How is it that small children think they can get away with things or get over on us "unsuspecting" adults? You know, sort of like when you send your child up to take a shower only to have the same child emerge from the bathroom in five minutes claiming to be clean? Only you know they're not really clean because on closer inspection you notice:
a. There is no scent of soap in the air.
b. The washcloth is in the same spot it was in before--and it isn't even wet!
c. The mirrors are not steamy.
d. The towel, floor, and bath mat are still bone dry.
And when you confront said child, they deny the fact that there was any wrongdoing or untruths told. But when the evidence is pointed out, the child seems so surprised that s/he has been found out! This never ceases to amaze me.
The same can be said for the lovely little darlings you teach all day long. Rest assured, there are going to be times when you will look at the child and think, "How on earth did you think you were going to get away with THAT?"
Two examples come to mind as I write this post:
Example 1:
Our school has adopted a daily Independent Reading Time. For about 20 minutes, the class is to read a book on his/her guided reading and interest level. After reading, students are to fill in a section in a journal about the book. Some days I ask the students to write about a favorite part, what a character does or looks like, the setting, etc. It's a good exercise in literature study and a way to practice the reading strategies we are learning in class. Other days I ask the students to conference with me about their books. This is what we've been doing this week.
On Monday I assigned a book to a student. On Tuesday, this same student came to me and said the book was read. I looked at where the bookmark was--page 86. I knew good and well this child did not read 86 pages in 20 minutes' time. (The books are only read during that block of time each day; students have other books for silent reading.) So I called him on it by asking him to give me a summary of what he'd read so far. He immediately begins flipping through the pages and fumbling through his explanation. About a minute in, I stopped him and politely told him that I knew he didn't read the book. (Insert surprised look here.) I also told him that reading the text is not the same as looking at the pictures because there are no details to support what the pictures are showing. I then told him I don't appreciate dishonesty and if it happened again there would be consequences. (Insert gulp here.) The conversation ended with me telling him to go back to the first page of the book and begin reading because he would be my first conference the next morning. (Insert shock and more surprise here.) Lesson learned.
Example 2:
Today, I was working with some of my students who need extra help during a quiz. The students who finished were to complete their morning work (a math exercise, daily edit pages, and journal) before moving onto silent reading. One student turns in her quiz and promptly brings out her silent reading book. I asked her if she was finished with her morning work (I knew she wasn't.). Her response, quick as a wink, "Yes." (Insert look of innocence here.) Hmmm. So I asked her if I could check it over real quick. (Insert panicked look here.) Then something amazing happened. She miraculously remembered that she still had part of her daily edit pages to finish, as well as a few math problems. (Insert motion of hitting head with palm of hand.) Right. I politely told her the same speech about lying and consequences. (Insert guilty look.) She got right to work.
The funny thing is, as I was talking to her, there were a few others who weren't quite finished either and I could see them "nonchalantly" following our conversation. (Insert furtive glances here.) When I asked if I could check over her work, they got to theirs, all the while peeking over their shoulders to see if I was coming to look at theirs. Because I was in the middle of helping two folks with a quiz, I didn't, but usually I do. You gotta keep them on their toes.
It's also funny because little children haven't quite figured out how to whisper, so I sometimes overhear them asking each other how I knew such and such.
How indeed? Superpowers, children. Superpowers.
September 29, 2010
September 20, 2010
Day 15: Somebody Wants to Interview...Me?
No, the header isn't a typo. I really can't believe it myself. Not that it's a national newspaper or anything, it's for the local newspaper, but it's still sort of exciting.
Here's the deal. Over the summer I signed up for a class set of Whisper Phones on the website Donors Choose. If you're not familiar, DonorsChoose.org is an organization that helps supply classroom teachers with materials for their classrooms through donations by the general public. This is the first time I've used it, so I'm pretty excited to see how things come together.
Anyhow, the local newspaper is doing a series on teachers and how much we spend out of pocket for classroom materials. She found my name on the Donors Choose site (you can search by area) and contacted me through e-mail for an interview.
Any teacher can tell you (unless you are blessed to work in an unbelievably wealthy district/school) that we spend a ton of money on school supplies. I remember when I started teaching (in an urban school district; see earlier posts!), I was given a box of office supplies: a stapler, a staple remover, a tape dispenser, masking tape, scissors, some thumbtacks, and some extra stapler strips. That's it. I had to use whatever furniture was there to arrange my room (which isn't uncommon), but I literally had nothing else, aside from the curriculum books and teaching guides. No paper. No class library books. No computer games. No games at all (learning or otherwise).
In addition to my classroom decorations and necessities like a calendar and alphabet line, I bought my plan book, my gradebook, writing paper, construction paper, craft materials, games for learning, number lines, games for indoor recess, computer games, a tape player to listen to stories, mailboxes, desk organizers, chalk, chalkboard erasers, extra office supplies, books for the class library, flashcards, math and language arts manipulatives, science models, learning posters, and at one point, my own copy paper for the copy machine because the district couldn't afford it. Oh, and did I mention that most of my materials had to be bilingual or I had to buy two sets (one in English and one in Spanish) because my school had a very high ESL population? Listen closely. That's the sound of money sprinting out of my pocket.
