Something tells me that I'm going to remember the conversations I have with my students this week for a long, long time. ♥
*pumps fist in the air and dances in glee*
Wednesday, November 5, 2008
election results...
Something tells me that I'm going to remember the conversations I have with my students this week for a long, long time. ♥
*pumps fist in the air and dances in glee*
Tuesday, November 4, 2008
Election...
So, it's 10:10 pm on Election Night. Today has been quite a mix of thoughts and emotions today. Tomorrow, when my students come into the classroom, we will (most likely) have a new president-elect. I'm going to have to figure out how to be as unbiased as I can, even though I feel quite strongly about the candidate that I want to be our next president.
This brought to mind an email conversation that I had with the family member of one of my students several weeks ago. This family member wanted to be very sure that I was not allowing the message that [a candidate] was not a good person to be discussed in the classroom. The family member then went on to explain that his family was in full support of this candidate and his running mate, would support him in all endeavors and hoped that I would do the same.
To which I responded:
Thank you so much for bringing both of these issues to my attention. In regards to the upcoming election, all of the students in my class have been completely fascinated by it. Part of the reason, I know, is because it is something that is very important to a lot of their families and it is a lot of the conversation they hear and are part of nowadays.
As for my own take on the election, when children ask who I am voting for, I tell them that for some people, it's a private choice or a personal opinion.
As a teacher, I'm very aware of the power my words have with the children and I would not want to sway children or make them feel bad if they found out their choice was the same or different than my own, or set up a sort of hierarchy in the class with those that vote one way vs. those that vote the other.
The election will be a part of our upcoming learning; the children will hear about both candidates, and both in positive terms.
Sari did mention to me at the very end of the day on Friday that two of the children had said something about [the candidate] being a bad man and I intervened right away. In our conversations, I have made it clear to all children that the amazing thing about having the right to vote in our country is that everyone gets to make their own decisions. In upcoming conversations, I will be just as clear that, just like we would never tolerate name calling within our classroom, we will not tolerate it related to the election and the candidates involved.
So, I have more to say in relation to this. Partly because I wonder if the family member would have been as concerned that the opposing candidate was given the same treatment in the classroom (I'll assume they would have), but also because in telling me this, my dual/precarious role as teacher came into full view again.
I am constantly aware of the power of my words. I can wound with a simple statement or word or look, and I can influence my children both intentionally and unknowingly.
This also brought up for me an examination of the things that I choose to be as deliberately unbiased as I can (ie, the election), versus ways in which I'm quite sure I'm letting my own views come through (recycling, the way we speak to each other).
I wonder -- and this is a question to teachers, friends, and parents alike -- how do you make choices about where you will let your biases show through and where to work to even them out?
This brought to mind an email conversation that I had with the family member of one of my students several weeks ago. This family member wanted to be very sure that I was not allowing the message that [a candidate] was not a good person to be discussed in the classroom. The family member then went on to explain that his family was in full support of this candidate and his running mate, would support him in all endeavors and hoped that I would do the same.
To which I responded:
Thank you so much for bringing both of these issues to my attention. In regards to the upcoming election, all of the students in my class have been completely fascinated by it. Part of the reason, I know, is because it is something that is very important to a lot of their families and it is a lot of the conversation they hear and are part of nowadays.
As for my own take on the election, when children ask who I am voting for, I tell them that for some people, it's a private choice or a personal opinion.
As a teacher, I'm very aware of the power my words have with the children and I would not want to sway children or make them feel bad if they found out their choice was the same or different than my own, or set up a sort of hierarchy in the class with those that vote one way vs. those that vote the other.
The election will be a part of our upcoming learning; the children will hear about both candidates, and both in positive terms.
Sari did mention to me at the very end of the day on Friday that two of the children had said something about [the candidate] being a bad man and I intervened right away. In our conversations, I have made it clear to all children that the amazing thing about having the right to vote in our country is that everyone gets to make their own decisions. In upcoming conversations, I will be just as clear that, just like we would never tolerate name calling within our classroom, we will not tolerate it related to the election and the candidates involved.
So, I have more to say in relation to this. Partly because I wonder if the family member would have been as concerned that the opposing candidate was given the same treatment in the classroom (I'll assume they would have), but also because in telling me this, my dual/precarious role as teacher came into full view again.
