have taught in primarily African American classrooms. At this school, the population appeared to be primarily Hmong, followed by white, black, and then Hispanic. I also noticed that despite all our efforts to desegregate, my students would segregate themselves. The Hmong students would sit together, the black students, the white, and oddly enough the special ed students sat together. --This makes me realize that assigned seating is a must in the beginning of the school year. My classroom must have a sense of community where my students don't naturally sit with only people that look like them.
Alright--that's all for now
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