My husband and I tallied up my expenses, and I was averaging $200 a month in extras for the class. Most of it was books and paper, but it was still a lot. And even then, thanks to good old Uncle Sam, I didn't spend enough to get more than a few hundred back. And the years I did spend enough to get more than that small sum back, it still wasn't enough to get back all of what I'd spent; only a fraction.
The students brought in items from a list given on the last day of school the previous year. They had to bring most of their learning materials, and if they didn't have them, couldn't afford them or get them from somewhere else, guess who was responsible? The list wasn't just pencils and a notebook. They had to bring their own pencils, crayons, markers/colored pencils, rulers, calculators, notebooks, folders, glue, scissors, pencil boxes/pouches, erasers, pencil sharpeners, and binders. They were also expected to bring paper towels, tissues, and wipes.
Now I work in a school with an actual supply closet (!). I don't go crazy with it; I just get what my students need because I know what it's like when you need something to do your job and it isn't available. That's more stress than necessary. I still spend quite a bit, but not nearly as much as I used to spend.
It cracks me up to hear some of the teachers complaining about how there aren't any materials or that the brands aren't what they would have bought. I think they should just be happy it's there. Let them go to my former district and try it for a bit. Puts things in a whole new perspective.
So I'm curious to see what this reporter asks me. She may just get an earful.
Here's the deal. Over the summer I signed up for a class set of Whisper Phones on the website Donors Choose. If you're not familiar, DonorsChoose.org is an organization that helps supply classroom teachers with materials for their classrooms through donations by the general public. This is the first time I've used it, so I'm pretty excited to see how things come together.
Anyhow, the local newspaper is doing a series on teachers and how much we spend out of pocket for classroom materials. She found my name on the Donors Choose site (you can search by area) and contacted me through e-mail for an interview.
Any teacher can tell you (unless you are blessed to work in an unbelievably wealthy district/school) that we spend a ton of money on school supplies. I remember when I started teaching (in an urban school district; see earlier posts!), I was given a box of office supplies: a stapler, a staple remover, a tape dispenser, masking tape, scissors, some thumbtacks, and some extra stapler strips. That's it. I had to use whatever furniture was there to arrange my room (which isn't uncommon), but I literally had nothing else, aside from the curriculum books and teaching guides. No paper. No class library books. No computer games. No games at all (learning or otherwise).
In addition to my classroom decorations and necessities like a calendar and alphabet line, I bought my plan book, my gradebook, writing paper, construction paper, craft materials, games for learning, number lines, games for indoor recess, computer games, a tape player to listen to stories, mailboxes, desk organizers, chalk, chalkboard erasers, extra office supplies, books for the class library, flashcards, math and language arts manipulatives, science models, learning posters, and at one point, my own copy paper for the copy machine because the district couldn't afford it. Oh, and did I mention that most of my materials had to be bilingual or I had to buy two sets (one in English and one in Spanish) because my school had a very high ESL population? Listen closely. That's the sound of money sprinting out of my pocket.
My husband and I tallied up my expenses, and I was averaging $200 a month in extras for the class. Most of it was books and paper, but it was still a lot. And even then, thanks to good old Uncle Sam, I didn't spend enough to get more than a few hundred back. And the years I did spend enough to get more than that small sum back, it still wasn't enough to get back all of what I'd spent; only a fraction.
The students brought in items from a list given on the last day of school the previous year. They had to bring most of their learning materials, and if they didn't have them, couldn't afford them or get them from somewhere else, guess who was responsible? The list wasn't just pencils and a notebook. They had to bring their own pencils, crayons, markers/colored pencils, rulers, calculators, notebooks, folders, glue, scissors, pencil boxes/pouches, erasers, pencil sharpeners, and binders. They were also expected to bring paper towels, tissues, and wipes.
Now I work in a school with an actual supply closet (!). I don't go crazy with it; I just get what my students need because I know what it's like when you need something to do your job and it isn't available. That's more stress than necessary. I still spend quite a bit, but not nearly as much as I used to spend.
It cracks me up to hear some of the teachers complaining about how there aren't any materials or that the brands aren't what they would have bought. I think they should just be happy it's there. Let them go to my former district and try it for a bit. Puts things in a whole new perspective.
So I'm curious to see what this reporter asks me. She may just get an earful.
Day 14: Food Allergies and Sensitivities
At one point in time or another, you are going to come across a child with medical concerns. I've taught children with diabetes, Crohn's disease, bladder issues, digestive ailments, and asthma. While I've been teaching for a long time, I've embarked on a new adventure this year with food allergies.
