Happy Holidays!

It's been interesting teaching during the Holidays. Teachers are having to be very careful about what is discussed in the classroom and what art/writing projects they should do because not everyone celebrates the same Holiday.

Lately on the social network I belong to, I keep seeing posts about how we all should demand that we say Merry Christmas. Or that if you walk into a store and the clerk wishes you a Happy Holiday, you should walk out. But what if you don't celebrate Christmas? What if you celebrate Hanukah or Kwanza? That is the reason for the Happy Holidays greeting, it is out of respect to others who celebrate different religious holiday. For me the true gift of the entire season is having enough love, respect and good will to share.

So, it was during a day in kindergarten when I overheard the majority of the class talking about their Christmas Trees that I began to wonder if everyone in the class celebrated Christmas. So I asked if anyone in the room celebrated Hanukah or Kwanza or something different. Almost half the hands went up and the those that didn't had no idea what I was asking. That is when I decided to go to the library at lunch and got a book on December celebrations (I have to go back and find the title. I can't remember it) and later that afternoon, read the book. It was a great day and I can only hope that I was able to plant that seed of respect in their brains.

The Power of the Read-a-Loud

I love reading to kids! To this day I continue to read to my own children. I alternate every night, one night reading to my 14 yr old, the next night to my 12 yr old. The books we read are ones that I pick out, books that I feel can open up conversations that need to be discussed during these tough teenage years. After a chapter has been read, we lay in the dark, side by side, and have wonderful conversations. Whether it is the book or that we are whispering in a dark we have always had these amazing conversations that I don't think we would have had otherwise. Every time it starts with talking about the character it always moves to a personal level. This is something that I will treasure forever!

I feel you can open up and have the same conversations with your students. This past week, I subbed for a class of kindys that were.. well.... very busy! When I found myself constantly talking over them and that the noise level only increased I brought out a book. Pure magic happened! It got very quiet and they all sat attentively, listening. I continued the rest of the day trying to incorporate a read-a-loud into their daily activities. When we colored the things that begin with the letter "C", I read as they colored. The book was Stone Soup and we talked briefly afterwards about sharing (something very important at this age).

The next day, I subbed for a 4th grade class. They were preparing to do a writing assignment based on their favorite things. Part of the brainstorming was for the class to make a heartmap. This meant they needed to write all of their favorite things along the outside of a heart that they drew on a piece of construction paper. They then had to choose from this list, their very favorite things and draw these in the heart. The main purpose of this assignment was so that the teacher could ask them to write about anything that meant something to them and they could look at this heart map throughout the year and get ideas.

So, as they started the assignment, the noise level increased. I went to the bookshelf and picked up a  chapter book, The Hidden, and began to read aloud. Silence and Bliss! Every student got quiet, listened to me read and continued with their work. Every now and then a student would ask me a question and we would talk about what was happening in the book and that we have a lot to be thankful for. Although we did not finish the book, I told them I would let their teacher finish reading it to them. If she wasn't able to, I would be back in two weeks time and we would finish it then.

My point, of course, is that no matter what the age or the grade, a read-a-loud is extremely powerful. Choose your book wisely. I like to choose something that kids can relate to during the age they are currently at, it truly is amazing the conversations that come about when you do this.

The Perfect Teacher?

Yes, she does exist and today I was her! This was a day I have been waiting years for! You see, Ms. H (not her real name or initial) was my daughters teacher and I fell in love with her the day I met her at the schools open house. For both of my children, there have only been two teachers in their lives that I was truly amazed at... their kindergarten teacher and Ms. H. Both of these teachers were the ones that inspired me to get a teaching degree, because there needs to be more teachers like them and I was determined to become that teacher! Today, I was able to!

When I walked in the room and began to read the lesson plans I was shocked at how much teaching I would be doing! I have gotten so used to the "easy" day of showing movies, do independent reading, give a test, etc.. But today and into next week, since I am subbing for her then too, I was starting new math units, digging into science kits to get them started, starting a new read-a-loud that I got to choose, and even doing all the correcting on the assignments! Granted, the fact that my daughter had her as a teacher made me know the curriculum and her style, but I was actually teaching!!

But, how was classroom management going to be? I quizzed my daughter the night before, asking her what Ms. H does to get the class' attention. "Nothing," she replied.
Nothing? How could that be?
"She would just start talking," added my daughter.
"She doesn't give a hand signal, or clap in a rhythm, or say FREEZE or 1-2-3 EYES ON ME?" I asked.
My daughter just shrugged. "Nope. Just say CLASS and continue talking in a normal voice"

So, when the class entered and they put coats and backpacks away, I stood there watching them, trying to get a sense of who was who and when the second bell rang, they all immediately went to their seats and looked at me.. quietly!! I introduced myself, we went through our morning routine and as they were working in teams, I casually said, "Class" and the magic happened.... they all stopped and looked at me!

What is it about a teacher that she has no classroom management "word"? Or what is her classroom management that she has such an incredible bunch of students? I can tell you in one word: RESPECT. She gives each and every student respect and they give it right back!

How does she do this? Well, she listens to everyone. She encourages them to raise their hands and give an answer at which she never tells a student they are wrong, only asks them to think deeper. She feels that anything a student has to say is important and she has times throughout the day when they can share something that is on their mind. She also believes in positive discipline. If a student is acting up, she never says, "Spencer. Please stop" drawing all the attention from the class on Spencer. Instead, she will say, "Thank-you Cecilia for waiting so patiently for my next instruction."

