A couple weeks ago, I dreamt about my teammates. I was meeting up with several of them here, even though in real life none of them live here. They were nice to me and seemed happy enough to see me.
The next night, I had another dream. I drove to some other state to meet Boyfriend's teammates. But for some reason there were two teams. One team was very friendly, but the other one was immediately extremely rude and assholish. I was shocked.
When I woke up I realized that a couple of my teammates have ignored me for years. In real life. Cards, emails, voice mails--all unresponded to and ignored. (I'm talking about things like birthdays and holidays, not everyday stalking or anything, obviously.) It's been five years since AmeriCorps and it's been at least three years--four?--since I've talked to one in particular. This girl was a good friend, too. I really liked and respected her, and we always got along and were friendly. It suddenly hit me that mayhap she hates me. Perhaps I've been being obtuse and obnoxious and blind to the fact that she just cannot stand me.
A week later she commented on a photo on myspace.
I don't know what that means.
In other, happier news, another teammate, one who I was closer to, is moving to the Empire State! Unfortunately, she'll be as far away from NYC as possible while still being in the state. But it's certainly much closer than the southern border state she's from. I'm really excited to see her soon. Plus she's engaged! Yay.
Sunday, October 21, 2007
Monday, October 15, 2007
Saturday, October 13, 2007
I'm here!
Wow, guess I've neglected this for a bit. Oops. Gotten lazy. Big shock, I know.
This last week we've been working on reading H-tchet, which the kids seem to be into. Especially my small class, they go, "Yes!!" when I tell them it's time to get reading. They're making quick progress because they have double periods four times a week. We've discussed point of view, types of conflict (I gave some examples as I went through, and they kept raising their hands to add more examples or ask about examples), setting, and beginnings of plot. Since they've got so much time, I've been having them do some fun writing activities. The other day, they wrote a short letter to Brian about his situation, giving advice and asking questions. I then told them to read their letters to their neighbors, and then the neighbor had to respond to the letter AS Brian. And then switch. I'm not sure they really did much, but it was interesting. Also, we did a fishbowl group discussion and then they did their own. A lot of retelling instead of analysis or connection in most tables, but one table had a great talk, where they mentioned previous events and clues in the story, even referencing the graphics on the cover, making inferences and predictions. I think we'll use some of our extra time to do more of those, and get better at thinking and talking about the book.
In writing, we've been doing four squares. At the end of last week, they began to do one of my favorite activities. I took a bunch of sentences of a four square and wrote them on the erasable sentence strips, then posted them out of order. The groups had to analyze and synthesize the sentences to group them into appropriate topics and fill in the four square. Overall, it went better than last year; just about all the groups successfully found the thesis within the first five or ten minutes.
This week, once we finished putting one together, we began writing our own. I modeled a complete four square based on my Australia trip, and they began writing their own summer four squares. Some kids are great and already half done with the essay, while others still haven't correctly began the four square. I'm still able to circulate pretty well, but I don't have much time because I've got to keep moving around. So there are a couple kids that I keep asking to come at lunch or after school, but they haven't yet.
Speaking of after school, this week my new program kicked off. The ymc* doesn't do a program in our school anymore, so I started a homework center for our grade. It's two days a week, open to whoever wants to come. I'm even offering make up credit for homework zeroes. Fortunately, another teacher is supervising with me, and this week only her students showed up. But we got to help with several subjects of work, and it's nice working with kids in such a small group.
On Thursday, after I helped them understand and complete their complete/simple subjects worksheet, the kids turned to their science homework. It was questions about mass and volume and calculating density.
I asked them, "Where's your density formula?"
They looked up at me, wide eyed. "You know science too?!"
I replied, "I know *everything.*"
"Are you an eighth grade teacher?" they asked.
"No, I just know everything."
Heh. I amuse myself. Also, I think most kids don't see many teachers talking about other subjects. I remember a couple years ago, when the entire staff had to do after school work in math, most of them were like, "eh! I don't know math! so I'm not helping them!" and further, didn't seem to care. I hadn't divided fractions in easily ten years, but glancing at the workbooks, it came back to me and I was able to help the students.
And maybe I'm a hippie liberal freak, but I did go to a liberal arts school, where everyone was required to take many different courses to become well-rounded. And I took full advantage of that and at least some of that information is still lodged in my dusty attic of a brain, so I like being a good example to the kids and being able to converse in all subjects.
(Except, apparently, the Civil War. I swear, none of my social studies classes covered that when I was in school. So when one of my former students IMed me to ask if Ulysses Grant was for the North or South, I was like, umm....I'm supposed to know that, right? But I totally didn't. Bad job, me. I should do some reading and catch up on those kinds of details. I do know the big points though.)
Guess what? My birthday is in less than three weeks! Get ready to party!
Sorry this post was so rambly and random...I've been coming down with a sinus cold thing. I can use that as an excuse, right?
This last week we've been working on reading H-tchet, which the kids seem to be into. Especially my small class, they go, "Yes!!" when I tell them it's time to get reading. They're making quick progress because they have double periods four times a week. We've discussed point of view, types of conflict (I gave some examples as I went through, and they kept raising their hands to add more examples or ask about examples), setting, and beginnings of plot. Since they've got so much time, I've been having them do some fun writing activities. The other day, they wrote a short letter to Brian about his situation, giving advice and asking questions. I then told them to read their letters to their neighbors, and then the neighbor had to respond to the letter AS Brian. And then switch. I'm not sure they really did much, but it was interesting. Also, we did a fishbowl group discussion and then they did their own. A lot of retelling instead of analysis or connection in most tables, but one table had a great talk, where they mentioned previous events and clues in the story, even referencing the graphics on the cover, making inferences and predictions. I think we'll use some of our extra time to do more of those, and get better at thinking and talking about the book.
In writing, we've been doing four squares. At the end of last week, they began to do one of my favorite activities. I took a bunch of sentences of a four square and wrote them on the erasable sentence strips, then posted them out of order. The groups had to analyze and synthesize the sentences to group them into appropriate topics and fill in the four square. Overall, it went better than last year; just about all the groups successfully found the thesis within the first five or ten minutes.
This week, once we finished putting one together, we began writing our own. I modeled a complete four square based on my Australia trip, and they began writing their own summer four squares. Some kids are great and already half done with the essay, while others still haven't correctly began the four square. I'm still able to circulate pretty well, but I don't have much time because I've got to keep moving around. So there are a couple kids that I keep asking to come at lunch or after school, but they haven't yet.
Speaking of after school, this week my new program kicked off. The ymc* doesn't do a program in our school anymore, so I started a homework center for our grade. It's two days a week, open to whoever wants to come. I'm even offering make up credit for homework zeroes. Fortunately, another teacher is supervising with me, and this week only her students showed up. But we got to help with several subjects of work, and it's nice working with kids in such a small group.
On Thursday, after I helped them understand and complete their complete/simple subjects worksheet, the kids turned to their science homework. It was questions about mass and volume and calculating density.
I asked them, "Where's your density formula?"
They looked up at me, wide eyed. "You know science too?!"
I replied, "I know *everything.*"
"Are you an eighth grade teacher?" they asked.
"No, I just know everything."
Heh. I amuse myself. Also, I think most kids don't see many teachers talking about other subjects. I remember a couple years ago, when the entire staff had to do after school work in math, most of them were like, "eh! I don't know math! so I'm not helping them!" and further, didn't seem to care. I hadn't divided fractions in easily ten years, but glancing at the workbooks, it came back to me and I was able to help the students.
And maybe I'm a hippie liberal freak, but I did go to a liberal arts school, where everyone was required to take many different courses to become well-rounded. And I took full advantage of that and at least some of that information is still lodged in my dusty attic of a brain, so I like being a good example to the kids and being able to converse in all subjects.
(Except, apparently, the Civil War. I swear, none of my social studies classes covered that when I was in school. So when one of my former students IMed me to ask if Ulysses Grant was for the North or South, I was like, umm....I'm supposed to know that, right? But I totally didn't. Bad job, me. I should do some reading and catch up on those kinds of details. I do know the big points though.)
Guess what? My birthday is in less than three weeks! Get ready to party!
Sorry this post was so rambly and random...I've been coming down with a sinus cold thing. I can use that as an excuse, right?
Monday, October 08, 2007
Eugene de Salignac
Eugene de Salignac was a key photographer in NYC in the first half of the 20th century, but no one really knows much about him. Someone in the city archives recently unearthed all these negatives of amazing photographs of important New York buildings and bridges.
Remembering the good days
Since I've been bad at the blogging and my memory ain't so good.
Thursday was one of my best days so far, I think. It was a really long day, but there were many good things.
I had to give our first assessment, so I gave my little spiel about the scantron and reading questions first, and then, since I had classical music playing already, asked, "Okay, now do you want to keep the soft music or have silence?" And the whole class chorused, "Soft music!"
I was astounded and said, "Wow, cool! That was the right answer, good job!" Heh. For the first few weeks, I didn't play any music and so when the kids would get to work quietly, I always got a bit antsy at the silence. So a couple weeks ago, I just let the music keep playing when the kids came into the room. They've never really said much about it; I wasn't sure how much they noticed or minded, but now I know they appreciate it!
That is one of my quiet goals of teaching, silly as it may seem: to expand the students' musical horizons. I want to say there's no way they listen to classical music on their own time, though obviously I can't be sure. But it's not just classical I play for them; also there is sometimes Celtic/Irish music, folk rock, oldies, or international stuff.
When it was time for my last class of the day, I asked the same question about music or silence. And again, they all wanted music. Well, except for two, who looked skeptical. I told them it was quiet classical music, not loud rock music. One student piped up, "Can you? Play loud rock music?" "Absolutely not," I replied. "This has no lyrics to distract you." Another kid asked, "Can you play the stuff that was on earlier?" I said, "That was French jazz, you liked that?" He nodded vigorously. "Maybe later," I said.
And after they were done with the test stuff, I did put on the French jazz, and told that kid, "Here's your French jazz." He started bopping happily.
The middle class (gah! I must think of names, like X!) didn't do their test that day, since lunch interrupted their time. So instead we began our novel study of Htchet. That is my smallest class and I don't have a full class set of books, so a couple people had to share, but it wasn't a big deal like it was with the bigger classes.
Anyway, so we began by previewing the cover: I told them to write down what they saw and noticed on the front of the book only, and then write their predictions. (One kid was examining the entire book with interest, and asked, "Can I start reading now??" I was like, "we'll get there in a second, hang on!" But how cool!) We shared as a class and then they quickly read the back blurb, which pretty much gives away the story. Don't you hate that?
Then we got into the good stuff. I did a guided, think aloud reading of the first chapter. I read it aloud, they read along, and we stopped to take notes on what was happening, what seemed important, and what we were figuring out about the character and his situation and how he feels. It was so good, they were totally into it and adding on to what I was saying. I was impressed and so happy with them.
When the bell for lunch rang, the class groaned! They didn't want to stop reading. As the class filed out, one girl told me, "Miss, I really like the book we're reading!"
They are the cutest class, and the smallest, and I have been enjoying them a lot. What's even better is that most of the time, I see that they're enjoying class too; they're right along with me.
After school was a movie thing for kids who did well the first month of school. It was kind of loud and crazy a bit, but it went off fairly well.
When I got home, a bunch of prints I'd ordered had arrived, including a ton of new 8x10s of pretty shots from this summer. I love seeing photos printed out!
Then I left again, to go see Brandi Carlile live for the second time this year (Boyfriend and I saw her play here in April, right after her second album came out and way before she was on tv). I had planned on not staying for the whole show, as it was a school night and all, but she was just so good! And I love all her songs, which have so much more energy live, and so I stayed until the end. Meaning I didn't get to bed until 12.30, but it was worth it.
On Friday, I was definitely dragging, but it wasn't too terrible. Instead of working on grading papers and figuring out next week, I had to do the bulletin board, which I wasn't really prepared for. Turns out that I had a great project to put up (book recommendation letters), but they weren't graded. So during lunch, I had to take the existing papers down and hastily put up a title (Read this book!) and objective/standard, and during my other prep, grade the letters. I put them up after school, which went quickly.
It's a three day weekend! It's Monday and I'm not at school! Whee! Woo!
Thursday was one of my best days so far, I think. It was a really long day, but there were many good things.
I had to give our first assessment, so I gave my little spiel about the scantron and reading questions first, and then, since I had classical music playing already, asked, "Okay, now do you want to keep the soft music or have silence?" And the whole class chorused, "Soft music!"
I was astounded and said, "Wow, cool! That was the right answer, good job!" Heh. For the first few weeks, I didn't play any music and so when the kids would get to work quietly, I always got a bit antsy at the silence. So a couple weeks ago, I just let the music keep playing when the kids came into the room. They've never really said much about it; I wasn't sure how much they noticed or minded, but now I know they appreciate it!
