Well, I took a break a couple of days ago because I had a really big and anger-inducing event to write about and I didn't want to spout off anything that I would later regret. Unfortunately, my one-day self imposed break turned into a mini-writing vacation due to some late nights at school events and now I really just need to stop making excuses. ;) The good news is that I was actually apologized to by one of the offenders (the cause of the aforementioned angst) and I will always respect someone who is willing to step up and admit fault and ask forgiveness instead of leaving me to sit feeling bad and uncomfortable with a situation that I did not create, nor am I responsible for fixing.
Anyway, I feel like the kids and I finally got our life back this week. Our schedule has been interrupted so much since Spring Break that my students have kind of mentally extended their vacation. This week was a full week of lessons without interruption and man have they been craving the structure. We are back in action and working hard.
Best part of the week: Literature Circles
There are educators (especially at the middle school level) who are comfortable jumping into the year with this kind of reading strategy. For me and mine, we had to work up to it. After a long year of learning independent reading strategies, practicing with short text, and tying it all together with the Read 180 program, I feel that it is time for the baby birdies to grow wings and read chapter books for class. Now, this is not part of the curriculum (also part of why I did not start it until the last month of school) but I can't imagine better results.
Now that I trust my students to follow routine and put out their best effort, I've started to try to teach them to trust themselves. As I've stepped back and allowed students to choose the book that they want to read, I could see their faces light up with excitement at being given the responsibility to choose their fate. As I watch students gradually stop looking to me in the small group setting, but refer to their discussion director instead, it is like watching them allow themselves to dip their toes in the pool for the first time. They have not jumped in head first, but they feel good about themselves that they can be trusted to handle and direct their own learning.
As they sat around the table with their role sheets, sharing their portion of the work and asking for feedback to add to it, one of my girls turned to me (while shuffling her papers importantly) and said, "Ms. Teach, I feel like we're in a meeting! Everyone has paperwork and takes turns asking for ideas and sharing what they've done." And that was the coolest thing ever, because that's how they should feel. It means that they're taking it seriously and that they legitimately believe that what they have to say is important.
Friday, May 14, 2010
Tuesday, May 11, 2010
Conflict Resolution
Conflict Resolution Rules
1. ______ If it is not about you, don't report it.
2. ______ If you didn't hear/see it happen, let it go.
3. ______ Talk directly to the person.
4. ______ Give each other time to cool down. (At least 24 hours/one FULL day)
5. ______ Check back in with the person. (24 hours later!)
6. ______ Think about if the person is really your friend. (and if not, choose to keep yourself away from them)
7. ______ Write your complaint.
The rule is that, unless a student has met physical harm, students must attempt to resolve the conflict on their own first. If they have tried all of the steps and the person they are dealing with persists in causing conflicts or being unreasonable, they are then allowed to write their concerns. The goal is that this will weed out small pet peeves, but it may bring about some of the more real and major issues that students might even have trouble articulating. I already have one over-eager student who is excited for the chance to write and rat someone out. I fear that he might be my new friend Mr. Example. Because, in order to discourage unnecessary meanness and ridiculousness, there are now strict consequences for complaining without following the steps or fabricating checklist completion.
I'll let you know how it goes!
1. ______ If it is not about you, don't report it.
2. ______ If you didn't hear/see it happen, let it go.
3. ______ Talk directly to the person.
4. ______ Give each other time to cool down. (At least 24 hours/one FULL day)
5. ______ Check back in with the person. (24 hours later!)
6. ______ Think about if the person is really your friend. (and if not, choose to keep yourself away from them)
7. ______ Write your complaint.
The rule is that, unless a student has met physical harm, students must attempt to resolve the conflict on their own first. If they have tried all of the steps and the person they are dealing with persists in causing conflicts or being unreasonable, they are then allowed to write their concerns. The goal is that this will weed out small pet peeves, but it may bring about some of the more real and major issues that students might even have trouble articulating. I already have one over-eager student who is excited for the chance to write and rat someone out. I fear that he might be my new friend Mr. Example. Because, in order to discourage unnecessary meanness and ridiculousness, there are now strict consequences for complaining without following the steps or fabricating checklist completion.
I'll let you know how it goes!
Monday, May 10, 2010
Indulging the Madness
So, with one month left, my students have managed to annoy people who don't even have a lot of direct contact with them during the regular school day. The social worker came to me last Friday and told me that she was tired of all of the "he-said she-she said blame game" that my kids seem to enjoy playing off each other. Basically, my children have a huge issue taking personal responsibility for any wrong doing and it has been a huge focus of our C.A.R.E. meetings this ENTIRE year.
