For a Laugh

According to their tv spot this weekend, Boots as well as Women's Apparel are not available in Hawaii or the DR. Sandals and men's tees all around!

--

From the classroom, kids trying to use words in sentences:

My friend is Fatigue.

I have a cousin who is criticism.

(Taking personification to a whole new level!)

And my personal favorite:

My brother and I love criticism juice.

Ha!

Conflict Mode 5 of 5: Compromising

Compromising is moderate in both assertiveness and cooperativeness. The objective is to find some expedient, mutually acceptable solution that partially satisfies both parties. It falls intermediate between competing and accommodating. Compromising gives up more than competing but less than accommodating. Likewise, it addresses an issue more directly than avoiding, but does not explore it in as much depth as collaborating. In some situations, compromising might mean splitting the difference between the two positions, exchanging concessions, or seeking a quick middle-ground solution.

It's hard to agree to disagree. But sometimes that's all you can do. It's even more difficult sometimes to give something up, especially if it's a grudge (I'm a champion grudge holder). I don't like to do it, but most of the time I try to be a grown up and suck it up already.

For example, we have been having even more administrative nonsense the last couple days. It's something that should have been addressed weeks ago, to prevent everyone a shitload of work. It's actually not a ton of work for the teachers, but more for admin to deal with it. They asked us to change/update some information on report cards. I truly didn't mind, and I wasn't upset, because it took hardly any time at all.

However, some of it I completely disagree with, and my colleagues felt the same way--cond*ct marks should absolutely NOT be correlated to the academic grade. Sorry. So I didn't change mine. If they want to write me up or change it over my head, go for it. But I will stick up for that. I guess there's my competing side coming back up.

Conflict Mode, 4 of 5: Collaborating

Collaborating is both assertive and cooperative -- the complete opposite of avoiding. Collaborating involves an attempt to work with others to find some solution that fully satisfies their concerns. It means digging into an issue to pinpoint the underlying needs and wants of the two individuals. Collaborating between two persons might take the form of exploring a disagreement to learn from each other's insights or trying to find a creative solution to an interpersonal problem.



Isn't this who we all what to be?



I really want to collaborate. I enjoy it, because everyone wins. I try to do my best to collaborate when I have the opportunity--I'll speak up with my own ideas and suggestions but also give feedback.

Teaching has such great collaboration potential, being creative and professional with your colleagues, to benefit us and the students too. Collaboration builds community and esteem, and I also believe it improves instructional quality, in several ways. First, teachers get ideas, lessons, and units from colleagues, tweaking it to fit their own style. Second, when you know you're working with other creative people and need to share, you want to step up your own game. So then the grade students improve, and then the positive atmosphere spreads, 'infecting' other grades and eventually the whole school. And hey, test scores might even increase!

This is why I long for real professional development and real common planning time. When we have time to collaborate as professionals, everyone wins!

Hands On Real Life Lesson!

Over the summer, while painting my apartment, I realized that the sequence of tasks might make an interesting lesson. So I kept all the tools in this little box, and finally brought them to school.

So today in class we learned about sequence and higher order thinking. I handed out these items to the tables, and each table shared with the class what they had and what it was for (I had to correct or guide some kids with the paint can opener and the sanding sponge). Then I gave each table some index cards with the tools listed on them, and the kids had to put the cards/tasks in order, and explain in writing in their notebooks why each step needed to go before or after another task.

At the end, I redistributed the items to some students and then they came to the front of the room and put themselves in order. As a class, we discussed why each step came in what order, and what would happen if, say, you spackled after painting.

I think it was a fun lesson, and the kids definitely got into it. They liked looking at and playing with the tools, and everyone was involved. Lots of accountable talk! It actually got too loud with the accountable talk a couple times. But overall, it was good, especially because it's pretty difficult to do kinesthetic lessons in English. Also, they now know how to go about painting! :)

Feel free to borrow or adapt this idea, fellow teachers!

Conflict Mode: Part 3 of 5: Avoiding

Avoiding is unassertive and uncooperative -- the person neither pursues his own concerns nor those of the other individual. Thus he does not deal with the conflict. Avoiding might take the form of diplomatically sidestepping an issue, postponing an issue until a better time, or simply withdrawing from a threatening situation.

At school, I often try to do this. Since I know I tend to get irritated and there's so much potential conflict (with adults), I'll do the complete opposite and shrink back, trying to be invisible. During preps that I have to leave my room, I put on my headphones and go to the couch to do my work, facing away from the room. Leave me alone.

I do this in my personal life too. When I don't feel I fit in, I think to myself, better get away. In high school once, I remember I put my coat over my head because I felt like I didn't belong and shouldn't be there.