But she also is FUN! How?
1- when we were sharing the students journal writing on the best thing that happened this week in school, I got to give out Juicy Fruit gum if they used at least three "juicy" details! The gum could only be chewed during the writing block or placed in their backpack to bring home.
2- each student has a folder with "challenging extra credit work". Do at least three pages by Friday and you get a lollypop from the jar.
3- did a good deed for a fellow student. You'll be greeted with a cup of cocoa at your desk in the morning.
4- turned in your weekly homework pack a day or more before it was due and got it all right? Ms. H stands on your desk in her high heels and does a tap dance for you.
5- kept the entire room clean all day so that when it is time to pack up and go home we have extra time? Then students get to sit on the desks and play "Quiet Ball", where they throw a beach ball to one another in a game of catch. If you don't catch it, then both you and the player who threw it have to get off the table.
6- want to discuss the read-a-loud we just read? Throw a beach ball around and when you catch it you have to answer the question that is in front of you. Such as, "What is the title and the author?" "What was your favorite part of the book", "What is the setting?", "Who are the main characters"

I could go on and on. But, basically this teacher makes learning fun! She reminds me of a Ms. Frizzle, where you never know what exciting adventure you'll go on that day! Yet, it's the students who amaze me. She has never had a discipline issue and I do believe that this is because she respects these 9 year olds. She teaches to them, not at them and the students want to learn, because it is fun to write essays and  do math problems and discuss current events because you never know what adventure it'll take you on!

The Roving Sub

How many of you have had this assignment before? I accepted it with excitement, thinking how great it would be to get a taste of so many grade levels/teacher styles all in one day. But, boy oh boy, was it busy!

You see a roving sub goes from classroom to classroom taking over the class when the main teacher attends grade level meetings. I roved for kindergarten and a 1/2 split. My favorite grades to teach! But, I quickly realized that when my first assignment was over I needed to quickly run to the next classroom so that teacher could leave. I would glance at the teacher, mumble that I was here, and frantically look for lesson plans as the students all began to berate me with questions as to who I was and where was their beloved teacher going?

It all worked out fine. I did great (I hope). I would say the only bad thing was that as a sub I usually have all day to learn the students names, something I am usually very good at. But today, with the fast pace, I didn't know any of the names when they called out to me, "Goodbye Mrs. White!" when I saw them in the hallway leaving for the day.

Oh well.... tomorrow is another day....

Are Halloween Parties Becoming Obsolete?

There seems to be a lot of factors that go into the decision of whether to have a Halloween party in the classroom. Most of it depends on the school district and the principal and it's not an easy decision for them to make.

As a kindergartener, my oldest daughter had Halloween parties in her classroom. She was able to dress up in costume and makeup. I, being the room mom, would decorate the classroom with ghosts, streamers, and make gravestones by placing brown paper bags onto the backs of the students chairs. We played games like "pin the wart on the witch" and ate severed fingers and drank vampire blood. It was great fun. However, when my younger daughter hit the elementary years, the rules were changed to no costumes, no ghosts or witches, the food had to be pre-wrapped from the store and the games needed to be academic.

Today, I subbed in a kindergarten classroom that had a pumpkin party. Other teachers were calling it a fall party or a harvest party and I couldn't help but wish for the old days of dressing up and filling the classroom with an imaginary world. This led me to think how I could incorporate both types of parties once I have my own classroom so that everyone could feel included.

You see the main problem with Halloween parties is that now that our society embraces so many different cultures, we need to be respectful of these cultures. There is also the religious factor. Not all religions celebrate a "Day of the Dead" or an "All-Saints Day". There are many religions that don't celebrate anything that may have the word "holiday", "party", or "celebration" in it. So, what happens if a teacher does do a Halloween party is that the student from that religion or culture is not able to attend school... and I definitely don't want that. I want all my students, no matter what their beliefs, to be able to attend school and know that I have created a safe environment for them.

So, that is why today we had a Pumpkin Party. We "estimated" how many seeds were in a pumpkin and the students grabbed a handful of gooeyness from inside and counted what they pulled out, we decorated pumpkin shaped cookies, we colored pumpkin sheets, we weighed pumpkins and sang "5 Little Pumpkins Sitting on a Fence" Everyone was happy and everyone attended school, life was good to a 5 year old.

Although I miss the traditional Halloween Parties I used to do as a room mom, I do understand why we can no longer have them.

Lesson Plan: Show this Movie...

Last Friday I received a call from the secretary of the school I sub at on a regular basis wanting me to sub for the music teacher. I explained to the secretary that I know nothing about music! I don't know instruments, I can't read notes, I can't even carry a tune. But, she assured me that I would probably just show a movie. I don't normally like these type of assignments where I feel I am babysitting instead of teaching but since it was conference week I hadn't worked all week, I was happy to get out of the house for the day.

The movie was actually a puppet show about Peer Gynt, a Norwegian boy who runs away from home and travels the world only to return home in the end because he realizes his mother isn't as bad as he thought. I watched this movie wondering what it had to do with music. It had music in it and if I was a music teacher I would be able to explain to the students what instruments were they were hearing, but I had no idea what they were hearing. When the movie ended I realized that I still had 15 minutes with them. I have nothing in my sub bag that had to do with music. So, I was left with discussing why the music we heard in the movie is important. We talked about how music helps to change the scene, how when the Peer's boat was being flipped by waves the music was louder and that maybe cymbals were used, that when Peer was in Persia we maybe heard flutes when we watched the princess sleeping putting us in a calm mood, and that when he went to Africa we maybe heard drums when the Masked Pygmies danced making us want to dance too.

Although I wasn't completely sure that these were the instruments that were used, I was able to point out how music is a big part of a movie in how it effects the way we view it. I was happy I made it through the day and felt like I had taught a little bit.

A Little Motivation

In the district where I live and where my own children go to school, it is conference week. This year my oldest daughter has entered mid-high, so she doesn't have any conferences. The teachers contact you if they are concerned about your kid. I've never worried about my older daughter, she has always been a straight "A" student who takes honors classes and her conferences in the early years were always very positive. I actually felt like I didn't need to go because the teacher would look at my husband and I and just comment that she is "doing great", "a true leader to her peers", "a pleasure to have in class", "keep doing at home what you are doing", etc... They really had nothing to say.

My younger daughter was always been different. She is a very bright child, but she is someone that never applies herself to the the fullest of her capabilities. I would read a paper that was about to be turned in and comment, "Great idea, but you could add some more detail." I would say this paper is worth a 3 (out of 4). She would smile and be content with that. She had no problem being "at grade level" no matter how hard my husband and I pushed her. She just didn't care about grades.... until she entered middle school this year.

