Monday, July 21, 2008
Good Time... good times...
I noticed the food side of the room was quieter than normal this morning AND this afternoon. I think I'll sit there tomorrow, it may rub off on me. Ron's movie brings up a terrific point- what do our colleagues feel would be the definition of a teacher? Talk about tone of voice. Now that we know eachother, the topics are getting richer and the side conversations are surfacing. I am sorry that our guest speaker cancelled, but we really could not have fit anything else in today. Did anyone else feel like the computer room moved at warp speed? Is anyone else's paper STILL all over the place? Don't you agree that we could use another 2 weeks to research, share, and learn? Did we ever find good old Tom?
The Queen of Education Chapters 7-9
Sorry I missed the discussion on this one - because I really want to talk about "Scotopic Sensistivity." But let me back up a little...Despite her super-duper idealism (or maybe because of it) I have really been enjoying The Queen and her ideas thus far...but this set of chapters turned me off a little bit.
Chapter 7 was OK - I get her rationale for not labeling children, and I do think that sometimes the label gets in the way of progress because thekids or their parents or their teachers view it as a reason why the child can't be successful. However, I think that labels can be helpful - in the sense that knowing the psychological underpinnings of the problem is often a bridge to designing an appropriate program. My approach to teaching reading with a child who is very bright but dyslexic will differ from my approach to a child with Asperger's Syndrome or a child who has had a traumatic brain injury. Always the instruction has to be tweaked to match the child, but a diagnosis helps to narrow the field of options...
Chapter 8 was also OK - but I felt that it could have been left out and the book would not have suffered. That's all I'm saying about that!
Chapter 9 wigged me out a little bit - my initial thought was, "Oh, Lord - she's one of THOSE weirdos!!!" I got a copy of one of the books she was talking about - Helen Irlen's Reading By the Colors - maybe 14 (?) years ago. I think I bought it at a Job Lot...there's probably a reason why it was there, hmmm??? (OK, maybe I'm being a little harsh!) Anyway, I read the book - not the most arresting prose I've ever laid eyes on, FYI - and I got the concept. In fact, I even went out and bought myself some colored plastic 8 1/2 x 11 overlays, just in case...At the time, I was working at a rehabilitation hospital with children who had every reading disability under the sun and had not responded to other interventions - good test group, I thought. And my office had one of those icky flourescent lights, too! But I didn't see any evidence of it - never have. Granted, I was skeptical - coming from a strong clinical background in reading, I had (and still have) a hard time with the idea that changing the color of a page can dramatically alter a child's ability to read, not to the degree that its proponents claim is possible. I have encountered kids who really struggled and I have tried the overlays, and I will say that there seems to be something to the idea that it can reduce glare...I also have found that there are kids who just think it's cool to read a purple page instead of a white one, so I let them use it (why not, right?) but I have never seen a child's reading turn around because of it, and I really think it's bunk. At a minimum, it's a vision problem, not a reading problem - and I'm disappointed that it got so much attention from The Queen!
Anyway - I would love to know if any of you have ever seen evidence of a major turnaround based on the scotopic sensitivity theory!
See you in the AM!
Chapter 7 was OK - I get her rationale for not labeling children, and I do think that sometimes the label gets in the way of progress because thekids or their parents or their teachers view it as a reason why the child can't be successful. However, I think that labels can be helpful - in the sense that knowing the psychological underpinnings of the problem is often a bridge to designing an appropriate program. My approach to teaching reading with a child who is very bright but dyslexic will differ from my approach to a child with Asperger's Syndrome or a child who has had a traumatic brain injury. Always the instruction has to be tweaked to match the child, but a diagnosis helps to narrow the field of options...
Chapter 8 was also OK - but I felt that it could have been left out and the book would not have suffered. That's all I'm saying about that!
Chapter 9 wigged me out a little bit - my initial thought was, "Oh, Lord - she's one of THOSE weirdos!!!" I got a copy of one of the books she was talking about - Helen Irlen's Reading By the Colors - maybe 14 (?) years ago. I think I bought it at a Job Lot...there's probably a reason why it was there, hmmm??? (OK, maybe I'm being a little harsh!) Anyway, I read the book - not the most arresting prose I've ever laid eyes on, FYI - and I got the concept. In fact, I even went out and bought myself some colored plastic 8 1/2 x 11 overlays, just in case...At the time, I was working at a rehabilitation hospital with children who had every reading disability under the sun and had not responded to other interventions - good test group, I thought. And my office had one of those icky flourescent lights, too! But I didn't see any evidence of it - never have. Granted, I was skeptical - coming from a strong clinical background in reading, I had (and still have) a hard time with the idea that changing the color of a page can dramatically alter a child's ability to read, not to the degree that its proponents claim is possible. I have encountered kids who really struggled and I have tried the overlays, and I will say that there seems to be something to the idea that it can reduce glare...I also have found that there are kids who just think it's cool to read a purple page instead of a white one, so I let them use it (why not, right?) but I have never seen a child's reading turn around because of it, and I really think it's bunk. At a minimum, it's a vision problem, not a reading problem - and I'm disappointed that it got so much attention from The Queen!