I'm kind of an introvert with bursts of extravertist tendencies, and occasionally I'll snap from the latter to the former with a bang. It's not fun and I know it's pathetic, but it's easy to sink into the "I'm not good enough/No one likes me/I don't know what I'm doing/No one's listening to me/No one likes me."

I just disengage and pretend it doesn't bother me.

Conflict Mode and Personality, Part 2 of 5: Accommodating

Accommodating is unassertive and cooperative -- the complete opposite of competing. When accommodating, the individual neglects his own concerns to satisfy the concerns of the other person; there is an element of self-sacrifice in this mode. Accommodating might take the form of selfless generosity or charity, obeying another person's order when you would prefer not to, or yielding to another's point of view.


Basically, this is only me if I'm at work and don't want to get in trouble. And even then I'd probably protest or at least roll my eyes.

I must say that I do tend to think negatively about this type, because who wants to be a doormat? Everyone should be able to speak up for themselves. And maybe, since Competers have such big mouths, we also will speak up for those who don't want to.

Conflict Modes and Personality: Competing

Note: I have written, rewritten, rearranged and/or redone this at least four times, trying to be logical and articulate. I'm sure I have still not succeeded on that, but there you go. Just keep that in mind as you read and be kind. :)

Today and tomorrow we have Professional Development at school, and one of the first activities this morning was taking the Thomas-Kilmann Conflict Mode Instrument. There are thirty pairs of statements and you have to choose what you're more likely to do in the situation. Based on those responses, you end up 'fitting in' to one of the five conflict modes [I put that in quotation marks because you're forced to choose things that you may not ever actually do, and therefore these groupings are not necessarily valid].

This instrument is designed to measure a person's behavior in conflict situations. "Conflict situations" are those in which the concerns of two people appear to be incompatible. In such situations, we can describe an individual's behavior along two basic dimensions: (1) assertiveness, the extent to which the person attempts to satisfy his own concerns, and (2) cooperativeness, the extent to which the person attempts to satisfy the other person's concerns.

First up on the list is:
Competing is assertive and uncooperative -- an individual pursues his own concerns at the other person's expense. This is a power-oriented mode in which you use whatever power seems appropriate to win your own position -- your ability to argue, your rank, or economic sanctions. Competing means "standing up for your rights," defending a position which you believe is correct, or simply trying to win.

Twelve of my 30 responses fit into this category. I said to myself, great, I'm a forceful asshole!

Our facilitator mentioned that these modes also indicate our default personalities. Or perhaps I just heard it that way.

"Competing" certainly has a negative connotation; it implies conceit in one's own opinions and power. Winning is a positive thing in our capitalist and opportunistic Western culture, but not when one is portrayed as caring about nothing other than winning, for the sake of winning. In general, this sounds like a forceful and strong personality, completely unwilling to compromise or hear anyone out.

Let's try to articulate all the ways this is significant.

In general, if I am confronted with a debate, I will hotly argue for my own opinions. (Face it, I'm usually right. :D) I have strong ideas and clear opinions on many issues, and I will passionately work to make others see things the way I do. Does it work? Very rarely; I seem to be a poor debater. Regardless, I will always involve myself, even though it usually ends with me frustrated and inarticulate.

When it comes to issues and causes, I'm definitely passionate about doing. That's why I got involved in volunteer work and education. Contrarily, that's why I try to avoid politics and the news--so much bothers me and it works me into a rage, but I can't seem to do anything about it, not even write articulately or interestingly about it. So I just watch the Daily Show and feel glad that others are also bothered about the facades presented by our government.

If I am confronted in the street or by a coworker, I do NOT engage and compete; quite the opposite in fact, but more on that later with discussion of the other modes.

When it comes to teaching, I think this is actually a pretty valuable trait. In the classroom, I do subscribe to the "my way or the highway" idea for most things. For example, homework--do it. No forgetting, no leaving it in another room, no broken printer, no writing it in the wrong place. If it's not done and done correctly, zero. I believe this is beneficial to the students, because at this age they need to learn accountability and responsibility for themselves and their work. In the classroom during lessons and things, I am passionate about the subject, so that the students will take the subject, and me, and their own success seriously. That is vital to a successful classroom.

We must also create and uphold high standards, and then convince the children, their parents, our supervisors, even sometimes ourselves, that everyone *can* and *must* aim for those high standards. We have to admonish children for not following rules, correct their misbehaviors, teach them social mores, separate bullies...the list goes on. Teaching can be a battle (hopefully not a bloody or uncomfortable one), unifying educational ideas and goals with rowdy, rude children. All this fits right in with the Competing description: standing up for what you believe, working hard to 'win.'