I am constantly aware of the power of my words. I can wound with a simple statement or word or look, and I can influence my children both intentionally and unknowingly.
This also brought up for me an examination of the things that I choose to be as deliberately unbiased as I can (ie, the election), versus ways in which I'm quite sure I'm letting my own views come through (recycling, the way we speak to each other).
I wonder -- and this is a question to teachers, friends, and parents alike -- how do you make choices about where you will let your biases show through and where to work to even them out?
Monday, November 3, 2008
homeless walk...
I love this image with a very large piece of my heart. On Friday our school did a walk to help the homeless. It was sponsored, so every student who walked received a t-shirt. On the way to our school-wide Morning Meeting, I was a bit overwhelmed at the beauty in front of me, so I told the children to pause so I could take their picture.
The photograph I took of their faces is even more stunning, but you'll just have to come visit me in person to see that one...
Aren't they beautiful? ♥
Sunday, November 2, 2008
Non verbal communication...
In the classroom, I use a lot of non-verbal communication. Part of this comes from being an educator of young children, who, no matter how interesting I am, just don't hear every word I say. Another important element, I find, is that there are times that I need to communicate with children when I'm not sitting right next to them, and a visual cue is very helpful.
This is a much longer point that I really need to come back to in another post, because I think it is incredibly interesting in the fabric of the classroom.
The reason I mention it, though, is that all of this non-verbal communication becomes a habit. I've had families tell me that at home their child will make the "me, too" sign when they have a connection, or accompany something with a sign from the classroom that they are used to.
They're not the only ones.
It spills over completely into my own life. My husband always learns and knows a lot of the nonverbal signals because I use them in my non-school life, when we're talking or hanging out with other people. I think after so many years of being with me, he doesn't notice it as much anymore. Nonverbal communication just becomes the 'norm' in many areas of my life that I don't think about it.
Of course, when I use it with someone that doesn't know me that well yet, I forget that it's not necessarily what they're used to seeing.
Over the summer, I was taking a Boot Camp class with some other teachers from my school. One Wednesday afternoon, we were about 35 minutes into it and had just done something exhausting. I collapsed to the mat after finishing and looked at our trainer, "Water?" I asked, not realizing that I'd also done the water sign in sign language (make a W with three fingers and tap your forefinger against your chin).
He said, "Okay, guys, get some water, then jog a slow lap."
Then he turned to me and said with an amused smile at me, "Did you just sign at me?"
I said, "I have no idea -- what did I do?"
He showed me an attempt at the sign and I smiled, too. "Yeah, I must have. That's the sign for water. We use it in the classroom all the time."
He said, "I don't think I've ever had anyone sign at me in all my years doing this."
"Well, you're in a school now; you're bound to learn something."
I think it was about then that he threw one of the exercise balls at me and told me to go get water...
But it did really make me think of some of the sign language or hand signals that I use and how unconscious they have really become.
What sorts of unconscious things do you all find blend their way into your lives?
This is a much longer point that I really need to come back to in another post, because I think it is incredibly interesting in the fabric of the classroom.
The reason I mention it, though, is that all of this non-verbal communication becomes a habit. I've had families tell me that at home their child will make the "me, too" sign when they have a connection, or accompany something with a sign from the classroom that they are used to.
They're not the only ones.
It spills over completely into my own life. My husband always learns and knows a lot of the nonverbal signals because I use them in my non-school life, when we're talking or hanging out with other people. I think after so many years of being with me, he doesn't notice it as much anymore. Nonverbal communication just becomes the 'norm' in many areas of my life that I don't think about it.
Of course, when I use it with someone that doesn't know me that well yet, I forget that it's not necessarily what they're used to seeing.
Over the summer, I was taking a Boot Camp class with some other teachers from my school. One Wednesday afternoon, we were about 35 minutes into it and had just done something exhausting. I collapsed to the mat after finishing and looked at our trainer, "Water?" I asked, not realizing that I'd also done the water sign in sign language (make a W with three fingers and tap your forefinger against your chin).
He said, "Okay, guys, get some water, then jog a slow lap."
Then he turned to me and said with an amused smile at me, "Did you just sign at me?"
I said, "I have no idea -- what did I do?"