Anyway - I would love to know if any of you have ever seen evidence of a major turnaround based on the scotopic sensitivity theory!
See you in the AM!
Thoughts for the Day
Valrie asked me to post my journal entry from this morning - so here it is.
Monday, July 21, 2008
Read Valrie’s post last night – agree that she has a point. .There are lots of veteran teachers out there who could use some pampering – just as there are newbies, too. But as I think back on my first years teaching, I remember feeling the pressure to do all those extra things and staying late every night and arriving early every morning…however, I am also mindful of the reality that it didn’t exhaust me like it would now! I was so much younger – and single, which is huge! I could do all those things because I had the capacity in my life for them at that time. Not that I don’t now – but it’s a juggling act like it never was before. I have a plan: I think all new teachers should get 5 passes at the start of their careers – kind of like a get out of jail free pass, only without the negative connotation, because I happen to believe that all those extras we do are what helps us to reach our kids and be more effective in our jobs - but they would be good for one year of free or reduced extracurricular activity, no questions asked, no professional repercussions (no snide looks in the faculty room or bad performance evaluations!) Then teachers could apply them at any point up until retirement. So – birth of a baby, death in the family, illness or other crisis, and you can turn your attentions to your own life for a little while without the crushing guilt. I know for sure I would have used one while my husband was in Iraq a few years ago – but I never would have thought to use it in my first few years as a teacher! So – as Val pointed out, one size really does not fit all. Which leads to my next little pet peeve – the persistence in education circles of what I like to refer to as the second grade notion of fair and equitable. Anyone who has ever been on a playground with second graders or has ever had children knows that in their little minds, fair means everyone gets the same, as in “She got a popsicle and I didn’t – that’s not fair!” But that’s not what fair is – fair doesn’t mean everyone gets the same. Fair means everyone gets what they need when they need it. We have so many glitches and problems in our schools that come about because people can’t let go of the idea that fair equals same…so we argue of dispersal of special education students and 504 students and title I students because we’re looking at numbers instead of kids, and we argue over caseloads because we’re looking at numbers instead of kids, and we argue over the scheduling of paraprofessionals and other support staff because we’re looking at numbers instead of kids…and our union perpetuates the drama because THEY’RE looking at numbers instead of kids…it seems so clear to me that we have to adjust our expectations based on the needs of children at any given time, and I know I’m not alone because I have had this conversation with others, but I am anticipating the struggle in September and wondering why it has to happen at all.
Monday, July 21, 2008
Read Valrie’s post last night – agree that she has a point. .There are lots of veteran teachers out there who could use some pampering – just as there are newbies, too. But as I think back on my first years teaching, I remember feeling the pressure to do all those extra things and staying late every night and arriving early every morning…however, I am also mindful of the reality that it didn’t exhaust me like it would now! I was so much younger – and single, which is huge! I could do all those things because I had the capacity in my life for them at that time. Not that I don’t now – but it’s a juggling act like it never was before. I have a plan: I think all new teachers should get 5 passes at the start of their careers – kind of like a get out of jail free pass, only without the negative connotation, because I happen to believe that all those extras we do are what helps us to reach our kids and be more effective in our jobs - but they would be good for one year of free or reduced extracurricular activity, no questions asked, no professional repercussions (no snide looks in the faculty room or bad performance evaluations!) Then teachers could apply them at any point up until retirement. So – birth of a baby, death in the family, illness or other crisis, and you can turn your attentions to your own life for a little while without the crushing guilt. I know for sure I would have used one while my husband was in Iraq a few years ago – but I never would have thought to use it in my first few years as a teacher! So – as Val pointed out, one size really does not fit all. Which leads to my next little pet peeve – the persistence in education circles of what I like to refer to as the second grade notion of fair and equitable. Anyone who has ever been on a playground with second graders or has ever had children knows that in their little minds, fair means everyone gets the same, as in “She got a popsicle and I didn’t – that’s not fair!” But that’s not what fair is – fair doesn’t mean everyone gets the same. Fair means everyone gets what they need when they need it. We have so many glitches and problems in our schools that come about because people can’t let go of the idea that fair equals same…so we argue of dispersal of special education students and 504 students and title I students because we’re looking at numbers instead of kids, and we argue over caseloads because we’re looking at numbers instead of kids, and we argue over the scheduling of paraprofessionals and other support staff because we’re looking at numbers instead of kids…and our union perpetuates the drama because THEY’RE looking at numbers instead of kids…it seems so clear to me that we have to adjust our expectations based on the needs of children at any given time, and I know I’m not alone because I have had this conversation with others, but I am anticipating the struggle in September and wondering why it has to happen at all.