Unfortunately (and this is a big UNFORTUNATELY) I would say that the C.A.R.E. program is responsible for breeding that kind of behavior. Students are required based on Rule #2 to tell an adult at home and/or an adult in school when they feel that they are being bullied. My students decided to take this rule a little liberally, coming to me every day after recess to ensure that they have told an adult about any minor qualm that they could think about. It got to a point where they were basically pushing and shoving trying to get to me first in order to head off what the other would tell me about the negative things are being done to them (without owning up to any part of the process). Basically, it has taught them to be poor innocent little victims.
In 5th grade, nothing makes me more disgusted than tattle tales. We created a room full of them and then the social worker came in and yelled at them for not dealing with their issues themselves. Well friends, I'm going to own up to my responsibility in this mess right now. I have had bad experience with NOT listening to a student who needed to come to me with a serious issue. Ever since then, I have always heard my students out before judging how to handle a situation. This does, however, take an extremely large amount of instructional time when you have a group of students who take advantage of your sympathetic ear.
So, I agree that something needed to be done. And it still makes me intensely uncomfortable to tell students that they simply must deal with things on their own, especially when they feel safe confiding in me. I feel that our social worker came up with a fairly good solution. Tomorrow we are implementing a checklist. Students must complete every step (things like talking to the other person first, giving it a day, writing about it instead of complaining verbally, etc.) before actually bringing their issue to me. I feel like the writing alone will deter some of the lamer complaints from distracting from class time.
If anyone has the same issue and could use the checklist as a jumping off point, just comment and I'll type it up when I'm at school and have it accessible.
Unfortunately (and this is a big UNFORTUNATELY) I would say that the C.A.R.E. program is responsible for breeding that kind of behavior. Students are required based on Rule #2 to tell an adult at home and/or an adult in school when they feel that they are being bullied. My students decided to take this rule a little liberally, coming to me every day after recess to ensure that they have told an adult about any minor qualm that they could think about. It got to a point where they were basically pushing and shoving trying to get to me first in order to head off what the other would tell me about the negative things are being done to them (without owning up to any part of the process). Basically, it has taught them to be poor innocent little victims.
In 5th grade, nothing makes me more disgusted than tattle tales. We created a room full of them and then the social worker came in and yelled at them for not dealing with their issues themselves. Well friends, I'm going to own up to my responsibility in this mess right now. I have had bad experience with NOT listening to a student who needed to come to me with a serious issue. Ever since then, I have always heard my students out before judging how to handle a situation. This does, however, take an extremely large amount of instructional time when you have a group of students who take advantage of your sympathetic ear.
So, I agree that something needed to be done. And it still makes me intensely uncomfortable to tell students that they simply must deal with things on their own, especially when they feel safe confiding in me. I feel that our social worker came up with a fairly good solution. Tomorrow we are implementing a checklist. Students must complete every step (things like talking to the other person first, giving it a day, writing about it instead of complaining verbally, etc.) before actually bringing their issue to me. I feel like the writing alone will deter some of the lamer complaints from distracting from class time.
If anyone has the same issue and could use the checklist as a jumping off point, just comment and I'll type it up when I'm at school and have it accessible.
Sunday, May 9, 2010
Hanitizer
I was in the bathroom at a store yesterday and I noticed something on the bottom of the door. It was a little metal piece sticking out of the bottom right corner that you could hook your foot/shoe into in order to open the door without using your hands and actually touching the door handle. Now, at the risk of stepping on some toes here, I just got to thinking that enough is enough.
In a world where we give hand sanitizer (my bilingual students call is "hanitizer" and it makes me giggle and endears them to me every time) to small children and teach people that we can't touch door handles (for fear of other peoples' icky germs) sometimes I feel like we are one step away from putting people (especially children) in a bubble for fear that they might get a bump or bruise on occasion!
When I was little I vividly remember trying my hand at eating a dirt sandwich. Not my finest hour, but I survived. My older brother used to squish ants (yeah, the little crawly bugs!) between his thumb and index finger and then EAT THEM. He's still alive and well (and getting married next summer...so apparently bug-eating didn't even limit his long term appeal). Now medical science is coming out and saying that hand sanitizer actually has the ability to kill good bacteria (GOOD) that we actually need on our bodies.
Now, I'm not a doctor or any form of medical professional, but I do know that exposure to germs and bacteria in small amounts can actually STRENGTHEN the immune system. I don't know a single mother/teacher/mentor/etc. that wouldn't want their children to be strong. So, in the spirit of Mother's Day, I ask that we all let the kids go outside, make Mom a nice mud pie, and let them test out the first piece.