That is one of my quiet goals of teaching, silly as it may seem: to expand the students' musical horizons. I want to say there's no way they listen to classical music on their own time, though obviously I can't be sure. But it's not just classical I play for them; also there is sometimes Celtic/Irish music, folk rock, oldies, or international stuff.
When it was time for my last class of the day, I asked the same question about music or silence. And again, they all wanted music. Well, except for two, who looked skeptical. I told them it was quiet classical music, not loud rock music. One student piped up, "Can you? Play loud rock music?" "Absolutely not," I replied. "This has no lyrics to distract you." Another kid asked, "Can you play the stuff that was on earlier?" I said, "That was French jazz, you liked that?" He nodded vigorously. "Maybe later," I said.
And after they were done with the test stuff, I did put on the French jazz, and told that kid, "Here's your French jazz." He started bopping happily.
The middle class (gah! I must think of names, like X!) didn't do their test that day, since lunch interrupted their time. So instead we began our novel study of Htchet. That is my smallest class and I don't have a full class set of books, so a couple people had to share, but it wasn't a big deal like it was with the bigger classes.
Anyway, so we began by previewing the cover: I told them to write down what they saw and noticed on the front of the book only, and then write their predictions. (One kid was examining the entire book with interest, and asked, "Can I start reading now??" I was like, "we'll get there in a second, hang on!" But how cool!) We shared as a class and then they quickly read the back blurb, which pretty much gives away the story. Don't you hate that?
Then we got into the good stuff. I did a guided, think aloud reading of the first chapter. I read it aloud, they read along, and we stopped to take notes on what was happening, what seemed important, and what we were figuring out about the character and his situation and how he feels. It was so good, they were totally into it and adding on to what I was saying. I was impressed and so happy with them.
When the bell for lunch rang, the class groaned! They didn't want to stop reading. As the class filed out, one girl told me, "Miss, I really like the book we're reading!"
They are the cutest class, and the smallest, and I have been enjoying them a lot. What's even better is that most of the time, I see that they're enjoying class too; they're right along with me.
After school was a movie thing for kids who did well the first month of school. It was kind of loud and crazy a bit, but it went off fairly well.
When I got home, a bunch of prints I'd ordered had arrived, including a ton of new 8x10s of pretty shots from this summer. I love seeing photos printed out!
Then I left again, to go see Brandi Carlile live for the second time this year (Boyfriend and I saw her play here in April, right after her second album came out and way before she was on tv). I had planned on not staying for the whole show, as it was a school night and all, but she was just so good! And I love all her songs, which have so much more energy live, and so I stayed until the end. Meaning I didn't get to bed until 12.30, but it was worth it.
On Friday, I was definitely dragging, but it wasn't too terrible. Instead of working on grading papers and figuring out next week, I had to do the bulletin board, which I wasn't really prepared for. Turns out that I had a great project to put up (book recommendation letters), but they weren't graded. So during lunch, I had to take the existing papers down and hastily put up a title (Read this book!) and objective/standard, and during my other prep, grade the letters. I put them up after school, which went quickly.
It's a three day weekend! It's Monday and I'm not at school! Whee! Woo!
Wednesday, October 03, 2007
WTF?
Fairly frequently, I get calls to my room, interrupting my lesson. The calls are often for a kid to come to the office because they're leaving early. Harrumph.
Today, my last class walked in and I noticed one of my girls had red eyes. I beckoned her over and asked what was wrong. Then I noticed that her eyes were like, leaking. I asked if they itched or hurt. She said her eyes hurt, and that every time she blinked, she was crying. You could tell she was kind of wincing just keeping her eyes open and closing them.
I told her first to wash her hands, then go to the nurse, and then call someone to go home. She came back in a couple minutes and said the nurse was not there. I said, then go to the office and get someone to take you home. She came back a minute later, really crying this time, saying they made her come back to class. I think I sent her another time, because hello, she was clearly incapacitated.
Then the dean comes back with her and was like, oh, she can't go home, we have to keep her here until the bell.
WTF? This poor girl can hardly open her eyes without pain and/or discomfort but can't go home? Yet any parent can call and tell the school their kid is leaving early half the days of the week? Dude, it's called priorities!
Ugh.
Also, I've got a big pile of YA books I want to read, and it grew much bigger when the book order came in. But this week I finally started reading the City of Ember, and today at lunch I read that instead of marking papers.
Then the book got really good and the bell rang. I seriously considered telling the kids to just sit quietly so I could finish my good book.
Would that be a problem?
Today, my last class walked in and I noticed one of my girls had red eyes. I beckoned her over and asked what was wrong. Then I noticed that her eyes were like, leaking. I asked if they itched or hurt. She said her eyes hurt, and that every time she blinked, she was crying. You could tell she was kind of wincing just keeping her eyes open and closing them.
I told her first to wash her hands, then go to the nurse, and then call someone to go home. She came back in a couple minutes and said the nurse was not there. I said, then go to the office and get someone to take you home. She came back a minute later, really crying this time, saying they made her come back to class. I think I sent her another time, because hello, she was clearly incapacitated.
Then the dean comes back with her and was like, oh, she can't go home, we have to keep her here until the bell.
WTF? This poor girl can hardly open her eyes without pain and/or discomfort but can't go home? Yet any parent can call and tell the school their kid is leaving early half the days of the week? Dude, it's called priorities!
Ugh.
Also, I've got a big pile of YA books I want to read, and it grew much bigger when the book order came in. But this week I finally started reading the City of Ember, and today at lunch I read that instead of marking papers.
Then the book got really good and the bell rang. I seriously considered telling the kids to just sit quietly so I could finish my good book.
Would that be a problem?
Thursday, September 27, 2007
Another good day
Although I stayed up way too late to watch just.one.more. tv show last night, I got through today very well. (I told you the long days are better!:D)
In reading we analyzed character. To illustrate, I read aloud yet another favorite book that also happens to be a princess book, The Paperbag Princess. I guided them in looking at the things the characters said and did and labeling the appropriate character traits. It's always difficult, because their vocabularies are so limited. Words like nice and mean or shy pop up like, all the time. And when it was their turn, I either didn't see work or it wasn't an internal trait, more like a mood, such as curious about a test. Ack. So we'll do more tomorrow.
In writing, we continued the letter. They did well. Everyone was on task quietly. I circulated, giving feedback. Oh, I don't really do the kind of conferencing others talk about, no pulling one student up to my desk while the class works. No way, jose! I just circulate and go over any glaring issues or helpful comments I see.
One of my classes listened to Simon & Garfunkel, because I was playing it, not because they wanted to. I think I heard someone singing along, too, which was odd. But they didn't complain. :) I think the other class heard some Brandi Carlile and some classical. Good job for expanding those musical horizons, me!
Oh! For the warm up, I made them discover pronouns by telling them to fix sentences wherein names were repeated superfluously. Such as, Sally went to Sally's room and fed Sally's fish. They all knew what to do to make it sound 'normal,' but most of them didn't know what it was called. So yay on that. And it was quick too. Tomorrow we'll watch the Grammar Rock song and do some quick exercises in the Dreaded Grammar Book.
Homework today was dismal. The assignments have been about the vocabulary and the numbers and direction following is way down. A couple kids tried to turn in something that was less than half done and I gave it right back to them. No more messing around with this halfway nonsense. Do it all and do it right.
Tonight's assignment, I hope, might be better. They have to draw a picture or cartoon to represent each word. Over the weekend they will write each word several times and write a sentence using each one. Monday there will be a quiz! Dun dun dun.
In reading we analyzed character. To illustrate, I read aloud yet another favorite book that also happens to be a princess book, The Paperbag Princess. I guided them in looking at the things the characters said and did and labeling the appropriate character traits. It's always difficult, because their vocabularies are so limited. Words like nice and mean or shy pop up like, all the time. And when it was their turn, I either didn't see work or it wasn't an internal trait, more like a mood, such as curious about a test. Ack. So we'll do more tomorrow.
In writing, we continued the letter. They did well. Everyone was on task quietly. I circulated, giving feedback. Oh, I don't really do the kind of conferencing others talk about, no pulling one student up to my desk while the class works. No way, jose! I just circulate and go over any glaring issues or helpful comments I see.
One of my classes listened to Simon & Garfunkel, because I was playing it, not because they wanted to. I think I heard someone singing along, too, which was odd. But they didn't complain. :) I think the other class heard some Brandi Carlile and some classical. Good job for expanding those musical horizons, me!
Oh! For the warm up, I made them discover pronouns by telling them to fix sentences wherein names were repeated superfluously. Such as, Sally went to Sally's room and fed Sally's fish. They all knew what to do to make it sound 'normal,' but most of them didn't know what it was called. So yay on that. And it was quick too. Tomorrow we'll watch the Grammar Rock song and do some quick exercises in the Dreaded Grammar Book.
Homework today was dismal. The assignments have been about the vocabulary and the numbers and direction following is way down. A couple kids tried to turn in something that was less than half done and I gave it right back to them. No more messing around with this halfway nonsense. Do it all and do it right.
Tonight's assignment, I hope, might be better. They have to draw a picture or cartoon to represent each word. Over the weekend they will write each word several times and write a sentence using each one. Monday there will be a quiz! Dun dun dun.
Wednesday, September 26, 2007
oh, those kids.
Me: standing with arms behind my back, waiting sternly for class to line up quietly.
Small K at the front of the line: Miss, you should be a lawyer.
Me, raising an eyebrow: Why, because I've got the suit?
K: No, cause you act like a lawyer.
Me: And how's that?
K: You're...like, serious.
Me, trying not to laugh: ...
J, on the other line: But you're kinda funny too.
That same class later got into a debate about my age, when I was talking about Krakatoa. I said that most of the planet heard or felt the explosion, and one kid pipes up, "Did you hear it?"
I rounded on him and said, "It happened in the 1870s! [Oops, I was off by a decade. My bad. Also, read The Twenty-One Balloons if you haven't. Such a great book!]"
Him: ....
Me: You think I was around in the 1800s?!!
Him: No! You're like, 35.
And then, while I was still standing there at the front of the room looking at them trying not to roll my eyes and giggle while still straining to hear all the voices and opinions--they were totally debating with each other--like, no way! she's not in her thirties! I swear I heard the number 47 at one point. I think small K was saying I have to be in my mid twenties.
Oh man. I kind of like that stuff, even though I'm all stern and have to shush them from that off-topic talk.
Small K at the front of the line: Miss, you should be a lawyer.
Me, raising an eyebrow: Why, because I've got the suit?
K: No, cause you act like a lawyer.
Me: And how's that?
K: You're...like, serious.
Me, trying not to laugh: ...
J, on the other line: But you're kinda funny too.
That same class later got into a debate about my age, when I was talking about Krakatoa. I said that most of the planet heard or felt the explosion, and one kid pipes up, "Did you hear it?"
I rounded on him and said, "It happened in the 1870s! [Oops, I was off by a decade. My bad. Also, read The Twenty-One Balloons if you haven't. Such a great book!]"
Him: ....
Me: You think I was around in the 1800s?!!
Him: No! You're like, 35.
And then, while I was still standing there at the front of the room looking at them trying not to roll my eyes and giggle while still straining to hear all the voices and opinions--they were totally debating with each other--like, no way! she's not in her thirties! I swear I heard the number 47 at one point. I think small K was saying I have to be in my mid twenties.
Oh man. I kind of like that stuff, even though I'm all stern and have to shush them from that off-topic talk.
An Excellent Lesson
Gah, I've been meaning to post, I promise. But all the new shiny tv shows and the sleepy, well, they kept me distracted.
Today was kind of slow. I've been staying after school for a few minutes to get things ready for the next day--finishing homework grading, writing the new assignment and objectives, little stuff like that. It's really helping me feel productive and mature; you know, I'm actually planning ahead or something. So anyway, today I had a prep, taught two periods, prep, another two teaching, another prep, and one last teaching period. It was too slow and kind of boring with all those breaks; I do better when everything's all in a row. I get all hyped up and then sit down with a tired sigh of satisfied relief at the end of the day. I'll get that tomorrow, my six period day.
Okay, so anyway, the teaching! Get this.
Last night's homework had the kids summarize their three favorite books. My purpose was to get them practicing summarizing and also assess that skill. [Many of them ignored the directions--shocker--and wrote about why they liked the book.]
Today's warm up asked them to choose one favorite and explain why. [Many of them, you guessed it, summarized the book. Sigh.]
In reading workshop, I read them Princess Smartypants, which is one of my favorites. Then I showed them Somebody Wanted But So, which is from some education book. I could look it up, but, come on. Way too lazy for that. I prompted them to fill it in; I wrote it on the board. They totally got it and did well. From there they read independently and then summarized their own books so far. And they did it! They did it well, too! I was happy and impressed!