He showed me an attempt at the sign and I smiled, too. "Yeah, I must have. That's the sign for water. We use it in the classroom all the time."
He said, "I don't think I've ever had anyone sign at me in all my years doing this."
"Well, you're in a school now; you're bound to learn something."
I think it was about then that he threw one of the exercise balls at me and told me to go get water...
But it did really make me think of some of the sign language or hand signals that I use and how unconscious they have really become.
What sorts of unconscious things do you all find blend their way into your lives?
Saturday, November 1, 2008
thinking ahead...
What I've been thinking a lot about recently is the need to really sit next to my students as they're working, to observe and watch them, to see what's going on without automatically jumping in and talking to them about it.
Case in point: Yesterday, Eva was working to solve this problem:
Four children are going to paint a wall. They will paint ¼ red, ¼ blue, ¼ yellow, and ¼ green.
Show how the wall might look.
[NOTE: there was a rectangle drawn below the problem.]
She'd already solved the previous problem (painting the wall half red & half blue) correctly and was working on this one quite dilligently. She had a blue colored pencil and had colored in about one fifth of the rectangle (vertically) and was looking at it thoughtfully.
Then, she looked around and saw that some other children were sectioning off their rectangles using pencils, so she took a pencil and looked back at the rectangle. After a moment or two, she started drawing lines to make different sections.
At about that moment, one of the other students needed my attention, so I called them over and spoke to them about their work, then turned back to watch Eva.
"Miz F," she said, her eyebrows wrinkling, "if I make another line there, it will be five."
"Show me what you mean," I said.
She showed me how she'd drawn another two lines to divide the rectangle into four parts with a larger space left over. So, if she drew another one (so they were all equidistant and had equal spaces), there would be five sections of the wall instead of four.
"It's too much spaces," she said.
"I wonder if you could make the blue area bigger -- would that help?"
"I'll see," she said.
Eva then proceeded to extend the blue section, draw two more lines to make four equal sections, then colored them in.
When she was done, she grinned at me and pointed to her work. "I have four equal parts," she said proudly.
The reason this has been on my mind for the past day is simply this: I have to make the time to listen to the children as they're working. I have to keep my own mouth shut more often and let their own thinking be the guide.
The thing is, Eva has a tough time learning. She has a lot stacked against her in life right now, and it's pretty easy for her to get frustrated. This time, though, she didn't get frustrated. She didn't just attack the problem, she thought ahead to what needed to happen next and realized that it wasn't going to be correct. Sure, she used a push from me to get back on track, but who is to say that she wouldn't have found that push on her own?
And you know what? Now we get to think back on that moment. We get to use Eva as a model for thinking ahead when you're working (and not just in math!) and thinking critically to make sure that you're solving the problem that you're trying to solve.
Pretty powerful as far as I'm concerned.
Case in point: Yesterday, Eva was working to solve this problem:
Show how the wall might look.
[NOTE: there was a rectangle drawn below the problem.]
She'd already solved the previous problem (painting the wall half red & half blue) correctly and was working on this one quite dilligently. She had a blue colored pencil and had colored in about one fifth of the rectangle (vertically) and was looking at it thoughtfully.
Then, she looked around and saw that some other children were sectioning off their rectangles using pencils, so she took a pencil and looked back at the rectangle. After a moment or two, she started drawing lines to make different sections.
At about that moment, one of the other students needed my attention, so I called them over and spoke to them about their work, then turned back to watch Eva.
"Miz F," she said, her eyebrows wrinkling, "if I make another line there, it will be five."
"Show me what you mean," I said.
She showed me how she'd drawn another two lines to divide the rectangle into four parts with a larger space left over. So, if she drew another one (so they were all equidistant and had equal spaces), there would be five sections of the wall instead of four.
"It's too much spaces," she said.
"I wonder if you could make the blue area bigger -- would that help?"
"I'll see," she said.
Eva then proceeded to extend the blue section, draw two more lines to make four equal sections, then colored them in.
When she was done, she grinned at me and pointed to her work. "I have four equal parts," she said proudly.
The reason this has been on my mind for the past day is simply this: I have to make the time to listen to the children as they're working. I have to keep my own mouth shut more often and let their own thinking be the guide.
