My first field trip is officially over. It was a very interesting day. We got started forty-five minutes late and got lost on the way there. Everyone was not at the designated meeting location and we left the fair late. We arrived back to school over an hour late. So now that it's over I am truly relieved.
The rest of my week has went pretty well. On Thursday my students took the 1965 Alabama Literacy Test to determine if they would have been given the right to vote. No one in any of my classes would have been able to vote. Today the students voted in the 2008 National Mock Election hosted by Pearson.
- Post made by October's writer Shannon Nutting.
Friday, October 24, 2008
Monday, October 20, 2008
First Field Trip
I am getting ready to take my students on my first field trip ever as a teacher. I have sixteen out of twenty one students attending. We will be attending the State Fair. It will be the first time some of my students have attended the state fair or for that matter traveleved outside Robeson County. I am excited and a little hesitant. We are currently learning about Geography. However over the next week or so we will be taking a break from Geography to learn more about how the election works. As I said last time so far things are going great.
--Post made by October's writer Shannon Nutting.
--Post made by October's writer Shannon Nutting.
Thursday, October 16, 2008
October
Hi everyone. Sorry I am so late getting started. This month has been extremely busy so far. I am a 6th grade social studies teacher at Pembroke Middle School. My school has approximately seven hundred students in grades 6 through 8. I am a graduate of UNC-Pembroke with a bachelor's degree in Criminal Justice. I also have a Juris Doctor in Law from North Carolina Central University. I am originally from Robeson County and have lived here my entire life with the exception of the three years I attended law school. I was a student at my school just fifteen years ago. Some of my colleagues were my middle school teachers. I have always loved kids. Most days I enjoy going to work. However, like with any job there are bad days. Thankfully I have not had very many of those. Hopefully this trend will continue.
My curriculum includes Geography, South America and Europe. If anyone has any helpful hints or ideas please feel free to let me know.
--Post made by October writer Shannon Nutting.
My curriculum includes Geography, South America and Europe. If anyone has any helpful hints or ideas please feel free to let me know.
--Post made by October writer Shannon Nutting.
Wednesday, September 24, 2008
Parent-Teacher Relations
I have always dreaded the mystical "parent-teacher" conference. To begin....strangers make me nervous. Parents, by nature, are the most lethal form of stranger. They, by nature, have the best interest of their children at heart, and this passion can manifest itself in a multitude of ways. Hopefully, your parents will come to conferences with an open mind - willing to listen to your opinions without becoming defensive - and able to offer suggestions as to how to support their children in becoming more successful. But behaviors tend to oppose the ideal in varying degrees, including complete denial of problem behaviors or total exasperation on their own part, each of which can result in less than productive conferences.
So far - I've found the following helpful:
So far - I've found the following helpful:
- Bring an agenda to the conference. Having even a basic outline will allow you to get back on track, even if the conference gets a little....emotional. (The presence of an outline also helps to eliminate the chance of you getting emotional, which will help keep the parent calm as well)
- Keep minutes. Give the parent a copy. Have a copy for yourself. These can be quite helpful for administrators if discipline issues happen to snowball in the future.
- Whenever possible, meet as a team. "Mr. So and So just doesn't like me" won't carry quite the same weight when parents hear that the same kinds of problems are recurring in several classes.
- Bring the student's progress report.
- Listen to what parents have to say. No matter how you feel about them, they have known your student for far longer than you have. Their comments maybe insightful in several ways. And finally,
- Find something positive to say. Don't set yourself up in the parent's eyes as the enemy of his or her child. Dig deep. "Johnny" has done something praiseworthy. Find it.
Friday, September 12, 2008
Tuesday, September 9, 2008
An Introduction
So.
When I originally agreed to be NCAE's first, first-year teacher blogger this year, I imagined spending some of the spare moments during my planning period, pouring wisdom out into cyberspace for my fellow first-year colleagues.
I can already hear your snickers.
Here we are, diving into the third week of the school year, and I am just now able to steal some time away to begin writing. By able, I of course mean that I am procrastinating; progress reports go out tomorrow, and I have not yet finished setting up my grade book in NCWISE. Stop. I still hear you snickering.
In any case, I thought that I should at least take a moment to introduce myself to all those who'll be reading my reflections for the rest of the month.
I am a recent graduate of Wake Forest's Secondary Education Program, and I currently teach Algebra at an NC school that shall remain nameless. Before that, I was an undergraduate at Hampton University, and before that, doing whatever it was to my teachers that require, karmaicly , the stress of this year. To my students, I'm "that crazy math teacher that loves quotes and poems and drama and stuff."
To you, I promise not to be too preachy. To sound like as if you all are the ones struggling through, while my days are filled with movie moments. For the English teachers who are cringing as they read, I promise to pay closer attention to all of the rules of grammar that I am currently breaking, and I promise to not talk...too much...about math.
And that is all for today; I've got papers to grade.
--
Quote of the Day
~Never walk away from failure. On the contrary, study it carefully and imaginatively for its hidden assets."
~Michael Korda
When I originally agreed to be NCAE's first, first-year teacher blogger this year, I imagined spending some of the spare moments during my planning period, pouring wisdom out into cyberspace for my fellow first-year colleagues.
I can already hear your snickers.
Here we are, diving into the third week of the school year, and I am just now able to steal some time away to begin writing. By able, I of course mean that I am procrastinating; progress reports go out tomorrow, and I have not yet finished setting up my grade book in NCWISE. Stop. I still hear you snickering.
In any case, I thought that I should at least take a moment to introduce myself to all those who'll be reading my reflections for the rest of the month.
I am a recent graduate of Wake Forest's Secondary Education Program, and I currently teach Algebra at an NC school that shall remain nameless. Before that, I was an undergraduate at Hampton University, and before that, doing whatever it was to my teachers that require, karmaicly , the stress of this year. To my students, I'm "that crazy math teacher that loves quotes and poems and drama and stuff."