Sunday, July 20, 2008
A rose called by any other name.....
Gosh, Tim how could I have gottten your name so wrong. Tom. And, who is Tom anyway? I had to think back really far and hard if I know any Tom ........ yes, it was this really phenomenal ESL teacher that taught in one of our adult programs at the League. I apologize for the error. Anyway, A rose callled by any other name smells just as sweet!
Always,
Tahtiah
P.S. Read twice before you click that mouse.
Always,
Tahtiah
P.S. Read twice before you click that mouse.
Queen of Education- Ever got a detention?
So much to do, so little time. Ever felt like cloning yourself? Well I've thought about that everysingle day. There is just not enough hours in the day ,especially for us super moms! Or, was super mom a person of the past.....
Gosh, I really wanted to recap last Thursday's class. Things jst didn't go as planned, got back to work about 1:45 had a 2:00- 4:30 meeting, took the boys to Vacation Bible School, got home hit the sack. Had a Women In Charge meeting in Cranston at 1:00 yesterday, got back went over to Colt State Park for annual church picnic. 'twas awesome, sat on the rocks, Eric caught 3 crabs, they are now pets at home that I am responsible for taking care of. I'm having a rare quiet moment at home right now, my husband took the gang to Scarborough Beach, that's great.
So finally I get a chance to look back on last Thursday. Journals. I like to do that. it appears as if every one does. Tom, took the stage. his entry was powerful, wish I had talked to him 12 years ago. The V word. That sparked off a sea of emotions, laughter, cheers. "You go Tom". I actually like the strong bond that this group has created. I must give credit to our facilators Tom and Pam. They certainly set the tone for these sessions. Like Ron I feel like I know you guys for some time now. Lisa thanks for showing me the picture of your baby!! Donna thanks for the gift for that young mother who has absolutely nothing.....
Back over at Gaige, tahnks for showing me the computer center. After about 10 years as a part time student at RIC I never knew that center. ( I was always rushing to get back to work). Pam is in charge.Cool, calm, nurturing. Reminds me of some of my most admired teachers. Teachers who have actually helped shaped my career.She begins by stating we would not be there too long. Good. more time for research. No time when I get back to work. Welcome news!! the picture on the screen was powerful ,so peaceful. That's the place you want to be..... everyday. Pam talks about the I-Search paper. The handout was very helpful. Samples of students work was dispalyed. "Great", I said to Val. "Too bad most of our kids don't have access to computers".The level of competency by the kids were remarkable. the piercing was powerful, but that's reality.
We resumed at 12;30. Tables turned, or welcome change. Pam said we'll do something a little different. We'll write about something from the chapter that we had read. Ursula took the floor, Val...... detentions, kids going crazy after the bell rang at MPHS. I was a little tired, "Ron you can use my book, it's okay......... "time to go "said Pam. "Enjoy your friends, I whispered to her". And.... did I hear the V word again? Tom.
Always,
Tahtiah
Gosh, I really wanted to recap last Thursday's class. Things jst didn't go as planned, got back to work about 1:45 had a 2:00- 4:30 meeting, took the boys to Vacation Bible School, got home hit the sack. Had a Women In Charge meeting in Cranston at 1:00 yesterday, got back went over to Colt State Park for annual church picnic. 'twas awesome, sat on the rocks, Eric caught 3 crabs, they are now pets at home that I am responsible for taking care of. I'm having a rare quiet moment at home right now, my husband took the gang to Scarborough Beach, that's great.
So finally I get a chance to look back on last Thursday. Journals. I like to do that. it appears as if every one does. Tom, took the stage. his entry was powerful, wish I had talked to him 12 years ago. The V word. That sparked off a sea of emotions, laughter, cheers. "You go Tom". I actually like the strong bond that this group has created. I must give credit to our facilators Tom and Pam. They certainly set the tone for these sessions. Like Ron I feel like I know you guys for some time now. Lisa thanks for showing me the picture of your baby!! Donna thanks for the gift for that young mother who has absolutely nothing.....