When I talk to parents, similar things apply. I understand that things come up, but the student needs to do their job. Period. End of story. Obviously, this does work with some particulary nasty/insane/indifferent parents. And in those cases I still don't back down, often to the consternation of an administrator. The child is responsible for their behavior and their work, and that's all there is to it. I will not compromise on that.

In general, leaders should exhibit some of these traits, especially leaders in education. They should be willing to fight for teachers, for resources, for students, and for the well-being of the school in general. There are some issues that should not be compromised, like upholding the discipline policies or supporting teachers' rights.

Now for the personal interactions.

I certainly agree that I can be a strong personality, and I enjoy games or sports. But I've never been obsessed with "the win." I'm happy enough to be victorious, but I hate sore winners and sore losers, so I'm not one to be all, "WOO! I WIN! YOU SUCK! I'M AWESOME! YEAH ME!!"

However, as I mentioned above, I choose to see the most important aspect of this mode as standing up for your rights and beliefs. Competitors will not be bowled over or taken advantage of, because of either conviction or stubbornness, whichever you'd like to call it. We are passionate about whatever we believe.

Back in AmeriCorps, we did a lot of teambuilding/service learning. One of the most memorable was the 'box of happiness' activity. Each member of the team wrote a note about each person, saying what they appreciated about that person, and then those notes got collected into small boxes for us to keep. I still have mine, and it lives on my important tchotchkes shelf. When I first read all the notes, it was very warm-fuzzy, but then when I re-read them, I realized that every.single.one basically said the same thing. I got upset (at myself? not at my teammates) that I seemed so one-dimensional. Was that really all there was to me? Is it a bad thing?

I just dug out all the notes and reread them (tearing up just a bit because I miss them, I suppose) and here's one that represents them all: "I admire your ability to speak up for what your stand for and what you think, even when you are the only one saying it."

Forceful asshole again? Being out on a limb so much that I built a home there? That's my knee-jerk lack of self-esteem perspective (back then and still now). But then I think I must adjust that, because shouldn't everyone be able to express themselves? Shouldn't everyone have a voice? Not always a voice to take over others, but to be acknowledged at the very least. I suppose that even if I was too forceful at times (which I surely was), I wasn't trying to be selfish or irritatingly righteously indignant, and my teammates were able to frame it in a positive way (for which I do need to be grateful).

Happily, several other notes also mentioned that I cared a lot about the team and our cohesiveness, so hopefully I was not despised or pigeonholed by my opinionatedness. :) (More making up words!)


When in our groups this morning at school, we discussed advantages and disadvantages. First, we as Competitors are honest about being strong-willed. That leads us to being persistent and passionate, which I've already mentioned. Unfortunately, it makes us seem inflexible and possibly intimidating. Not to mention creating conflict where it doesn't need to be.


When dealing with others, we need to remember to be patient, that not everyone is as outspoken and impassioned as we might be. But that doesn't mean those quieter folks get ignored--we need to find ways to see their points of view. Also, many times the argument is going nowhere and we just need to let go and step back, and agree to disagree. This can be very difficult for me. But I've worked on this kind of stuff and I do think I have gotten better about being strong without being forceful, standing up for myself without alienating others, and working to cooperate as much as possible.




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My hope is to examine the other conflict modes each day this week, so stay tuned! Assuming you're still awake right now, that is.
Other teachers or anyone else, I would love to hear/read what you think about all this. Feel free to discuss or write your own post and link here.

Spring, erm, Fall Cleaning

This morning, I forgot that the time had changed, so when I woke up at 8.30, it was really 7.30. Sweet!

Once I changed my watch and alarm clock, I took a look around and decided to tidy up. (This only happens once a month or so, if I'm lucky.) First I had to pick things up off the floor, then move the card table back into the kitchen so I could use the swiffervac. The bathroom bleach cleaner soaked while I did that. I even cleaned off my computer desk! It was really dirty and dusty and crumby. Ick.

My next step was a bit of self-cleaning. Except not. For the first time in at least two weeks, I worked out! It was a one hour yoga/pilates tape, nothing too vigorous to exacerbate my trick knee. It felt really good and now I'm ready to tackle the pile of sweaters on my table and the pile of things by my hall closet. I also need to gather recycling and tidy the kitchen. And then mop.

I'm also catching up on tv while getting these chores done. Good job multitasking. And it's only ten AM!

Update:
Sweaters done
Hall pile mostly done
Trash and recycling out
Rug shaken out and put on floor

And now it's still not even 1pm!

A Big Thank You!