To you, I promise not to be too preachy. To sound like as if you all are the ones struggling through, while my days are filled with movie moments. For the English teachers who are cringing as they read, I promise to pay closer attention to all of the rules of grammar that I am currently breaking, and I promise to not talk...too much...about math.
And that is all for today; I've got papers to grade.
--
Quote of the Day
~Never walk away from failure. On the contrary, study it carefully and imaginatively for its hidden assets."
~Michael Korda
Saturday, May 24, 2008
Polly Wanna Cracker?
Coming from a science background I tend to have a cost-benefit perspective. This basic biological concept states that an action will be taken if the benefit outweighs the cost. The difficult job in teaching is trying to present the case to students that the benefit of day-to-day education outweighs the cost of boredom, difficulty, or whatever terms they associate with school. In dealing mostly with freshmen, it is difficult to get them to see past the day. The problem with temporal vision is that education is an investment, which may not gain interest until years down the road; without immediate application, many students see no benefit. When one asks Polly to do a trick for a cracker, she may do it, but trying to convince Polly that if she does a trick now she will get two crackers tomorrow is a difficult task. Few, if any, of our students go home and immediately reap the benefits of science, math, history, and literature.
Physical rewards can be helpful, but they are temporary. Unless those AR points hook them into wanting to read for nothing more than personal pleasure or development, then at the end of the day they are useless. The other dark side of the coin is penalties.
As the year comes to an end, our students (and I admit some teachers) slowly turn into some kind of wild, summer-induced animals, in which issues of discipline in the classroom become more difficult. For students who care about grades and finals, the reins are still held, but those who have discovered the fact that they will not pass, school has become nothing more than a place to hang-out. How do you control a student who fears no repercussion? Their grades? They don’t care. Time-Out? They don’t care. Phone call home? They don’t care. The only way to avoid this scenario depends on what you have done from the start—structure, consistency, and relationships. Structure and consistency gives the students the groove to move in, and a caring relationship makes them not want to leave that groove. Trying to discipline now is like trying to make a horse stop bucking by hitting it with a stick. The great thing about teaching, though, is that with each day and year we have a new opportunity.
Physical rewards can be helpful, but they are temporary. Unless those AR points hook them into wanting to read for nothing more than personal pleasure or development, then at the end of the day they are useless. The other dark side of the coin is penalties.
As the year comes to an end, our students (and I admit some teachers) slowly turn into some kind of wild, summer-induced animals, in which issues of discipline in the classroom become more difficult. For students who care about grades and finals, the reins are still held, but those who have discovered the fact that they will not pass, school has become nothing more than a place to hang-out. How do you control a student who fears no repercussion? Their grades? They don’t care. Time-Out? They don’t care. Phone call home? They don’t care. The only way to avoid this scenario depends on what you have done from the start—structure, consistency, and relationships. Structure and consistency gives the students the groove to move in, and a caring relationship makes them not want to leave that groove. Trying to discipline now is like trying to make a horse stop bucking by hitting it with a stick. The great thing about teaching, though, is that with each day and year we have a new opportunity.
Thursday, May 15, 2008
EUST, LISP, and HOFI
Now if you are looking at the title of this Blog and your brain has immediately begun to decipher the meaning of this acronym, then I am quite assured that I am talking to a teacher. When I entered the profession I was amazed at the language- IEP, IGP, ESL, AP, ILT, BED, ESOL, etc., with training most of these acronyms can be picked up within one’s first year. In my opinion, though, the more difficult type of communication is that with the students. The skill needed in dealing with students is staggering. I am not just talking about what they say and what we say, but how they say it and how we say it. The right word with the right tone can diffuse a volatile situation; the opposite will make it erupt in your face like Mt. Pompeii.
Due to the nature of my y chromosome, I have come to accept the fact that I am not inclined to speak good. On top of that I have also learned that I tend to be introverted unless we are close or I am writing. This makes it very difficult for me to make the move to communicate with students. However, one day I got the guts to “make the move.” One of my young ladies came in late and tried to turn in her homework, well knowing that my policy is no homework is accepted after the late bell. Well eruption ensued and she got into it with my inclusion teacher, with me of course playing the mute. When it had died down, and the quiz for the day was passed out, this student wanted nothing to do with the quiz, so I asked her to speak with me in the hallway. I expressed my concern for her and explained why I had the rules I did, and though there was now smiles, laughter and, “Hey, Mr. B you’re the greatest”, she did return and take her quiz.
I am currently reading a book entitled “Boys in Crisis”, one of the 7 books that I have been “required” to read this year. I wasn’t thrilled, but have actually found it quite interesting, and it really explains the behavior of many of our male students, and how their lack of communication leads to behavioral problems, and academic distress. Finally if you are wondering about the title, any ornithologist would know these acronyms as European Starlings, Lincoln Sparrows, and House Finches; do your new teachers know yours?
Due to the nature of my y chromosome, I have come to accept the fact that I am not inclined to speak good. On top of that I have also learned that I tend to be introverted unless we are close or I am writing. This makes it very difficult for me to make the move to communicate with students. However, one day I got the guts to “make the move.” One of my young ladies came in late and tried to turn in her homework, well knowing that my policy is no homework is accepted after the late bell. Well eruption ensued and she got into it with my inclusion teacher, with me of course playing the mute. When it had died down, and the quiz for the day was passed out, this student wanted nothing to do with the quiz, so I asked her to speak with me in the hallway. I expressed my concern for her and explained why I had the rules I did, and though there was now smiles, laughter and, “Hey, Mr. B you’re the greatest”, she did return and take her quiz.