Back over at Gaige, tahnks for showing me the computer center. After about 10 years as a part time student at RIC I never knew that center. ( I was always rushing to get back to work). Pam is in charge.Cool, calm, nurturing. Reminds me of some of my most admired teachers. Teachers who have actually helped shaped my career.She begins by stating we would not be there too long. Good. more time for research. No time when I get back to work. Welcome news!! the picture on the screen was powerful ,so peaceful. That's the place you want to be..... everyday. Pam talks about the I-Search paper. The handout was very helpful. Samples of students work was dispalyed. "Great", I said to Val. "Too bad most of our kids don't have access to computers".The level of competency by the kids were remarkable. the piercing was powerful, but that's reality.
We resumed at 12;30. Tables turned, or welcome change. Pam said we'll do something a little different. We'll write about something from the chapter that we had read. Ursula took the floor, Val...... detentions, kids going crazy after the bell rang at MPHS. I was a little tired, "Ron you can use my book, it's okay......... "time to go "said Pam. "Enjoy your friends, I whispered to her". And.... did I hear the V word again? Tom.
Always,
Tahtiah
Video Short - complete!
Hello all,
I have finished the short video -- about 10 minutes in length. Hurray for that! Please click on this link...
VIDEO!
...and you should find yourself where you need to be to view it. I'm sorry that on Thursday I could not get to all of those who said they would be willing to be interviewed -- and for time's sake, the editing had to be done this weekend (more time than you might imagine, even for a short video). Possibly in the future I might still be able to tape you for a bigger version of this piece.
See y'all on Monday,
Ron
I have finished the short video -- about 10 minutes in length. Hurray for that! Please click on this link...
VIDEO!
...and you should find yourself where you need to be to view it. I'm sorry that on Thursday I could not get to all of those who said they would be willing to be interviewed -- and for time's sake, the editing had to be done this weekend (more time than you might imagine, even for a short video). Possibly in the future I might still be able to tape you for a bigger version of this piece.
See y'all on Monday,
Ron
Saturday, July 19, 2008
Equity in Education
As I am reading The Queen Of Education, somehow I am beginning to be bothered by this talk of giving preferential treatment to beginning teachers. Johnson tends to think that they are new, and as such deserve as much help as possible. This is bordering on the point of being ridiculous. By the mere suggestion, she is insinuating that these new teachers are not adequately prepared to take on the ressponsibility of being a classroom teacher. New teachers ,old teachers all need support.
Teaching is said to be a very lonely occupation. You close that door and you are left all alone by yourself with your students. Some of us do need support from our administration and fellow teachers. The pampering of new teachers is not o.k. Where is the equity? A struggling 10th year teacher may need some help and support with a particular group of challenging students. But to feed new teachers, give them less work load so they won't quit makes no sense.
I was once a new teacher in the system. I did not care about all those issues. I just needed some one to familarize me with the system. I was trained outside of the U.S. Teachers trained here should not need all that assistanc. That is short of taking their classes and teaching for them. SOme teachers complete internship in the same school they get emplyed. What did they learn?
Where is the equity? In my last assignment, I had three preps and two rooms along with 130 students. Some did not even want to be in school. English was the most hated subject. Surely this in itself is challenging. I have taught for over 28 years. I have taught just about every grade and school.except elementary. I taught middlele school, highschool, technical school,homeless program,GED, Young adolescent mothers, the prison. This group of students was difficult. I was not alone as we all were having some kind of challenges.
It would therefore be wrong to select a special group of teachers simply because they are new and treat them as special and unique. Again I ask, Where is equity? Of course one size does not always fit all.
Accommodation and consideration should awys be given when necessary, be that person a first or a 30 year teacher.
Teaching is said to be a very lonely occupation. You close that door and you are left all alone by yourself with your students. Some of us do need support from our administration and fellow teachers. The pampering of new teachers is not o.k. Where is the equity? A struggling 10th year teacher may need some help and support with a particular group of challenging students. But to feed new teachers, give them less work load so they won't quit makes no sense.
I was once a new teacher in the system. I did not care about all those issues. I just needed some one to familarize me with the system. I was trained outside of the U.S. Teachers trained here should not need all that assistanc. That is short of taking their classes and teaching for them. SOme teachers complete internship in the same school they get emplyed. What did they learn?
Where is the equity? In my last assignment, I had three preps and two rooms along with 130 students. Some did not even want to be in school. English was the most hated subject. Surely this in itself is challenging. I have taught for over 28 years. I have taught just about every grade and school.except elementary. I taught middlele school, highschool, technical school,homeless program,GED, Young adolescent mothers, the prison. This group of students was difficult. I was not alone as we all were having some kind of challenges.
It would therefore be wrong to select a special group of teachers simply because they are new and treat them as special and unique. Again I ask, Where is equity? Of course one size does not always fit all.
Accommodation and consideration should awys be given when necessary, be that person a first or a 30 year teacher.