Then in writing workshop, we reviewed friendly letter format and they wrote a letter recommending a book to a friend. I gave them paragraph specifications (first P an intro of the book, second P a summary, third P their opinions, fourth P conclusion/questions) and they got to work quickly and quietly. Again, they did really well! Tomorrow they'll finish first drafts and write second drafts and then we'll move on.
But, see?! See how everything all fit together and prefaced or reinforced everything else? Isn't that AWESOME?! That so rarely happens, even though coaches and admin will tell you it should happen every day. NOT SO. Because hello, you have genre writing you are required to do, not to mention working on grammar and vocabulary and other things. Argh. Anyway.
So this planning and making more of an effort is making me feel good.
What is not making me feel good is seeing a girl who yesterday transferred to a different class. I asked how things were going. She said, "It's hard! Not easy like your class; we're doing big essays and stuff!"
?!?! Easy?! My class?!
I tried to remember that I'm taking my time with set up (today was only my SECOND actual reading workshop with reading aloud and an actual reading lesson), and I've been doing smaller writing lessons and activities to prepare and set up for later, bigger writing projects. Also, I've had such bad experience with lack of homework and bad classwork that I don't want to jump into big things that kids can slack on.
I have to say, homework turning-in is still probably the highest it's been in all four of my years. And everyone in class works quietly (well, okay obviously not every single kid, but the goof offs are much fewer in number and not nasty or loud and disruptive--SO FAR--like they've been in the past) and I am already seeing lots of improvement in their work.
So I'm trying to tell myself that I'm scaffolding and supporting and that with a slower start like this, the more difficult parts of class will go better.
Although our first grammar quiz was today, and I don't think they did well at all, even though it's exactly the same thing we've done for three days in class. Next week there will be a vocabulary quiz. I don't think anyone's going to say things are easy after this! They're going to see some bad grades and be like, oh, whoops! I have to actually PAY ATTENTION!
Also, next week we'll begin working on four squares and essays. One of the first things I want to do is assign a research paper on countries not known to them. A neighboring teacher found a full set of 1960s encyclopedias in her room and gave them to me. I want to use them and get the kids working on note taking, NOT plagiarizing, and expository writing. God knows they need that. Talk about a skill that they need!
Today was kind of slow. I've been staying after school for a few minutes to get things ready for the next day--finishing homework grading, writing the new assignment and objectives, little stuff like that. It's really helping me feel productive and mature; you know, I'm actually planning ahead or something. So anyway, today I had a prep, taught two periods, prep, another two teaching, another prep, and one last teaching period. It was too slow and kind of boring with all those breaks; I do better when everything's all in a row. I get all hyped up and then sit down with a tired sigh of satisfied relief at the end of the day. I'll get that tomorrow, my six period day.
Okay, so anyway, the teaching! Get this.
Last night's homework had the kids summarize their three favorite books. My purpose was to get them practicing summarizing and also assess that skill. [Many of them ignored the directions--shocker--and wrote about why they liked the book.]
Today's warm up asked them to choose one favorite and explain why. [Many of them, you guessed it, summarized the book. Sigh.]
In reading workshop, I read them Princess Smartypants, which is one of my favorites. Then I showed them Somebody Wanted But So, which is from some education book. I could look it up, but, come on. Way too lazy for that. I prompted them to fill it in; I wrote it on the board. They totally got it and did well. From there they read independently and then summarized their own books so far. And they did it! They did it well, too! I was happy and impressed!
Then in writing workshop, we reviewed friendly letter format and they wrote a letter recommending a book to a friend. I gave them paragraph specifications (first P an intro of the book, second P a summary, third P their opinions, fourth P conclusion/questions) and they got to work quickly and quietly. Again, they did really well! Tomorrow they'll finish first drafts and write second drafts and then we'll move on.
But, see?! See how everything all fit together and prefaced or reinforced everything else? Isn't that AWESOME?! That so rarely happens, even though coaches and admin will tell you it should happen every day. NOT SO. Because hello, you have genre writing you are required to do, not to mention working on grammar and vocabulary and other things. Argh. Anyway.
So this planning and making more of an effort is making me feel good.
What is not making me feel good is seeing a girl who yesterday transferred to a different class. I asked how things were going. She said, "It's hard! Not easy like your class; we're doing big essays and stuff!"
?!?! Easy?! My class?!
I tried to remember that I'm taking my time with set up (today was only my SECOND actual reading workshop with reading aloud and an actual reading lesson), and I've been doing smaller writing lessons and activities to prepare and set up for later, bigger writing projects. Also, I've had such bad experience with lack of homework and bad classwork that I don't want to jump into big things that kids can slack on.
I have to say, homework turning-in is still probably the highest it's been in all four of my years. And everyone in class works quietly (well, okay obviously not every single kid, but the goof offs are much fewer in number and not nasty or loud and disruptive--SO FAR--like they've been in the past) and I am already seeing lots of improvement in their work.
So I'm trying to tell myself that I'm scaffolding and supporting and that with a slower start like this, the more difficult parts of class will go better.
Although our first grammar quiz was today, and I don't think they did well at all, even though it's exactly the same thing we've done for three days in class. Next week there will be a vocabulary quiz. I don't think anyone's going to say things are easy after this! They're going to see some bad grades and be like, oh, whoops! I have to actually PAY ATTENTION!
Also, next week we'll begin working on four squares and essays. One of the first things I want to do is assign a research paper on countries not known to them. A neighboring teacher found a full set of 1960s encyclopedias in her room and gave them to me. I want to use them and get the kids working on note taking, NOT plagiarizing, and expository writing. God knows they need that. Talk about a skill that they need!
Sunday, September 23, 2007
Sunday Sunday
Even though I went to bed around midnight last night, I was awake before 8 this morning. Feeling rested and relaxed, no less! It's like a miracle, getting a full night's sleep.
It's not yet 3pm and while I haven't done anything school related, nor am I likely to, I have worked out, finished a good book, watched a Netflix movie and done the dishes.
Yesterday was gloomy and so humid, but today is sunny and I hope just warm. So I think I shall take a walk to the library and then read some more outside. Ooh, yes, that will be nice.
It's not yet 3pm and while I haven't done anything school related, nor am I likely to, I have worked out, finished a good book, watched a Netflix movie and done the dishes.
Yesterday was gloomy and so humid, but today is sunny and I hope just warm. So I think I shall take a walk to the library and then read some more outside. Ooh, yes, that will be nice.
Saturday, September 22, 2007
Letters
Dear Colleagues Who Make Copies,
If the machine jams while making your copies, FIX THE JAM. Do not skulk out of the room leaving the mess for another person to sort out. If you're not sure what to do, ask for help! FIX THE JAM.
Thank you!
-------
Dear All the Ladies Who Use the Main Bathroom,
Please put the paper towels IN the trashcan. If they don't quite make it and fall on the floor, pick them up and put them IN the trashcan. You will not die of diptheria or any other germy disease! Instead, you will help keep the bathroom a neat and tidy place!
Thank you!
-------
Dear Students In Other Classes Who Use My Room,
Quit leaving your books in my desks. You actually want them, I don't want to store them like a lost and found. See how that works? Win-win situation. Keep your stuff with you!
Thank you!
If the machine jams while making your copies, FIX THE JAM. Do not skulk out of the room leaving the mess for another person to sort out. If you're not sure what to do, ask for help! FIX THE JAM.
Thank you!
-------
Dear All the Ladies Who Use the Main Bathroom,
Please put the paper towels IN the trashcan. If they don't quite make it and fall on the floor, pick them up and put them IN the trashcan. You will not die of diptheria or any other germy disease! Instead, you will help keep the bathroom a neat and tidy place!
Thank you!
-------
Dear Students In Other Classes Who Use My Room,
Quit leaving your books in my desks. You actually want them, I don't want to store them like a lost and found. See how that works? Win-win situation. Keep your stuff with you!
Thank you!
Thursday, September 20, 2007
Fun Week
Hm, Monday was a long time ago. I think we reviewed essay structure or something.
On Tuesday, it was Grammar Rock time! We began with nouns. The students loved it (very attentive, some definite bopping) and when it was time for the follow up activities, they got to work faster than I've ever seen. It was awesome and fun and I was happy.
Yesterday, we continued our revision work. On Monday, I wrote a lame, short paragraph and they told me what details I should add. So yesterday, I made notes on those details on the original paragraph and then rewrote it, adding in the suggested details as well as changing some words and sentence length. We did a real writing workshop that day, since it was a short reminder lesson, and they had between 15 and 30 minutes to work on revising their own essays. I was so proud, because everyone was working quietly. I circulated and gave feedback and I felt like a real teacher! :)
Today I upped the noun ante a bit by prompting them to continue patterns that led us to noticing plural and proper nouns. They did well, except for not paying attention and writing things like 'foots.' Goofs. We talked about choosing books, which led to me talking about books, which led them to talking about books, and it was good except that we were already running way over and I had to make them stop. But I hope to recreate that excitement with some kind of Reading Rainbow kind of thing (which, by the way, most of my students have never heard of. Sad!) every once in awhile. But scheduling and planning is already difficult, with each class having a different number of classes per week.
We also discussed reference books and then began an activity looking up and alphabetizing words. Totally didn't finish, so we'll do that tomorrow too.
Pinch me! I am having fun this week. The kids are doing so, so well, and homework rates are still very high. Not 100%, but everyone minus three or less, so still pretty good.
--
Last night, Boyfriend and I went to see KT Tunstall! I had to leave early because I'm old and I live in an Outer Borough and school starts way too early. But it was great! She was clearly having a blast and sounded awesome.
Brandi Carlile's coming in a couple weeks, and so is Missy Higgins! Totally random, since I don't even think her album's out in the US. And! Haley Bonar's here on Oct 19! Hurrah for my favorite musical artists!
On Tuesday, it was Grammar Rock time! We began with nouns. The students loved it (very attentive, some definite bopping) and when it was time for the follow up activities, they got to work faster than I've ever seen. It was awesome and fun and I was happy.
Yesterday, we continued our revision work. On Monday, I wrote a lame, short paragraph and they told me what details I should add. So yesterday, I made notes on those details on the original paragraph and then rewrote it, adding in the suggested details as well as changing some words and sentence length. We did a real writing workshop that day, since it was a short reminder lesson, and they had between 15 and 30 minutes to work on revising their own essays. I was so proud, because everyone was working quietly. I circulated and gave feedback and I felt like a real teacher! :)
Today I upped the noun ante a bit by prompting them to continue patterns that led us to noticing plural and proper nouns. They did well, except for not paying attention and writing things like 'foots.' Goofs. We talked about choosing books, which led to me talking about books, which led them to talking about books, and it was good except that we were already running way over and I had to make them stop. But I hope to recreate that excitement with some kind of Reading Rainbow kind of thing (which, by the way, most of my students have never heard of. Sad!) every once in awhile. But scheduling and planning is already difficult, with each class having a different number of classes per week.
We also discussed reference books and then began an activity looking up and alphabetizing words. Totally didn't finish, so we'll do that tomorrow too.
Pinch me! I am having fun this week. The kids are doing so, so well, and homework rates are still very high. Not 100%, but everyone minus three or less, so still pretty good.
--
Last night, Boyfriend and I went to see KT Tunstall! I had to leave early because I'm old and I live in an Outer Borough and school starts way too early. But it was great! She was clearly having a blast and sounded awesome.
Brandi Carlile's coming in a couple weeks, and so is Missy Higgins! Totally random, since I don't even think her album's out in the US. And! Haley Bonar's here on Oct 19! Hurrah for my favorite musical artists!
Saturday, September 15, 2007
I do love a long weekend
I've been sleeping in and reading and watching tv and having a nice, relaxing time. Ooh, it's wonderful.
Thus far I have done no work....but I still have another full day to do so if I get bored. :)
The second week of school continued the good streak of the first. We are all reading and thinking, and I was happily surprised to see some (not all, but still) really high-level thoughts being written down. I began, just barely, talking about essays and paragraphs. Next week we will do some revision with their first essay assignment. I hope to do some actual differentiated instruction with it, which is a rarity. Also, in at least one class, I pulled aside two girls who had done extremely well and obviously know what they're doing with writing. I told them that since their essays were so great, and they didn't necessarily need to sit and revise, that I would like them to act as teachers helpers and work with the students who need to work on writing in paragraphs. They were very happy and excited to hear this, and I am very happy and excited to get the students helping one another.