The thing is, Eva has a tough time learning. She has a lot stacked against her in life right now, and it's pretty easy for her to get frustrated. This time, though, she didn't get frustrated. She didn't just attack the problem, she thought ahead to what needed to happen next and realized that it wasn't going to be correct. Sure, she used a push from me to get back on track, but who is to say that she wouldn't have found that push on her own?
And you know what? Now we get to think back on that moment. We get to use Eva as a model for thinking ahead when you're working (and not just in math!) and thinking critically to make sure that you're solving the problem that you're trying to solve.
Pretty powerful as far as I'm concerned.
Wednesday, October 29, 2008
I voted...
Every one of my students voted today. Every one. It was really amazing to watch their pride as they left the voting booth with shining smiles.
Two of my students leave the classroom on Wednesday morning to read with a volunteer for about twenty five minutes, and when his Reading Buddy joined our class in line on the way to the voting, Antonio looked at me in a panic, "But I need to vote!" he said.
"Oh, you will," I told him. "You get to be one of the first."
At the end of the vote, we all lined up to head back to our classroom and every student stuck an I voted sticker on their shirt. I wish you could have seen them walking proudly down the hallway back to our classroom. Some of them even strutted.
And here, here is what struck me the most today: I have a little boy in my class that has been having a rough time over the past couple of weeks. We had a meeting this afternoon with his family, and invited the little boy in at the end to talk about how we were going to support him.
At the end of the talk, as things were winding down, this little boy turned to his father, unzipped his jacket and showed his sticker. "Look, Daddy," he said, "I voted today."
In spite of everything going on for him (and believe me, there is a lot), he knew that voting mattered, that it was important.
On Tuesday? I'm going to be him. I'm going to wear my sticker proudly and say the very same thing.
I voted.
Two of my students leave the classroom on Wednesday morning to read with a volunteer for about twenty five minutes, and when his Reading Buddy joined our class in line on the way to the voting, Antonio looked at me in a panic, "But I need to vote!" he said.
"Oh, you will," I told him. "You get to be one of the first."
At the end of the vote, we all lined up to head back to our classroom and every student stuck an I voted sticker on their shirt. I wish you could have seen them walking proudly down the hallway back to our classroom. Some of them even strutted.
And here, here is what struck me the most today: I have a little boy in my class that has been having a rough time over the past couple of weeks. We had a meeting this afternoon with his family, and invited the little boy in at the end to talk about how we were going to support him.
At the end of the talk, as things were winding down, this little boy turned to his father, unzipped his jacket and showed his sticker. "Look, Daddy," he said, "I voted today."
In spite of everything going on for him (and believe me, there is a lot), he knew that voting mattered, that it was important.
On Tuesday? I'm going to be him. I'm going to wear my sticker proudly and say the very same thing.
I voted.
Sunday, October 26, 2008
NaBloPoMo
So, for several years of my adult life, I've considered myself a writer. Not a Writer, as A. A. Milne might say, but I identify myself as one who writes. I write, therefore I am a writer.
For several years now, I've felt writing become a deep part of my life. I write in many different ways: email, letters to families, fannish pursuits, reflection, to get something off my chest. I just... write.
It's amazing to think how much I use writing as a tool for reflection and expression, when I didn't even think that I could write until I was nearly twenty-two. (More on that another day.)
There is so much that I write, though, that never makes it into the open. Well, naturally. It's only in the past few years that blogging (or myspace, livejournal, facebook, and etc...) has become a quite normal and regular pasttime for many people. How would I have made my writing 'public' five years ago? I think what I mean is this: so much of what I write is just jumbles of words and bits of ideas... inchoate thoughts, if you will, that form in my head and need to find their way out, lest I forget them. For all intents and purposes, this is a public blog. No, I don't share names or personal details about myself, students, or family, but this blog is available to anyone that happens to click their way here.
So, there is a level of accountability that I feel. I want what I say here to be something I stand behind, even if it's a simple thought I had one morning over coffee. With that self-imposed accountability, I think I become somewhat reluctant to put something here -- here in my blog -- that doesn't feel finished.
Why is that?
I have conversations with friends, with family, with other teachers, and not everything I say is fully finished or even an eloquent pronouncement on the topic at hand. (*gasp* It's not??)