During conference week at the middle school, teachers only want to book an appointment with you if your child needs a little help. While my older daughter never had a conference appointment in middle school, I was prepared to attend one for my younger daughter. There was always something that needed to be worked on during her elementary years. Mostly because teachers knew that she was capable of so much more. But this year, no one wanted an appointment because my younger daughter is pulling straight "A's"

Where did this motivation come from? Why all of a sudden does she care about academics? Believe me when I say she is still a child who will admit that she goes to school strictly for the social life. When I sat down with her last night and we pulled up her grades on-line I told her how proud I was and asked what was motivating her this year. I expected her to answer that it was a certain teacher or maybe that she was just older now and knew she needed to work harder, so I was surprised when she answered, "Because I started with an "A"

When you enter middle school in our district, all of your grades are available for the parents and the student to see on-line. You see missed assignments, grades on all assignments, tests, comments from teachers, etc... But, what my daughter was mentioning was the fact that on day one of the school year, when she went on-line, her grades were all at "A's".

She realized that it would be easier for her to work hard to keep the "A" then it would be for her to work toward the "A". That was all she needed, to actually see those "A's" and like the feeling she was receiving from it.

This made me realize that when I have my own classroom, I plan to tell my students on the first day that they are all starting the year with an "A" and lets work together to keep it!  I know that when every student walks into the room on that first day of school, they are already starting with an "A", but they don't know this. It's important to tell them this because you never know who you may be motivating with that type of logic. My daughter is proof of this.

To All the New Teachers

I read many blogs every day. Mostly blogs that teachers write and substitute teachers write. I store away new ideas that I like, everything from bulletin board ideas, to great read-a-louds, to basically just knowing how to survive.

John Spencer who has a website and a blog recently posted this. Although I may not be a teacher with a regular classroom, I still needed to read his letter. It made me feel better...

Click here if you are a new teacher.

A New, and Active, Experience

Yesterday I was called in to sub for a PE class. Of course my first thought was, Yippee! I get to wear sweats, sneakers, hair in a pony tail and minimal makeup! But then I realized that since this was a late night call that maybe the teacher was calling in sick and I wouldn't have any plans as to what I was to do with these students. I quickly researched on-line PE activities and printed out a bunch of ideas, which I placed in my sub bag. I also brought a whistle (amazing the power you feel just by wearing a whistle). However, when I got to the school, the teacher had left me some great plans on what to do with each grade and.... he told me what his quiet signal was to get students to stop!

I quickly set up the gym for the first class, a group of fifth graders. When they walked in I prepared myself for the whispers of, "yippee! It's a sub" but was surprised at how many groans there were instead. As the day went on I realized how much love a PE teacher receives from their students. Of course they do, because a PE teacher, at least in the elementary years, is all about fun and games! Anyway, all went well with the first class, we had fun, they stopped and listened when I gave out the quiet signal, we talked in the end about how much more fun a game is when everyone follows the rules, etc...

But, it was the afternoon classes that brought a little more excitement to my day. By the time the second graders came in, I was exhausted! I had been working out with each class up to this point, running, doing jumping jacks, sit-ups, playing the games, etc and I was realizing that my 44 year old body needed a rest too! But, now all my little ones were arriving for afternoon classes and they are the ones you need to work out with because they need more instruction. So, I bucked up and moved, although a bit slower.

The afternoon classes also brought some trips to the nurse. In the second grade class, it was right after lunch so one boy promptly threw up after jogging his first lap (it was obviously mac-n-cheese day), so the janitor was called in, the boy sent to the nurse, and we resumed play. The next class were first graders and one girl had a terrible headache. I sent her to the nurse and she quickly returned with a note from the nurse that said the girl thought her head was hurting because I had the music on too loud. I forgot that these kids aren't as deaf as I am, so I turned down the music. The last class was kindys and two little boys rammed right into each other during our exciting game of "Fire in the Forest" Both were in tears and one had a bloody nose. There is nothing more exciting to kindys than seeing lots of blood coming out of someones nose!

By the end of the day, I couldn't move! So, my advice is if you ever sub for a PE teacher don't feel you have to play with them the entire time! Working out from 9-3 is hard work and it's OK to instruct from the sidelines once you get them started. I think it's important for them to see you setting the example, but you don't need to do it the entire period. Oh, and I never did have to use that whistle! Mostly because I had the music going and when I stopped the music, they knew to look at me and freeze. Using music is much better than blowing a whistle or trying to yell over the commotion in a gym.

One Month Down

I realized yesterday as I was enjoying my planning time, that I have been subbing for a month now. All those fears in the beginning seem to have disappeared. I've become much more comfortable walking into a classroom and knowing how to set myself up for the day.

I've learned that the first thing I do, after turning on the lights, is to turn on all the computers. I then look for the teacher's lesson plans, which I only read up to the lunch or specialist time. I feel I get overwhelmed if I read everything immediately, breaking it up helps. Plus, when I have my planning time, we all know that subs aren't really needing that time to plan future lessons. I use the time to read about the next lessons that are coming up in the afternnon, grab a quick snack, use the restroom, and check to see if I've been requested for another job somewhere.

If a teacher hasn't given me an idea of their classroom management, I reach into my sub bag and grab a giant sticker or a small sticky dinosaur toy that I purchase in bulk from Oriental Trading, and place it on the front board. I tell the students that this will be given to the "Star _____" (place the school mascot in the box. Star Bulldog, Star Hawk, etc..) and proceed to explain my expectations for the day. Throughout the day I remind them of this star award and it always gets them back on track.

I also take pictures of things I like in the classroom, how things are set up, an attractive bulletin board, etc.. and I print it out at home and place in a book of ideas I want to use once I have my own classroom.

But what hit me the most yesterday when I realized I was one month in, is that I have regular work within the two districts but only in 4-5 schools. This is a great thing! I've come to know the students names, I know the teachers style, and the teacher isn't having to leave me as detailed plans or leave her books out because I know what to do and where to find it. I also keep all past plans that the teacher has left me in a binder that I carry everyday. I can refer to things I may have forgotten or even my notes that I have written about a certain lesson or a certain student.

Yep, one month down, eight more to go and I am feeling confident.