I am currently reading a book entitled “Boys in Crisis”, one of the 7 books that I have been “required” to read this year. I wasn’t thrilled, but have actually found it quite interesting, and it really explains the behavior of many of our male students, and how their lack of communication leads to behavioral problems, and academic distress. Finally if you are wondering about the title, any ornithologist would know these acronyms as European Starlings, Lincoln Sparrows, and House Finches; do your new teachers know yours?
Monday, May 5, 2008
Carolina Wrens
Since I am to be the blogger for May it seems best that I should tell a little of my background. Those who know me will usually identify me by several methods 1) Spiky hair (which I must admit does not come naturally), 2) Skinny (Students have been known to call me "Mr. Bones" as well as saying I am anorexia, and the humor prevented me from telling them that "anorexia" is a noun not an adjective), but those who know me best will say, "Oh, the Birdman, he makes awesome bird noises." I'm not sure of the exact time and place my fetish for birds began, perhaps when I did that Alliteration Book in 5th grade and mine was on birds, nor when this fettish became a passion.
I entered UNC-Chapel Hill, the school which you will undoubtly love or hate, but have some opinion of, with the intention of becoming an ornithologist (professional bird brain). I loved science and soon found that I equally loved teaching others about it. During my Senior year at the last possible moment I decided teaching might be the thing for me to do. I had thought of becoming a professor, but somewhere along the way giving to the student became more important to me than than giving to the scientific community.
Within these students in this my first year, I have found a resource that I am quite familiar with-passion. Many of you may be laughing, because like my students, some of your students have a demeanor and face that is anything but passionate, and you fear that one day you will come in and it will have become so stagnant that it is growing pond scum. However, beneath that surface there is a passion, though suppressed by 90 minutes classes, television, and too much texting, it is present. When it bubbles to the surface it usually takes the form of "Can it really...", "I heard that..", or "What if..." WARNING: Do not burst this bubble too soon, this is engagement, this is what we want, though I admit sometimes the What-ifs can become a little extreme, but please take care. I encourage you, enlarge this passion, guide this passion, it make be the solution to our educational energy needs.
I entered UNC-Chapel Hill, the school which you will undoubtly love or hate, but have some opinion of, with the intention of becoming an ornithologist (professional bird brain). I loved science and soon found that I equally loved teaching others about it. During my Senior year at the last possible moment I decided teaching might be the thing for me to do. I had thought of becoming a professor, but somewhere along the way giving to the student became more important to me than than giving to the scientific community.
Within these students in this my first year, I have found a resource that I am quite familiar with-passion. Many of you may be laughing, because like my students, some of your students have a demeanor and face that is anything but passionate, and you fear that one day you will come in and it will have become so stagnant that it is growing pond scum. However, beneath that surface there is a passion, though suppressed by 90 minutes classes, television, and too much texting, it is present. When it bubbles to the surface it usually takes the form of "Can it really...", "I heard that..", or "What if..." WARNING: Do not burst this bubble too soon, this is engagement, this is what we want, though I admit sometimes the What-ifs can become a little extreme, but please take care. I encourage you, enlarge this passion, guide this passion, it make be the solution to our educational energy needs.
Adam Byerly, May BloggerWednesday, April 30, 2008
If You're Lucky...
Well, as my first year is coming to a close I've learned:
- simple is best,
- to keep records of EVERYTHING,
- be prepared that no matter how many hours you planned, something unexpected will happen,
- sitting 5 hours in a gym watching your students play basketball will pay off in the classroom,
- making a positive phone call to a parent will make their day,
- smiling is contagious,
- being a teacher is a HUGE responsibility and worth it,
- if you have a question - ask,
- your faculty and staff are your second family,
- technology is your friend,
- fractions CAN be taught,
- students will go the distance,
- teaching is the most rewarding job ever.
I like telling my students, "If you're lucky, you learn something new everyday!" My students have made me the luckiest person in the world because they have taught me soooo much! I can't wait for my 2nd year! I will miss them, but they have taught me well so I'll be ready to face whatever my next class has in store for me!
Have a great last month of school! Remember, if you're lucky...you'll learn something new today!
Blog posted by April writer Sheri Hale, 5th grade teacher at Fred Anderson Elementary School in Bayboro, NC.
Tuesday, April 29, 2008
Good advice for a first year teacher
I was fortunate enough, along with the other first year teachers from our county, to go hear Harry Wong at Chapel Hill this year. He was wonderful! I brought back many classroom management tips from him along with some great ideas that I have been able to incorporate in my classroom. My favorite one is posting every goal and objective in the classroom where everyone can see them from all over the room. After posting them, read them or have the students read them (I do them 9weeks at a time) and then we check them off as we complete them! They don't ask me "Why do we have to learn this?" because they know the answer is "because North Carolina says you do!" This give them a visible goal and they love it when I take down the goals and objectives that we've learned so they can see what's new for them.
If you ever get a chance see Harry Wong, please do. He is funny, inspirational, and full of ideas. He was a teacher at one time and he gives us all permission to "steal, steal, steal!" He says his classroom was full of "stolen" ideas! Talk to your coworkers, visit their classrooms and steal their ideas! Ask veteran teachers what they wouldn't or couldn't live without and "steal" it! Almost every teacher I've ever known was ready to lend a helping hand and any extra copies of items they have. Harry Wong is great...so look him up online and try to see him if you can.
Blog posted by April writer Sheri Hale, 5th grade teacher at Fred Anderson Elementary School in Bayboro, NC.
If you ever get a chance see Harry Wong, please do. He is funny, inspirational, and full of ideas. He was a teacher at one time and he gives us all permission to "steal, steal, steal!" He says his classroom was full of "stolen" ideas! Talk to your coworkers, visit their classrooms and steal their ideas! Ask veteran teachers what they wouldn't or couldn't live without and "steal" it! Almost every teacher I've ever known was ready to lend a helping hand and any extra copies of items they have. Harry Wong is great...so look him up online and try to see him if you can.