Thursday, July 17, 2008
Brave Knew Worlds
Okay - Here goes. Never been to or posted a blog before so; the best of times are now (tbotan).
It took me a few tries and found out I already had a google account, so just had to reset my password and here I am.
Ron. For some reason your anticipated scathing (perhaps foul-fish smelling) was not on my list of posts. Could it have been censored? I'll apologize for whatever ill-doing you feel I have done. It must have been the heat.
In general a pleasure to be aboard and I'll wait and see if this works before I go further.
Claude
It took me a few tries and found out I already had a google account, so just had to reset my password and here I am.
Ron. For some reason your anticipated scathing (perhaps foul-fish smelling) was not on my list of posts. Could it have been censored? I'll apologize for whatever ill-doing you feel I have done. It must have been the heat.
In general a pleasure to be aboard and I'll wait and see if this works before I go further.
Claude
Wednesday, July 16, 2008
Response to chapters 4,5,6 Queen of Education
Hi Everyone from Lisa K.
Ok, I'm a blog virgin. This is my first time ever contributing to a blog.
I am responding to the reading because I will be leaving at noon tomorrow to bring my husband to the airport and I have no one to care for my son. I guess you didn't need the details, but I gave them anyway.
As I read I jotted notes or highlighted what I was either surprised by or agreed with in chapters 4-6. 25% of new teachers quit after their 1st 3 years. Wow! I was shocked. After subbing for almost 9 years I could never imagine quitting. I guess I'm in the right profession. I worked so hard to achieve my own classroom and tenured status, I would never just quit and give it all away...unless I won the lottery. Well, then I'd stay at home and hang out with my boys.
But back to the book... Having a mentor for new teachers seems to be essential to their success, but how many of us had mentors? I didn't get one because after subbing for so long administration figured I was familiar enough with the district and needed one least of all the people they hired that year. So, consequently I was the only new teacher that year to go it alone without a mentor. I have to admit I kind of felt like a mentor to one of the teachers that had made a drastic grade level change and felt pretty confident in my abilities that first year. In retrospect I'm sure I would have benefited from a mentor.
Johnson also makes reference to the importance of establishing a good rapport with students. I have always been a big proponent of that. In fact I feel it is the most important thing to do the first couple weeks of school and I always smile and even joke on the first day. I never understood the "Don't smile until Christmas" mentality. You need to get to know your students, understand where they are coming from and care for them. When you estbalish a nurturing atmosphere they like coming to school and respect you.
In past years when I've been observed by our ever changing principals one thing stood out in my teaching. They always commented that my classroom management was strong and I had a good rapport with my students. I really relate to the comments Miss J. states regarding respecting your students, getting to know them and liking them.
I am humble enough to admit I have many flaws and am still not the best teacher I can be. I have lots more to learn, but I do feel I have a natural ability to relate to my students and make the classroom a safe haven. My best compliment I've ever gotten teaching didn't come from a colleague or principal, but from my numerous students over the years. It is the countless times they didn't want to break for a holiday, vacation or summer recess and when my students this past year told me they didn't want school to end. That is my best and most rewarding compliment.
Anyway, I was long winded so thanks to anyone who took the time to read.
Lisa K.
Ok, I'm a blog virgin. This is my first time ever contributing to a blog.
I am responding to the reading because I will be leaving at noon tomorrow to bring my husband to the airport and I have no one to care for my son. I guess you didn't need the details, but I gave them anyway.
As I read I jotted notes or highlighted what I was either surprised by or agreed with in chapters 4-6. 25% of new teachers quit after their 1st 3 years. Wow! I was shocked. After subbing for almost 9 years I could never imagine quitting. I guess I'm in the right profession. I worked so hard to achieve my own classroom and tenured status, I would never just quit and give it all away...unless I won the lottery. Well, then I'd stay at home and hang out with my boys.
But back to the book... Having a mentor for new teachers seems to be essential to their success, but how many of us had mentors? I didn't get one because after subbing for so long administration figured I was familiar enough with the district and needed one least of all the people they hired that year. So, consequently I was the only new teacher that year to go it alone without a mentor. I have to admit I kind of felt like a mentor to one of the teachers that had made a drastic grade level change and felt pretty confident in my abilities that first year. In retrospect I'm sure I would have benefited from a mentor.
Johnson also makes reference to the importance of establishing a good rapport with students. I have always been a big proponent of that. In fact I feel it is the most important thing to do the first couple weeks of school and I always smile and even joke on the first day. I never understood the "Don't smile until Christmas" mentality. You need to get to know your students, understand where they are coming from and care for them. When you estbalish a nurturing atmosphere they like coming to school and respect you.