The First Job is the Virginal Job

This is what I say to myself when I leave the school parking lot after subbing in a particular class for the first time. It's always emotional for me... I leave reflecting on whether I was a babysitter or if I actually taught something.

I like to think that these emotions are quite normal. When I walk into the classroom, the first thing I always look for in the teacher's plans, is the management piece. I need to know what signal is used to get the students attention, if there is a system for misbehavior, good behavior, etc.. If I know what the teacher does, then I can do that too and then be able to teach. If I don't know any of this, then I have to fumble through what works or doesn't work and then I end up feeling like I was more of a babysitter because I spent so much time dealing with classroom management. Last week was like that...

They were first graders. They weren't terrible, just loud. They interrupted, they talked when I talked, they argued amongst each other, etc... I truly felt that I was struggling just to get through the day and felt that if I just knew the teachers system, things would have gone much better. Toward the end of the day, I had to open my "sub bag"

I quickly looked through it at all the things (bribes) I had. Books they could look at once done with an assignment, candy (many subs do this, I prefer not to), games, stickers, etc..  I decided on the stickers. They were 6 year olds! As I walked through the room I would stop and give an animal or dinosaur sticker to those that were quietly working. Soon, everyone was quiet!! I then announced that I had a very special sticker that would be given out to the one student I chose at the end of the day who was quiet, raised their hand, had a clean desk, etc...  I then placed this giant sticker up on the board so they had a visual reminder. At the end of the day, I chose the ONE student and everyone was OK with that.

So, as I drove home I thought... Ok, I babysat in the beginning but once we established classroom management rules and expectations I was actually able to teach! The next time I sub in that class, I won't have to figure it all out, I'll know what to do and who they are and they in turn will know who I am and what my expectations are.

Note to all you teachers: PLEASE include your classroom management piece in your lesson plans. We can't teach unless we know what the expectations are for your students because as a sub, I want to teach, not babysit.

Special Ed, Resource room and Kindy's...Oh MY!

This was what my week was like:
Subbed 4th grade for half a day for my mentor teacher. It was very easy to me since I knew her routine, her rules, her expectations. The students attempted to snowball me once, but when I used a term I knew my master teacher uses, they KNEW they couldn't get-a-way with nothin'!

Subbed full day for a Lifeskills class. This I was nervous about since I have no special ed credentials. Fortunately for me, the teacher left great lesson plans and I had two paras in there. I had one tough student who we ended up having to call the parent, only to find that he hadn't been on his meds for two days. This made me feel better, since I was feeling terrible that I didn't know how to control his behaivior. I even got desperate and offered candy! In the end I was very surprised at how much I enjoyed teaching them and at how responsive they were to me.

Subbed a full day in the resource room for students who I pulled out of class to work on writing and reading. The morning was with one student at a time and who all had autism. This was challenging but I was able to get them to look at the book and sometimes say a word with me.
In the afternoon I had small groups. I did, however, make one major faux pa: When entering the classroom, I announced that I was subbing for Mrs. - - -  and that I was here for - - -. When I collected the student and we were in the hall, the student was clearly upset with me. When I asked why, the student commented that the class makes fun knowing that this student is being asked to leave for help with reading. I felt terrible that I hadn't been more sensitive. For the remainder of the day, I did not announce who I was in for, just collected the student.
Again, I was shocked at how much I enjoyed subbing for the resource room.

My week ended with subbing for an all day kindergarten class. I loved it!!! Kindy's are definitely my area. I like the quick pace of moving quickly from one subject to another (they don't have  along attention span you know!) and I love to sing songs and dance around and color!! They were all really good, even the three that I was warned about. At the end of the day, I rewarded all of them by placing a glitter star sticker on their hand, saying that they were all shining stars that day.
It's amazing to me how this age, all in the world is perfect when you have a sticker on your hand.

But, I will admit, that when I walked into each classroom, each day the same thoughts went through my head, "What am I doing? What have I gotten myself into? How can I possible teach like this teacher?" Yet, once I sat with the assigned, and perfectly organized, lesson plans, and once those students have entered the room, the day has run quite smoothly. I am amazed that I love this subbing thing!

Rest Among the Trees Wangari

Yesterday, someone who I have never met but has impacted my life, passed away. Wangari Maathai, who wrote "Trees of Peace" was someone I constantly used as an example to many children. I have read this children's picture book to my own children, my Girl Scout girls, and the 4th grade class I interned in last year. Every time I read the book, my eyes tear up because I am amazed how one woman could change a village, a country, a continent, the world.

When I had heard on NPR about her passing, I immediately emailed my troop telling them about it. I had one little gal email me back, asking if we could use some of our cookie money to purchase and plant a tree... somewhere. It made me feel good that this little gal understood!

Today, I was the sub for the school I had interned in and in the class there were some of my old students from the year before. One of the boys saw me and exclaimed, "Mrs. White! Remember that book you read to us about the lady with the trees and then how we planted seeds in cups? Well, she died! My mom told me! Ain't that sad? She was a good person, wasn't she Mrs. White?"
This was maybe not the same reaction as my scout girl had, but I was happy that this boy remembered her and the work that she did.

Click here: for a previous post I had made last year about Wangari's book.


Click here: for the NPR article:

Sub Bag

So, I have created a "sub bag". This bag holds things that I hope I never have to use but am prepared to use. It basically is a bag that is filled with items I can use in the classroom, in case the teacher who is out, does not leave me any plans.

I actually have 3 bags. One is for K-1, one for 2-3, and the last for 4-5. In each bag is at least 2 books that I could read to the class. Books that have been my favorites for years and ones that I could easily attach a writing lesson to. I have games, like Soduko, and a few other math related games. I have lots of classroom management ideas that are printed out, laminated and stuffed in each bag. Such things as writing a riddle on the board for them to figure out, a paper airplane competition where they get to fly their airplane across the room if the day ends on a high note. I have even thought of telling the kids I would show them a magic trick and how to do it at the end of the day if they behave. Will I ever use all these bells and whistles? Who knows! But I keep reading blogs and talking with fellow substitute teachers about the horrors of being a sub. I just want to be prepared.