I wanted to say THANK YOU!! to everyone for birthday wishes and comments. It's been a great birthday weekend and you all have made that much more special.

Virtual hugs to everyone!

Origins

I began blogging before it was called blogging.

In the fall of 1999, I transferred from Western Washington University in Bellingham to the University of Washington in Seattle, where I declared a double major in Women Studies and French. I'd been a francophile since middle school, when I began taking French classes. So when I saw a listing for a class called The History of Paris, I immediately signed up. A month into the class, the professor distributed a flyer for a month-long study abroad in Paris. It was worth 10 credits I think, and the tuition was something like $1100. On the flyer was a photo of Nike (Winged Victory), which is my favorite sculpture of all time. The moment I saw this flyer, I told myself I had to go.

And I did! In the summer of 2000, I made a geocities site to update what I was doing and seeing. There were about 25 of us, living at the Cite Universitaire in the south of Paris, in the Provinces dormitory. Our classes met every morning Monday through Thursday in both French language and Paris literature. Each day the French professor (a native Parisian woman who was both the kindest and most intelligent woman I've ever met) made us a traditional lunch and every Friday was field trip day. One day we took the train all the way out to Chartres; we toured Versailles; we went to Notre Dame first thing in the morning for fresh orange juice and croissants, and visiting the top of the towers.

Unfortunately, at some point a couple years later, I apparently deleted all those entries, much to my regret.

Perhaps fortunately, I went to Europe for five weeks in the summer of 2001 after I graduated from college. My mom and I spent a week touring Greece, then I went to Italy alone for eight days or so, from there I met up with my aunt and cousin in Paris for a week. My mom met us there at the end of the week and we all traveled north to Scotland (the Isle of Skye, the seat of my mom's family's ancestors), and finally ended with four days in London. All those uninteresting entries do live on.

After that, I periodically updated the website (which was just called a website, the term blog wouldn't come along for several years), which was cheesy and pathetic and just plain silly. Mostly I complained about being bored and lonely, or whatever stupid moody mood I was in. Oh, and in 2002, I made another Geocities website for my AmeriCorps team.

So in February 2004, around the time I came to NYC to interview for the Fellows program, and at which time I had amassed a grand total of 700 page views, I moved over to Blogger.

Later I moved all the old entries over, and there they are in the archives. I warn you--they are bad! Very un-good! As much as the entries nowadays are not exactly prize-winning fare, those old ones are worse. But hey, practice makes perfect, right? Something like that. That's what I tell my students. And yes, I think my writing has gotten better. At least it's good when I make an effort, which is not often. So I hope to work on that a little bit this month, when I shall post daily in honor of NaBloPoMo.

Thus, my blog is nearly seven and a half years old, and it is not just a teacher blog. It started way before I became a teacher and will continue for probably long after I'm no longer a teacher. Oh, and the name is NOT a reference to my many shifting moods. It is actually named after an awesome mix CD I made in early 2004.

Here is the song list:

*Shades of Grey--Cry, Cry, Cry
*Guilty--Bonnie Raitt
*Tempted by the Fruit of Another--Squeeze
*The Downeaster Alexa--Billy Joel
*One Day I'll Fly Away--Moulin Rouge soundtrack
*Seasons of Love--Rent soundtrack
*The Water is Wide--Sarah McLachlan, Jewel, Dixie Chicks
*Son of a Preacher Man--Marianne Faithful
*Seven--Prince
*Low--Kelly Clarkson
*Freedom--Wham
*Center of the Sun--Conjure One f/ Poe
*Tears from the Moon--Conjure One f/ Sinead O'Connor
*Think Twice--Groove Armada
*Little Plastic Castle--Ani Difranco
*The Wild Rose--Nick Cave f/ Kylie Minogue
*Sistersong--Ani Difranco, Tori Amos, Paula Cole
*Grey--Ani Difranco
*Colourblind--Counting Crows

Feeling panicked now that I'm *supposed* to post!

Yesterday was, of course, not only my birthday, but also the beginning of NaBloPoMo.

...And suddenly I can't think of anything to say.

So I'm 28 now. That sounds old. Nice even number in the definite late twenties, which sounds very grown up.

When my kids asked me yesterday how old I was, I just said, "Older than you, that's all you need to know." They giggled.

--

One of my best little boys gave me a card, one he made in Print Shop. The text reads, "Best wishes on your birthday. You deserve a special one." He added, "PS--Don't let kids bother you. Some of them are rodents!! :0"

Ha!