In a world where we give hand sanitizer (my bilingual students call is "hanitizer" and it makes me giggle and endears them to me every time) to small children and teach people that we can't touch door handles (for fear of other peoples' icky germs) sometimes I feel like we are one step away from putting people (especially children) in a bubble for fear that they might get a bump or bruise on occasion!
When I was little I vividly remember trying my hand at eating a dirt sandwich. Not my finest hour, but I survived. My older brother used to squish ants (yeah, the little crawly bugs!) between his thumb and index finger and then EAT THEM. He's still alive and well (and getting married next summer...so apparently bug-eating didn't even limit his long term appeal). Now medical science is coming out and saying that hand sanitizer actually has the ability to kill good bacteria (GOOD) that we actually need on our bodies.
Now, I'm not a doctor or any form of medical professional, but I do know that exposure to germs and bacteria in small amounts can actually STRENGTHEN the immune system. I don't know a single mother/teacher/mentor/etc. that wouldn't want their children to be strong. So, in the spirit of Mother's Day, I ask that we all let the kids go outside, make Mom a nice mud pie, and let them test out the first piece.
Thursday, May 6, 2010
You Inspire Me, so I appreciate you!
Sometimes...OK, a lot of the time...OK, often I'm cynical. I didn't used to have so little faith in humanity. Unfortunately, it's a learned thing. The good news, I've learned, is that all is not lost! On this most standard and average Teacher Appreciation Week (ok, there I go again being cynical, but really, what's changed?), I've found several reasons to be inspired.
1) First and foremost, if you read this blog, you INSPIRE me. The posts that I read every day keep me going, motivate me to be better, make me feel better conspiratorially, and just honestly make my life stronger. It is such a boost to know that there are other educators who, at the end of a long crazy day (in addition to all of the home and personal obligations), take time to sit and think critically about their jobs and the fact that the students that we teach every day are so much more than just a job.
2) Today I had to take a sick day due to a nasty sinus infection and something on TV actually inspired me. (I know, I was shocked too.) Jessica Simpson's "The Price of Beauty" is a show on VH1 that I was immediately intrigued and skeptical of all at once when I first heard of it. Basically, Simpson and her two friends travel to different countries in order to find what defines beauty in a variety of different cultures. The amount of respect and genuine seriousness with which the three travelers approached the people that they met along the way was actually awe-inspiring. Today was the finale where Simpson chose to celebrate the different types of beauty and really the confidence and self-love that she had found within herself. As I sat watching, sniffling and thinking, I realized how badly I want to empower my own girls in the same way. Heck, I want to inspire my own self in the same way. It is a goal that I am going to work vigilantly in order to implement in the next 4 weeks before my students move on to the middle school.
3) My students find ways to amaze (and annoy) me every day. I have a little one with untreated ADHD this year who has filled my life with more challenges and tests of patience than I have had in a long while. In truth, I love this student fiercely and the way that we work together to understand each other has really inspired me this year. Even in conferences, when his parents asked how I thought he would do next year at the middle school level, I answered honestly that he was kind of like my baby and that I was a little bit worried to send him on to people who might not understand him and have the tactics I have developed to support and ensure his success. But even in that I have found some inspiration because I stopped to realize that I had no idea what I was doing with this pumpkin when I first had him handed to me, but I managed to figure it out. The educators that he moves on to will learn just as I had to (and if they have any prior experience, they'll probably be way better apt to handle his needs than I). And that kind of brings the list full circle because it is other educators (like you) that inspire me to continue to grow and learn from them for the next group of students whose lives I'm blessed to affect!
1) First and foremost, if you read this blog, you INSPIRE me. The posts that I read every day keep me going, motivate me to be better, make me feel better conspiratorially, and just honestly make my life stronger. It is such a boost to know that there are other educators who, at the end of a long crazy day (in addition to all of the home and personal obligations), take time to sit and think critically about their jobs and the fact that the students that we teach every day are so much more than just a job.
2) Today I had to take a sick day due to a nasty sinus infection and something on TV actually inspired me. (I know, I was shocked too.) Jessica Simpson's "The Price of Beauty" is a show on VH1 that I was immediately intrigued and skeptical of all at once when I first heard of it. Basically, Simpson and her two friends travel to different countries in order to find what defines beauty in a variety of different cultures. The amount of respect and genuine seriousness with which the three travelers approached the people that they met along the way was actually awe-inspiring. Today was the finale where Simpson chose to celebrate the different types of beauty and really the confidence and self-love that she had found within herself. As I sat watching, sniffling and thinking, I realized how badly I want to empower my own girls in the same way. Heck, I want to inspire my own self in the same way. It is a goal that I am going to work vigilantly in order to implement in the next 4 weeks before my students move on to the middle school.