But writing, public writing, has an element of permanence to it. I write, therefore I am. I put it on my blog, therefore I must be willing to stand behind it. Because of that, though, there are a lot of things that I don't put here that would probably be of interest to those of you that read. I know that some of you are friends of mine, some are family members, others are colleagues or teachers, and there may even be some of you that I don't yet know. (If so, comment and introduce yourself! I love meeting new people!) Why do I feel reluctant to put out things that are unfinished? Is it because of the unknown?
Anyway, I'm musing on this tonight because November is coming up. November is NaNoWriMo, or National Novel Writing Month. I have grand dreams of one day participating in this, but it will never be when I am a classroom teacher. Sadly, November is just too full, and I am far too slow of a writer to be able to accomplish it, even at 1,800 words a day.
There is, however, NaBloPoMo, or National Blog Posting Month, which I am definitely considering. I might actually be able to accomplish 30 posts in 30 days, as long as I give myself permission to post things that aren't quite eloquent or even finished.
Writing is a habit I have, but blogging is not. What about it, friends? Shall I endeavor to make November a month of blogging? I'd really love to hear what you think. ♥
For several years now, I've felt writing become a deep part of my life. I write in many different ways: email, letters to families, fannish pursuits, reflection, to get something off my chest. I just... write.
It's amazing to think how much I use writing as a tool for reflection and expression, when I didn't even think that I could write until I was nearly twenty-two. (More on that another day.)
There is so much that I write, though, that never makes it into the open. Well, naturally. It's only in the past few years that blogging (or myspace, livejournal, facebook, and etc...) has become a quite normal and regular pasttime for many people. How would I have made my writing 'public' five years ago? I think what I mean is this: so much of what I write is just jumbles of words and bits of ideas... inchoate thoughts, if you will, that form in my head and need to find their way out, lest I forget them. For all intents and purposes, this is a public blog. No, I don't share names or personal details about myself, students, or family, but this blog is available to anyone that happens to click their way here.
So, there is a level of accountability that I feel. I want what I say here to be something I stand behind, even if it's a simple thought I had one morning over coffee. With that self-imposed accountability, I think I become somewhat reluctant to put something here -- here in my blog -- that doesn't feel finished.
Why is that?
I have conversations with friends, with family, with other teachers, and not everything I say is fully finished or even an eloquent pronouncement on the topic at hand. (*gasp* It's not??)
But writing, public writing, has an element of permanence to it. I write, therefore I am. I put it on my blog, therefore I must be willing to stand behind it. Because of that, though, there are a lot of things that I don't put here that would probably be of interest to those of you that read. I know that some of you are friends of mine, some are family members, others are colleagues or teachers, and there may even be some of you that I don't yet know. (If so, comment and introduce yourself! I love meeting new people!) Why do I feel reluctant to put out things that are unfinished? Is it because of the unknown?
Anyway, I'm musing on this tonight because November is coming up. November is NaNoWriMo, or National Novel Writing Month. I have grand dreams of one day participating in this, but it will never be when I am a classroom teacher. Sadly, November is just too full, and I am far too slow of a writer to be able to accomplish it, even at 1,800 words a day.
There is, however, NaBloPoMo, or National Blog Posting Month, which I am definitely considering. I might actually be able to accomplish 30 posts in 30 days, as long as I give myself permission to post things that aren't quite eloquent or even finished.
Writing is a habit I have, but blogging is not. What about it, friends? Shall I endeavor to make November a month of blogging? I'd really love to hear what you think. ♥
Friday, October 10, 2008
Thursday, October 9, 2008
planning ahead...
Someone once said to me that good teachers should be planned ahead two weeks at a time.
I'm not sure why that sticks in my head, but while I think I agree in theory, I'm not sure it actually makes sense to follow that to the letter.
Here's an example. In our school, the First Grade team has developed a set of Yearly Plans. Our Social Studies/Science plan is a bit more comprehensive than the Language Arts one, and really, they are all just works in progress. With Math, we've been following our Math curriculum (for some, Silver Burdett-Ginn. For me, Investigations), so the Math yearly plan was almost empty.
Well, this year, our school system has mandated that all teachers follow the Mathematics Pacing Guide that they've created, which pulls Standards of Learning from the State's website and blocks them out into the various quarters of the school year. (My objection to the way they've blocked some of them out, ie, focusing on counting only in the first quarter and no combining or separating, is a discussion for another time)
So, this year, I've been using the Investigations curriculum, but far less than I'm used to. With a focus on counting (by 1's, 2's, 5's, 10's), number recognition, and etc... I've been inventing a lot of the work that my students are doing [example here, though pictures are missing. :( ].