In past years when I've been observed by our ever changing principals one thing stood out in my teaching. They always commented that my classroom management was strong and I had a good rapport with my students. I really relate to the comments Miss J. states regarding respecting your students, getting to know them and liking them.
I am humble enough to admit I have many flaws and am still not the best teacher I can be. I have lots more to learn, but I do feel I have a natural ability to relate to my students and make the classroom a safe haven. My best compliment I've ever gotten teaching didn't come from a colleague or principal, but from my numerous students over the years. It is the countless times they didn't want to break for a holiday, vacation or summer recess and when my students this past year told me they didn't want school to end. That is my best and most rewarding compliment.
Anyway, I was long winded so thanks to anyone who took the time to read.
Lisa K.
I ran into one of my students at Target this afternoon. We had that little moment when our eyes met across the checkout lanes, and then his face broke into a gap-toothed grin and he tugged at his mom's sleeve and said, "Mom! It's Mrs. Mayhew!" He was so excited to see me, and I was so touched that it took me a second to realize that I was excited to see him, too, and that I was smiling just as widely. I abandoned my place in line so I could go talk to him and ask about his summer and give him a hug - he and his mom proudly reported that he was reading every day and getting ready for third grade. We chatted for a minute more, and then wished each other happy-rest-of-the-summers and went our separate ways. (I was buying dishwasher detergent and REALLY needed to get it home - but I digress...)
I believe that everything happens for a reason - and I don't think it was a coincidence that I saw Christopher and his mom today, because I needed to see Christopher and his mom today...to solidify and bring home to me some of the premises of The Queen of Education.
That little boy came to me in the fall very clearly in need of substantial reading support - but energetic, optimistic, and one of the hardest-working guys I'd ever had the pleasure to teach. He never missed a beat, and never missed a day, and he made a LOT of progress in the first few weeks. Then at parents' night I met his mom in person for the first time, and she started thanking his classroom teacher and me for our work with him and telling us how much he loved school. We didn't really think anything of it - we were both in agreement that he was a sweet and compassionate little boy who was really working to make a success of second grade. Then his mom started to get teary-eyed, telling us that he had such a difficult time in first grade (different building) - his previous teacher's consistent message had been that he was 1. "so far behind" and 2. he was a discipline problem (!) - and he had hated school and never wanted to go. His classroom teacher and I both had to scrape our jaws off the table - whoa! - we had had no idea, and never would have if his mom hadn't shared that with us. Talk about the magic of a "clean slate!"
Add to all that that his mother had a serious medical condition that required her to be hospitalized for long stretches of time multiple times throughout the school year...we could always guess from Chris's demeanor when she was in the hospital and when she was coming home - it was like night and day in terms of his attention/distractibility and his ability to complete tasks, as well as his interactions with other kids. I think now of the days he walked into my class with that frown on his face, eyebrows drawn together, unable to follow the most consistent of routines...sometimes it caught me off guard, and it would take a few minutes before it clicked - there's a reason for this child's behavior! I wish I could say that I was patient all the time and realized the reason before I reacted to the behavior - but I wasn't. Sometimes the best I could do was to backtrack, pick up the pieces, get him alone for a few quiet minutes so he could talk about it, and move on. God bless Chris - he never lost patience with me and he always bounced back, even when I felt like the most dismal of failures for not seeing his need soon enough. I hope, I hope I learned well enough from him that there is always a reason, and to be the kind of teacher who looks for it carefully and ceaselessly in all my students...
In the end, it was all OK - better than OK, really, for both of us. I was so glad to see him today...truly, genuinely, unselfconsciously glad...and when we had gone our separate ways, I had this last, enduring thought: I hope that next November, or February, or whenever, when we're both inundated with schoolwork and used to seeing each other every day, that we will both (along with all the other students who pass through my doorway) still have those moments of true, genuine, unselfconscious gladness to see each other and that sense that in the big picture, all is right and safe with the world.
I believe that everything happens for a reason - and I don't think it was a coincidence that I saw Christopher and his mom today, because I needed to see Christopher and his mom today...to solidify and bring home to me some of the premises of The Queen of Education.
That little boy came to me in the fall very clearly in need of substantial reading support - but energetic, optimistic, and one of the hardest-working guys I'd ever had the pleasure to teach. He never missed a beat, and never missed a day, and he made a LOT of progress in the first few weeks. Then at parents' night I met his mom in person for the first time, and she started thanking his classroom teacher and me for our work with him and telling us how much he loved school. We didn't really think anything of it - we were both in agreement that he was a sweet and compassionate little boy who was really working to make a success of second grade. Then his mom started to get teary-eyed, telling us that he had such a difficult time in first grade (different building) - his previous teacher's consistent message had been that he was 1. "so far behind" and 2. he was a discipline problem (!) - and he had hated school and never wanted to go. His classroom teacher and I both had to scrape our jaws off the table - whoa! - we had had no idea, and never would have if his mom hadn't shared that with us. Talk about the magic of a "clean slate!"