Blog posted by April writer Sheri Hale, 5th grade teacher at Fred Anderson Elementary School in Bayboro, NC.
Monday, April 28, 2008
The possibilities are endless!
Boy! The end of our first year is drawing to a close and I'm very uptight about the EOGs. We finished our math book a couple of weeks ago so I am now trying to find fun ways of reviewing and assessing the kids. I want to keep them interested but I also don't want them to forget what we've worked so hard to accomplish. My morning class was 100% proficient and my afternoon class was over 92%! I am very proud of them and what they have done this year.
Some of the things I've done with my students for interesting math has been:
Some of the things I've done with my students for interesting math has been:
- Fraction Bingo
- Math Vocabulary Bingo
- Jeopardy!
- Multiplication/Division Bingo
- Multiplication Board Games
- Wrap-UpsStations (like centers using plotting coordinates, time, area and perimeter, fractions, probability, etc...)
- Flash cards
- Are You Smarter Than a Fifth Grader? (they LOVE this)
- Card games
- Dice games
- Sidewalk math (give them a peice of chalk with an EOG practice problem and let them work it out on the sidewalk! This gets us outside and reinforces the goal and objectives!)
The possibilities are endless! I just think they will give us more if they are having fun, their minds are fully focused, and they have confidence that learning all this "stuff" is important.
Have fun!
Blog posted by April writer Sheri Hale, 5th grade teacher at Fred Anderson Elementary School in Bayboro, NC.
Friday, April 25, 2008
Not giving up!
Sorry it's taken me so long to get this done, that's one thing I'm learning during my first year of teaching...not giving up! If there is one important thing I've learned it would be not giving up. Not giving up on myself and my capabilities and my students and theirs. I am team teaching with a wonderful partner and it has enabled me to focus really hard on math and science. I am also teaching two totally different classes. One is half AIG and the other is an inclusion class ... so I am learning how to teach the same lesson many different ways. I even have one student who has MS and a severe vision problem (she sees two different things - one with each eye)and I have to come up with a way to teach her along with my other 33 students. There have been days when I look up and it's close to 6 o'clock and I still need to get ready for the next day! I've finally found a routine and it's working for my students and myself. I'm very flexible and ready to take on whatever the student's throw at me but I do love the fact that I FINALLY found a routine that works.
As a student, I hated math! So when my principal told me he wanted me for the math and science position...I was so shocked! I had always pictured myself as a reading and writing teacher and social studies would just be a bonus. I'm sure my mother is laughing in heaven above at the fact that I am teaching math! I have really surprised myself at how much I am loving math. I love seeing the "ahhh ha"moment. We just received our 3rd nine weeks math scores and my morning students scored 100% and my afternoon class scored 94.11%! I have never been so proud of my students! They have worked so hard. We even have tutorial twice a week for an hour each with 8 of my students. All of the hard work is paying off and it's because none of us have given up...we are sticking with it and finding what works.
Another way I show them I'm not giving up on them is by being available to my students all the time. I made a magnet for every student with my name, email address, and phone numbers where they could reach me at any time with questions about homework or life in general and I gave that to them during open house. They know I care about each and every one of them and am not going to give up on them just because it's 3:00 and I'm done for the day. Some of my co-workers think I'm crazy...but it works for me so I'm sticking with it.
I think by sticking with what I have learned over 14 years as a teacher assistant and yes...a bus driver, I am a better teacher. I stuck with attending school FOREVER to become a teacher and now I'm enjoying each and every day with my students.
Blog posted by April writer Sheri Hale, 5th grade teacher at Fred Anderson Elementary School in Bayboro, NC.
As a student, I hated math! So when my principal told me he wanted me for the math and science position...I was so shocked! I had always pictured myself as a reading and writing teacher and social studies would just be a bonus. I'm sure my mother is laughing in heaven above at the fact that I am teaching math! I have really surprised myself at how much I am loving math. I love seeing the "ahhh ha"moment. We just received our 3rd nine weeks math scores and my morning students scored 100% and my afternoon class scored 94.11%! I have never been so proud of my students! They have worked so hard. We even have tutorial twice a week for an hour each with 8 of my students. All of the hard work is paying off and it's because none of us have given up...we are sticking with it and finding what works.
Another way I show them I'm not giving up on them is by being available to my students all the time. I made a magnet for every student with my name, email address, and phone numbers where they could reach me at any time with questions about homework or life in general and I gave that to them during open house. They know I care about each and every one of them and am not going to give up on them just because it's 3:00 and I'm done for the day. Some of my co-workers think I'm crazy...but it works for me so I'm sticking with it.
I think by sticking with what I have learned over 14 years as a teacher assistant and yes...a bus driver, I am a better teacher. I stuck with attending school FOREVER to become a teacher and now I'm enjoying each and every day with my students.
Blog posted by April writer Sheri Hale, 5th grade teacher at Fred Anderson Elementary School in Bayboro, NC.Monday, March 31, 2008
Looking back.....
Looking back, I can say there have been several things that have helped me as a first year teacher.
- Ask for help from more experienced, seasoned teachers. They usually already have what you're looking for and can offer great advice.
- KEEP RECORDS! Keep track of everything. Student work, notes home, anything you submit to licensure, etc. Keep up with everything.
- Plan for the worst, but hope for the best. Your students will sometimes surprise you so always have plan B in place when things go better or worst than you think they will.
- Classroom management...it works! Have rules, consequences, and rewards. Teach your students how you want them to do it (say it AND model it!) and they will do it. Even the most difficult student loves structure and consistency.