Yes, I'm planning 1-2 weeks in advance... but every week what I plan changes. I may say that I'm going to do a particular investigation into counting by 5's on a certain day, but it changes based on what I'm seeing the children do (both in what they are capable of and that with which they need more practice).
Isn't that the point, really? To plan ahead, but to tweak and change and throw out entirely lessons that are not appropriate, and instead work with the children where they are, not where I thought we'd be two weeks ago...
I'm not sure why that sticks in my head, but while I think I agree in theory, I'm not sure it actually makes sense to follow that to the letter.
Here's an example. In our school, the First Grade team has developed a set of Yearly Plans. Our Social Studies/Science plan is a bit more comprehensive than the Language Arts one, and really, they are all just works in progress. With Math, we've been following our Math curriculum (for some, Silver Burdett-Ginn. For me, Investigations), so the Math yearly plan was almost empty.
Well, this year, our school system has mandated that all teachers follow the Mathematics Pacing Guide that they've created, which pulls Standards of Learning from the State's website and blocks them out into the various quarters of the school year. (My objection to the way they've blocked some of them out, ie, focusing on counting only in the first quarter and no combining or separating, is a discussion for another time)
So, this year, I've been using the Investigations curriculum, but far less than I'm used to. With a focus on counting (by 1's, 2's, 5's, 10's), number recognition, and etc... I've been inventing a lot of the work that my students are doing [example here, though pictures are missing. :( ].
Yes, I'm planning 1-2 weeks in advance... but every week what I plan changes. I may say that I'm going to do a particular investigation into counting by 5's on a certain day, but it changes based on what I'm seeing the children do (both in what they are capable of and that with which they need more practice).
Isn't that the point, really? To plan ahead, but to tweak and change and throw out entirely lessons that are not appropriate, and instead work with the children where they are, not where I thought we'd be two weeks ago...
Monday, October 6, 2008
an uphill climb...
I sort of failed at keeping my blog in September, huh? So many times I sat to write about the schoolyear and wasn't able to find the words. I think, also, it keeps me from writing about a lot of the day to day moments, because I want to explain, in detail, about September and why I was so absent. Hopefully, this entry will make me feel a bit more settled. Once I feel like I've let it out, that I've let you all know, I can get back to the "small moments" blogging that I so deeply enjoy.
September tends to be a rather difficult time for finding a good balance between my work and home life. With the beginning of the school year comes the emotional adjustment of missing my former students and beginning to learn about new ones. It's forging new relationships with families (through Open House and Back to School Night and Family Conferences that we start during the second week of school), rebuilding Team relationships with my colleagues, and reconciling some of the "me" time that I had during the summer time with the sheer lack of it that I am able to create as the school year begins.
It's a time of great disequilibrium.
And well... this year I have that class.
The class that comes along every few years and challenges every teaching skill that I've developed. Several of my students came in (to first grade) already with a reputation. Everyone in the knows about them. At age six. It is really, really not okay to have such a reputation at age six.
This is the class that I will be despondent to let go of in June, even though I was despondent about being able to meet their needs during the first week of school. You see, in theory, this class should have two teachers, or a teacher and an Instructional Assistant, to best provide for the emotional and the academic needs of each of my twenty-four students. In reality, they get me.
A lot of this is due to budget cuts, some of it is due to other several other educational and classroom decisions that my administration was forced to make at the end of last school year. One of the things I've discovered is that we can be pretty good at putting together groups of children that will make up a well-balanced class (academically, behaviorally, and socially), but no matter how much we think about them, there are things that we are just not going to foresee. So far, many of them have happened in my classroom this year.
This is one of those years that did have me questioning the decision to keep teaching after this year. This is one of those years that had me wondering if I was actually capable of finding my confidence as a teacher again. I didn't get a full night's sleep until the third week of school; I didn't eat lunch until just last week. This has been a test of both will and determination that I haven't faced since my fifth year of teaching.
Somehow, though, I've been able to find my feet.