Add to all that that his mother had a serious medical condition that required her to be hospitalized for long stretches of time multiple times throughout the school year...we could always guess from Chris's demeanor when she was in the hospital and when she was coming home - it was like night and day in terms of his attention/distractibility and his ability to complete tasks, as well as his interactions with other kids. I think now of the days he walked into my class with that frown on his face, eyebrows drawn together, unable to follow the most consistent of routines...sometimes it caught me off guard, and it would take a few minutes before it clicked - there's a reason for this child's behavior! I wish I could say that I was patient all the time and realized the reason before I reacted to the behavior - but I wasn't. Sometimes the best I could do was to backtrack, pick up the pieces, get him alone for a few quiet minutes so he could talk about it, and move on. God bless Chris - he never lost patience with me and he always bounced back, even when I felt like the most dismal of failures for not seeing his need soon enough. I hope, I hope I learned well enough from him that there is always a reason, and to be the kind of teacher who looks for it carefully and ceaselessly in all my students...
In the end, it was all OK - better than OK, really, for both of us. I was so glad to see him today...truly, genuinely, unselfconsciously glad...and when we had gone our separate ways, I had this last, enduring thought: I hope that next November, or February, or whenever, when we're both inundated with schoolwork and used to seeing each other every day, that we will both (along with all the other students who pass through my doorway) still have those moments of true, genuine, unselfconscious gladness to see each other and that sense that in the big picture, all is right and safe with the world.
Doing your best for you
“But Mommy I have been working really hard, I passed my exam and got into Classical, I get all A’s and B’s except for a C in History, I’m doing great on the football team, I’m doing all this for you Mom.” “Wrong son, you’re not doing this for me, you’re doing this for you.” You’re doing this so in later years you can have a really good job making loads of money, be a good husband, a good father, a good citizen, a good Christian”.”Hold on son, please don’t do any of that for Mommy, do it for Junior, for you.” “I want you to work hard because it is the best and the right thing to do, I want you to see the importance of doing it for you my son and not doing it for me.” “Do you understand?” “Yes Mommy.” “I think he got it”.” I really hope he did.”
P.S: Do not be so concerned about doing your best for others, do your best for you, hoping always that your work will not only inspire others but that it will make the world a much better place.
Excerpt from a conversation I had (10/31/07) with my son Van who is a Freshman at Classical High School in Providence, RI.
P.S: Do not be so concerned about doing your best for others, do your best for you, hoping always that your work will not only inspire others but that it will make the world a much better place.
Excerpt from a conversation I had (10/31/07) with my son Van who is a Freshman at Classical High School in Providence, RI.
EXPRESS YOUR SUPPORT
PFC Participants:
Hopefully you are finding Planning for Change a useful way to bring meaningful change to your school and your classroom. The sharing of professional ideas among colleagues who are deeply committed to education does not occur as frequently as we would like. That is why programs like PFC and, more specifically, the Rhode Island Writing Project are so important.
We are asking that you help us out. Funding for the Rhode Island Writing Project is dependent on federal money. An email to Senator Reed and/or Representative Kennedy thanking them for supporting the NWP and the writing project sites in RI would be instrumental in maintaining our programs. Something as simple as "The project is invaluable to teachers and students in the area. Here is one small example..."
For Senator Reed: address the letter or email to the Honorable Jack Reed and begin with "Dear Senator Reed". You can write your email simply by following this link: http://reed.senate.gov/contact/contact-share.cfm. If you prefer, you can fax it to his attention at 202-224-4680.
For Representative Kennedy: address the letter or email to the Honorable Patrick Kennedy and begin with "Dear Representative Kennedy." You can write your email simply by following this link: https://forms.house.gov/formpatrickkennedy/IMA/contact.htm. If you prefer, you can fax it to his attention at 202-225-3290.
This is in no way required and we have no way of knowing if you contacted either member. We just hope you might take a moment to offer your support for the work we are trying to do for you.
Thanks again.
Tim
Hopefully you are finding Planning for Change a useful way to bring meaningful change to your school and your classroom. The sharing of professional ideas among colleagues who are deeply committed to education does not occur as frequently as we would like. That is why programs like PFC and, more specifically, the Rhode Island Writing Project are so important.