My school is not a nut-free school, but does take precautions with those students with nut allergies. Teachers of students with nut allergies are given placards for their doors to remind people that the room is a "Peanut/Tree Nut-free zone"; you can see the note in one of the pics on an earlier post. Our cafeteria meals provider uses nut-free products and no peanut butter is served as a lunch choice. However, students who pack are allowed to bring nut products in their lunches. To combat this issue, each long set of tables in the lunch room has a designated "allergy table," a safe zone where students with food allergies can sit with their friends and enjoy their lunch (as long as the friend isn't a packer that day, as packers are NOT allowed at these tables).
This has been the practice for several years now and the children are used to it. I, however, have had to think of my classroom in a whole new way in order to make sure it is truly a safe zone for my student with allergies.
Every morning around 10:15 we have a snack. Students bring their own snacks; I don't provide them. Prior to the beginning of school, I met with the mom of my student with allergies to ask what was safe and what wasn't so I could add it to my back-to-school letter for parents. The mom was nice enough to have a list of things her daughter could eat and be exposed to in class, as her daughter is deathly allergic to nuts of any kind. (The mom actually went through the grocery aisles and wrote down the items and brands her child can eat.) I sent home the Safe Snack List in my parent letter and posted it on the class website, but still had parents send in things that weren't labeled or were questionable. In those instances, I had the children save their snacks for lunch, and if they were packers, choose something safe to eat. Then I followed up with a letter home to explain about the Safe Snack List and why the child couldn't have a particular snack that day. That was a bit of a headache until Back to School Night, when I re-explained the necessity of sticking to the Safe Snack List on the class website. I still check snacks everyday to be sure, but I haven't had to send any notes in over a week now.
My own personal snacks have had to be altered as well. I love almonds and granola, but I save those for home. Those types of items don't even touch my lunchbox. The plus of adjusting my snack is that I'm eating a bit healthier, with lots of fruits, plain pretzels, and cheeses.
The other thing I've had to look at as far as routines go, is when to get hands washed. I've always had my students wash their hands before lunch and after snack or lunch if there was something messy/sticky/powdery (like Cheetos), but now all students have to wash their hands after lunch as well. Nearly all of the students use the wall pump, but the student with allergies uses a Dial liquid soap pump so the others don't accidentally contaminate her if she touches the pump surface. It's been working out pretty well.
I also don't let the children open the classroom door after lunch (one of the few times the door is closed when no one is in the room); I open the door with the aid of Clorox wipes. (Even though I wash my hands before I pick them up, I'd rather err on the side of caution.)
In addition to my student with food allergies, I also have a student with a gluten sensitivity. His mom has been pretty good about sending in gluten-free foods for him to have while in school. She has also given me a list of foods he can safely eat. He's not so sensitive that he can't touch things with gluten in them; he just can't eat them.
So between the two lists, I've pared down to common items to keep parents from being overwhelmed when sending in snacks or birthday treats. Although I have tweaked my birthday treat list to include things such as pencils, stickers, small party favors, etc. We've only had one birthday so far this year, and I am pleased to say that the parent stuck to the list!
I know it may seem like I'm going a bit overboard, but I have close family whose children also have these types of allergies and sensitivities. I'm also the parent of a child with severe allergies (to insects, not food), and getting her ready just to go out and play is a process, not to mention needing to have an Epipens in every location she will be throughout the day: school, home, one for transport from place to place. I also have mild food allergies and know what to avoid. My worst reaction has been hives, but I know that's nothing compared to what my students would have to go through if they were accidentally exposed on my watch.
I believe we will make it through the school year with no incidents or accidental exposure/ingestion. Pray with me on that one.
My school is not a nut-free school, but does take precautions with those students with nut allergies. Teachers of students with nut allergies are given placards for their doors to remind people that the room is a "Peanut/Tree Nut-free zone"; you can see the note in one of the pics on an earlier post. Our cafeteria meals provider uses nut-free products and no peanut butter is served as a lunch choice. However, students who pack are allowed to bring nut products in their lunches. To combat this issue, each long set of tables in the lunch room has a designated "allergy table," a safe zone where students with food allergies can sit with their friends and enjoy their lunch (as long as the friend isn't a packer that day, as packers are NOT allowed at these tables).
This has been the practice for several years now and the children are used to it. I, however, have had to think of my classroom in a whole new way in order to make sure it is truly a safe zone for my student with allergies.
Every morning around 10:15 we have a snack. Students bring their own snacks; I don't provide them. Prior to the beginning of school, I met with the mom of my student with allergies to ask what was safe and what wasn't so I could add it to my back-to-school letter for parents. The mom was nice enough to have a list of things her daughter could eat and be exposed to in class, as her daughter is deathly allergic to nuts of any kind. (The mom actually went through the grocery aisles and wrote down the items and brands her child can eat.) I sent home the Safe Snack List in my parent letter and posted it on the class website, but still had parents send in things that weren't labeled or were questionable. In those instances, I had the children save their snacks for lunch, and if they were packers, choose something safe to eat. Then I followed up with a letter home to explain about the Safe Snack List and why the child couldn't have a particular snack that day. That was a bit of a headache until Back to School Night, when I re-explained the necessity of sticking to the Safe Snack List on the class website. I still check snacks everyday to be sure, but I haven't had to send any notes in over a week now.