--

Today's warm up involved verb tense. They did sort of okay with the sentences I put up, but when I told them to try, it was much more difficult. So this one boy, who is sweet but a little goofy, was having trouble with his sentences. I kept coming around to check on him and redirect him. So when he finally got it right, and I told him good job, he exclaimed, "Yes! Thank you, Jesus!" I stopped and demanded, "Excuse me?! Did Jesus teach you that? Who taught you that?" He grinned and said, "Miss." "Ok, then."

Heh.

Oh, and I can't even tell you how many children wrote, "Yesterday we was happy." I said, "Excuse me?! Who says 'we was'? Tell me who and then send them to me!"
I'm so mean.

--

I don't think I've mentioned here the after school program I'm supervising. It's just a homework study hall; another teacher and I supervise and help out any kid who wants to come work on homework or projects. It's not fancy, but I think it's really important to have available. We've already got some regulars and I really like most of them. This one boy J saw a vocabulary worksheet that one of my kids was working on (shoot me now! vocabulary worksheets!!). J was really interested and was started to answer the questions. I told him he can't do someone else's homework, but I could give him his own. He said, "Ooh, yes please!" So I gave him the three my classes have already done, and he was really happy.

--

This afternoon, I passed a girl around ten or eleven who was walking down the street reading a book. Yes!

Day 218: Hey hey it's my birthday!

Day 218: Hey hey it's my birthday!
Originally uploaded by susiejulie

I'm 28! Whee!

Today has been pretty great. I slept really well and awoke feeling rested, for the first time all week. There was a lovely sunrise (uploading soon). All my kids wished me happy birthday, including some of my favorite kids from years past. A couple gave me presents or cards, too. And I got some compliments on my outfit, which is always pleasant.

I'm about to leave to go out for dinner, dessert and drinks with Boyfriend. And, of course, opening presents!

"Fun" stuff.

During seventh period yesterday, I spent some time working in the book room, tidying and organizing. The 'highlight' was surely finding a condom wrapper on top of the file cabinets in the back of the room. And, it was not covered in asbestos dust like everything else around it, so...

Yeah.

A few weeks ago we put another lock on the door, but last week that had also disappeared, and every time I go there, the door is wide open. I close the door when I leave, so draw your own conclusions about that.

Oh, but see, the door doesn't actually shut. At the beginning of the year, somehow the door was locked closed, so after a week or two, the custodians opened the room. Apparently they decided to just remove the whole doorknob. And not replace it.

Yep, surrounded by winners here.

Speaking of winners, older readers may remember that my first year I taught an inclusion class. So it may surprise you to learn that today I attended an IEP meeting for the very first time ever. Doubly surprise, really, because I got the notice last week that the meeting was today, mid-morning. I rolled my eyes and sighed and put the note away. Hello, teaching day, etc. But then yesterday, the scheduler guy told me they scheduled a coverer for that period! Look at that!

Now of course I left class promptly to get to the meeting right on time, but I ended up sitting in the library for the rest of the period, waiting for another meeting to end. Once it was into my lunch period, then the meeting was ready to begin.

Oh, here's another fun thing. Some of you have made nice suggestions or recommendations about the ESL kid, but I'm sad to inform you that you are vastly overestimating the communication in my school. All those things you said, all those people you mentioned? I do not know any of it. Nobody tells us ANYTHING in my school.

Here's an excellent case to prove that:
Last week a memo was given to the students with information about days off and such, including parent teacher conferences.

To this day, TEACHERS have never received official notice with the dates or times of conferences.

We are so unimportant and unrespected by this new administration--they make us fill out paperwork for copies that never arrive; they give out student notices at all hours of the day, not during homeroom like they're supposed to; they refuse to support the policies they spout; they don't inform us of anything except what we must do in order to avoid trouble.

Man, I'm tired.

Good thing tomorrow's my birthday! I'm having secret parties with my classes, but don't tell anyone--wouldn't want to get in trouble. After all, my students have been working hard and mostly behaving well. God forbid we have a good time to celebrate...

Sigh.

Last week the children wrote essays about their goals for the future. Most students want to be doctors or lawyers (and I won't say anything about that at all. Right now, at least.).
Many students also are interested in going to Harvard University.

However, not a SINGLE student could spell Harvard correctly.

I told at least one kid, "They won't let you in if you can't spell their name right."

Mean, but come ON!

Why I Love My Middle of the Day Class

Yesterday I told them, "So your favorite teacher is having a birthday on Thursday...."

They immediately perked up and some clapped, oohing and aahing. I added, for my own benefit, "That's me, by the way," but I love that they were right there with me. :)

I told them we can have food and fun but not a "party." So if anyone asks, no party. But really? We'll be having a good time. Shh.

Since the next two months are supposed to be just test prep, I'm looking at it as a school year Mardi Gras. You know, celebrate and get out all the loud fun before the quiet seriousness begins.