We are asking that you help us out. Funding for the Rhode Island Writing Project is dependent on federal money. An email to Senator Reed and/or Representative Kennedy thanking them for supporting the NWP and the writing project sites in RI would be instrumental in maintaining our programs. Something as simple as "The project is invaluable to teachers and students in the area. Here is one small example..."
For Senator Reed: address the letter or email to the Honorable Jack Reed and begin with "Dear Senator Reed". You can write your email simply by following this link: http://reed.senate.gov/contact/contact-share.cfm. If you prefer, you can fax it to his attention at 202-224-4680.
For Representative Kennedy: address the letter or email to the Honorable Patrick Kennedy and begin with "Dear Representative Kennedy." You can write your email simply by following this link: https://forms.house.gov/formpatrickkennedy/IMA/contact.htm. If you prefer, you can fax it to his attention at 202-225-3290.
This is in no way required and we have no way of knowing if you contacted either member. We just hope you might take a moment to offer your support for the work we are trying to do for you.
Thanks again.
Tim
Tuesday, July 15, 2008
Entertaining an elephant
Entertaining an Elephant was pretty interesting for me. The concept of change was big. Too often I think that as teachers, educators...... people we get stuck into some routine or another. Maybe not 15 years but maybe several weeks. Or, we are simply "boxed in" afraid to try new ideas, afraid to engaged or be engaged. I guess for me it comes back to the basic question.Why am I here? What exactly is my purpose? For my colleagues who have to go up against the system I can only encourage you to "break the rules" .
P.S. Choose your battles carefully.........
Tahtiah
P.S. Choose your battles carefully.........
Tahtiah
Entertaining an Elephant
Post some other ideas about the book. Let's see if the conversation can carry over from class. Just click "Comments" below.
from Jennifer Black (sorry I had to split early today!)
Response to "Entertaining an Elephant"
I read this book on Monday afternoon while sitting on the beach with my dog at Lincoln Woods. Though I found it predictable and not particularly well written, I got absorbed in the story and read it in one sitting. It moved me to tears at parts. Because teaching, in the end, is about being human with kids. It's about relationships. That's why I got into teaching. It wasn't out of a passion for content; I simply love being with kids and going through a school year together and resolving conflicts and playing and watching them grow and learn skills. And I love living in the community where I teach, because the kids see me out of context, and vice-versa. That really strengthens the relationships with both the kids and their parents.
The book makes me wonder if there are any beliefs about teaching that I refuse to question. I guess the one that I've been reflecting on recently is that of structure. When I was a young person, I thought of schools as prisons; I couldn't imagine teaching in one- responding to bells and having kids get into lines to walk anywhere. So when I decided to pursue a career in elementary education, I swore my classroom would never feel so rigid. As a result, at the beginning of my career, I was too loose regarding acceptable behavior. In the name of "freedom", I allowed disrespectful behavior. Then I remembered something Mr. Garvey, my 6th grade teacher, told me. I'll never forget it. "Your freedom to swing your arm ends where the next person's nose begins." Over the years, using the Responsive Classroom model as a guide, I've learned to create a classroom environment that feels relaxed, yet respectful. But it something I have to keep an eye on all the time.
Overall, I think what I enjoyed most about "Entertaining An Elephant" was that it provided the opportunity to read for pleasure for a whole afternoon! I rarely give myself that gift.
I read this book on Monday afternoon while sitting on the beach with my dog at Lincoln Woods. Though I found it predictable and not particularly well written, I got absorbed in the story and read it in one sitting. It moved me to tears at parts. Because teaching, in the end, is about being human with kids. It's about relationships. That's why I got into teaching. It wasn't out of a passion for content; I simply love being with kids and going through a school year together and resolving conflicts and playing and watching them grow and learn skills. And I love living in the community where I teach, because the kids see me out of context, and vice-versa. That really strengthens the relationships with both the kids and their parents.
The book makes me wonder if there are any beliefs about teaching that I refuse to question. I guess the one that I've been reflecting on recently is that of structure. When I was a young person, I thought of schools as prisons; I couldn't imagine teaching in one- responding to bells and having kids get into lines to walk anywhere. So when I decided to pursue a career in elementary education, I swore my classroom would never feel so rigid. As a result, at the beginning of my career, I was too loose regarding acceptable behavior. In the name of "freedom", I allowed disrespectful behavior. Then I remembered something Mr. Garvey, my 6th grade teacher, told me. I'll never forget it. "Your freedom to swing your arm ends where the next person's nose begins." Over the years, using the Responsive Classroom model as a guide, I've learned to create a classroom environment that feels relaxed, yet respectful. But it something I have to keep an eye on all the time.
Overall, I think what I enjoyed most about "Entertaining An Elephant" was that it provided the opportunity to read for pleasure for a whole afternoon! I rarely give myself that gift.
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