This week we did a writing activity about accountable talk. The students had to come up with a situation where people interact outside of school, and write a scene without accountable talk (ie, rude and disrespectful) and then rewrite it with accountable talk. I told them they could choose the format: play, story, comic strip, whatever. They definitely perked up at that and eagerly got to work. Each class was working hard and quietly, and I was very able to circulate several times, checking work and consulting with students about their work and answering questions.
It was fantastic. This is what teaching is supposed to be like. And I was shocked to realize that I'm enjoying myself.
So! I will continue to think positively about the year, and be stern but positive around the students, and think about plans and activities that are not too fast but are challenging.
Thus far I have done no work....but I still have another full day to do so if I get bored. :)
The second week of school continued the good streak of the first. We are all reading and thinking, and I was happily surprised to see some (not all, but still) really high-level thoughts being written down. I began, just barely, talking about essays and paragraphs. Next week we will do some revision with their first essay assignment. I hope to do some actual differentiated instruction with it, which is a rarity. Also, in at least one class, I pulled aside two girls who had done extremely well and obviously know what they're doing with writing. I told them that since their essays were so great, and they didn't necessarily need to sit and revise, that I would like them to act as teachers helpers and work with the students who need to work on writing in paragraphs. They were very happy and excited to hear this, and I am very happy and excited to get the students helping one another.
This week we did a writing activity about accountable talk. The students had to come up with a situation where people interact outside of school, and write a scene without accountable talk (ie, rude and disrespectful) and then rewrite it with accountable talk. I told them they could choose the format: play, story, comic strip, whatever. They definitely perked up at that and eagerly got to work. Each class was working hard and quietly, and I was very able to circulate several times, checking work and consulting with students about their work and answering questions.
It was fantastic. This is what teaching is supposed to be like. And I was shocked to realize that I'm enjoying myself.
So! I will continue to think positively about the year, and be stern but positive around the students, and think about plans and activities that are not too fast but are challenging.
Thursday, September 13, 2007
Come Hang Out Tonight!
Astoria Beer Garden, 7pm.
It will be a lovely evening to sit outside and enjoy some drinks with good people!
It will be a lovely evening to sit outside and enjoy some drinks with good people!
Monday, September 10, 2007
So you know I've not been taken over by a Mary Sunshine alien clone
Bad news: Today was a busy day; I didn't really get time to work on planning or grading.
Good news: I did all my grading after school.
Bad news: It took an hour to do it all.
Good news: Nearly all the students can use paragraphs correctly!
Bad news: I was too lazy to do laundry when I got home.
Good news: I worked out awhile after I got home!
Good news: I did all my grading after school.
Bad news: It took an hour to do it all.
Good news: Nearly all the students can use paragraphs correctly!
Bad news: I was too lazy to do laundry when I got home.
Good news: I worked out awhile after I got home!
Sunday, September 09, 2007
Week Ended
Ignoring the fact that another, albeit short, one will begin tomorrow, I shall record the goings-on from this past week. It continued to go very well and I continued to be positive and motivated.
Thursday we continued discussing the rules. The tasks were useful for several reasons. First, they had to write down each rule, and then write at least one sentence explaining why that rule is important. Next, we practiced different ways of sharing. They discussed rule 1 with their neighbors, and I reminded them and complimented them on things like eye contact, low voices, and attentiveness/being on task. For rule 2, they practiced group talking, and I again reminded and complimented them on doing specific things we want. Rule 3 was another pair talk and Rules 4 and 5 were another group talk.
Finally, we shared out with the entire class, and I called on several students to explain and elaborate upon each rule's significance. Many of the students referenced respect (a discussion we'd had while talking about excellence) when explaining the rules. Hurrah! They're getting it!
As you can see, these activities served many purposes. It got them working quietly and industriously. They had to explain their opinions and justify the rule. They had to work on accountable talk and different noise levels. Also, the rules and justifications should be understood better, on a deeper level, and ingrained through writing and repeated discussions. Additionally, it got every student involved on at least some level of discussion. No one was left out or ignored or allowed to slack.
It all went swimmingly and I told them I was impressed and proud of how much everyone is showing excellence already.
Friday I 'tested' them by putting some review questions on the warm-up board. It took a couple minutes for them to figure out they had to answer them, but they all did, without me telling them to (occasionally I had to say, oops, you've missed something; look around and see if you can figure out what you need to do right now). When they'd finished, we once again discussed the basic rules and procedures of the class. And there was time for them to read if they were done early, which I'm really emphasizing for them to get into the habit of. (What an awkward sentence. Sorry.)
One class had time for the first reading workshop. I wasn't sure exactly what I was going to do (several things were in my head) until right when it began. Since I picked up a resource book the other day (Writing About Reading by Janet Angelillo), I'm re-committed to useful, slow and steady teaching. Normally I dislike reading workshop and don't do very interesting or varied things all the time, so it's good to be reminded what's expected for me and the students.
Anyway, so I began by first having them do their heading and such in the reading notebook, and then writing down the habits of good readers. Not that we're going to start that yet, but just to have some exposure to expectations and also to have them write something down.
Then I did a read-aloud of Charlie and the Chocolate Factory from a great anthology (ten-minute excerpts of well-known classic children's books that I found in a Half Price Books two summers ago; five bucks!), explaining briefly that you are thinking while reading, so I would stop and tell them what I was thinking while I read.
They were all familiar with at least the movie, so it was easy for them to be interested and engaged in the story, which was clear from their facial expressions and reactions (for example, when I mentioned how spoiled and obnoxious Veruca was being, many students had similar exasperated looks on their faces). I only read about a page worth, stopping at an interesting point. There were some "aww!"s, but I promised I'd do more later. I reiterated that I had lots of thoughts and visualizations and connections while I was reading. Their task then was just to read for 15 minutes, beginning to notice what they were thinking while reading.
My plan for next week (I hope?) is to then get them practicing reading for long stretches of time, then into taking notes and writing on their thinking, and then go from there. Perhaps doing some reaction writing after that? And then beginning to introduce each reading habit one by one, naming and practicing.
We're supposed to do a beginning novel study, so I have to decide which book we'll do and then tie all that together. Assigning chapters or pages, and having them practice those skills in those pages with partners and groups.
Sigh. So much to think about and plan. I hate planning.
In writing we introduced the writing process. Just quick and dirty, reviewing the order of steps to get to a final product. There was just barely time to practice some brainstorming related to their weekend homework assignment (writing an essay about themselves). I told them explicitly that it was an assessment for us all, for me to see where they were at with writing, and to do their best, but that their writing would improve over the year compared to this first piece.
Whew.
I haven't finalized thoughts or plans for the next three days, but ideas are there, don't worry. I am being careful and deliberate to take things slowly, step by step, to keep all the kids involved and working and understanding. I surely want to quiz the kids on procedures and rules, I think Tuesday. I will be giving group points for excellent behavior and work and following rules. We will soon begin the four square review too, though I'm not sure there's time for it this week.
Thursday we continued discussing the rules. The tasks were useful for several reasons. First, they had to write down each rule, and then write at least one sentence explaining why that rule is important. Next, we practiced different ways of sharing. They discussed rule 1 with their neighbors, and I reminded them and complimented them on things like eye contact, low voices, and attentiveness/being on task. For rule 2, they practiced group talking, and I again reminded and complimented them on doing specific things we want. Rule 3 was another pair talk and Rules 4 and 5 were another group talk.
Finally, we shared out with the entire class, and I called on several students to explain and elaborate upon each rule's significance. Many of the students referenced respect (a discussion we'd had while talking about excellence) when explaining the rules. Hurrah! They're getting it!
As you can see, these activities served many purposes. It got them working quietly and industriously. They had to explain their opinions and justify the rule. They had to work on accountable talk and different noise levels. Also, the rules and justifications should be understood better, on a deeper level, and ingrained through writing and repeated discussions. Additionally, it got every student involved on at least some level of discussion. No one was left out or ignored or allowed to slack.
It all went swimmingly and I told them I was impressed and proud of how much everyone is showing excellence already.
Friday I 'tested' them by putting some review questions on the warm-up board. It took a couple minutes for them to figure out they had to answer them, but they all did, without me telling them to (occasionally I had to say, oops, you've missed something; look around and see if you can figure out what you need to do right now). When they'd finished, we once again discussed the basic rules and procedures of the class. And there was time for them to read if they were done early, which I'm really emphasizing for them to get into the habit of. (What an awkward sentence. Sorry.)
One class had time for the first reading workshop. I wasn't sure exactly what I was going to do (several things were in my head) until right when it began. Since I picked up a resource book the other day (Writing About Reading by Janet Angelillo), I'm re-committed to useful, slow and steady teaching. Normally I dislike reading workshop and don't do very interesting or varied things all the time, so it's good to be reminded what's expected for me and the students.
Anyway, so I began by first having them do their heading and such in the reading notebook, and then writing down the habits of good readers. Not that we're going to start that yet, but just to have some exposure to expectations and also to have them write something down.
Then I did a read-aloud of Charlie and the Chocolate Factory from a great anthology (ten-minute excerpts of well-known classic children's books that I found in a Half Price Books two summers ago; five bucks!), explaining briefly that you are thinking while reading, so I would stop and tell them what I was thinking while I read.
They were all familiar with at least the movie, so it was easy for them to be interested and engaged in the story, which was clear from their facial expressions and reactions (for example, when I mentioned how spoiled and obnoxious Veruca was being, many students had similar exasperated looks on their faces). I only read about a page worth, stopping at an interesting point. There were some "aww!"s, but I promised I'd do more later. I reiterated that I had lots of thoughts and visualizations and connections while I was reading. Their task then was just to read for 15 minutes, beginning to notice what they were thinking while reading.
My plan for next week (I hope?) is to then get them practicing reading for long stretches of time, then into taking notes and writing on their thinking, and then go from there. Perhaps doing some reaction writing after that? And then beginning to introduce each reading habit one by one, naming and practicing.
We're supposed to do a beginning novel study, so I have to decide which book we'll do and then tie all that together. Assigning chapters or pages, and having them practice those skills in those pages with partners and groups.
Sigh. So much to think about and plan. I hate planning.
In writing we introduced the writing process. Just quick and dirty, reviewing the order of steps to get to a final product. There was just barely time to practice some brainstorming related to their weekend homework assignment (writing an essay about themselves). I told them explicitly that it was an assessment for us all, for me to see where they were at with writing, and to do their best, but that their writing would improve over the year compared to this first piece.
Whew.
I haven't finalized thoughts or plans for the next three days, but ideas are there, don't worry. I am being careful and deliberate to take things slowly, step by step, to keep all the kids involved and working and understanding. I surely want to quiz the kids on procedures and rules, I think Tuesday. I will be giving group points for excellent behavior and work and following rules. We will soon begin the four square review too, though I'm not sure there's time for it this week.
I'm Famous!
We returned to Coney Island yesterday, and I posted a bunch of pictures to flickr (duh).
One of my (favorite) pictures I posted was used by gothamist today! http://gothamist.com/2007/09/09/last_day_of_con.php
I feel all famous and talented and stuff. :)
One of my (favorite) pictures I posted was used by gothamist today! http://gothamist.com/2007/09/09/last_day_of_con.php
I feel all famous and talented and stuff. :)
Wednesday, September 05, 2007
Second day success
After the high of completing the first day, I had a bit of a mood crash late last night. Which sucks, because I felt like a zombie by ten, but I didn't fall asleep until after eleven. Stupid alarm at 6.20am. Boo, tired.
This morning I told myself sternly that I shall suck it up and ignore any anxiety. A mantra, if you will--I will have a good day! I will be a positive and stern teacher who controls the class while inspiring them!
If I do say so myself, I believe I achieved that today. I let myself bark just a teeny bit at several students who were tiptoeing out of line, to let the kids know I'm not going to play that.
We spent a lot of time today doing many different activities: finding, thinking about, writing about, discussing our theme; also practicing talking with partners and groups, as I explicitly explained and positively commented on the things I should see during those tasks (eye contact, low voices, all on task); discussing respect and rules; reviewing ways for being prepared (mentally, in appearance, and with supplies) and emphasized that every day we (the students and me as well) make a choice to succeed and find that excellence. I said it six different ways so they would understand that I really mean it. I want to say it often, I want them to say it, I want them to see it, I want them to do it. As I talked about that, all eyes were on me, their faces open and even some nodding. I hope they buy into it and that I can show them it's possible to do your best every day.
Other than that small section, I kept things very interactive, so it wasn't me lecturing them about not eating in class and being quiet. I let them do the thinking and the reasoning, and you should have seen all the hands! They were eager to share, and I was able to call on lots of students and begin learning names (mainly because I made seating charts before school). And I scaffolded the things we discussed, bringing back some basics from yesterday. I plan on doing that every day this week and maybe once or twice a week after that. Once or twice I let myself get the smallest bit funny--demonstrating for one class complying with a request rudely, exaggeratedly sucking my teeth and pulling a face. The kids giggled but I didn't let it get too out of control.
