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Preparing for the effects of the sequester: A Little Help from my Tumblr Friends?
Hey everyone, as you may have heard the recent sequester will impact many government programs and their funding. My program is getting a cut, but it looks like no positions will be cut from instructional staff at this point. However, other parts of our staff may be. Each year Pre-K teachers get a modest classroom supply fund. This is not much different than the grade level funds that are often used to purchase take home folders, construction paper, notebooks, etc. except that we each individually decide what to spend it on. This year, I spent mine on art supplies, stuff needed for science and math activities (not reusable), and some books. I am guessing that our classroom funds will be very small next year, as they have gotten smaller every year. As you know, Pre-K kids play hard and at the beginning of the year are still learning a lot of social skills and rules. So books get ripped and toys break. And, I am sometimes able to replace them through classroom funds or my own, and sometimes I am not. This year’s class has loved every minute, but there’s things from free choice centers that need to be replaced. Also, this year, I put a lot more focus into using rotating centers for all academic centers. While I do have a number of books that need to be replaced or that are still on my dream classroom wish list. I want to focus on stacking up on materials for literacy, science, math, and social studies. If you have the funds this month or are a billionaire I’d appreciate it if you could take a look at my wish list (linked above). I partner with another teacher to plan a lot of things and we share materials so you would be helping out two classes. I totally understand that money is tight for many, but all the reblogs in the world are appreciated.
What it truly means to be a teacher
I haven’t posted in nearly 2 years. But after a few stressful weeks at work, I was inspired to write this when I got home today.
I read about teaching constantly in the news, and it doesn’t seem to reflect what I experience each day. It’s been increasingly frustrating to me. While it’s very difficult to express in words what a teacher’s day is like, I gave it an honest shot here (warning: there is a little bit of profanity).
What it truly means to be a teacher
12:45pm. I am teaching a 7th period class; we are focusing on the costs and benefits of British rule in India. The students are working on a t-chart on their own, referencing a textbook.
A girl in the front looks upset. Her eyes are glassy. She is finished the assignment far before the others because her reading level is on grade level while many of the students in the same class are still struggling at grammar-school reading levels (I teach 10th grade). She is drawing circles on her paper.
I know she was supposed to audition for the X-Factor, a TV show, yesterday; she had been excited about it for months. I heard through the grapevine that her dad wouldn’t let her go. I kneeled down. “Are you okay?”
Another student shouts from a few rows over: “Ms. D, I need you to show me my grade.” (Yesterday, as I tried to get him to start his work, he told me to shut the fuck up.)
I ignored him for a moment to see if he would notice I am mid-conversation with another student. She nods and says, “I’m fine” unconvincingly.
Again- “My grade Ms. D, I need to see my grade.”
“I’ll show you your grade after class- I’m trying to talk to another student right now.”
“I need to see it though,” he insists. “Is this good? Am I done?” He holds up his t-chart. I’m still kneeling in front of X-Factor girl as she absentmindedly traces the already-drawn circles on her paper.
“Ms. D,” another student shouts from across the room. “Can I stay after class and see my grade too?”
It’s been 1 minute.
1:01pm. We have 4 minutes in between classes and the bell has just rung to mark the end of 7th period. My 8th period class is honors-level and they are preparing for a debate. I need to move the desks from their standard position in rows to 2 large groups before too many students file in. I start in the back and manage to get 2 desks flipped around.
A girl runs in who should have been in my 7th period class but wasn’t. “I came to say bye, Ms. D. I’m not gonna be here anymore.” She’s standing by my desk at the front of the room.
“What?” I ask, not fully processing what she’s said.
“I’m not coming back,” she repeats.
I walk up to my desk. My 8th period has started to file in. “Guys, if you could group the desks into your 2 teams, please,” flitting my hand at them since I’ve been pulled aside.
“My foster mom kicked me out and I’m going to a homeless shelter,” the student continues. “I can’t go to this school from there.”
A student I advise in NHS comes in. “Ms. D, I need to see the papers I gave you earlier today- I think I stapled something to them that I wasn’t supposed to.”