My own personal snacks have had to be altered as well. I love almonds and granola, but I save those for home. Those types of items don't even touch my lunchbox. The plus of adjusting my snack is that I'm eating a bit healthier, with lots of fruits, plain pretzels, and cheeses.
The other thing I've had to look at as far as routines go, is when to get hands washed. I've always had my students wash their hands before lunch and after snack or lunch if there was something messy/sticky/powdery (like Cheetos), but now all students have to wash their hands after lunch as well. Nearly all of the students use the wall pump, but the student with allergies uses a Dial liquid soap pump so the others don't accidentally contaminate her if she touches the pump surface. It's been working out pretty well.
I also don't let the children open the classroom door after lunch (one of the few times the door is closed when no one is in the room); I open the door with the aid of Clorox wipes. (Even though I wash my hands before I pick them up, I'd rather err on the side of caution.)
In addition to my student with food allergies, I also have a student with a gluten sensitivity. His mom has been pretty good about sending in gluten-free foods for him to have while in school. She has also given me a list of foods he can safely eat. He's not so sensitive that he can't touch things with gluten in them; he just can't eat them.
So between the two lists, I've pared down to common items to keep parents from being overwhelmed when sending in snacks or birthday treats. Although I have tweaked my birthday treat list to include things such as pencils, stickers, small party favors, etc. We've only had one birthday so far this year, and I am pleased to say that the parent stuck to the list!
I know it may seem like I'm going a bit overboard, but I have close family whose children also have these types of allergies and sensitivities. I'm also the parent of a child with severe allergies (to insects, not food), and getting her ready just to go out and play is a process, not to mention needing to have an Epipens in every location she will be throughout the day: school, home, one for transport from place to place. I also have mild food allergies and know what to avoid. My worst reaction has been hives, but I know that's nothing compared to what my students would have to go through if they were accidentally exposed on my watch.
I believe we will make it through the school year with no incidents or accidental exposure/ingestion. Pray with me on that one.
September 17, 2010
Day 13: Desk Fairy
On the first day of school, I go over all of the books with my class. We also go over folders, and because I'm slightly neurotic, how to organize our desks. The students keep the hard-backed books and their daily edit binder in one side of their desks, and all of their soft-sided items (folders, journals, workbooks) in the the other side of their desks. Keeping track of things this way makes it easier for me to find items if I need to get them together for an absent student, but it also cuts down on transition time. You're not stuck waiting for the student who is trying to locate the folder or journal that has been swallowed up by the abyss within.
In order to keep the desks and students organized, I call on the "Desk Fairy." The Desk Fairy randomly appears (when the students are out of the room, of course) and does a desk check. If the desk is clean and organized, the fairy leaves a little note on the desk and a prize of some sort. If the desk is not neat and organized, then the fairy leaves a little reminder note that she knows the student can do better for next time.
I've not had much of a problem with students not getting prizes. The ones that don't always try a bit harder for next time and end up earning their prize. It's pretty funny because the kids can't wait until the next desk check. I keep it interesting by changing the times the fairy comes. Sometimes she will come after school, sometimes she will come during special, and sometimes she will come during recess.
The other thing that keeps it interesting is the fact that she never announces exactly when she is coming. I'll tell the class something vague, like "She'll be in next week." That's it. When she comes, she comes.
Today was the first visit from the desk fairy. The prize today was a trading card from one of the local university football teams. You would have thought the students were given gold! Next time, the prize may be a new pencil, stickers, squishy pencil grips, or any little thing that catches me eye. The kids appreciate it and work toward the next time. They learn to be more responsible for their things and you have neat desks.
Not a bad deal at all.
In order to keep the desks and students organized, I call on the "Desk Fairy." The Desk Fairy randomly appears (when the students are out of the room, of course) and does a desk check. If the desk is clean and organized, the fairy leaves a little note on the desk and a prize of some sort. If the desk is not neat and organized, then the fairy leaves a little reminder note that she knows the student can do better for next time.
I've not had much of a problem with students not getting prizes. The ones that don't always try a bit harder for next time and end up earning their prize. It's pretty funny because the kids can't wait until the next desk check. I keep it interesting by changing the times the fairy comes. Sometimes she will come after school, sometimes she will come during special, and sometimes she will come during recess.
The other thing that keeps it interesting is the fact that she never announces exactly when she is coming. I'll tell the class something vague, like "She'll be in next week." That's it. When she comes, she comes.
Today was the first visit from the desk fairy. The prize today was a trading card from one of the local university football teams. You would have thought the students were given gold! Next time, the prize may be a new pencil, stickers, squishy pencil grips, or any little thing that catches me eye. The kids appreciate it and work toward the next time. They learn to be more responsible for their things and you have neat desks.