Some other teachers are starting 'real' work already, but I'm happy with what I'm doing. In light of my past experience, taking things slowly seems a good idea: going step by step, making it clear exactly what they need to do, how to do well, hear positive feedback, and building a good year.
I will have a good day tomorrow. I will do my best. I will be firm and stern, but also fair and supportive. I will be patient and mature. I will guide and lead the students so they feel empowered and challenged.
This morning I told myself sternly that I shall suck it up and ignore any anxiety. A mantra, if you will--I will have a good day! I will be a positive and stern teacher who controls the class while inspiring them!
If I do say so myself, I believe I achieved that today. I let myself bark just a teeny bit at several students who were tiptoeing out of line, to let the kids know I'm not going to play that.
We spent a lot of time today doing many different activities: finding, thinking about, writing about, discussing our theme; also practicing talking with partners and groups, as I explicitly explained and positively commented on the things I should see during those tasks (eye contact, low voices, all on task); discussing respect and rules; reviewing ways for being prepared (mentally, in appearance, and with supplies) and emphasized that every day we (the students and me as well) make a choice to succeed and find that excellence. I said it six different ways so they would understand that I really mean it. I want to say it often, I want them to say it, I want them to see it, I want them to do it. As I talked about that, all eyes were on me, their faces open and even some nodding. I hope they buy into it and that I can show them it's possible to do your best every day.
Other than that small section, I kept things very interactive, so it wasn't me lecturing them about not eating in class and being quiet. I let them do the thinking and the reasoning, and you should have seen all the hands! They were eager to share, and I was able to call on lots of students and begin learning names (mainly because I made seating charts before school). And I scaffolded the things we discussed, bringing back some basics from yesterday. I plan on doing that every day this week and maybe once or twice a week after that. Once or twice I let myself get the smallest bit funny--demonstrating for one class complying with a request rudely, exaggeratedly sucking my teeth and pulling a face. The kids giggled but I didn't let it get too out of control.
Some other teachers are starting 'real' work already, but I'm happy with what I'm doing. In light of my past experience, taking things slowly seems a good idea: going step by step, making it clear exactly what they need to do, how to do well, hear positive feedback, and building a good year.
I will have a good day tomorrow. I will do my best. I will be firm and stern, but also fair and supportive. I will be patient and mature. I will guide and lead the students so they feel empowered and challenged.
Tuesday, September 04, 2007
Link love.
Mamacita has written another amazing post about the state of education. She is much more thoughtful and articulate in response to that stupid NYTimes article I linked to the other day.
Woo--Got through the first day!
Not everything went perfectly with the schoolwide organization, but I suppose that's always the case, right? Especially with as many new folks as we have.
Though I was nervous and very anxious before each new class came in, I did well. We got through the first-day things I wanted to (professionalism and welcome letter, mostly), and there are plenty of things to cover for probably the next two days. I still haven't planned beyond that, but there are vague ideas floating around my head that I hope to pin down and record soon.
My classes this year have high test scores (mostly 3s), but are also resource classes. (Perhaps that tells you how realistic and valid those f%^&ing test scores are, GOVERNMENT.) There are at least two students that don't speak English. I'm not really sure how or when I find out what students need/have what services, but I hope it's soon. In the past, I'm ashamed to say that I've basically ignored the ELLS, because they were out of my room so often and had another teacher. It's hard for me to figure out how to reach those ones while still keeping the rest occupied and challenged (and I don't even do that that well all the time!), so it will certainly be another challenging goal for me this year.
At the end of the day, I was relieved to have the first day out of the way, hopped up on adrenaline, and also dismayed to realize that the days will only get tougher, as the kids (and their behavior issues) come out of their new-school shells.
But! I am really going to try to be positive and patient this year. Please feel free to kick me if I get into too much of a funk, because I want to change and get better in interacting with and planning for the students.
Hope everyone's first day back was a good one!
Though I was nervous and very anxious before each new class came in, I did well. We got through the first-day things I wanted to (professionalism and welcome letter, mostly), and there are plenty of things to cover for probably the next two days. I still haven't planned beyond that, but there are vague ideas floating around my head that I hope to pin down and record soon.
My classes this year have high test scores (mostly 3s), but are also resource classes. (Perhaps that tells you how realistic and valid those f%^&ing test scores are, GOVERNMENT.) There are at least two students that don't speak English. I'm not really sure how or when I find out what students need/have what services, but I hope it's soon. In the past, I'm ashamed to say that I've basically ignored the ELLS, because they were out of my room so often and had another teacher. It's hard for me to figure out how to reach those ones while still keeping the rest occupied and challenged (and I don't even do that that well all the time!), so it will certainly be another challenging goal for me this year.
At the end of the day, I was relieved to have the first day out of the way, hopped up on adrenaline, and also dismayed to realize that the days will only get tougher, as the kids (and their behavior issues) come out of their new-school shells.
But! I am really going to try to be positive and patient this year. Please feel free to kick me if I get into too much of a funk, because I want to change and get better in interacting with and planning for the students.
Hope everyone's first day back was a good one!
Monday, September 03, 2007
Financial matters
I'm not sure why people continue to believe that teachers make a lot of money for what they do. I've been officially losing money every month all summer, and the only reason I didn't lose money all year was the after school testprep job during the winter. I am feeling the crunch, and I do not like it.
When I paid my credit card bills in August, I was unhappy to find out that I could not pay them all off (I only have two, plus a couple of department store cards that I use once or so a year). I paid half, even though it was a stretch, and then I did something I've never done before: I took the cards out of my wallet altogether.
My first summer and fall in New York, I racked up about $1000 on each card: moving expenses, buying furnishings, buying professional clothes, buying tons of classroom supplies and books. I paid at least $200 of each card each month, and as soon as I was almost caught up, it would be time to buy a round of grad school textbooks. This was even more frustrating because as a subject teacher taking elementary courses, most of the classes and books were completely useless to me.
That was the first time I had ever carried a balance on credit cards, and it stressed me out. Right now I have no choice but to carry a balance again, and I suppose it will take a couple months to get caught up. But it should be easier this time around, with the cards put away completely.
Some of you longer readers may be rolling your eyes at my stress, thinking I put in on myself. Travel is indeed my weakness and it certainly does cost a significant amount of money. However, those after-school jobs the last couple winters, plus my salary bump, plus my AmeriCorps sum a couple years ago (?), plus the small workshop stipends all padded my savings account, which is where all that travel money came from. Going places can be rough on the old checkbook, but it's priceless experience for me. Especially since I only buy plane tickets when they are on sale and as cheap as possible. In fact, I just got a ticket home for Christmas, but I used my voucher from February, so it only cost me $85 out of pocket. You can't really argue with that one.
Oh, and this spring I bought the new camera and got my brakes done, both of which were quite expensive yet necessary. (You've seen my flickr account! Taking pictures is too much of a love, and I had a 3 year old LAME camera. I've taken over 5500 pictures since the end of May, so the new 'toy' has definitely been worth it. Mm, I love my camera. And I alreay can't wait to upgrade to a DSLR in a few years, once I get the gist of the manual settings on this one.)
This weekend I went shopping and spent possibly too much at Target and Costco and JCPenney. However, I will say that at times like these I revert back to the college days of telling myself, "No, I don't really need this" and put more things back than I actually purchase. Like brownie mix and new shoes.
There's nothing I can really cut back on when I start feeling frugal. I don't drink coffee, I don't smoke, I rarely go out to eat. We rarely go to the movies, I don't belong to a gym (I work out at home with FitTV shows). I do put at least $325 per month into savings and retirement accounts. About the only extraneous things on my list of expenses are Netflix, less than $20 a month, and a $9 eyebrow wax every three weeks, so it's not like I'm throwing away tons of money on frivolous things.
What I have to force myself to do every once in awhile is transfer money from my savings account. I've transferred $1200 just in the last three months--holy shit! However, in the five months before that, I transferred $800 into that account, so I'm not totally irresponsible. :)
Things I want to do once I catch up on money:
--Get 8x10 matte prints of London and Australia photos ($60! eek!)
--Buy a DVD burner drive so I can back up all my photos and documents ($60)
--Contribute to my favorite causes: Trailblazers, New York Cares, CityHarvest ($75)
--Figure out if I can take/afford a photography class ($200 or more--yikes)
--Figure out when my next trip will be!
When I paid my credit card bills in August, I was unhappy to find out that I could not pay them all off (I only have two, plus a couple of department store cards that I use once or so a year). I paid half, even though it was a stretch, and then I did something I've never done before: I took the cards out of my wallet altogether.
My first summer and fall in New York, I racked up about $1000 on each card: moving expenses, buying furnishings, buying professional clothes, buying tons of classroom supplies and books. I paid at least $200 of each card each month, and as soon as I was almost caught up, it would be time to buy a round of grad school textbooks. This was even more frustrating because as a subject teacher taking elementary courses, most of the classes and books were completely useless to me.
That was the first time I had ever carried a balance on credit cards, and it stressed me out. Right now I have no choice but to carry a balance again, and I suppose it will take a couple months to get caught up. But it should be easier this time around, with the cards put away completely.
Some of you longer readers may be rolling your eyes at my stress, thinking I put in on myself. Travel is indeed my weakness and it certainly does cost a significant amount of money. However, those after-school jobs the last couple winters, plus my salary bump, plus my AmeriCorps sum a couple years ago (?), plus the small workshop stipends all padded my savings account, which is where all that travel money came from. Going places can be rough on the old checkbook, but it's priceless experience for me. Especially since I only buy plane tickets when they are on sale and as cheap as possible. In fact, I just got a ticket home for Christmas, but I used my voucher from February, so it only cost me $85 out of pocket. You can't really argue with that one.
Oh, and this spring I bought the new camera and got my brakes done, both of which were quite expensive yet necessary. (You've seen my flickr account! Taking pictures is too much of a love, and I had a 3 year old LAME camera. I've taken over 5500 pictures since the end of May, so the new 'toy' has definitely been worth it. Mm, I love my camera. And I alreay can't wait to upgrade to a DSLR in a few years, once I get the gist of the manual settings on this one.)
This weekend I went shopping and spent possibly too much at Target and Costco and JCPenney. However, I will say that at times like these I revert back to the college days of telling myself, "No, I don't really need this" and put more things back than I actually purchase. Like brownie mix and new shoes.
There's nothing I can really cut back on when I start feeling frugal. I don't drink coffee, I don't smoke, I rarely go out to eat. We rarely go to the movies, I don't belong to a gym (I work out at home with FitTV shows). I do put at least $325 per month into savings and retirement accounts. About the only extraneous things on my list of expenses are Netflix, less than $20 a month, and a $9 eyebrow wax every three weeks, so it's not like I'm throwing away tons of money on frivolous things.
What I have to force myself to do every once in awhile is transfer money from my savings account. I've transferred $1200 just in the last three months--holy shit! However, in the five months before that, I transferred $800 into that account, so I'm not totally irresponsible. :)
Things I want to do once I catch up on money:
--Get 8x10 matte prints of London and Australia photos ($60! eek!)
--Buy a DVD burner drive so I can back up all my photos and documents ($60)
--Contribute to my favorite causes: Trailblazers, New York Cares, CityHarvest ($75)
--Figure out if I can take/afford a photography class ($200 or more--yikes)
--Figure out when my next trip will be!
Friday, August 31, 2007
Day 156: The many tasks of a teacher
So my classroom is set up and ready for students. Not sure that *I'm* quite ready, but if the room is, that's a big step forward.
And my mood has improved, not to the level of "Ooh, school! Yay, wow! I'm so excited!" But, it's also not "I hate school and want to die." I'm distinctly in the neutral area, something like, "Okay, school. I've done it before. I know what to do. Maybe it won't be torture."
I'm also happy to report that I am feeling good about the administration. So far they have been upbeat and positive, pledging support and continued success. It's a relief for sure.
I can do this. I can do this. I can do this.
Wednesday, August 29, 2007
Stolen Meme
Nancy just did (re-did?) this one. And I'm pretty sure she did it before too and tagged me. [EDIT: It was another teacher meme she tagged me for. Oh well. I'm not too proud to invite myself to the teacher meme party.] I'm finally completing it in an effort to get myself in the mood for school and in the hopes that sometime in the next couple days I'll get my plans written down so I'll feel like I can tackle this thing called a job.
1. I am a good teacher because…
Education is really important to me, and I am knowledgeable and passionate about my subject area.
2. If I weren’t a teacher I would be a…
public speaker.