What shall I call this class? They are small, cute, kind of goofy and fairly quick. Hm. X, I need your naming expertise!

Happy Food!

From yesterday's Broadway photo walk.

The food and I are happy because today after school I've been so productive! Stopped at the 99 cent store to pick up some activity books for the new student who speaks no English (isn't someone supposed to tell me what to do with a child like that? Shouldn't he be in ESL?), printed all the documents that were submitted for copies many days ago to no avail, and ALSO worked on entering grades!

Hurrah! Enjoy the pretty colors.

Seriously Old.

Back in 2003, I went hiking on the Olympic Peninsula, on a trail that was very steep. The next day, my right knee seized up and it would not, could not bend at all. I went to see a doctor as soon as I could and ended up getting physical therapy for it. I think it was something like tendonitis maybe, beneath the patella.

In August, a group of us hiked a short section of the AT, and I couldn't walk down stairs for several days afterward. (Strangely, walking up stairs did not hurt.)

A couple weeks ago, we were out wandering the city for three hours, and my knee started to hurt. I actually forgot why; just thought I was wimpy. But lo and behold, it was two days before walking stairs normally.

Today I joined a fun photo walk with a couple folks, walking all of Broadway in Manhattan. I joined them at 125th at 3pm, and we made it to Times Square at 6pm. It was really fun and I think I got a few decent photos, but oh, my knee, it hurts really bad. Bad enough that I can't go up the stairs either, but have to do a sad little limp/hop instead.

I need a little footstool by my computer so I can play with the pics while I elevate and ice the knee. Being old and decrepit sucks.

Playing in Brooklyn

Hey, guess what?

It's Friday!!

That means we can all stay up late and sleep in late too!

Whee! How cool is that? I love weekends!

Gratitude!

This afternoon, I stayed after school for a few minutes to finish grading a quiz from today.

There was a knock at the door, and a kid entered. It took me a moment to figure out that I knew the kid--one of my students from my first year!

Little C was one of the 'troublesome' boys in my biggest, worst class that year. He was a kid who wasn't much for bs, and who was smart enough but usually distracted or not caring enough to do much. I always tried to encourage him to do better because he had so much potential. A month or two into the year, Little C and Tall N and another kid would stay in my room at lunch to help clean up and hang out.

Little C and Little K were buddies and twin pains in my ass, but they were actually pretty good kids. They were annoying and mischievous at times, but in innocent, goofy ways; they weren't malicious like some of the other boys in that class. They're the ones that I once kept at lunch to lecture, and I got about halfway through, when one of the boys interrupted me. The other one shushed him, saying "She's trying to give us a lecture!" I had to turn around and stifle a laugh.

What I'm saying is that I tried to hide it, but I actually liked both of them and it turned out they liked me too. Little K's dad told me at conferences that I was one of Little K's favorite teachers! This was November of my first year, when I really and truly sucked.

Anyway, so Little C came to say hi today! He was a little taller, wearing a hoodie and black hipster glasses. He didn't say too much, but he seemed glad enough to see me. Gave me a hug and stuff. He's in one of the special tech high schools now.

This is the first time someone has come back to see me! It's especially gratifying because of the horrors of that year, and I was always upset that I wasn't doing better, that I wasn't able to help the kids more.

But I think I did right by Little C. He didn't end up getting great grades, but he seemed to understand the need for doing the right thing. I'm definitely proud of him!

To Err is Hilarious

Some recent student writing bloopers:

--"onomatopoeia birds"

--"I like to verse professionals"

--"Pedestrians laying in hamicks"

--which turned into "People relinquishing in hamicks"

--"I spent my summer in Vag!na."
(I was really proud of myself for keeping a straight face on that one.)

--On today's quiz, they had to identify parts of speech in sentences. One kid added an extra letter which made one of the sentences completely different: "The beige breast crushed its prey."

heh.

November is Next Thursday!

Which is AWESOME, because next Thursday is my BIRTHDAY!

WHEE!!

I will be twenty-eight. That sounds like a grown-up age, doesn't it? Much more mature than twenty-seven.

Additionally, November is National Blog Posting Month, which I just joined for the first time. You may notice I've been posting more regular-like, and I would like to keep it going. Perhaps challenge myself to do some actual writing. Although I'm sure there will be plenty of photo or meme posts when I'm particularly uninspired.

This means Halloween is now less than a week away too. Anyone have any fun costumes and/or plans?