- RELAX! Everyone knows your new and will help you in any way they can. Do your best and make sure you take some time for yourself.
- When all else fails, just say "I'm new. I didn't know." LOL!
Being a new teacher is a GREAT experience. I love it! I've learned so much along the way and I know I can only get better with time.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.
OMG...what a week!
My oh, my... what a week it has been. I've had grades due, meetings to attend, EOGs to prepare my students for, and off course the inevitable, lesson plans to write. And while I love the job it's so hard to do it all CORRECTLY all the time. After attending a long, extensive training on NC WISE, I still struggle with using it. You have to set it up and then put in all your grades. It's a very long and time consuming process, but it's one of those non-negotiables. It has to be done. The meetings...a good bit of my time each week it at meetings. I have grade level meetings, department meetings, and 7th grade math meetings. It never ends. Day in and day out...there's always something to meet about. EOGs are around the corner and based on how mt students performed on the last quarterly, there are still some objectives they need to master. So I have to meet their needs and guide them in the direction I need them to go in. How do I do that? Lesson plans. I have to write lesson plans that will meet the needs off all my students. Does Johnny need to see it? Will Sally do better if she writes it? I have to help them and differentiate learning for all students. What happens when I decide to not give all these things my best? Could I lose my job? YES! But more than that, who am I really hurting? My students! If I decide to be slack on my job and not give my all, then how can I expect more from my students? I have to go in my classroom everyday and give it my all. Even when I'm tired, frustrated, stressed, and/or in a "bad" mood. It's my job. I have to do all I can to educate my students. I have to teach what they need to know and teach them in the way that will be most effective for each one of them. It's not an option. I have to give them 150% each day and hopefully they will give me the same in return.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.
Sunday, March 16, 2008
I'm more than just their teacher.....
My students are my first priority. My job is to teach them the NCSCOS for 7th grade Mathematics, but what about Life Skills 101, Social Skills 101, and Goals 101? Do I just do my job and not worry about "Johnny" not being able to hold a conversation with someone without cursing? Do I not think about how "Sally" does not know what a bank account or checkbook is, let alone know how to balance one? Should I not care that "Tommy's" only wants to turn 16 so that he can drop out of school? NO!!!!! I care too much about MY students for these things not to matter.
Since I have developed a relationship with these kids, I find myself being more than just their teacher. They ask me my opinion of things they have done or are planning to do. They talk to me about things going on in their life outside of school. They expect me to be Ms.Johnson (the teacher with the strict rules and no smiles) and Ms.J (the teacher they can talk to about anything).
When I find out that "Johnny" cursed out "Mr.Doe" for not letting him go to his locker, I talk to him about it. I show him his mistake. I tell him that "Mr.Doe" is still an adult and that he should respect him the same as he respects me. I teach him that it is inappropriate to talk to adults that way and inappropriate to talk like that at school period. Will he do it again? Maybe. But hopefully he won't and if he does I'll teach him again because I am his teacher.
"Sally" may not have banks in her neighborhood. So when I'm teaching fractions, decimals, and percents, she may not be able to make connections with the things I'm talking about. I take the time to explain to her the importance of managing your money and how to maintain your finances. If she doesn't begin to learn these skills now, then where will that leave her in the future? Broke? Receiving government aide? Living check to check? I refuse to have my students become another negative statistic because I didn't take the time teach to them a simple life skill.
Why does "Tommy" want to drop out of school? Is it because another teacher along the way told him he wouldn't amount to anything because of what side of town he lives on or what his other family members have done? Has he been retained? Does he just have no other goal to strive for? Many of my students are "Tommy". They have nothing to look forward to. I ask him what he enjoys doing and show him career opportunities incorporate the things he like. After EOGs, I hope to have speakers come in and talk to my students about different careers and how they got started. I hope to encourage "Tommy" to finish high school and go to college if he wants. He needs to have a goal to motivate him through the pitfalls of life.
This week I learned that I am more than just a teacher to my students. I have to expose them to new things and show them basic life skills. I must show them how to interact with others. I must be their #1 fan even when they are losing the race. I must be a support system for them even when I'm tired or frustrated. These things are not options to me. These are the things in fine print of my teaching contract and I signed my name on the dotted line.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.
Since I have developed a relationship with these kids, I find myself being more than just their teacher. They ask me my opinion of things they have done or are planning to do. They talk to me about things going on in their life outside of school. They expect me to be Ms.Johnson (the teacher with the strict rules and no smiles) and Ms.J (the teacher they can talk to about anything).
When I find out that "Johnny" cursed out "Mr.Doe" for not letting him go to his locker, I talk to him about it. I show him his mistake. I tell him that "Mr.Doe" is still an adult and that he should respect him the same as he respects me. I teach him that it is inappropriate to talk to adults that way and inappropriate to talk like that at school period. Will he do it again? Maybe. But hopefully he won't and if he does I'll teach him again because I am his teacher.
"Sally" may not have banks in her neighborhood. So when I'm teaching fractions, decimals, and percents, she may not be able to make connections with the things I'm talking about. I take the time to explain to her the importance of managing your money and how to maintain your finances. If she doesn't begin to learn these skills now, then where will that leave her in the future? Broke? Receiving government aide? Living check to check? I refuse to have my students become another negative statistic because I didn't take the time teach to them a simple life skill.
Why does "Tommy" want to drop out of school? Is it because another teacher along the way told him he wouldn't amount to anything because of what side of town he lives on or what his other family members have done? Has he been retained? Does he just have no other goal to strive for? Many of my students are "Tommy". They have nothing to look forward to. I ask him what he enjoys doing and show him career opportunities incorporate the things he like. After EOGs, I hope to have speakers come in and talk to my students about different careers and how they got started. I hope to encourage "Tommy" to finish high school and go to college if he wants. He needs to have a goal to motivate him through the pitfalls of life.