3. My teaching style is…
not so much with the workshop model (GASP!!!). Sometimes, sure. But a seven minute mini-lesson is the most ridiculous thing I've ever heard of. I do go through the "here's something," "let's talk about it/you guys figure it out," "discuss," "do it together," then "now see what you can do." And that hardly ever fits in a class period. But I do feel that it involves the students a bit more and encourages them to pay attention.
maybe?
4. My classroom is…
always full of books and piles of stuff, and music if I can help it.
5. My lesson plans are…
often done in my head and on the spot. I'm good at speaking and teaching on the fly. However, there are times when I'll do a whole week at a time, all printed out on a sheet, and I'll feel so proud and productive. At the beginning of the year, I will map out several weeks or a month at a time. It makes me feel prepared. Once the spring hits, though, those written plans disappear, just like my patience. :)
6. One of my teaching goals is…
To not take things personally. To be more patient and openly caring. And to start tracking students a bit closer with their writing.
7. The toughest part of teaching is…
Dealing with the tough kids that I can't get through to. And having no money. And waking up early.
8. The thing I love about teaching is…
Trying to get new ideas and concepts through to students. Not just dialogue format and verb tenses, but world travel, current events debates, google tips, etc. Things that I link to school but really are important knowledge for citizens of the world today. I love getting (forcing?) kids to care about something other than myspace and the new ridiculous song on the radio.
The other best thing is seeing student progress. Test prep progress doesn't exist in my opinion, but writing progress is clear to see. It's exciting to know something is getting through and feeling effective. Not that this happens much, mind you.
And yes, I love the much-needed vacations.
Oh, and the community of good, fun teachers, if you can find it. I'm grateful for the teacher-blogger community for providing friends, mentors, idea-bouncers, and the knowledge that we're all going through the same things together.
9. A common misconception about teaching is…
That teachers are stupid. (Some are, certainly. But I'm not, and I make sure to surround myself with others who are sharp and thoughtful and skilled educators [often better than me].)
10. The most important thing I’ve learning since I started teaching is…
I never feel effective enough. Or patient enough. Or able to deal with difficult parents. These are important things because I'm stubborn and don't like to give up, so I have to keep trying to improve myself.
This has made me feel a bit better.
You know what else did? Last week (?) I wrote up a resume and cover letter to submit to a charter school, to feel like I was being proactive about my dread for my continuing job. I had to do several drafts because I kept thinking of more things I've done. And honestly, I kick ASS on paper. I was really impressed with myself (in an observer kind of way) and what I've done in the last three years.
I've got plans and ideas for this year too: more trips, even better bookroom makeovers, homework club after school, possibly a community service club. I'm excited about all those things. Just not about the everyday ins-and-outs of teaching.
Like it or not, tomorrow I have to suck it up and meet the new staff and admin and get my room set up. Hoo boy.
1. I am a good teacher because…
Education is really important to me, and I am knowledgeable and passionate about my subject area.
2. If I weren’t a teacher I would be a…
public speaker.
3. My teaching style is…
not so much with the workshop model (GASP!!!). Sometimes, sure. But a seven minute mini-lesson is the most ridiculous thing I've ever heard of. I do go through the "here's something," "let's talk about it/you guys figure it out," "discuss," "do it together," then "now see what you can do." And that hardly ever fits in a class period. But I do feel that it involves the students a bit more and encourages them to pay attention.
maybe?
4. My classroom is…
always full of books and piles of stuff, and music if I can help it.
5. My lesson plans are…
often done in my head and on the spot. I'm good at speaking and teaching on the fly. However, there are times when I'll do a whole week at a time, all printed out on a sheet, and I'll feel so proud and productive. At the beginning of the year, I will map out several weeks or a month at a time. It makes me feel prepared. Once the spring hits, though, those written plans disappear, just like my patience. :)
6. One of my teaching goals is…
To not take things personally. To be more patient and openly caring. And to start tracking students a bit closer with their writing.
7. The toughest part of teaching is…
Dealing with the tough kids that I can't get through to. And having no money. And waking up early.
8. The thing I love about teaching is…
Trying to get new ideas and concepts through to students. Not just dialogue format and verb tenses, but world travel, current events debates, google tips, etc. Things that I link to school but really are important knowledge for citizens of the world today. I love getting (forcing?) kids to care about something other than myspace and the new ridiculous song on the radio.
The other best thing is seeing student progress. Test prep progress doesn't exist in my opinion, but writing progress is clear to see. It's exciting to know something is getting through and feeling effective. Not that this happens much, mind you.
And yes, I love the much-needed vacations.
Oh, and the community of good, fun teachers, if you can find it. I'm grateful for the teacher-blogger community for providing friends, mentors, idea-bouncers, and the knowledge that we're all going through the same things together.
9. A common misconception about teaching is…
That teachers are stupid. (Some are, certainly. But I'm not, and I make sure to surround myself with others who are sharp and thoughtful and skilled educators [often better than me].)
10. The most important thing I’ve learning since I started teaching is…
I never feel effective enough. Or patient enough. Or able to deal with difficult parents. These are important things because I'm stubborn and don't like to give up, so I have to keep trying to improve myself.
This has made me feel a bit better.
You know what else did? Last week (?) I wrote up a resume and cover letter to submit to a charter school, to feel like I was being proactive about my dread for my continuing job. I had to do several drafts because I kept thinking of more things I've done. And honestly, I kick ASS on paper. I was really impressed with myself (in an observer kind of way) and what I've done in the last three years.
I've got plans and ideas for this year too: more trips, even better bookroom makeovers, homework club after school, possibly a community service club. I'm excited about all those things. Just not about the everyday ins-and-outs of teaching.
Like it or not, tomorrow I have to suck it up and meet the new staff and admin and get my room set up. Hoo boy.
Here we go again.
So. Much. To. Do.
Don't. Care. About. Any. Of it.
**********************************************************************************
I began writing a response to an interesting and valid comment. Others may be thinking the same thing, and my reply got lengthy, so here it is. Thanks, Jen. :)
Jen, I'm not sure if I really hate or loathe teaching... I've always been kind of ambivalent about it. (The dread stuff this summer is new. I'm pretty sure. I need to reread my archives. Last year left me afraid of my management abilities, or lack thereof. That's what I'm dreading--a repeat of last year.)
Which is not exactly reassuring, but part of me also thinks that I'm holding out for a better teaching job to feel happy. As in, a job where I have enough chairs, fewer than 33 kids in a room, I don't have to buy paper for copies, that kind of thing. The conditions in my school and in NYC are ridiculous. The bureaucratic BS and paperwork overload are everywhere, but I think that would be easier to deal with if there were better conditions, supplies, and a more collaborative, positive faculty.
To be sure, a change *is* definitely in order. I just was too lazy to really feel it early enough, and it quickly got too late before I could effectively figure out how to go about finding that change.
Next year I will certainly be looking for a new job--perhaps a NYC charter school, perhaps an overseas job, perhaps back home in Seattle.
Here's to hoping this dread dissipates soon so I can focus on getting through this year, learning from the bad shit last year, and doing my best to make this a good one. I do have faith that I can be a good teacher.
Tuesday, August 28, 2007
Techno dork
...but in the wrong way. Since I don't know how to put the thing in the actual post, just go here and watch the hilarious Hipster Olympics.
Monday, August 27, 2007
Duh Squared
would be a better title for this "news" story. I guess it's good to get the word out, but come on! Is this really a surprise or anything new, to anyone?
With Turnover High, Schools Fight for Teachers
With Turnover High, Schools Fight for Teachers
Tuesday, August 21, 2007
Freaking Workmares
This happens every summer, but somehow this time around it feels more ominous.
Last week I had a terrible dream in which I returned to school with everything different. I didn't even get into my classroom, I was immediately thrown into two coverages in a row. One of which was subbing for the cheer/dance advisor, whose practices began every day at 4am.
Last night I had a carbon copy workmare. There was a giant class that was spread in different places (a classroom and two trailers) and they were not really behaving, so I gave a quiz. On baseball. These things happened again later, slightly different situations but the same events. Baseball? Really, brain?
Sigh.
Last week I had a terrible dream in which I returned to school with everything different. I didn't even get into my classroom, I was immediately thrown into two coverages in a row. One of which was subbing for the cheer/dance advisor, whose practices began every day at 4am.
Last night I had a carbon copy workmare. There was a giant class that was spread in different places (a classroom and two trailers) and they were not really behaving, so I gave a quiz. On baseball. These things happened again later, slightly different situations but the same events. Baseball? Really, brain?
Sigh.
Monday, August 20, 2007
Healthy (?) Distractions
It's not a poem, but tonight I put together a smashing playlist, and I thought I'd share.
Stuff and Nonsense--Missy Higgins (an Aussie pop singer who sounds a lot like Susie Suh)
Sunrise--Norah Jones (you can't help but bop pleasantly to this)
Que Sera Sera--Pink Martini (sometimes I need a reminder that things work out in the end)
Stupid--Sarah McLachlan (you can't sing this one quietly, and I love that)
Stop this Train--John Mayer (such an addictive rhythm)
Concrete Sky--Beth Orton (I listened to this album a lot when traveling)
Sun Don't Shine--Haley Bonar (you know she was gonna be here somewhere)
Strong Enough--Sheryl Crow (I'm not the biggest fan of her, but there's something about this simple acoustic guitar melody that I love)
Someday You Will Be Loved--Death Cab for Cutie (a song I downloaded awhile back, after another blogger mentioned it, and I love it love it)
Stand By Me--Jason Mraz (a simple yet fantastic live performance)
Songbird--Fleetwood Mac (just a gorgeous, wistful song.)
Ain't No Sunshine--Eva Cassidy (slow and sensual female version of the classic)
Born Secular--Jenny Lewis & Watson Twins (from her solo album Rabbit Fur Coat, which is great)
Both Sides Now--Joni Mitchell (featured in an amazing wordless scene of Love Actually)
Shell--Susie Suh (lovely textured voice that I adore)
Grey Street--Dave Matthews Band (reminds me of dusty Chimney Corner nights)
Spark--Tori Amos (a lesser-known song from the classic singer)
Silent Sea--KT Tunstall (we're seeing her in September!)
Spring Street--Dar Williams (god, I love this song Every.Single.Time)
Song for a Friend--Jason Mraz (this mix is dedicated to my friend S [see the pattern??], and I hope to get it to her soon, along with a couple Australian souvenirs)(this same friend made me a truly awesome mix when I was home in April; I keep meaning to post it here)
Stuff and Nonsense--Missy Higgins (an Aussie pop singer who sounds a lot like Susie Suh)
Sunrise--Norah Jones (you can't help but bop pleasantly to this)
Que Sera Sera--Pink Martini (sometimes I need a reminder that things work out in the end)
Stupid--Sarah McLachlan (you can't sing this one quietly, and I love that)
Stop this Train--John Mayer (such an addictive rhythm)
Concrete Sky--Beth Orton (I listened to this album a lot when traveling)
Sun Don't Shine--Haley Bonar (you know she was gonna be here somewhere)
Strong Enough--Sheryl Crow (I'm not the biggest fan of her, but there's something about this simple acoustic guitar melody that I love)
Someday You Will Be Loved--Death Cab for Cutie (a song I downloaded awhile back, after another blogger mentioned it, and I love it love it)
Stand By Me--Jason Mraz (a simple yet fantastic live performance)
Songbird--Fleetwood Mac (just a gorgeous, wistful song.)
Ain't No Sunshine--Eva Cassidy (slow and sensual female version of the classic)
Born Secular--Jenny Lewis & Watson Twins (from her solo album Rabbit Fur Coat, which is great)
Both Sides Now--Joni Mitchell (featured in an amazing wordless scene of Love Actually)
Shell--Susie Suh (lovely textured voice that I adore)
Grey Street--Dave Matthews Band (reminds me of dusty Chimney Corner nights)
Spark--Tori Amos (a lesser-known song from the classic singer)
Silent Sea--KT Tunstall (we're seeing her in September!)
Spring Street--Dar Williams (god, I love this song Every.Single.Time)
Song for a Friend--Jason Mraz (this mix is dedicated to my friend S [see the pattern??], and I hope to get it to her soon, along with a couple Australian souvenirs)(this same friend made me a truly awesome mix when I was home in April; I keep meaning to post it here)
Bloody Cheek
Somebody looked at this entry from TWO YEARS AGO and decided to leave a rude and stupid comment. I know that I should be the bigger person and ignore it, but honestly, this was ridiculous.
The apparently offending passage:
It's not a "Do Now," it's a "Motivation."
We may NOT abbreviate "instructional objective." We must actually write out those two long words every day. Because, of course, we have NOTHING else to do with our time than play at the fucking chalkboard.