Bonus! Here's an excerpt from the Scorpio 'profile' from MSN. It's not 100%, but much of it is accurate:

Beneath a controlled, cool exterior beats the heart of the deeply intense Scorpion. Passionate, penetrating, and determined, this sign will probe until they reach the truth. The Scorpion may not speak volumes or show their emotions readily, yet rest assured there's an enormous amount of activity happening beneath the surface. Excellent leaders, the Scorpion is always aware. When it comes to resourcefulness, this sign comes out ahead.

Friends and Family

Sincerity and truth are strong components of the Scorpion's friends. It can take some time before really close bonds are formed, but once done, the Scorpion will remain dedicated and loyal. Witty and intellectual, they prefer companions who are humorous and easygoing. Full of surprises, this sign will give you the shirt off their backs if that's what you need; yet, once they are crossed, there's no turning back. They feel deeply, and once hurt, it can be impossible to turn things around. Commitment to family is strong and consistent with the Scorpion. They are exceptionally helpful in managing affairs, and they are excellent advocates when one is needed.

Career and Money

"I desire" is the key phrase for the Scorpion. They are fantastic at managing, solving, or creating. Once the Scorpion sets their sights on a goal, there's no deterring this sign. Tasks that require a scientific, penetrating approach are always best done by the Scorpion, as they will delve deeply into the materials they have. Their ability to focus, coupled with determination, makes for strong management skills. They're not ones to worry about making friends on the job scene; rather, they prefer to see the task accomplished well.

Pursuing such careers as a scientist, doctor, investigator, navigator, detective, researcher, police officer, business manager, and psychologist all suit the mighty Scorpion. Respect is an essential aspect of working for this sign. They need to respect their coworkers, while also feeling a sense of being respected by others.

Disciplined enough to stick to a budget and unafraid of working as hard and as long as it takes puts the Scorpion in a good financial position. Many are fortunate and inherit money. Whatever the case - and regardless of the balance - they are great managers of their dollars and are not apt to overspend at all. Money means security and a sense of control, which is important to the Scorpion. Therefore, they're going to hang onto the majority of the cash, making decisions carefully before turning any of it over.

Look! Still posting!

First, thank you guys so much for commenting and leaving feedback! I'm really enjoying it, so thank you for reading and sharing.

When I moved to New York four years ago, I figured I'd do my two years and move on. Once the teaching actually started, it was a good thing I have a strong sense of responsibility and stubbornness, otherwise I would have moved away the day school ended. Of course my second year went a billion times better than the first, and so I was looking forward to staying for a third year to get tenure, to get better, to get more money, to stay with friends, to have another good year.

I should have known.

Um, what was I saying?

Right. Moving.

Four years in one place, four years with the same job, four years with any job--all of this is unheard of. I've got a fatal case of wanderlust, and it's starting to chafe.

(Ooh, I like that line. It should be in a song. Anyone?)

Anyway, my recent reading of National Geographic Adventures is fueling this yearning to see new places. I presume I would find a teaching job, and I know other places won't be perfect. Believe me, after growing up around teachers, I don't really expect to be truly happy at any given school. However, I do expect that other places will have better conditions and resources. And in other places I might fit in with the faculty a bit more.

So yeah, things to think about. I definitely like the charter school idea. Maybe someday soon I'll start investigating other states' salaries and housing prices and charter schools.

New Blood?

We have a ton of new people in the building this year. New admin, new office folk, new teachers.

Normally, I suppose it's kind of exciting to get new staff members. You know, lots of potential for friends and great teachers.

However, the turnover this summer was too big for that. Instead of looking forward to meeting new folks, I dreaded it. There were too many of them, I had lost too many friends and trusted colleagues, and the thought of learning new faces and names (of grownups) was tiring. Would I like them? Would they like me? Would they be good teachers? Friendly additions to the school community? Would we even have a community with so many different faces?

I am the only returning member of my grade department. One person is basically brand new, two have some experience but not at this level, and the other one is out injured or sick right now. They're all nice enough women, but I don't feel any kind of connection with them. Zero cohesiveness as a department. I'm hearing and seeing things from students and other teachers that make me a little skeptical about what's going on.

The worst part is the not-PD, not common planning. There's never been any actual planning in the last couple years, but I had foolishly hoped that might change. Silly me! Who says English teachers should work together on units and lessons? It's not like we have textbooks or real curricula or anything structural like that. Instead of meeting as professionals, our meetings consist of getting a memo of things we have to do, or things we're not supposed to do, or things we'll be doing soon.

However, unbelievably, the meetings this year have been even worse and more ridiculous. Since everyone is new, we now get the memos and talk about HOW to do things. Like what kinds of testing to do, what report cards will require, stupid shit like that.
(Oh, and this week, only two of us were present.)