3) My students find ways to amaze (and annoy) me every day. I have a little one with untreated ADHD this year who has filled my life with more challenges and tests of patience than I have had in a long while. In truth, I love this student fiercely and the way that we work together to understand each other has really inspired me this year. Even in conferences, when his parents asked how I thought he would do next year at the middle school level, I answered honestly that he was kind of like my baby and that I was a little bit worried to send him on to people who might not understand him and have the tactics I have developed to support and ensure his success. But even in that I have found some inspiration because I stopped to realize that I had no idea what I was doing with this pumpkin when I first had him handed to me, but I managed to figure it out. The educators that he moves on to will learn just as I had to (and if they have any prior experience, they'll probably be way better apt to handle his needs than I). And that kind of brings the list full circle because it is other educators (like you) that inspire me to continue to grow and learn from them for the next group of students whose lives I'm blessed to affect!
Tuesday, May 4, 2010
Good Friends
Today I was not allowed to stream the videos that I wanted my students to use for our C.A.R.E. meetings because apparently it interferes with the testing that our students do on the computer 3 times a year. Instead, at the last minute, I decided to put up two pieces of chart paper to assess where we are now that there are only 4 full weeks of school left and many of my students will be moving on to greener pastures (aka the middle school) next year.
The chart paper said, "I Learned" and "I Want."
Students were first asked to make a list of everything that they'd learned about bullying, respect, etc. over the year. They were slow to start (1st thing on a Tuesday morning sometimes I'm lucky to get them awake enough to speak at all) but by the end we were cramming things into the margins of the page. Then we got to truth time..."I want." I have asked my students to really look at themselves this year and come up with goals (several times in fact) in order to become better people.
As in many grade levels, my students are still often of the persuasion that you only don't do bad things because you'll get in trouble, and that you only do good things because you'll get rewarded in some way (even if the reward is *sigh* not getting into trouble). I've started a revolution of personal responsibility and being a good person because it matters. Some of them have taken well to it, others are stuck in a Tuesday morning mentality. Either way, I feel like it's important so I persevere.
A couple of my more deep and introspective kids were able to express some of the things that they want to do better in the future (especially after being given copious examples, including one from my own life.) Most of them wanted to do the one thing that infuriates me more than anything, ask what happens when other people do bad things to you.
At one point I practically screamed "personal responsibility!" before I realized that the same was coming up over and over again. "Miss Teach, what do I do if I ask someone nicely to stop what they're doing but then they get mad at me?" "Miss Teach, what happens when someone that you are friends with always tells you what to do even if it's something you don't want to do?" "Miss Teach, what if someone tells you they aren't going to be your friend anymore unless you do what they say?"
Are you noticing the same theme? I added two goal to the "I Want" paper.
1) I want to communicate more clearly with my friends.
2) I want to make and keep GREAT friends.
I found myself coming up with the same answer every time. Instead of pushing your friend or yelling at them, ask them nicely to change their ways. If they respond poorly to kind wording and friendly reasoning, FIND YOURSELF SOME NEW FRIENDS. Leave, walk away from the situation, hang out with people that you actually like!
Now, I had the same problem as a 5th grade girl. I remember them well. This is really nothing new and all part of the socialization process. But my students need to understand something. Sometimes I don't want to tell my friends something because I know they won't like hearing it, but I have NEVER been afraid of telling them things because they are going to leave me. Furthermore, some of those very friends that I'm referring to are friends that I've had since 5th grade. So, with good training, I have to believe that for them this stage too shall pass.
The chart paper said, "I Learned" and "I Want."
Students were first asked to make a list of everything that they'd learned about bullying, respect, etc. over the year. They were slow to start (1st thing on a Tuesday morning sometimes I'm lucky to get them awake enough to speak at all) but by the end we were cramming things into the margins of the page. Then we got to truth time..."I want." I have asked my students to really look at themselves this year and come up with goals (several times in fact) in order to become better people.
As in many grade levels, my students are still often of the persuasion that you only don't do bad things because you'll get in trouble, and that you only do good things because you'll get rewarded in some way (even if the reward is *sigh* not getting into trouble). I've started a revolution of personal responsibility and being a good person because it matters. Some of them have taken well to it, others are stuck in a Tuesday morning mentality. Either way, I feel like it's important so I persevere.
A couple of my more deep and introspective kids were able to express some of the things that they want to do better in the future (especially after being given copious examples, including one from my own life.) Most of them wanted to do the one thing that infuriates me more than anything, ask what happens when other people do bad things to you.