Not a bad deal at all.
September 13, 2010
Day 10: Back to School Night
Tonight was Back to School Night, or Parent Night, as you might call it in your school. I had nearly all of my parents come, which was good.
As long as I've been doing this, I always get a little nervous on Back to School Night because it's a new group of parents, just like your new group of students. Every year I have packets explaining what to expect over the course of the school year for language arts, math, science, and social studies. On one of the tables I put little notes for a class wish list (select-a-size paper towels, Kleenex with lotion, and foaming hand soap refills) so parents can choose what they want to donate, if they want to donate at all. (I also put the same notes out during report card conferences.) ***I add a picture that goes along with my classroom theme, put the wish list item beside the picture, and print the notes out on the computer. See below:
I also have a list of what things I want to talk about. Ask me if I follow it. I swear, as much as I try to cover everything, I always feel like I forget something. Take tonight for example. On my list, I wrote the things I wanted to go over: some things about myself, behavior and responsibility expectations, allergies in the room, our new intensive learning support program, and what projects we will be doing throughout the year.
I went through everything on my list, and still thought of extra things, like our class party jar and reminding students to bring in water bottles for hot days. (If you read my post titled "Heatwave" you know what I'm talking about regarding those water bottles!)
The note from tonight is still on my desk at school. I've decided to let it hang around for a few days in case something else pops into my head. You know the saying, "Hindsight is 20-20." That way, I'll add to it if needed, type it up, and file it away for next year.
That should cover it...right?
As long as I've been doing this, I always get a little nervous on Back to School Night because it's a new group of parents, just like your new group of students. Every year I have packets explaining what to expect over the course of the school year for language arts, math, science, and social studies. On one of the tables I put little notes for a class wish list (select-a-size paper towels, Kleenex with lotion, and foaming hand soap refills) so parents can choose what they want to donate, if they want to donate at all. (I also put the same notes out during report card conferences.) ***I add a picture that goes along with my classroom theme, put the wish list item beside the picture, and print the notes out on the computer. See below:
I also have a list of what things I want to talk about. Ask me if I follow it. I swear, as much as I try to cover everything, I always feel like I forget something. Take tonight for example. On my list, I wrote the things I wanted to go over: some things about myself, behavior and responsibility expectations, allergies in the room, our new intensive learning support program, and what projects we will be doing throughout the year.
I went through everything on my list, and still thought of extra things, like our class party jar and reminding students to bring in water bottles for hot days. (If you read my post titled "Heatwave" you know what I'm talking about regarding those water bottles!)
The note from tonight is still on my desk at school. I've decided to let it hang around for a few days in case something else pops into my head. You know the saying, "Hindsight is 20-20." That way, I'll add to it if needed, type it up, and file it away for next year.
That should cover it...right?
Day 9: It's Friday!
We've made it through another week. The students are getting into the swing of things, we are getting things accomplished, and things are looking good!
I personally am preparing for Back to School Night, my school's version of Parent Night. I've got my students' projects hung and all additional important information copied and printed.
Let's do this thing!
I personally am preparing for Back to School Night, my school's version of Parent Night. I've got my students' projects hung and all additional important information copied and printed.
Let's do this thing!
September 9, 2010
Day 8: Special Education
My school has a new tier to our special education program this year. The program, which was moved from one elementary school to my school by central administration, services intensive learning support students. Some of the students are blind, deaf, have Down's syndrome, traumatic brain injury, and severe developmental delays. Because of this new program, my school not only has new students, but quite a bit of new staff in the way of teachers, specialists, and aides as well.
I'm not here to complain about the program. My mother worked for over 15 years as a special education aide for children and an adult education aide for adults with special needs. I know how hard she worked to help her students and clients. I know how well she treated those she was put in charge of; like they were members of her own family. She treated them with respect, challenged them to do their best within their capabilities, and always acted in kindness.
Like I said, I am not here to complain about the program in my school. Nor am I here to glorify my mother's work ethic; however, I AM here to state an observation.
I've always wondered how a person who has gone to school to study the field of special education can treat his or her students with disdain. I mean, this person has studied the conditions children are diagnosed with, the developmental expectations for each child, and strategies to help the children succeed as best they can. Why oh why then, do we have staff members who act like it is a chore to do the job in which they've invested so much time and money?
On the playground today I observed an aide using sarcasm with one of his/her students. This child is not as far along developmentally as his/her peers. This is not an excuse, as his/her caregiver/teacher/helper during the day, to have a smart-aleck attitude with the child. I always wonder how an aide would feel if the child were his/her own child and the person who is supposed to be helping the child during the day was treating him/her in an inappropriate and what I consider to be a disrespectful manner.