Oh, and I also have a whistle (just in case things get REALLY out of hand), some snacks for me (for when I'm not able to make it to the lunchroom because I am frantically trying to figure out what to teach in the next half of the day), Tylenol (for that headache), cough drops (for all the talking or voice raising I need to do), water, a notebook to make notes about what I like in the teacher's room to use in the future for my own classroom, and my business cards.

I'll keep you updated on if I ever need to use the sub bag!

Technology!

I had to post this. Saw this cute YouTube video on the ABC Nightly News with Dianne Sawyer. It's an elderly couple trying to figure out their new computer. All they want to do is take a picture of themselves, but instead it was recording, unbeknownst to them!

Getting Organized

So, as I sit and wait for the phone to ring and read blogs, I begin to think about how to get my name out on the "teacher preferred" sub lists. Who knew that marketing myself for a sub job would be so intense. With the economy and more and more teachers getting laid off, the sub lists continue to grow. In one district I was lucky to get on because I know a lot of teachers that my own children had. The other district I am on because I interned in their district. Lucky stuff since both districts have a waiting list of over 200 teachers just for the sub list!

Now I need to market myself. It began with sending casual emails to my own children's teachers and to the teachers I met at the school I interned for. Just a "quick note to inform you I am on the district sub list. Plus, please keep me in mind if you need an extra hand in your classroom. I am more than happy to volunteer! Hope your year is off to a great start!" is what they all began as.

Now I have made business cards to hand out when I visit. A bright colored design with all my contact info so that they can contact me anytime of day! I also had magnets (of my business card) and stationary made! My thought process is that when I leave, I'll stick a magnet on their file cabinet and leave them a personal "thank-you" note.

Again I sit and wait!

Feeling Like a Teenager Again....

I haven't written since March when I was an intern for a 4th grade class. I made it through that and am now looking for a job????

Actually, no. I had made the decision last spring that I needed to re-group myself and my family. Having gone back to college in my 40s and taking on an overload of classes for a little under 5 years, I was burnt! I needed a tiny break. This plus my own children were making huge leaps in their own schooling (one entering middle school and the other mid-high) that I was feeling I wanted to be available to them. So... subbing sounded like a great option for me. Not to mention there are no jobs to apply to!

But now I feel like a teenager.. waiting for the phone to ring.. do they want me today.. will it ring today with a sub job? I'm torn about this. Part of me feels that I am not doing a great job keeping up my new teacher skills that I paid so much for. Yet, at the same time, I am enjoying the quiet house and my family is enjoying homemade meals that have made a comeback.

So, I sit and wait and wonder while I read blogs from teachers and smell the pie I have cooking in the oven.

ONO MA WHAT???

It's ONOMATOPOEIA!!
No it's not a new lyric for The Lion King. It's a word that my Master Teacher presented me with right before class, asking me to teach it to the students. My first hurdle? I couldn't pronounce it! I kept fumbling over the pronunciation and eventually had to ask my students to help me. While they saw it as one big joke, I thought how terrible is it that the word I am to teach, I can't even pronounce!
The lesson continued just fine... I at least knew the definition: words that mimic the sounds they name. I was also able to provide some examples: meow, woof, shhhh, tick-tock, crunch (if you were eating a bag of chips), or clank (silverware hitting the plate).
I pointed out that even teachers can learn something new everyday!

Everyone Sees a Problem Differently

This is the main thing that I learned during this quarter; that everyone has a different way of thinking and seeing math. Of course, we hope that our students aren't like Lou Abbott of Abbott and Costello from the video above, but it is important to realize that we all approach a math problem differently.

What I enjoyed mostly from the class was the way to teach math using manipulatives, art, and other disciplines to reach a student. A teacher has to realize that there are linear thinkers and that there are creative thinkers and no matter where a student falls, math can be taught to reach all of them. It takes but only a minute during this age of technology to look up a hands on way to teach math. But most importantly, you have to reach a student and that may be by teaching a concept in a few different ways. That is what this class did. We created posters, we used technology, we cut paper and colored, we made spit balls, we solved riddles.... and during all this we learned math and how it relates to our everyday lives.

I loved the class and can't wait to use some of these strategies within my own classroom.

Can You Smell the Excitement?

I am down to only two weeks left in attending college classes (besides a few days in the spring) and I am giddy with excitement! I have spent the last 5 years attending college and needless to say, I feel great that I don't have to write anymore 5-10 page papers!! It has been a challenging road for a woman in her 40's who is also a mother, wife, homemaker, Girl Scout leader, and continuing volunteer for the community and I really don't mind giving myself a pat on the back!!

In the meantime, I will continue student teaching, all the while keeping my fingers crossed that I will be able to land a job. I not only want to make a difference as a teacher, but I want to relieve some of the stress from my husband who has supported me emotionally, spiritually and financially through this five year process of helping me reach my dream.

I am so excited to begin full time student teaching... I have reached the point where I am constantly thinking about those students as if they were my own children. Staying up at night worrying about how to make them understand fractions, or how to get "J" to love reading, or how to make "D" understand that the social issues on the playground are terrible but that life really does get better.

It's a new chapter in the book and I can only hope that it all ends well....

Wolfram!

When a gal in my cohort was catching me up on what I had missed in class she started to tell me about Wolfram, to which I replied, "Oh, yes, I am familiar with it. I have the app on my iPhone" She responded, "Cassandra, you've been keeping this a secret form me?!"
It's not that I was keeping it a secret from her as much as from my children! You see Wolfram is a computational knowledge engine and in my words, "a mother's best secret!" You see I have a teenager and a tween, both who think they are smarter than me and when it comes to school work, sometimes they are right! I hate to admit this.. a future teacher.. but they are studying so many new things that I studied years ago that I need that little friendly refresher course and I can get it from Wolfram!
Yo can ask anything from weather to culture to money and finance to socioeconomic data to math! Yes, math! The best part for a parent? IT shows you how to "show your work" on a math problem. So when my teen comes home and needs help with her high school math I can look up how to do on Wolfram and show her.
As a parent, this is a great tool. As an adult I have pulled out my app to answer disagreements on certain facts at a party. As a future educator? I hate the thing! Only because, how will I know my students haven't discovered this app and are using it at home, therefore not learning the math? It's times like this in the technology age that teachers need to get creative. I don't mean creative as in introducing Glogster, but creative in how to teach math and other subjects so that we know our students are learning it. The struggle is introducing certain technologies to keep the students interested but not to introduce how to cheat. It's a whole new issue to ponder.

iTouch Has Turned into "I Want"

This is what my students have been saying to me after I allowed them a little free time with the iTouch. It started simply enough, I wanted to help some of the students be a bit more motivated to pass their math timings. So, I told them whomever passed could use my iTouch the next day. Of course they had to play a math game on it. That day one boy passed! The next couple of days, as this boy sat in the back playing math games on the Touch, the rest of the students continued taking math timings. On the third day, two more kids passed! Now I was in a predicament, 3 kids and one Touch! But it worked out in the end with the students taking turns playing Pearl Diver or Sum Stacker as the other two watched giving advice when needed. As they walked away all of them said, "I want one of those!"