I know that I'm the only one who has ever noticed this bureaucratic nonsense. I'm probably the only one who's ever mentioned it, too. [/sarcasm]
Go check out the full post and definitely the comments (the anonymous rude one and my terse response). It's kind of hilarious in its utter naivete.
By the way, I do have a contact-paper section of the board (works just like a dry erase board! very convenient and easy. Highly recommended to other/new teachers) with sentence strips reading "Miss ---", "Today Is", "Reading Instruct!onal Object!ve", "Standard", "Writing Instruct!onal Object!ve", "Standard", while on the other chalkboard is one for "EL@ Homework". Makes my life just that much easier. So, you know, I can spend more time actually working on teaching the children.
The apparently offending passage:
It's not a "Do Now," it's a "Motivation."
We may NOT abbreviate "instructional objective." We must actually write out those two long words every day. Because, of course, we have NOTHING else to do with our time than play at the fucking chalkboard.
I know that I'm the only one who has ever noticed this bureaucratic nonsense. I'm probably the only one who's ever mentioned it, too. [/sarcasm]
Go check out the full post and definitely the comments (the anonymous rude one and my terse response). It's kind of hilarious in its utter naivete.
By the way, I do have a contact-paper section of the board (works just like a dry erase board! very convenient and easy. Highly recommended to other/new teachers) with sentence strips reading "Miss ---", "Today Is", "Reading Instruct!onal Object!ve", "Standard", "Writing Instruct!onal Object!ve", "Standard", while on the other chalkboard is one for "EL@ Homework". Makes my life just that much easier. So, you know, I can spend more time actually working on teaching the children.
Day 142: Blue
Blue wall, blue eye, blue mood.
This coming year will suck. My administration will be completely different but I don't know any details. My only three school friends are gone, two out of state. The classes I will teach will be like my first year: two middle and one inclusion (meaning nearly half will be special ed). Though I think last year began okay, it ended badly and left me very unhappy (although thrilled and utterly relieved to get to the summer).
I hate feeling so negative; I wish I could change my mood. But look at all those ominous events!
Friday night I finally cried, from the stress of thinking and worrying and dreading September 4.
This coming year will suck. My administration will be completely different but I don't know any details. My only three school friends are gone, two out of state. The classes I will teach will be like my first year: two middle and one inclusion (meaning nearly half will be special ed). Though I think last year began okay, it ended badly and left me very unhappy (although thrilled and utterly relieved to get to the summer).
I hate feeling so negative; I wish I could change my mood. But look at all those ominous events!
Friday night I finally cried, from the stress of thinking and worrying and dreading September 4.
Sunday, August 19, 2007
Snorkeling on the Great Barrier Reef
I was really nervous at first; it took me a few minutes of being in the water before I tried putting my face in. The mask and snorkel took some time getting used to; I'm always afraid of choking on water (ugh, and seawater is so gross). But very soon I was breathing closer to normal and finning around happily, thoroughly enjoying the amazing experience. Holy wow, batman.
Friday, August 17, 2007
Note from Previous Students
At the end of each year, the class writes letters to next year's students, giving them advice and such. I found a stack of them the other day, and I'm posting this one to help me feel good about this year. My teaching years have gone back and forth--very bad, good, kinda bad; I'm not at all looking forward to this year, which I know is terrible. So I'm going to have to psych myself up and this kind of thing may or may not help, but it's worth a shot.
Dear Incoming Students,
I hope you get Ms --- class for homeroom next year. I hope you get Ms --- for homeroom because she is a very nice teacher even though she screams a lot and gives a whole lot of hard and understanding homework. She is a teacher that will keep pushing you until you get it or do it. If you don't get it she will explain it and then push you so I hope you get Ms --- next year.
Sincerely,
Student S
Dear Incoming Students,
I hope you get Ms --- class for homeroom next year. I hope you get Ms --- for homeroom because she is a very nice teacher even though she screams a lot and gives a whole lot of hard and understanding homework. She is a teacher that will keep pushing you until you get it or do it. If you don't get it she will explain it and then push you so I hope you get Ms --- next year.
Sincerely,
Student S
Thursday, August 16, 2007
Apartment After!
You know I had get a shot of myself with the roller.
[Leaving the tape on for now, because I think I'm going to do a quick second coat tomorrow, to get the surface even and pretty.]
I'm so excited that I got this all finished in just three days. I was almost nervous or confused to do the real painting today. I was enjoying having a project, and I was really surprised at myself for getting started straightaway. One of my best traits is having great ideas, but one of my greatest downfalls is not always following through, especially in a timely manner.
I think one reason it shocked me, going so quickly, is that I've done so much painting in the past, but it's always been for someone else. Meaning that it all had to be set up, materials bought and set out by the time we got there, and someone else calling the shots, basically.
So to get myself a great project and to take care of the whole thing on my own is definitely new for me. I'm used to being self-sufficient and independent, but most of the time it doesn't involve hands-on things like this. When it does, I invariably have help. Setting up the apartment when I moved in, organizing and cleaning the bookroom, and other large projects, there was at least one person there to help. Not only that, but I often felt like I could not have done it without those people, even for patience's sake. You know, someone to hash out plans and to chat to. Even for this, Boyfriend was going to help me. And look--I decided on a color, bought all the materials, did all the preparation, and completed the painting ALL by myself!
I'm very happy and proud of myself! So much so, that I wouldn't mind finding another big home improvement project...
That said, I've really appreciated your supportive comments! You guys definitely helped motivate me, if only to have another step to show off. :)
Which actually brings me to my plea for help (see? knew I needed other people after all...) I think I still want to do a different accent color on the door and window trim. I'd been thinking about a bright yellow and a red, to create kind of an island feel (since that is what finally inspired this color choice). Online, though, they looked weird. So I figured that I'd get this much done and see what I thought. Though this process was a little tedious at times, it did go pretty darn fast (I could have easily squeezed this all into two days instead of three), and I think it would look even better with an accent. I definitely want a completely different color, something bright and cheery.
So I'd love to get your ideas!
Wednesday, August 15, 2007
Tuesday, August 14, 2007
New Project
I've lived in this cute apartment for a year and a half. It has frame moldings on the walls, but everything is white. I told myself that this summer I would try to do some painting.
After loving the Whitsunday Islands, I decided to use that vivid aqua as my main color. I had been thinking about a yellow and a red for trims, but they didn't seem quite right when I played with the preview tool online.
This afternoon I returned to Home Depot (I'd been there, scouting, a couple times before) and bought paint (a pretty near match to the color above, named Mermaid Treasure) and supplies!
So here is what I need to do, in order. [New teachers, this is what educrats call a narrative procedure; you will see it on your standards lists! :)]
First, take down fairy lights and other things on the walls--DONE
Second, move furniture away from walls--DONE!
Tape the edges of the frames (god, that's going to take forever)--DONE!!!!!
Fill and sand nail holes--DONE!
As well as look for and sand any random rough/sticky-out bits.--DONE!
Be sure to wash the walls-they're dusty!--DONE!
Before opening the paint, put down drop cloths--Easy done
Carefully and tediously cut in edges of all frames (also going to take forever)(but I'm really good at it)--DONE!
Finally, paint inside frames with rollers!--ALL DONE!! WOO!!
Stand back, tilt my head, think about whether I should use another color for trim
And of course, take pictures at every stage. Naturally.
Wish me luck, folks. I'll try to update as I progress through my long list.
It is 4.42 in the morning!
It's been over a week now since my return to the States. I figured I would be jetlagged, but this is ridiculous. Every other night I crash for twelve to fourteen hours, and the in-between nights I can't sleep.
Last night I tried to go to bed at 12.30, but got up at 1.15. Back to bed at 3, brain started thinking about school, probably drifted off close to five. Alarm at 9.45 to move the car.
I did not go back to bed after this, thinking that missing out on sleep like that would tucker me out for the next night.
But I easily stayed up until three this morning, polishing off TWO chick-lit novels. After a shower and some flickr, I'm feeling more tired, but not sleepy.
Oh, and also? Four or five days before leaving Australia, my lower left eyelid developed a twitch. It got worse as our departure date came closer, and it was especially bad on the plane day home, but after my complete return it subsided. It flared once or maybe twice a day, and I thought it was gone. Ho, no siree. That twitch has been acting up a lot in the last day or two. And it's freaky. I can feel and also see it; it impedes my vision from the bottom up. It's like an involuntary upside down stuttering wink, sometimes for almost ten seconds at a time.
What the hell, dudes? I can't sleep and my FACE is TWITCHING. I'm a freak!
Last night I tried to go to bed at 12.30, but got up at 1.15. Back to bed at 3, brain started thinking about school, probably drifted off close to five. Alarm at 9.45 to move the car.
I did not go back to bed after this, thinking that missing out on sleep like that would tucker me out for the next night.
But I easily stayed up until three this morning, polishing off TWO chick-lit novels. After a shower and some flickr, I'm feeling more tired, but not sleepy.
Oh, and also? Four or five days before leaving Australia, my lower left eyelid developed a twitch. It got worse as our departure date came closer, and it was especially bad on the plane day home, but after my complete return it subsided. It flared once or maybe twice a day, and I thought it was gone. Ho, no siree. That twitch has been acting up a lot in the last day or two. And it's freaky. I can feel and also see it; it impedes my vision from the bottom up. It's like an involuntary upside down stuttering wink, sometimes for almost ten seconds at a time.
What the hell, dudes? I can't sleep and my FACE is TWITCHING. I'm a freak!
Monday, August 13, 2007
Sunday, August 12, 2007
Friday, August 10, 2007
For Shame!
I saw on a random blog today that this is Blog Against Racism week.
Oh, the irony.
Now, I've only been in New York since 2004, but it didn't take me long to figure out that the Post and Daily News were disgustingly sensationalistic excuses for newspapers. But apparently I underestimated them--the Post is also openly racist. Not surprised? Yeah, me neither. Still disgusted? Yep, me too.
I'm not the most informed of citizens (too much of the news is sensationalized, silly [Lohan and Hilton escapades?], or too upsetting [our President?]), and I'm not the most articulate writer, so I apologize for my bumbling efforts, but even I can't ignore this.
The Post has published two very racist, name-calling articles about the woman trying to open the Khalil Gibran school in Brooklyn.
"Almontaser, a community activist and Muslim, has said the new grade 6-12 public school will be modeled on other dual-language city schools and have no religious component."
"Intifada is a war. Isn't that what Arafat had?" said Pamela Hall, a Manhattan mom opposed to the academy on the grounds that it violates separation of church and state."
So many things wrong in just these two sentences. First, calling her a community activist but then basically qualifying it by referencing her religion and cultural background? This reporter has taken an innocent direct quote from Almontaser, but by invoking Muslim as basically a racial epithet, implies that she cannot be trusted and is wrong or lying.
For who is a better judge and expert on Middle East troubles than narrow-minded Manhattan moms who clearly can't read?
So naturally, the next step is to actually call the educator and activist the 'Intifada Principal.' Read on into the article, and the controversial t-shirts,
"were being sold by an Arab activist group headquartered in the same storefront as a Yemeni-American association that Almontaser heads."
So what exactly did she do to 'earn' this slur? Merely be of Middle-Eastern descent and work NEAR another Middle-Eastern group. Propinquity now determines guilt?
An established educator has been working for years to get this school going, a school that would TEACH future generations about different and foreign cultures and ways of thinking (has that reporter ever even read any Khalil Gibran? Read before you throw stones, please), which, one hopes, would help those future generations to be more accepting and open-minded; instead, the racism she's trying to overcome is thrown right back in her face.
I am literally trembling with anger and disgust. These stories make me sick to my stomach.
SHAME on you, NYPost. SHAME on you, anyone who fell for this racist claptrap.
Something needs to be done about this all-too-pervasive attitude, in New York City and in the United States in general. You know what's 'revolting,' Post? Your small-minded tabloid attitude and its 'tenuous' grasp of ethics and cultural acceptance. Shame on you.
Oh, the irony.
Now, I've only been in New York since 2004, but it didn't take me long to figure out that the Post and Daily News were disgustingly sensationalistic excuses for newspapers. But apparently I underestimated them--the Post is also openly racist. Not surprised? Yeah, me neither. Still disgusted? Yep, me too.
I'm not the most informed of citizens (too much of the news is sensationalized, silly [Lohan and Hilton escapades?], or too upsetting [our President?]), and I'm not the most articulate writer, so I apologize for my bumbling efforts, but even I can't ignore this.
The Post has published two very racist, name-calling articles about the woman trying to open the Khalil Gibran school in Brooklyn.
"Almontaser, a community activist and Muslim, has said the new grade 6-12 public school will be modeled on other dual-language city schools and have no religious component."
"Intifada is a war. Isn't that what Arafat had?" said Pamela Hall, a Manhattan mom opposed to the academy on the grounds that it violates separation of church and state."