So the child "may not know/understand what's being said," or "doesn't get it." The fact of the matter is that this child is SOMEONE'S child. A baby that was carried in the womb with expectations from hopeful parents. A child whose parents had to deal with the diagnosis of what to expect. A child whose parents have dealt with (and are more than likely still dealing with) the frustrations, heartache, worries, successes, and triumphs of raising a child with special needs. It shouldn't matter whose child needs specialized care. What should matter is that someone is there to meet the needs of that child without being short-tempered, sarcastic, apathetic, or indifferent.
If treating a child with respect, courtesy, interest, and general good manners is just too hard to do (in special or regular education), then maybe it's time to find a new career. The children and their families deserve better.
I'm not here to complain about the program. My mother worked for over 15 years as a special education aide for children and an adult education aide for adults with special needs. I know how hard she worked to help her students and clients. I know how well she treated those she was put in charge of; like they were members of her own family. She treated them with respect, challenged them to do their best within their capabilities, and always acted in kindness.
Like I said, I am not here to complain about the program in my school. Nor am I here to glorify my mother's work ethic; however, I AM here to state an observation.
I've always wondered how a person who has gone to school to study the field of special education can treat his or her students with disdain. I mean, this person has studied the conditions children are diagnosed with, the developmental expectations for each child, and strategies to help the children succeed as best they can. Why oh why then, do we have staff members who act like it is a chore to do the job in which they've invested so much time and money?
On the playground today I observed an aide using sarcasm with one of his/her students. This child is not as far along developmentally as his/her peers. This is not an excuse, as his/her caregiver/teacher/helper during the day, to have a smart-aleck attitude with the child. I always wonder how an aide would feel if the child were his/her own child and the person who is supposed to be helping the child during the day was treating him/her in an inappropriate and what I consider to be a disrespectful manner.
So the child "may not know/understand what's being said," or "doesn't get it." The fact of the matter is that this child is SOMEONE'S child. A baby that was carried in the womb with expectations from hopeful parents. A child whose parents had to deal with the diagnosis of what to expect. A child whose parents have dealt with (and are more than likely still dealing with) the frustrations, heartache, worries, successes, and triumphs of raising a child with special needs. It shouldn't matter whose child needs specialized care. What should matter is that someone is there to meet the needs of that child without being short-tempered, sarcastic, apathetic, or indifferent.
If treating a child with respect, courtesy, interest, and general good manners is just too hard to do (in special or regular education), then maybe it's time to find a new career. The children and their families deserve better.
September 8, 2010
Day 7: Discipline Expectations
During the first few days of school you go over routines for everything from how to line up to morning routines, from restroom routines to end-of-the-day routines, etc. Somewhere in the course of those few days you also go over behavior routines and expectations.
Before the first day of school I send out notes to my prospective students as well as separate letters to their parents. In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations. Our school-wide program has four basic rules: Be safe. Be prepared. Be respectful. Be responsible. The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.
My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir," and knew how to say "Please" and "Thank you." The words "Yeah," "Huh?" and "What?" were unacceptable. We didn't talk back to our elders; that was a sure way to a righteous butt-warming. We took care of our responsibilities or there were consequences. We were respectful to others. We were taught to leave an area a little better than we found it. We learned that personal business is personal.
As a parent, I am raising my children to follow these principles. As a teacher, I'm finding that more and more students are lacking in some of these things.
When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions. I explain that I will hold students accountable for these things as well as their academics. I go further to say that if these expectations are unrealistic, I can be contacted for discussion. I've never had a parent contact me.
With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room. Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.
I do not yell at my students; in fact, I rarely raise my voice. I state the offense matter-of-factly and move on. I find that it's harder to argue with a tenet that is already in place.
Case in point, I had three children move their clips today for talking. I had already told the children to stop talking on two occasions. The third time was a strikeout, clip moved. I simply said, "_____, please move your clip to yellow. I've asked you twice today to stop talking." End of story. Done. No long tirades. No lecture. Fact stated; consequence given. And we moved on. Message received.
During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday. Come the third week of school, there are no more reminders. I figure they should know by then.
When parents come for Parent Night, I reiterate my expectations. That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner. (We use district-issued planners in my district. The students copy their homework and reminders into their planners. They also copy their behavior color for the day. (Each color is a different level of behavior. Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.) Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students. I figure, if you did it, own up to it.
Now this is not to say that I'm a witch or a tyrant and that we don't have fun. On the contrary. Once the expectations are given an reinforced, we actually have more time to do the fun stuff.
Overall, I have a good bunch of children. There are a few that I will need to "sit" on because of talking or being very social. I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.
What about you? What are your expectations for your students? How do you go about keeping an orderly room?
Before the first day of school I send out notes to my prospective students as well as separate letters to their parents. In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations. Our school-wide program has four basic rules: Be safe. Be prepared. Be respectful. Be responsible. The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.
My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir," and knew how to say "Please" and "Thank you." The words "Yeah," "Huh?" and "What?" were unacceptable. We didn't talk back to our elders; that was a sure way to a righteous butt-warming. We took care of our responsibilities or there were consequences. We were respectful to others. We were taught to leave an area a little better than we found it. We learned that personal business is personal.