I have seen how technology works in my home when it comes to my own children and their homework. Any homework that involves hopping on the computer to complete an assignment is the one done first and the printed out sheet of math facts is the homework that never seems to get done without me enlisting in some sort of argument. Kids these days live in the virtual world, it is what excites them and motivates them to attempt new things. So, why wouldn't a teacher use this tool in the classroom? Have you ever given an assignment that involved the students using the technology and seen them spring into action. I know that the students who I worked with never gave me groans or moans when I announced we were taking turns with the Touch.

We need to go with this technology thing. It is here to stay and students connect with it. Plus, don't tell anyone....but it makes learning FUN!

Growing Acorns in a Corduroy Jumper, Jumping off Tables

During math class my instructor began by telling us how she got students attention; she performed antics! On one particular day she was demonstrating how to get a Buzz Lightyear doll to jump, she did this by standing on a table throwing the doll in the air... and she was wearing a corduroy jumper. If I had a teacher like this back in school, I would probably have been interested in math.
When I was in high school I struggled with geometry. I still remember my teacher, Mr. Caldasurdo, telling my parents that I tried and tried but that I just couldn't grasp the concept and he didn't know what else to do with me. So, I continued to come to class, listen to his lectures of explanation, and fail every test. I could not understand geometry!
Now in our day of technology, there is a world wide web to help students "see" geometry! In my current math class, our corduroy jumping teacher (now in jeans and a t-shirt)introduced us to Geometry Sketch Pad and after 25 years, I began to understand, no "SEE" geometry! The site has you take shapes and adjusting this shape into new shapes. IT was a challenge, but what worked for me was the fact that I could manipulate the shape into a geometry shape and therefore the term "quadilateral" clicked in my brain. This soon made me realize how technology can help students who were like me when they need more of a visual, not an instructor standing in front of the class. By interacting with the class you're helping those acorns grow into math lovers!

Math is ... creative?

YES!! That was the subject we spoke about today... math and creativity going together. As a kid I was one of those that always thought math was boring... I hated it. To just sit there and crunch numbers and solve algorithms has always made me... yawn! Yet, as I learn more and more about teaching math using manipulitives and now, to teach it creatively has made me more excited!

As the discussion opened up in class it was asked can this be done? Can you somehow mix these interdisciplinaries together? Some thought not because what if the person isn't a strong reader/writer if you are combining these subjects? I actually think not only can you do it but it shows students another way to realize that Math is all around them, in their everyday lives. Plus, most students are creative, they will think of a way to make it happen. Yes, mixing creativity is a great way to get students to learn, I wish I had it in school... I think I would have really enjoyed math.

iPod Touch=Better reader

As I continue to use the iPod touch in my classroom I have found it to be quite useful during reading. One of the students that I work with is a girl who is not a very confident reader. She loves to read but she is slow.... When I asked her why she reads so slow she commented that it was because she wanted to make sure she didn't get anything wrong when she had her Dibbles testing. So, as we read one day, I pulled out the Touch and recorded her voice. After she finished I had her listen to her voice and follow along as she heard it. When finished, I asked her what she thought and she responded that she reads kinda slow. Yes, I said so lets work on picking up the pace and not worry about whether you are making mistakes or not.
I haven't met with her since that first day, but I am eager to see her again to see if anything has changed. It just goes to show that being able to hear your own voice, can make a big difference from someone just telling you what you are doing wrong.

learning to love to read

When first meeting "J" I was a little worried about his reading level because he walked in with "Diary of a Wimpy Kid", a book that I knew was below a 4th grade level. However, I also feel that if a student desires a certain genre of book and it doesn't fit their level, then so be it because it is more important to get that student to develop the love to read. Yet, when speaking with "J", he told me just that: that he doesn't really like to read except for this book, which he has read over and over. He said that his mom has tried to get him to read the Percy Jackson series but that he didn't like it. We spoke some more and I began to mention other books that I knew were similar to Wimpy Kid, like the "Dork Diaries".

Our next meeting he was excited to tell me that he had placed a library hold on the "Dork Diaries", I was happy to hear that he was venturing on, but soon realized when I heard him read that this boy needed to be in a far more higher level. He read fast and at the end, looked at me with a smile and said, "Did I miss anything" This boy knew that he was being timed and checked for errors, of which he made none. My partner said he did great but that her only advice was that he slow down at the end of sentences because he doesn't stop. She made the fabulous analogy that it was like running a stop sign and crashing into the next sentence.

During the week I felt bad that I had recommended such an easy book for him: "The Dork Diaries" so I went to the public library and used their website. If you click on the KIDS section you can put the name of a book, I used "Diary of a Wimpy Kid", then click BOOKS LIKE IT, then I clicked a higher reading level and out comes a list of the suggested books. I quickly printed this out and brought it to him for our next meeting. When I handed him the list, he glanced at it and them help up a Nancy Drew book, saying that he was reading this now. GREAT, I thought! However, I noticed the following week that he hadn't read very much in the book, so I'm not too sure how much he is loving it.

Overall, "J" is on a great path to becoming a reader. He needs to slow down a bit when reading a loud, but I think that he reads fast mostly because he knows he is being timed. Our goal is for him to expand his reading genres and to say, "I love to read!" At this time we will concentrate on EALR 3: 3.1. Read to learn new information, and 3.4. Read for literary experience in a variety of genres.