This week I learned that I am more than just a teacher to my students. I have to expose them to new things and show them basic life skills. I must show them how to interact with others. I must be their #1 fan even when they are losing the race. I must be a support system for them even when I'm tired or frustrated. These things are not options to me. These are the things in fine print of my teaching contract and I signed my name on the dotted line.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.
Tuesday, March 11, 2008
The week FLEW by...
This past week flew by so fast, I didn't even get a chance to post my blog. As a first year seventh grade Math teacher, it's been hard for me to get this time management thing under control. I have meetings just about everyday of the week during my planning period and after school. I am trying to work out 4 days a week. I try to have some what of a social life because if I didn't I would be INSANE! SLEEP? What's that? I only sleep for about 5 hours each night. I spend a little time each night grading papers because I want my students have quick feedback from me about their work. (AND...I don't want to be swamped in papers to grade when grades are due!)
It's not hard to plan lessons for the 3 DIFFERENT classes I teach. I find it hard to come up with creative ways to differentiate learning. I teach 2 Standard Math classes with one of them being an inclusion class and 1 Standard Plus Math class. Even though the the students in my Standard Plus are supposed to have "higher EOG test scores" than the other. The only difference I see in the score is maybe 2-5 points! I often find it hard for them grasp concepts because they think it's "so easy". I push them to think outside the box and remember that careless mistakes can be the difference between an A and a B on an assessment. Some the students in that class believe that all they have to do is maintain their current status. I remind them that they have to reach further than the other students because they have to show growth just like the lower level classes. I always have to challenge them a little bit more but they keep me on my toes.
My 2 Standard classes ROCK! They are (usually) excited and focused about their learning. They want to move on to a higher level class and want to achieve a higher growth than they did in the past years. I never thought I would be able to teach an inclusion class my first year, but I LOVE IT! When I see that light bulb go off in their head and I see they understand how to not only use the concept I taught them but to apply it to a new concept, I smile. The feeling is overwhelming at times because I can see the joy it brings them on their face. It reminds me of why I am a teacher in the first place.
Meetings and paperwork keep me busy. I have pre-assessment data and post assessment data, homework to grade, projects to grade, licensure requirements to fulfill, parent contact logs to maintain, grade level meetings, math department meetings, and the list keeps going and going. It all serves a purpose and it has to get done. I am accountable for these students. If I am not on top of the requirements of me as teacher, then how can blame my students for not being on top of their work? I have to show them by coming to school prepared and assessing their individual needs. Then, I make modifications and provisions for the things that best suit them so that they can show they can fulfill the requirements of the state by passing the EOG.
I didn't have to become a teacher. I could have been a doctor or a lawyer, but I knew impacting the lives of children was my life's purpose. I was chosen for this career and I'm not quitting any time soon. Even with all the planning I have to do, meetings to attend, and paperwork, I love it. I enjoy the new challenge I have each day. I am not worried about what each day brings and when I am going to get time to do this and that. It will all work out. I live each day by the words of Joan of Arc, “I am not afraid…I was born to do this.” I'm here for the long haul and I plan on enjoying the ride.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.
It's not hard to plan lessons for the 3 DIFFERENT classes I teach. I find it hard to come up with creative ways to differentiate learning. I teach 2 Standard Math classes with one of them being an inclusion class and 1 Standard Plus Math class. Even though the the students in my Standard Plus are supposed to have "higher EOG test scores" than the other. The only difference I see in the score is maybe 2-5 points! I often find it hard for them grasp concepts because they think it's "so easy". I push them to think outside the box and remember that careless mistakes can be the difference between an A and a B on an assessment. Some the students in that class believe that all they have to do is maintain their current status. I remind them that they have to reach further than the other students because they have to show growth just like the lower level classes. I always have to challenge them a little bit more but they keep me on my toes.
My 2 Standard classes ROCK! They are (usually) excited and focused about their learning. They want to move on to a higher level class and want to achieve a higher growth than they did in the past years. I never thought I would be able to teach an inclusion class my first year, but I LOVE IT! When I see that light bulb go off in their head and I see they understand how to not only use the concept I taught them but to apply it to a new concept, I smile. The feeling is overwhelming at times because I can see the joy it brings them on their face. It reminds me of why I am a teacher in the first place.
Meetings and paperwork keep me busy. I have pre-assessment data and post assessment data, homework to grade, projects to grade, licensure requirements to fulfill, parent contact logs to maintain, grade level meetings, math department meetings, and the list keeps going and going. It all serves a purpose and it has to get done. I am accountable for these students. If I am not on top of the requirements of me as teacher, then how can blame my students for not being on top of their work? I have to show them by coming to school prepared and assessing their individual needs. Then, I make modifications and provisions for the things that best suit them so that they can show they can fulfill the requirements of the state by passing the EOG.
I didn't have to become a teacher. I could have been a doctor or a lawyer, but I knew impacting the lives of children was my life's purpose. I was chosen for this career and I'm not quitting any time soon. Even with all the planning I have to do, meetings to attend, and paperwork, I love it. I enjoy the new challenge I have each day. I am not worried about what each day brings and when I am going to get time to do this and that. It will all work out. I live each day by the words of Joan of Arc, “I am not afraid…I was born to do this.” I'm here for the long haul and I plan on enjoying the ride.
Blog posted by March writer Janel Johnson, 7th grade Math teacher at Martin Luther King Jr. Middle School in Charlotte, NC.Thursday, February 28, 2008
Looking back, looking forward
This past year has been filled with ups and downs, highs and lows. The rollercoaster that is being an educator isn't something that is easily explained. I've sat through more meetings than a company CEO. I've colored with crayons and markers and colored pencils. I've discovered a new love of Dr. Seuss. I get excited over Scholastic book orders. I've been covered head to toe in shaving cream, done a stint in a dunking booth, and done the Hokey Pokey at a roller rink. I have had to file a police report, hugged crying parents, and been selected as a semi-finalist for Wake County's first year teacher award.