As a parent, I am raising my children to follow these principles. As a teacher, I'm finding that more and more students are lacking in some of these things.
When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions. I explain that I will hold students accountable for these things as well as their academics. I go further to say that if these expectations are unrealistic, I can be contacted for discussion. I've never had a parent contact me.
With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room. Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.
I do not yell at my students; in fact, I rarely raise my voice. I state the offense matter-of-factly and move on. I find that it's harder to argue with a tenet that is already in place.
Case in point, I had three children move their clips today for talking. I had already told the children to stop talking on two occasions. The third time was a strikeout, clip moved. I simply said, "_____, please move your clip to yellow. I've asked you twice today to stop talking." End of story. Done. No long tirades. No lecture. Fact stated; consequence given. And we moved on. Message received.
During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday. Come the third week of school, there are no more reminders. I figure they should know by then.
When parents come for Parent Night, I reiterate my expectations. That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner. (We use district-issued planners in my district. The students copy their homework and reminders into their planners. They also copy their behavior color for the day. (Each color is a different level of behavior. Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.) Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students. I figure, if you did it, own up to it.
Now this is not to say that I'm a witch or a tyrant and that we don't have fun. On the contrary. Once the expectations are given an reinforced, we actually have more time to do the fun stuff.
Overall, I have a good bunch of children. There are a few that I will need to "sit" on because of talking or being very social. I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.
What about you? What are your expectations for your students? How do you go about keeping an orderly room?
September 7, 2010
Day 6: Off and Running!
Today was the first taste of what is to come, and I must say, the kids were a bit surprised. It's always hard to explain how much expectations change from first grade into second grade. However, once the work starts, it's obviously clear. Case in point: I always give a "plan for the day" as soon as announcements are over just to let the children know what to expect during the course of the school day. The practice also helps eliminate questions from the more patience-challenged students in the class because they've already been told what to expect.
Student work starts as soon as they walk through the door. After making their lunch choice, putting their take-home folders in the bin, and getting unpacked, there is a list of morning work on the board. The list always starts with the Daily Edit (talked about in an earlier post), and contains about two more items. These items vary between a math box, journal, practice book page, etc. Students have until the announcements are over to finish; any unfinished work is to be done during free time.
After morning work, announcements, and the plan for the day we jump right into Language Arts. Today spelling lists and homework was assigned, a new reading theme was started, a writing activity was done, and some preview work for our story was done. Somewhere in there was a read aloud, done during snack time. This was followed by recess.
After short recess, we went over the daily edits; there were two because there was no school yesterday. Then we were on to lunch.
Following lunch was another quick read aloud before we dashed off to special. After special we had Content, where we read about and discussed the purpose and history of Labor Day, as well as what other countries celebrate. (I just didn't have time on Friday with all of the routines and character education lessons.)
Math followed Content. Since we are in a review of skills unit, we covered coin values, counting strategies for money, and read a short story about the history of money (I am a big fan of having math stories for reference!). Then we were out to long recess.
The students were surprised at the amount of work we were able to get in today. Not that they don't work in first grade, but the level of work and the execution of the work is different. Learning how to work with a partner without relying on me for step-by-step-by-step directions is something we are working on. We are also working on reading directions at the top of the page and following those directions. We are working on being able to look back in the text to find responses and support. We are working on managing time to get things done in a timely fashion.
It's like being a magician. Under my guidance, day by day, bit by bit, they will get it. It's always neat to see the surprise on the students' faces and in their confidence levels when they realize how much they can do by the end of the first quarter, not to mention by the end of the year.
Just watch me work my magic.
Student work starts as soon as they walk through the door. After making their lunch choice, putting their take-home folders in the bin, and getting unpacked, there is a list of morning work on the board. The list always starts with the Daily Edit (talked about in an earlier post), and contains about two more items. These items vary between a math box, journal, practice book page, etc. Students have until the announcements are over to finish; any unfinished work is to be done during free time.
After morning work, announcements, and the plan for the day we jump right into Language Arts. Today spelling lists and homework was assigned, a new reading theme was started, a writing activity was done, and some preview work for our story was done. Somewhere in there was a read aloud, done during snack time. This was followed by recess.
After short recess, we went over the daily edits; there were two because there was no school yesterday. Then we were on to lunch.
Following lunch was another quick read aloud before we dashed off to special. After special we had Content, where we read about and discussed the purpose and history of Labor Day, as well as what other countries celebrate. (I just didn't have time on Friday with all of the routines and character education lessons.)
Math followed Content. Since we are in a review of skills unit, we covered coin values, counting strategies for money, and read a short story about the history of money (I am a big fan of having math stories for reference!). Then we were out to long recess.
The students were surprised at the amount of work we were able to get in today. Not that they don't work in first grade, but the level of work and the execution of the work is different. Learning how to work with a partner without relying on me for step-by-step-by-step directions is something we are working on. We are also working on reading directions at the top of the page and following those directions. We are working on being able to look back in the text to find responses and support. We are working on managing time to get things done in a timely fashion.