So many things wrong in just these two sentences. First, calling her a community activist but then basically qualifying it by referencing her religion and cultural background? This reporter has taken an innocent direct quote from Almontaser, but by invoking Muslim as basically a racial epithet, implies that she cannot be trusted and is wrong or lying.
For who is a better judge and expert on Middle East troubles than narrow-minded Manhattan moms who clearly can't read?
So naturally, the next step is to actually call the educator and activist the 'Intifada Principal.' Read on into the article, and the controversial t-shirts,
"were being sold by an Arab activist group headquartered in the same storefront as a Yemeni-American association that Almontaser heads."
So what exactly did she do to 'earn' this slur? Merely be of Middle-Eastern descent and work NEAR another Middle-Eastern group. Propinquity now determines guilt?
An established educator has been working for years to get this school going, a school that would TEACH future generations about different and foreign cultures and ways of thinking (has that reporter ever even read any Khalil Gibran? Read before you throw stones, please), which, one hopes, would help those future generations to be more accepting and open-minded; instead, the racism she's trying to overcome is thrown right back in her face.
I am literally trembling with anger and disgust. These stories make me sick to my stomach.
SHAME on you, NYPost. SHAME on you, anyone who fell for this racist claptrap.
Something needs to be done about this all-too-pervasive attitude, in New York City and in the United States in general. You know what's 'revolting,' Post? Your small-minded tabloid attitude and its 'tenuous' grasp of ethics and cultural acceptance. Shame on you.
Thursday, August 09, 2007
That was easy
Yesterday I was very productive, so I was worried about today. What would I do to keep myself busy and entertained?
Silly me!
I slept for fourteen hours for the second time this week, so basically, my day was over when I woke up! Awesome!
Yesterday, besides finishing Harry Potter, I did laundry, got my eyebrows done (phew! so much better!), worked out, procured some groceries, and of course, uploaded photos. I felt really good about Getting Things Done, especially as it was So Bloody Humid.
During the night (erm, I mean, during the day, apparently), while asleep, I could feel the difference in the weather--still hot but not sticky and humid anymore, thank god. I had thoughts about going for a walk in the evening sun, but obviously that didn't happen; it's dark now.
Silly me!
I slept for fourteen hours for the second time this week, so basically, my day was over when I woke up! Awesome!
Yesterday, besides finishing Harry Potter, I did laundry, got my eyebrows done (phew! so much better!), worked out, procured some groceries, and of course, uploaded photos. I felt really good about Getting Things Done, especially as it was So Bloody Humid.
During the night (erm, I mean, during the day, apparently), while asleep, I could feel the difference in the weather--still hot but not sticky and humid anymore, thank god. I had thoughts about going for a walk in the evening sun, but obviously that didn't happen; it's dark now.
Wednesday, August 08, 2007
The Last
Harry Potter and the Deathly Hallows was released July 21st, while I was in Australia. So my first glimpse of the book happened in the Brisbane airport on the 22nd, and I was excited--finally! it's here!--but also sad and disappointed--I didn't want to buy it right away. They were charging AUD$45 and it was a heavy hardcover, so I told myself I just had to wait.
The night I got back to the US, Boyfriend lent me his copy. With the return errands and sleeping, I began reading it Monday night and finished it this afternoon.
Oh. My. Goodness.
On Tuesday, I read until the twenty-first chapter, and holy cow it was like an action film--packed with suspense so that I rather felt on the edge of my seat.
Today I picked it up again and DAMN! I had to read the entire rest of the book. There was really no choice; it was impossible to put it down. She really packed so very much into one book, and in under 800 pages!
The emotional turmoil started much earlier in this one than in five and six, but I guess that's what has to happen in the final installment. There were lots of tears and anguish (ha--from the characters and from me), but I was happy with the way everything wrapped up.
Wow.
Recovery and Readjustment
Returning from a big trip is always a letdown. Sure, you get to sleep in your own bed and you don't have to live in the same three outfits anymore. Sleep cycles are disrupted, of course, but it's bigger than that.
A long time ago, I wrote in a trip journal about how it feels. It's like the normal world is one of those wooden toy boards with different shaped holes in, and each person is a peg that has to fit in their own slot in the board. When you go on a big trip, you do all these new things, you see who you are without the creature comforts of everyday unchallenging life. You grow new bits and pieces, you expand and feel an awakening of the possibilities.
Upon your return, the hammer of life tries to force your now-explanded shape back into your slot. It's uncomfortable, because you've got new things about you that the normal world doesn't care about, wants to eliminate, wants to get you back, complacent with dullness. And eventually, you can't resist and succumb; sliding back into your place.
You never get back to complete normal, though; the scars of your experiences remain as a testament to the new growth that you sought. Sometimes those scars fade until you barely remember them; other times they scab and bleed and they're all you think about. Or they seem to have healed, but flare up and remind you--hey! over here! look what you've done! look what you're capable of! normal life doesn't have to be the end-all be-all!
It's disappointing because other people can never really understand the change that you go through. Too many people never travel; worse, too many people never *want* to go anywhere. And let alone going anywhere alone! If you are lucky enough to go somewhere with other people, you'll share that bond, that brotherhood, forever. You got to see and grow and wonder together, and you'll all understand the difficulty of returning home after an amazing new experience. Most of all, those fellow travelers understand the pull of wanderlust.
You have changed, but when you get home, nothing has changed. Your room is still messy and the city is still dingy. You still have to do the shopping and the dishes and go to bed at a reasonable time. You still have to make small talk and condense your adventure into twenty interesting, yet nonthreatening, words. The alarm in the morning doesn't signal the start of another adventure; it signals Just Another Regular Day. Not something to be looked forward to, not something to document with photos and an internal narrative, not something that holds the potential of New and Different and Exciting.
A long time ago, I wrote in a trip journal about how it feels. It's like the normal world is one of those wooden toy boards with different shaped holes in, and each person is a peg that has to fit in their own slot in the board. When you go on a big trip, you do all these new things, you see who you are without the creature comforts of everyday unchallenging life. You grow new bits and pieces, you expand and feel an awakening of the possibilities.
Upon your return, the hammer of life tries to force your now-explanded shape back into your slot. It's uncomfortable, because you've got new things about you that the normal world doesn't care about, wants to eliminate, wants to get you back, complacent with dullness. And eventually, you can't resist and succumb; sliding back into your place.
You never get back to complete normal, though; the scars of your experiences remain as a testament to the new growth that you sought. Sometimes those scars fade until you barely remember them; other times they scab and bleed and they're all you think about. Or they seem to have healed, but flare up and remind you--hey! over here! look what you've done! look what you're capable of! normal life doesn't have to be the end-all be-all!
It's disappointing because other people can never really understand the change that you go through. Too many people never travel; worse, too many people never *want* to go anywhere. And let alone going anywhere alone! If you are lucky enough to go somewhere with other people, you'll share that bond, that brotherhood, forever. You got to see and grow and wonder together, and you'll all understand the difficulty of returning home after an amazing new experience. Most of all, those fellow travelers understand the pull of wanderlust.
You have changed, but when you get home, nothing has changed. Your room is still messy and the city is still dingy. You still have to do the shopping and the dishes and go to bed at a reasonable time. You still have to make small talk and condense your adventure into twenty interesting, yet nonthreatening, words. The alarm in the morning doesn't signal the start of another adventure; it signals Just Another Regular Day. Not something to be looked forward to, not something to document with photos and an internal narrative, not something that holds the potential of New and Different and Exciting.
Monday, August 06, 2007
Ha! Awesome!
I stayed up until 2.30 last night/this morning, fiddling around on the computer and watching tv. I was fairly sleepy before that; I was just being a lazy stubborn night owl. So with the jet lag and stuff, I figured I might sleep until ten or maybe twelve.
I forced open my eyes after a nice sleep, and checked out the time. I did a double-take squint--it said 4.45pm!
Fourteen hours on my first night back. Wow. I feel a bit swollen and achy, especially in my hands and back. And my throat hurts (but that's been there for awhile already. Also a little restless and lost, as the day is fairly much over by now and I haven't done anything on my prioritous list.
Just now the photos have finally finished uploading, and the final tally is...da da dum...2,033!
I forced open my eyes after a nice sleep, and checked out the time. I did a double-take squint--it said 4.45pm!
Fourteen hours on my first night back. Wow. I feel a bit swollen and achy, especially in my hands and back. And my throat hurts (but that's been there for awhile already. Also a little restless and lost, as the day is fairly much over by now and I haven't done anything on my prioritous list.
Just now the photos have finally finished uploading, and the final tally is...da da dum...2,033!
Sunday, August 05, 2007
The Return!
I tried to post a hello yesterday (the day before?), but it didn't work.
Right now it's half-past midnight. The longest day of my life is ending: awake at 6am on Sunday morning, boarding a plane at 11am, traveling for a full twenty-four hours, then doing the arrival business (bags, car, settling in). Going to bed after midnight, still on Sunday.
That makes a thirty-four hour day! Those of you/us who declare there needs to be more hours in a day, I found the solution--travel eastbound across the international date line!
So our Australian Adventure has come to an end. After three weeks, it's kind of a shock to come to a standstill, after moving every one or two days, living out of my silver suitcase (very proud of myself for that), seeing all new terrain every single day. Now we're back to the daily grind of humidity and preparing for the school year.
I haven't really mentioned much of what we did, but right now I have to gush about two standout places: the Outback--wide open spaces with a harse and spare beauty unlike anything I've ever seen; and the Whitsunday Islands/Great Barrier Reef--the most amazing blue water and glorious flora and fauna. I already miss them both and very much hope I get to return.
There are so many things I need to do right away, but I began with a quick mail sort, booting up my computer, tossing together laundry for tomorrow, and best of all, a shower. Ah, that felt great. Nothing like a shower in your own place after a long time away. For the last thirty minutes or so, I've been going through email and uploading photos (come on, you knew I was gonna do that straight away).
I'm hungry; I'm not sure if I've had a full proper meal today. Qantas had some meals on the plane from Brisbane to LA, but I really couldn't tell you how long ago that was. Possibly yesterday, technically.
Tomorrow I have a lot to do to catch up with normal life again: laundry of course, an eyebrow wax (holy crap! the sun down under must have spurred their growth!), opening mail, balancing my checkbook (ie, figuring out how much money I did actually spend), finish uploading photos, go food shopping (I seem to have a lot of frozen desserts, and cheese.), get the disposable camera developed (an underwater camera from the Great Barrier Reef! Those will be some hilarious self-portraits, and I hope the sea turtle picture came out), SLEEP, eat, begin catching up on recorded television, start reading Harry Potter #7 (eee!!!), and attempt to catch up on blogs and flickr.
Phew.
Right now it's half-past midnight. The longest day of my life is ending: awake at 6am on Sunday morning, boarding a plane at 11am, traveling for a full twenty-four hours, then doing the arrival business (bags, car, settling in). Going to bed after midnight, still on Sunday.
That makes a thirty-four hour day! Those of you/us who declare there needs to be more hours in a day, I found the solution--travel eastbound across the international date line!
So our Australian Adventure has come to an end. After three weeks, it's kind of a shock to come to a standstill, after moving every one or two days, living out of my silver suitcase (very proud of myself for that), seeing all new terrain every single day. Now we're back to the daily grind of humidity and preparing for the school year.
I haven't really mentioned much of what we did, but right now I have to gush about two standout places: the Outback--wide open spaces with a harse and spare beauty unlike anything I've ever seen; and the Whitsunday Islands/Great Barrier Reef--the most amazing blue water and glorious flora and fauna. I already miss them both and very much hope I get to return.
There are so many things I need to do right away, but I began with a quick mail sort, booting up my computer, tossing together laundry for tomorrow, and best of all, a shower. Ah, that felt great. Nothing like a shower in your own place after a long time away. For the last thirty minutes or so, I've been going through email and uploading photos (come on, you knew I was gonna do that straight away).
I'm hungry; I'm not sure if I've had a full proper meal today. Qantas had some meals on the plane from Brisbane to LA, but I really couldn't tell you how long ago that was. Possibly yesterday, technically.
Tomorrow I have a lot to do to catch up with normal life again: laundry of course, an eyebrow wax (holy crap! the sun down under must have spurred their growth!), opening mail, balancing my checkbook (ie, figuring out how much money I did actually spend), finish uploading photos, go food shopping (I seem to have a lot of frozen desserts, and cheese.), get the disposable camera developed (an underwater camera from the Great Barrier Reef! Those will be some hilarious self-portraits, and I hope the sea turtle picture came out), SLEEP, eat, begin catching up on recorded television, start reading Harry Potter #7 (eee!!!), and attempt to catch up on blogs and flickr.
Phew.
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