I reach for the file of papers that I had put hers in earlier that day. “You can’t come to CHS still while you’re at the homeless shelter?” I’m flipping through the pages.
“No,” the homeless student says. “Ms. M says I can’t until I’m placed, then maybe I can get transportation.”
I hand the papers to the NHS student that she’s requested. “I need you to sign these- they’re from the donation drive,” she says. I put them on my desk and sign quickly, looking over them to make sure they are what she says they are.
I turn to the homeless student again, not sure even what to say. “Do you have paper? Will you keep in touch? Call me if you need anything? Please?” I write down my phone number for her.
NHS girl waves a paper in front of my face. “Do you need this to verify my hours?” I shake my head.
“Ms. D, I have a question!” calls a student from across the room. I walk over.
The bell rings for 8th period to begin. I turn around and the homeless girl has disappeared; I didn’t even get to truly say goodbye.
It’s been 4 minutes.
1:20pm. My honors students are in their teams, preparing for their debate. There was tension in this class yesterday; the teammates weren’t getting along well. One of my students approached me in the morning saying she felt as if her team was not taking her comments seriously.
Student teachers, how long do you have left?
2 weeks for me! We’re in the home stretch…
Just Monday and Tuesday left for me!! :)
Final Reflection on Final Internship for Student Teaching
Over the past year I have learned so much about myself as a teacher and a co-teacher. I have grown in so many ways and become more confident in myself and my teaching ability.
My experience has been really tough due to issues beyond mine or my PPP’s control, but I feel that they have made me stronger as a teacher. I know more about how to work with people who may be difficult. I learned how to work with co-teachers who don’t like ESE kids and so don’t want to teach them at all. I learned about co-teachers who think they are better than you because they have “content knowledge.” I also know more about flexibility and just going with the flow than I ever thought that I would. I learned about the range of abilities of ESE students who are put into FUSE or co-teach classes and difficult it can be. I also learned more than I think I ever wanted to know about learned helplessness and in some cases laziness.
One of the best experiences I had was learning how to teach and create relationships with students. I have kids hug me and ask me not to leave and tell me they want me as a teacher. It’s a rewarding experience to know that no matter how much you struggle while in the front of the classroom there is some meaning behind it.
I feel more prepared than I thought that I would be at the beginning of the year to become a teacher of my own students.
I also had a sad thought that after Tuesday no one will call me Ms. Chapman anymore because in my new classroom I’ll be Mrs. Nelson. :(
(Source: eclipsed-afflictions)
Have Passion. Will Teach.: Classroom Management: "Text" Your Students
I can’t take credit for this because it was an idea that I got from a good friend who teaches junior high Math, but I wanted to share it because I think it’s great. When a student misbehaves, he calls the student up to his desk, opens a Word document, and has a “text” conversation with the… I’ll have to try this when I get my own classroom.
In signing up for Scratch, a student of mine mentioned that this was a really uncomfortable question. It has me thinking about it. To what extent do registrations reflect and reinforce cultural norms (and potentially promote systemic injustice?
This is why it should always be sex and not gender. =/
Has anyone read or used this book “Faithful Elephants”? My 7th graders love picture books, and I think it might tie in well to the novel we have been reading about Japan, Korea and WWII. I found this book on a list of suggested books to practice inferences.
I am excited for my last week of my placement. I have some good end of the unit activities planned.
I can’t believe I have taught an entire novel. I have been in charge for the last six weeks. I have helped my students comprehend the novel while pushing them to think further. I am most looking forward to Thursday. I am going to have my students read an article about places the novel has been banned. I am then going to have them brainstorm reasons we should read it or reasons it should be banned. After a small debate, I am going to have them write fake letters to the school board on their opinion of the book and if it should be used in 7th grade. It is going to be a great activity and I can’t wait to hear their opinions.
I am going to miss my 142 students.
But back to my original question… Has anyone used this book, “Faithful Elephants: A True Story of Animals, People, and War”?
Yes! It’s a great story and meaningful as well.