I remain optimistic about the potential of professional development and common planning; I know that it CAN work and it CAN help people grow. However, I have not participated in any helpful activities in many many months. I am now completely extraneous in my own department. There is zero reason for me to be at these meetings. I have learned nothing, I really don't need memos explained to me (seeing as how I am an intelligent and responsible adult), and I don't feel a kinship with my colleagues. I sit at the table, silent, trying not to look sullen or impatient. Even though I am.

This is my fourth year teaching. I should still be a newbie. I should definitely still be learning. I should NOT be the senior member of my grade and one of the senior members of my whole department. I find it ridiculous that my needs as a professional are being completely ignored, even more than normal. Instead of growing and further improving as a teacher, I am stagnating.

This year I have retreated into my own world. If my room is empty, I'm in it. When another teacher has my room, I put on my iPod and grade my papers in the faculty room. It's quite relaxing, because I can drown out the complainy whiny people (I'm sure that sounds ironic, but it's not) and relax a bit while I get my work done. (The couches are quite certainly older than I am, but covered with new sofa covers that feel kind of suedy, with matching soft pillows. Also they are out of the path of the AC that the militantly overheated people insist on running all day.) Then I go right back to my classroom.

I have no friends at school, I have no trusted colleagues to talk to about my teaching, I don't feel like I'm a valued member of the department, I don't feel like I am an important part of the school community. Oh, except for when people want things from the book room.

I've been pondering next year for weeks already. This good year with the kids is encouraging, but I'm exhausted by all the internal change at my school--everything has changed, yet things remain the same. And I think it's going to be time for me to be the new blood. The West is calling...

Writing Success!

The week before last, my classes began doing some 4squares about summer vacations. Last week we learned some strategies for good leads. The first day I did the song lesson, which the kids really enjoyed. This year the kids all sang along with Downtown; I think it was featured on a credit card commercial a few months ago.

The second day we focused on the snapshot lead. I gave some examples (including one I had found that day in a Smithsonian article) and had them try. The third day the students worked on incorporating their lead and other descriptive language in completing a first draft.

In the morning class, there's a boy who's pretty low-level but sweet (well, there are a few of those, actually), and his first attempt went, "My vacation to Florida was on an airplane. It was kind of scary." I said, "Blah! Boring!" Next time I came around I took a look to see what he had done. His new lead read, "Zoom! The plane took off with [a] speed. It was freezing in the plane. I was sitting three rows away and could hear my sister's teeth shiver."

I exclaimed in bursts of surprised sentence fragments. "Oh my--!" "P, this is--!" "Wow, this is so--" "This is a million billion times--!" "Wow!"

I got the class's attention (although frankly, after all that exclaiming, most of the class was already looking at me) and read them both versions. They were also very impressed and clapped for him.

I was so happy and so proud!

The same thing happened in my midmorning class. Yay!

Permittable Hermitness?

I did not leave my apartment today. All day. In fact, not since about 8pm last night.

I feel a little bad about it. But really...kind of not.

Today was the fourth day in a row that I woke with a nasty headache. It also made appearances the previous week, though not this much or to this extent. I had to take migraine meds on Thursday and Friday, but I didn't this weekend. Because I'm kind of stupid, really. But mostly because I feel like something's not right if I have to do that.

Anyway, so that is why I feel kind of okay about laying around all day watching television. I caught up on last week's shows and watched a bunch of episodes of The Office.

Some questions

1. What is the name of that thing? The line that goes over a vowel to show it's a long vowel?

2. Why why WHY isn't there an adjectival form of 'integrity'? I always find myself trying to say 'integritous' and then feeling stupid.

3. Why does the annoying narrator on Pushing Daisies insist on reminding us every two minutes that the dude can touch people to bring them to life or kill them? WE KNOW THAT ALREADY BECAUSE YOU TOLD US IN THE PILOT. WE GET IT NOW.

4. Also, where can I get the dresses that Chuck the girl wears in that show? They are awesomely adorable.

5. Speaking of Chuck and adorable, can Chuck from Chuck and Jim from The Office just be in every show? They are my tv boyfriends and I need to see more of them. Thanks.

unnerving

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.

golden hour

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?

Broadway Flatiron

Broadway Flatiron
Originally uploaded by susiejulie

I can't even tell you how much I love this picture.

(I took this one.)

Eugene de Salignac

Eugene de Salignac
Originally uploaded by susiejulie

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!

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?

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.

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.

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!

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.

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!

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.

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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!

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.

Come Hang Out Tonight!

Astoria Beer Garden, 7pm.

It will be a lovely evening to sit outside and enjoy some drinks with good people!

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!

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.

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. :)

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.

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!

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!