It's like being a magician. Under my guidance, day by day, bit by bit, they will get it. It's always neat to see the surprise on the students' faces and in their confidence levels when they realize how much they can do by the end of the first quarter, not to mention by the end of the year.
Just watch me work my magic.
September 1, 2010
Day 3: Is there a doctor in the house?
Today's post is sponsored by cleaning wipes (Lysol, Clorox, take your pick!). The day was good, but interesting. We were getting into our routines, children were working and asking questions.
Then...
...There was a series of massive nosebleeds.
Three, to be exact.
In the span of two hours.
All from the same child.
The first nosebleed started on the way back from special, which happened to be library. My class was filing into the hallway, being followed by another class, when I hear "Mrs. ___, I have a nosebleed!" I turn (from checking over class behavior with the librarian) to see one of my students with a palm full of blood. The librarian grabbed a box of tissue and we stuffed some in his bloody hand to sop up what was there while stuffing another wad of tissue in his other hand so he could pinch his nose.
While walking back to my line, which hasn't moved because the students were waiting for directions from me (good little listeners, even if we were blocking the hallway at this point!), I noticed that my little friend left a bloody trail on the tile. Sigh. Enter me, trying to warn the other classes to step around the trail while coordinating my messenger to deliver a message to the office for the custodian. This feat was easier said than done, as there were six second-grade classes trying to leave special while five third-grade classes were trying to get to special. Sigh again.
The custodian was summoned, my class was ushered down the hall to our room, no one tracked the trail (as far as I know), and attention was turned the nosebleed.
The nosebleed.
The nosebleed that, when checked for signs of slowing five minutes in, succeeded in spurting from the nose of my poor student and splattering the insides of the trash can.
The nosebleed that went through what seemed like half a box of tissues, trying to get the bleeding to stop.
The nosebleed that went on for 10 more minutes before I had to send the messenger to the office again to summon the nurse, who had to leave her lunch break to come and get my kiddo to treat him.
The nosebleed that took the nurse another 10 minutes to get under control before she could send my kiddo back.
The nosebleed....that returned.
The second time (about 45 minutes later) began much like the first, but with minimal mess. (Aside from the poor boy's hands, that is.) We were able to stop this one pretty quickly. We had the nosebleeds licked!
Or so we thought.
Ten minutes before dismissal, guess who decides to pay yet another visit? This time, the flow was a lot like the second, but the mess ended up on the desk, a pencil, and the floor. (Thank goodness for cleaning wipes!) We managed to get this one under control and everything cleaned up before my friend was dismissed, but not before I gave him strict orders of "No more nosebleeds today!"
I really don't think his little body could have taken another one!
Then...
...There was a series of massive nosebleeds.
Three, to be exact.
In the span of two hours.
All from the same child.
The first nosebleed started on the way back from special, which happened to be library. My class was filing into the hallway, being followed by another class, when I hear "Mrs. ___, I have a nosebleed!" I turn (from checking over class behavior with the librarian) to see one of my students with a palm full of blood. The librarian grabbed a box of tissue and we stuffed some in his bloody hand to sop up what was there while stuffing another wad of tissue in his other hand so he could pinch his nose.
While walking back to my line, which hasn't moved because the students were waiting for directions from me (good little listeners, even if we were blocking the hallway at this point!), I noticed that my little friend left a bloody trail on the tile. Sigh. Enter me, trying to warn the other classes to step around the trail while coordinating my messenger to deliver a message to the office for the custodian. This feat was easier said than done, as there were six second-grade classes trying to leave special while five third-grade classes were trying to get to special. Sigh again.
The custodian was summoned, my class was ushered down the hall to our room, no one tracked the trail (as far as I know), and attention was turned the nosebleed.
The nosebleed.
The nosebleed that, when checked for signs of slowing five minutes in, succeeded in spurting from the nose of my poor student and splattering the insides of the trash can.
The nosebleed that went through what seemed like half a box of tissues, trying to get the bleeding to stop.
The nosebleed that went on for 10 more minutes before I had to send the messenger to the office again to summon the nurse, who had to leave her lunch break to come and get my kiddo to treat him.
The nosebleed that took the nurse another 10 minutes to get under control before she could send my kiddo back.
The nosebleed....that returned.
The second time (about 45 minutes later) began much like the first, but with minimal mess. (Aside from the poor boy's hands, that is.) We were able to stop this one pretty quickly. We had the nosebleeds licked!
Or so we thought.
Ten minutes before dismissal, guess who decides to pay yet another visit? This time, the flow was a lot like the second, but the mess ended up on the desk, a pencil, and the floor. (Thank goodness for cleaning wipes!) We managed to get this one under control and everything cleaned up before my friend was dismissed, but not before I gave him strict orders of "No more nosebleeds today!"
I really don't think his little body could have taken another one!
Subscribe to:
Posts (Atom)