Day 88: So...How'd It Go?

So...how'd it go?  I'm sure some of you are wondering how my observation with the Scholastic representatives went today.  If you've been following me, you know I've been a little nervous about it.  Not like a "my-principal's-coming-TODAY!" nervousness, but an "I-don't-know-these-people-and-they-don't-know-me-gee-I-hope-they-don't-think-I'm-a-nut" sort of nervousness.  That said, here it is:

8:00 a.m.: I get a buzz from the office telling me that my guests are here.  Gulp, deep breath.  Up the hallway to get them.
8:00-8:45 a.m.: I show them my room.  They take pictures.  They look over my class library, the "extra" book bins, and my personal library. (You remember that discussion from an earlier post.)  They ask questions about what kinds of books would supplement the curriculum (mainly social studies, like types of government and things like geography skills--landforms, map skills, etc.), what the children enjoy reading, and how my ordering has changed this year (I have several more boys than girls this year!).  I also tell them about my schedule, and how today is not a normal Thursday because we are usually reviewing for a comprehension quiz and doing other activities.  (If you've been reading, we are still catching up from three delays/snow days in three weeks.)  So I explain that we will be finishing the first of two comparison stories for the end of our reading theme, doing our mid-year review of grammar skills, completing Daily Edit, having read aloud (during snack time), finishing writing projects (you know, the one that should have been done LAST WEEK but had to be changed due to all of the snow days and delays), and centers for those who are finished with the writing projects.  There were no skills groups this week because the data wasn't compiled yet (We just got that this afternoon.).  I also explain the independent reading program, which they really seem to like.
8:45-11:00 a.m.: The students come in, get unpacked, and begin morning work. After announcements at 9:00, we are off and running. See above list of things that I planned to do with the class.  (We did them all, except for the Independent Reading; that's after first recess.)
11:00-11:15 a.m.: Recess
11:15-11:45 a.m.: Independent Reading--The students' routine after recess is to put their things away, get their book, find a spot, and get reading.  They do that.  I put on the music (We are currently listening to Duke Ellington's "Far East Suite".), grab my Kindle, and get reading. About 10 minutes before the end of the period, I call students to their seats to fill out their independent reading logs and response sheet for today.  Then we get ready for lunch.
11:50 a.m.-12:20 p.m.: Lunch.  The representatives eat with us in the lounge and talk to the other teachers who join us over the staggered lunch times (Grades K-3).  We are treated to Atlanta Bread Company, which is along the same lines as Panera Bread.  (I think they are owned by the same company.  There are just too many similarities.)
12:20-12:35 p.m.: The children open a package that contain what I think was every book from the most recent Scholastic catalog.  (When the box was delivered--and hidden until today--the packing label said it weighed 37 pounds.)  There are sets of things and books on every topic: 39 Clues, Junie B., Geronimo Stilton, National Geographic readers, the Black Lagoon, Dairy of a Wimpy Kid, Babysitter's club, Music Fairies, and Flat Stanley. There are BFF books, animal books, sports books, reference books, classic stories, math stories, grammar/phonics books, and so many others.  (After school I had to rearrange my bins in the class library because I couldn't fit everything with the old configuration.  And I still have books left over to give to my students.)

These are the books that were in the box.  I tried to spread them out, but I ran out of room on the table.

These are the extra books.  I already have these in the library, so I told the children I would take out the duplicates and pass them out for the students to keep.

My bins are now turned to fit in the new sets of books.  Those that weren't in sets are in the blue bins here, in the green "extras" bins on the shelves, on the shelf waiting rotation, or in my personal library waiting for the corresponding unit to be introduced.

12:35-1:15 p.m.: I drop my students off at library, then go back and finish up with the reps, answering any extra questions and such.

Throughout the day, they took notes on what I was doing and took pictures of the students working.  They are going to take this information and create a video to be shared with the other staff members at Scholastic.  Some of the same pictures will be used in a slideshow of all of the new members this year to be shown when we are in New York next month.  (I just hope my hair wasn't sticking up too badly from the static in the air today!  I also secretly pray that they didn't get back on the road and think they made a mistake!)  You know what I mean:  You have so many neat things you do that you can't possible do all in one day (or one subject, necessarily), so you worry that you haven't done "enough" to show how brilliant a teacher you are.  Or maybe that's just my neuroses speaking right now!

Overall, they said they enjoyed my classroom organization and decorations, my students were organized and well-mannered (and no, I didn't bribe them or threaten them before the reps came), and thought I was creative.  That's good, right?  Right?

So now I'm one step closer to New York. 

Breathe...

Day 64: Me? Teacher Advisor?

I can say that today has been one of the most surreal days in my life.  One of those "I-can't-believe-this-is-really-happening-to-ME" days.  One of those days where you need to keep pinching yourself to make sure you aren't dreaming. 

What has me so worked up? 

Read on.

A few months ago, I applied to be on the Scholastic Teacher Advisor board.  For those of you who may not be aware of what this is, it is a board of 22 teachers who have been selected from a NATIONWIDE pool to work in conjunction with Scholastic to give feedback on materials, book selections used in classrooms, and suggestions for topics/genres to be added to Scholastic's offerings.
I am pretty psyched because I was called by the woman in charge of the program.  She shared that while the board has 22 members, they only selected five new teachers this year to join.  AND I WAS ONE OF THOSE TEACHERS!

So in February, I will be traveling to New York to attend a conference and meet the other board members.  We'll have some workshops to attend and...I'm not sure what else at this point. (The packet of info hasn't come yet.)  I can honestly say that I am really looking forward to the whole process!   Except for maybe the Visit.  I was told today that my classroom will be visited and observed by two Scholastic staff members at some point prior to my workshop in New York.  (I may be a bit of a ball of nerves the day before.  You know that feeling you get when you have your formal observation done?)

I was also told that Scholastic will cover my travel, lodging, and meals.  The company has us staying in SoHo at the SoHo Grand Hotel.  I've been to different parts of the Big Apple, but never there.  I would like to check out a few places while I'm in the area, but I have no idea of where to begin. 

Do you know of any eclectic/authentic/interesting eateries I should try out?  Or shops?  Or bookstores?  Or museums? Or anything that doesn't involve drinking or clubs?  (Sorry, those just aren't my thing.)  Don't be afraid to share a comment!

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.