Not Just any Piece of Paper

In class we learned how to fold a piece of paper into a box. Easy, right? Well, not really,not if you are attempting to teach geometry at the same time. It started with the teacher asking us, as we sat with a 8.5 X 8.5 piece of paper in our hands..."What shape is it you are holding?"
Easy, we said... it's a square! "How do you know?" she asks. Well... we just know! "Wrong! Tell me why it is a square!"
We began to shout out all sorts of things: "because it is a quadilateral", "because it has 4 equal sides", "because it has all right angles", "because the opposite sides are all parallel", "because it has 4 vertices"
"Prove it to me!" shouted our teacher
Then geometry became hard!

We eventually learned that by folding and re-folding we were able to prove that we had a square and for someone like myself, who hasn't had a geometry lesson in over 25 years I actually caught on and could "SEE" it! This made me realize, once again, how hands on manipulatives helps the brain! Even a manipulative like a simple piece of paper that could later be turned into a box and where the teacher asked, "Prove to me the volume"

All in the Eyes of the Beholder

I enjoyed my math class today. After going onto Gapminder we were placed in groups and had to make a graph that "tells a story" That's it! Seemed simple enough, right? But what I found out was that we all read a graph differently and we want to correlate different information. It made me realize that our minds all work in very different ways. Once my group was able to agree on what we wanted to display, how to label, what colors to use, etc.. we felt that we had it all covered! What we didn't realize until it was pointed out to us was that we failed to place the year of our findings! OMG! What a major mistake! But you forget even the simplest things when you are trying to work with so many different minds and are attempting to get all the facts.
Walking around and seeing everyones graphs I was amazed at the info that was displayed. Some graphs I could tune in to very easily when some of my group members could not. And there were other graphs that I had to rely on my group to explain to me.
In the end when we all came together as one our professor stated, "It is important to get your students to read a graph, but it is more important that a graph can stand on its own!"
I get that! Now, if I can only be taught to read a road map!

Assessing the Writing

Analysis:
We had the pleasure of doing a writing analysis on a 4th grade boy named, “J”. “J” read two pieces of writing, one a narrative that seemed to be an introduction letter to his teacher. This piece was shown to us as a final draft so it didn’t give us much to analyze. However, it did help us to know a little about “J”. It said that he has been told by past teachers that he talks a lot, is loud, and has to sit alone because he disturbs others, but that he really likes to do math. When we asked about whether he likes to write, he answered that he likes math. The second piece of writing that he brought was about his hamster, Hammy and it was this writing that we chose to analyze.

Meaning of the Piece:
“J” was very excited to read to us his story on his hamster, Hammy. He wrote about waking up and seeing his hamster on the dresser, who then jumped down and began to speak and how this was going to be the most exciting day, “the day all animals could talk.” The writing continues with the adventure of Hammy talking and “J” attempting to get the hamster off of him. He writes about asking her, “stupid questions” and thinking that he is “hallucinating” yet his first draft jumps around a lot and you wonder things like how does “J” know his hamster is out of the cage upstairs when he is downstairs. He also uses no adjectives to describe during the first draft, something that his teacher must have also commented on since words like the “dull” coffee table and “dirty” bedroom were added in his next draft.

Six Traits Assessment:
The ideas of the paper did consist of one main idea, that one day “all animals” could talk, the writing was only about one animal, his hamster. We were able to understand that the point of the story was to tell us of a journey with the hamster as it ran around his home, free and talking as she went. Overall, he is in the beginning developments of defining the topic, even though it is still basic and very general.

The organization definitely needs to be worked on. There never seems to be clear paragraphs with a topic sentence, supporting details, and a conclusion. Transitions to move from one paragraph to another aren’t there either. Overall, it seems to be lacking a clear sense of direction since his events seem to be going from one direction to another.

We felt that “J” tried very hard with voice. You could tell by reading the piece that he seemed sincere, that his writing had a purpose because he really did wish his hamster could talk and take him on an adventure. We felt that “J” probably really wanted to “pinky wrestle” with his hamster and that J probably had different thoughts about what Hammy would do if she was loose in the house and maybe wondered if she thought that she, “loved this house!” But, unfortunatley, he never seemed to be fully engaged with his writing.

“J’s” word choice definitely could be expanded on. His first draft had no adjectives in it and in the second draft adjectives were added but just basic ones like, “exciting” day, “cotton” shirt, “dirty” bedroom and “dirty” floor. Yet, he also used words in his first draft like “was I hallucinating” and “I totally freaked out!” We could tell he attempted to use colorful language, but his word choices could be expanded on to give his story a more powerful and engaging message.

We felt that both sentence fluency and convention are the biggest areas that J needs to work on. You could tell that “J” enjoyed writing about his beloved pet, but the story jumped around a lot (how did we get from the bedroom to the kitchen and back again) and he went back and forth with referring to Hammy as “he” then later as “she”. This shows that his problems with grammar and usage are not serious enough to distort meaning, but are not accurately applied all of the time.

Spelling:
“J” seems to be a great speller. Looking at the draft it seemed he made few to no spelling errors. The only one’s we noticed was “awnswered” and “hulusinating.”
While doing the spelling assessment on “J” he breezed through the words, never needing them in a sentence except for “cellar”. The only words he misspelled was “civilized” and “opposition.” This would place him at the early to middle intermediate stage in reading and writing.

Lesson Plan
Objectives
Student will apply writing conventions appropriately, use word function properly, and indenting paragraphs when necessary.
Standards
EALR :1. The student understands and uses a writing process.
Component: 1.4. Edits text.
1.4.1. Applies understanding of editing appropriate for grade level.
EALR 3. The student writes clearly and effectively.
Component 3:3. Knows and applies writing conventions appropriate for the grade level.
3.3.5. Applies usage rules.
3.3.7 Applies paragraph conventions.