I cannot begin to explain my profession to anyone. You have to experience it. Every day is different, every lesson a new adventure. There is not a day that I dread going to work. There are many people in the world who hate Mondays, complain about their job, and can't wait to switch positions or careers. I am blessed to have found my calling. Is teaching for everyone? No, but it's definitely the right fit for me.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
I cannot begin to explain my profession to anyone. You have to experience it. Every day is different, every lesson a new adventure. There is not a day that I dread going to work. There are many people in the world who hate Mondays, complain about their job, and can't wait to switch positions or careers. I am blessed to have found my calling. Is teaching for everyone? No, but it's definitely the right fit for me.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
Sunday, February 24, 2008
I Wish I Would Have Known...
There was no way to predict what this year would be like, the personalities of my students, or how my conferences with parents would go. I tried my best to plan ahead for every situation, but many times I ended up thinking, "I wish I would have known that sooner!" Here are some things I wish someone would have told me before beginning my teaching career:
*Organize as much as you can, right away. I recently cleaned off my desktop to see papers that had been there for a month. Organizing them after the fact, when there were so many-- impossible.
*Invest in lots of Goo Gone, Clorox wipes, Purell, Sharpies, and Post-its. I think my kids EAT Post-its we go through them so fast.
*If the PTA holds an event, go! The kids LOVE to see teachers outside the classroom having fun, and it scores you extra points with parents and administration.
*When sending notes home, use the ones that automatically carbon-copy themselves. That way there is no questioning what you wrote.
*Do not believe the custodian when he says the elevator/door lock are broken, or that your carpets are a fire hazard and need to be removed ASAP. I learned quickly that custodians are known for practical jokes.
*Cupcakes in an elementary classroom = frosting on the floor, walls, ceiling...
*Families with the least ability to give often give the most.
*Save box tops, soup labels, frosting cans, ANYTHING that might come in handy.
*Get ONE subscription to a magazine or online reproducibles site, like Scholastic. They all basically have the same thing.
*Parents love newsletters, especially if they include weekly objectives and upcoming events.
*Become friendly with your IRTs, TRTs, secretaries, etc... they're the ones who get things done.
*Short on money? Apply for Target Field Trip Grants, ask for classroom supply donations, etc.
*Always pack a little extra food in your lunch/snack. There will be a student who forgets/isn't sent with enough.
*Leave by 6pm! Nothing gets done after that, your brain is fried and your energy is low.
*Be patient when trying to acquire special ed services for a child. The line is long, and the workers few.
*Kids will forget important forms for days, but remember to bring in their Show-n-Tell without fail.
*There are many useful teachers' websites out there, like teachers.net and proteacher. You don't have to reinvent the wheel!
*Don't be afraid to switch grade levels. Yes, it's a huge undertaking, but it can be very rewarding and you may end up right where you need to be.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
*Organize as much as you can, right away. I recently cleaned off my desktop to see papers that had been there for a month. Organizing them after the fact, when there were so many-- impossible.
*Invest in lots of Goo Gone, Clorox wipes, Purell, Sharpies, and Post-its. I think my kids EAT Post-its we go through them so fast.
*If the PTA holds an event, go! The kids LOVE to see teachers outside the classroom having fun, and it scores you extra points with parents and administration.
*When sending notes home, use the ones that automatically carbon-copy themselves. That way there is no questioning what you wrote.
*Do not believe the custodian when he says the elevator/door lock are broken, or that your carpets are a fire hazard and need to be removed ASAP. I learned quickly that custodians are known for practical jokes.
*Cupcakes in an elementary classroom = frosting on the floor, walls, ceiling...
*Families with the least ability to give often give the most.
*Save box tops, soup labels, frosting cans, ANYTHING that might come in handy.
*Get ONE subscription to a magazine or online reproducibles site, like Scholastic. They all basically have the same thing.
*Parents love newsletters, especially if they include weekly objectives and upcoming events.
*Become friendly with your IRTs, TRTs, secretaries, etc... they're the ones who get things done.
*Short on money? Apply for Target Field Trip Grants, ask for classroom supply donations, etc.
*Always pack a little extra food in your lunch/snack. There will be a student who forgets/isn't sent with enough.
*Leave by 6pm! Nothing gets done after that, your brain is fried and your energy is low.
*Be patient when trying to acquire special ed services for a child. The line is long, and the workers few.
*Kids will forget important forms for days, but remember to bring in their Show-n-Tell without fail.
*There are many useful teachers' websites out there, like teachers.net and proteacher. You don't have to reinvent the wheel!
*Don't be afraid to switch grade levels. Yes, it's a huge undertaking, but it can be very rewarding and you may end up right where you need to be.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
Saturday, February 16, 2008
The Balancing Act
I used to be a procrastinator. Hard to believe, I know. I would write papers the day before they were due, mail bill payments right before the due date, and wait hours or even days before returning a phone call. I felt like had all the time in the world and nothing was urgent. Have those times changed!
As a first year teacher, my biggest challenge has been balancing all of my responsibilities inside and outside of the classroom. After the daily teaching duties, I also work two days at Cary Elementary's After School Care Program to earn some money for savings. As a new teacher I am also required to attend Beginning Teacher/Mentor support group meetings biweekly for several hours. Add on professional development courses, PTA events, parental contacts/conferences, lesson planning, bulletin-board making... the list goes on and on, and my days get longer and longer.