At one point I practically screamed "personal responsibility!" before I realized that the same was coming up over and over again. "Miss Teach, what do I do if I ask someone nicely to stop what they're doing but then they get mad at me?" "Miss Teach, what happens when someone that you are friends with always tells you what to do even if it's something you don't want to do?" "Miss Teach, what if someone tells you they aren't going to be your friend anymore unless you do what they say?"
Are you noticing the same theme? I added two goal to the "I Want" paper.
1) I want to communicate more clearly with my friends.
2) I want to make and keep GREAT friends.
I found myself coming up with the same answer every time. Instead of pushing your friend or yelling at them, ask them nicely to change their ways. If they respond poorly to kind wording and friendly reasoning, FIND YOURSELF SOME NEW FRIENDS. Leave, walk away from the situation, hang out with people that you actually like!
Now, I had the same problem as a 5th grade girl. I remember them well. This is really nothing new and all part of the socialization process. But my students need to understand something. Sometimes I don't want to tell my friends something because I know they won't like hearing it, but I have NEVER been afraid of telling them things because they are going to leave me. Furthermore, some of those very friends that I'm referring to are friends that I've had since 5th grade. So, with good training, I have to believe that for them this stage too shall pass.
Saturday, May 1, 2010
The Amazing Distracters
Distracters are actually known in the education world as the multiple choice answers that are meant to distract a test taker from the correct answer, thereby forcing them to really know their stuff. In this case, however, the distracters are the students (more specifically, MY students).
I have written before that one of the most difficult plight of a teacher is that, even when the world around you is crumbling, you need to paste on a happy (or at least tolerant) face and go be in charge of a whole group of little people who are all looking at you expectantly to lead them. In short, you don't really have the luxury of having a bad day.
That said, it kind of works both ways. Some of the times that I have been absolutely miserable have been the exact times when I needed my students the most. I will get to school worried about something serious and the next thing I know I am caught up in the whirlwind as my students rush through the door and begin to regale me with stories and rely on me and my undivided attention. All of a sudden it will be 3:30 and time to say goodbye and it is only then that I realize I hadn't though about my own concerns once all day.
It was this way last year as I prepared to leave my school after a year that had been truly awful for me personally and emotionally. It is this way now as I begin to experience trials once again. Even when you are mired in your own issues, the students pick up on things like that. Then, if you have a good relationship with them, they'll do something small to make sure you're ok. For example, even if I have a moment of dry throat, one of my students will invariably run to my desk and grab my water bottle for me. Or they'll notice something that they picked up long long ago that you're sure that they never would actually remember. Like when I told them at the beginning of the year that I'd had knee surgery. Then, several months and a lot of therapy later, I knelt down to write something on the bottom of the board and one of my students exclaimed with glee, "Ms. Teach, you can KNEEL!!!"
Sometimes the best blessing we receive is the smiling faces, ridiculous jokes, sweet troubles, and kind words of the people who really do fill our hearts and minds for all of the time that they are in our presence. And sometimes, especially when they try so hard to take care of me, I feel very lucky for the distraction.
I have written before that one of the most difficult plight of a teacher is that, even when the world around you is crumbling, you need to paste on a happy (or at least tolerant) face and go be in charge of a whole group of little people who are all looking at you expectantly to lead them. In short, you don't really have the luxury of having a bad day.
That said, it kind of works both ways. Some of the times that I have been absolutely miserable have been the exact times when I needed my students the most. I will get to school worried about something serious and the next thing I know I am caught up in the whirlwind as my students rush through the door and begin to regale me with stories and rely on me and my undivided attention. All of a sudden it will be 3:30 and time to say goodbye and it is only then that I realize I hadn't though about my own concerns once all day.
It was this way last year as I prepared to leave my school after a year that had been truly awful for me personally and emotionally. It is this way now as I begin to experience trials once again. Even when you are mired in your own issues, the students pick up on things like that. Then, if you have a good relationship with them, they'll do something small to make sure you're ok. For example, even if I have a moment of dry throat, one of my students will invariably run to my desk and grab my water bottle for me. Or they'll notice something that they picked up long long ago that you're sure that they never would actually remember. Like when I told them at the beginning of the year that I'd had knee surgery. Then, several months and a lot of therapy later, I knelt down to write something on the bottom of the board and one of my students exclaimed with glee, "Ms. Teach, you can KNEEL!!!"
Sometimes the best blessing we receive is the smiling faces, ridiculous jokes, sweet troubles, and kind words of the people who really do fill our hearts and minds for all of the time that they are in our presence. And sometimes, especially when they try so hard to take care of me, I feel very lucky for the distraction.
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