Materials
Two unedited paragraphs to show on projector
Copies of unedited paragraph for students to edit
Lined paper and pencil to write out new edited paragraph

Instructional Strategies:
Our overview is to have Jack learn how to begin new paragraphs and know when to transition to the next paragraph, check for grammar errors, spelling errors and to detect whether the paragraph is interesting enough to keep readers engaged. Our demonstrations will include not only the how, but the why as well so the students will be able to transfer the skills to broaden meaning for them (Routman, 147). We will also be pointing out how writing takes time and will include rereading and rethinking throughout the process in order be sure that your piece conveys what is intended and is clear and engaging to the reader (Routman, 148). We will be doing this lesson as a way to frontload. Doing this before expecting our students to write in the future will ensure that they understand our expectations, the task they will be assigned, and so that they will be prepared to succeed at this, and future, writing assignments (Routman, 220-221).

Teacher will begin by showing students an unedited, one-page paper on the projector. Using the “I do, we do, you do” strategy, instruction will begin by explaining the process of a properly written paragraph.
The teacher explains that a properly edited paper is organized with each paragraph having a topic sentence, 2-3 supporting sentences that focus on the main idea, has a closing sentence and that the paragraph is interesting.
The teacher continues editing the paper shown on the projector showing the class where a new paragraph should begin, by looking for the topic sentence. The teacher inserts the paragraph symbol where necessary and instructs students to add the symbol to their paper as well. The teacher will think out loud searching for the next topic sentence, asking for student feedback. When it appears that all students understand how to separate paragraphs they will be instructed to work independently at their desks to finish editing the paper until all necessary sections have been marked with the paragraph symbol. The teacher will then bring the class back together and they will talk about where the paragraphs should be separated.
The teacher will perform the same tasks as illustrated above - one task at a time, until the paper has been completely edited. The following tasks will entail determining whether the supporting ideas are interesting, if not, the teacher (and students) will insert adjectives to make the sentence(s) more interesting. Spelling, grammar, and punctuation will also be corrected. (This lesson will take place over several days).
Finally, the teacher will show another un-edited paper on the projector and ask the class to work together to make the corrections. The teacher could give hints such as, “Oh, I see we have four mistakes in this paragraph” or “I see that the pet in the story is referred to as he, and as she – does that make sense?” or “What adjective could we use to describe this word and make the sentence more interesting?”
Once the entire class correctly edits the paragraph, the teacher will give each student an unedited paper to correct on their own. They are to correctly re-write this paragraph on their lined notebook paper to turn in for assessment.
After this, the teacher will then be able to assess the students to make sure they are ready to apply this on their future writings (assignments)done in class.

Assessment:
The teacher will be able to assess each student’s final edited paper, looking for paragraph organization, correct grammar, punctuation, and spelling.

Works Cited
Routman, R. (2005). Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.

itouch touching a classroom

Having the iTouch in a 4th grade classroom has been a very fun experience. This is mostly because most of these students live in a lower economic area and have only heard about the technology and never experienced it themselves. So to see their excitement was a fun thing to see.

The first student I had use the Touch was a girl who is still unable to tell time on an analog clock. So I had her use the Telling Time app. She was so engrossed with the "game" that she never realized she was learning. This was proven to me after recess when I asked her what time it was. She looked at the clock, hesitated briefly and answered. I gave her a smile and told her she can now tell time! She was excited!

The next child is ELL. She struggles with her math. So I had her use Sum Stacker with the Spanish words. But as she worked on the Spanish I wrote the words in English to show her what it looks like. It was slow going but she eventually caught on. I am not sure this was necessarily a great thing to do with an ELL, but I think she felt included in the math lesson that day so to me it was successful.

The last student I used Pearl Diver. This student had difficulty understanding a number line. With Pearl Diver the student was able to figure out the sum and then place it on the line. The benefit of this was that it was again a "game" that the student thought they were playing, not a math assignment.

Overall,if students think they are playing a game I let them think that then later tied it into learning and helped them to make that connection. It was great!

question and re-phrase for understanding

Question and rephrase, question and rephrase is what I learned in my math methods class today. By questioning your students on what they are doing and why only enriches their own thinking and helps them to take an active role in their learning. By using more process questions requires students to think in much higher levels. The things that I can do as a teacher to make this happen is to ask my question and wait a few beats to allow students to process and be able to develop a thoughtful response. Also by asking the students to re-phrase what has been said will require them to all become active listeners. It is easy for me to become the one to re-phrase what has been said, but it will mean so much more to a students if they do that.

I also realized how using manipulatives in a classroom is a great way to teach. Why start with the concrete? We should start with the abstract then explain the concept to reach the concrete. Although I had a hard time understanding the algebraic manipulatives that were used today, I think that is because I was having to "un-train" what I have learned in the past and re-train to see this new way. However, to introduce the abstract first is a fantastic way to do it!

idealism vs. realism

I'll admit that this has been my most difficult week. The reason being is that I have now run head on into "office politics" and it has been a hard thing to swallow. Office politics are an interesting thing because you know what you believe in and what you want to change for the better, yet you have to play the game in order to remain in good standing. For me it is more that although I know my cause is great, I do not have the power to make the change. Yet, as I write this I wonder how so many great leaders like Martin Luther King and Rosa Parks were able to make a change?

Another thing that has me doing a lot of soul searching is idealistic views. Is it so terrible to have these when in a classroom? Can you have an idealistic view of a student on his/her learning or a lesson plan or classroom management and still make it work? I strongly feel that you can and that it is these idealistic views were never believed in, then we would be living without any change. Is that what we really want for our students?

And the Equation is........

During class today I was reminded once again how people look differently at problems and come to solve them in different ways. Today, as I worked with my table groups and then watched others present to the class, I learned that we all approach problems and "see" the math very differently. I immediately see patterns and am challenged with finding the correct equation, my partner was able to figure out an equation instantly. So I was able to learn from her and the others and soon realized that there are many ways to solve a math problem. This is something that I will have to keep in mind when teaching my own class; that just because I have a way of solving a problem, I need to keep in mind that my students may see it differently. This could become an implication within my class if I let it, but I am certain that I will be open to the realization that "my way" is not the only way. My question would be if I allow a student to present to the class how they solved it, will that in turn confuse other students? I don't think it would as long as I explain that this is just one way to go about it.... but you never know....