Am I complaining? Not in the least. I love my job. I truly enjoy going to outside school events like PTA carnivals and skating parties, or letting my creative juices flow while working on bulletin boards and organization. All of these extra, non-teaching hours can really add up, and do often cut into my personal time. I have struggled with finding time to see friends, enjoy bubble baths, and even read for pleasure. I often stay at the school until 6pm and then come home to work on lesson plans or create arts and craft activities. I struggle with finding time to make nutritious meals, exercise, and do more to keep myself healthy, leading to bouts of illness.
So, how do teachers manage the balancing act? How do they find the time to teach, get all of their extra duties done, and still spend quality time with their families, friends, and keep themselves healthy? I've started planning my days almost to the minute, allowing for at least one hour at night of "me time" for reading the newspaper, playing with my adorable Pug puppy, or lazily soaking in the tub. My new mantra is "Don't put off until tomorrow what could easily be done today." With time so hard to come by, there isn't time to procrastinate. By spending a little extra time to keep myself organized, I end up saving loads of time in the long run.
Do I still feel overworked? Some days! I now feel, however, that I at least have time for my personal life. I still find it hard to leave the school before 6pm, but my whole demeanor has become much more positive and relaxed, just by giving myself some time, just for me.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
As a first year teacher, my biggest challenge has been balancing all of my responsibilities inside and outside of the classroom. After the daily teaching duties, I also work two days at Cary Elementary's After School Care Program to earn some money for savings. As a new teacher I am also required to attend Beginning Teacher/Mentor support group meetings biweekly for several hours. Add on professional development courses, PTA events, parental contacts/conferences, lesson planning, bulletin-board making... the list goes on and on, and my days get longer and longer.
Am I complaining? Not in the least. I love my job. I truly enjoy going to outside school events like PTA carnivals and skating parties, or letting my creative juices flow while working on bulletin boards and organization. All of these extra, non-teaching hours can really add up, and do often cut into my personal time. I have struggled with finding time to see friends, enjoy bubble baths, and even read for pleasure. I often stay at the school until 6pm and then come home to work on lesson plans or create arts and craft activities. I struggle with finding time to make nutritious meals, exercise, and do more to keep myself healthy, leading to bouts of illness.
So, how do teachers manage the balancing act? How do they find the time to teach, get all of their extra duties done, and still spend quality time with their families, friends, and keep themselves healthy? I've started planning my days almost to the minute, allowing for at least one hour at night of "me time" for reading the newspaper, playing with my adorable Pug puppy, or lazily soaking in the tub. My new mantra is "Don't put off until tomorrow what could easily be done today." With time so hard to come by, there isn't time to procrastinate. By spending a little extra time to keep myself organized, I end up saving loads of time in the long run.
Do I still feel overworked? Some days! I now feel, however, that I at least have time for my personal life. I still find it hard to leave the school before 6pm, but my whole demeanor has become much more positive and relaxed, just by giving myself some time, just for me.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
Sunday, February 3, 2008
100th Day!
I write my very first post here as I prepare for the 100th Day of School at Cary Elementary. I cannot believe that the year is already past the halfway point! My first year as a teacher has had its highs, lows, and everything in between. I've laughed, I've cried. I've never craved sleep as much as I do these days. It's exhausting, exhilarating, and no two days are alike.
As a first grade teacher, I have had so many wonderful experiences already. I joined a fabulous staff that has embraced the Professional Learning Communities mindset, and joined a team that gets along extremely well. My students are energetic, enthusiastic, and most of all eager to learn anything and everything. I am truly lucky to get to work there everyday.
Not that it's been easy. I've had some major behavior issues in my room. I have had parents who don't come to conferences, don't respond to phone calls, and don't help their children with their homework. I've experienced what we teachers refer to as "the full moon effect," when the children simply cannot sit still. I've caught more colds than I dare count. I take home so much work I've resorted to a rolling crate to tote it all. I haven't seen 10pm since August. There are days that I come home and fall asleep after dinner. I buy more for my classroom than for my brand new apartment.
But there are those little moments that make everything worth it. There are the moments when you see the little light bulb go on, and your heart skips a beat. Like when "Bobby" finally starts using spacing in his writing, or when "Becky" finally starts to "count on" for math. It's moments like those that make all the craziness, all the early mornings, and endless piles of paperwork worth it. Some days I feel as if I do crowd control more than anything else, but the teaching does happen. My kids are growing and progressing and achieving. I'm growing and progressing right along with them. It's amazing to see how far we've all come.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
As a first grade teacher, I have had so many wonderful experiences already. I joined a fabulous staff that has embraced the Professional Learning Communities mindset, and joined a team that gets along extremely well. My students are energetic, enthusiastic, and most of all eager to learn anything and everything. I am truly lucky to get to work there everyday.
Not that it's been easy. I've had some major behavior issues in my room. I have had parents who don't come to conferences, don't respond to phone calls, and don't help their children with their homework. I've experienced what we teachers refer to as "the full moon effect," when the children simply cannot sit still. I've caught more colds than I dare count. I take home so much work I've resorted to a rolling crate to tote it all. I haven't seen 10pm since August. There are days that I come home and fall asleep after dinner. I buy more for my classroom than for my brand new apartment.
But there are those little moments that make everything worth it. There are the moments when you see the little light bulb go on, and your heart skips a beat. Like when "Bobby" finally starts using spacing in his writing, or when "Becky" finally starts to "count on" for math. It's moments like those that make all the craziness, all the early mornings, and endless piles of paperwork worth it. Some days I feel as if I do crowd control more than anything else, but the teaching does happen. My kids are growing and progressing and achieving. I'm growing and progressing right along with them. It's amazing to see how far we've all come.
Blog posted by February writer Nichole Emond, 1st grade teacher at Cary Elementary in Cary, NC.
Subscribe to:
Posts (Atom)