It's not the best situation for anyone, but I'm determined to make it work. I have twenty-four children, each of whom is deeply amazing in their own right. I have the energy of someone younger (thank goodness), the belief in children as the shining example of why the world is a wonderful place, and the support of so many friends and family members that believe in me, even when I'm not quite there myself. (thank you all ♥). I've also had the support of the administration, as well as several colleagues who are tireless cheerleaders for me. I really cannot thank them enough.
I feel so lucky to have had such a varied and rich teaching career so far. I've worked with some of the most talented educators on the planet, both in my tenure here as well as my time in Boston. I have a toolbox that is full to bursting of ways to support children in many different areas. I appreciate that, for some unknown reason, my mind is constantly inventing new ideas and new strategies to support children when something doesn't quite go right.
It's been a long, uphill, twenty-five days of school so far. We've taken several giant steps forward, and many other steps back. But, dammit, we're getting there. We're making it. We are slowly building a class of deeply caring and aware young people. We will continue to do so, little by little by little, until no one has a reputation in this school that isn't positive.
We're going to be that class, sure. But we're going to be that class that succeeds in the face of multiple adversities and still comes out shining brightly.
Because that's what we do in school. That's what we do in our class. We shine.
September tends to be a rather difficult time for finding a good balance between my work and home life. With the beginning of the school year comes the emotional adjustment of missing my former students and beginning to learn about new ones. It's forging new relationships with families (through Open House and Back to School Night and Family Conferences that we start during the second week of school), rebuilding Team relationships with my colleagues, and reconciling some of the "me" time that I had during the summer time with the sheer lack of it that I am able to create as the school year begins.
It's a time of great disequilibrium.
And well... this year I have that class.
The class that comes along every few years and challenges every teaching skill that I've developed. Several of my students came in (to first grade) already with a reputation. Everyone in the knows about them. At age six. It is really, really not okay to have such a reputation at age six.
This is the class that I will be despondent to let go of in June, even though I was despondent about being able to meet their needs during the first week of school. You see, in theory, this class should have two teachers, or a teacher and an Instructional Assistant, to best provide for the emotional and the academic needs of each of my twenty-four students. In reality, they get me.
A lot of this is due to budget cuts, some of it is due to other several other educational and classroom decisions that my administration was forced to make at the end of last school year. One of the things I've discovered is that we can be pretty good at putting together groups of children that will make up a well-balanced class (academically, behaviorally, and socially), but no matter how much we think about them, there are things that we are just not going to foresee. So far, many of them have happened in my classroom this year.
This is one of those years that did have me questioning the decision to keep teaching after this year. This is one of those years that had me wondering if I was actually capable of finding my confidence as a teacher again. I didn't get a full night's sleep until the third week of school; I didn't eat lunch until just last week. This has been a test of both will and determination that I haven't faced since my fifth year of teaching.
Somehow, though, I've been able to find my feet.
It's not the best situation for anyone, but I'm determined to make it work. I have twenty-four children, each of whom is deeply amazing in their own right. I have the energy of someone younger (thank goodness), the belief in children as the shining example of why the world is a wonderful place, and the support of so many friends and family members that believe in me, even when I'm not quite there myself. (thank you all ♥). I've also had the support of the administration, as well as several colleagues who are tireless cheerleaders for me. I really cannot thank them enough.
I feel so lucky to have had such a varied and rich teaching career so far. I've worked with some of the most talented educators on the planet, both in my tenure here as well as my time in Boston. I have a toolbox that is full to bursting of ways to support children in many different areas. I appreciate that, for some unknown reason, my mind is constantly inventing new ideas and new strategies to support children when something doesn't quite go right.
It's been a long, uphill, twenty-five days of school so far. We've taken several giant steps forward, and many other steps back. But, dammit, we're getting there. We're making it. We are slowly building a class of deeply caring and aware young people. We will continue to do so, little by little by little, until no one has a reputation in this school that isn't positive.
We're going to be that class, sure. But we're going to be that class that succeeds in the face of multiple adversities and still comes out shining brightly.
Because that's what we do in school. That's what we do in our class. We shine.
Wednesday, October 1, 2008
And how!
This week we have been doing a lot of counting. So much. In fact, I'm not exactly sure why my students haven't revolted, except that, well... counting is fun. Seriously. Counting up and counting back, counting all and counting on. Counting by fives and tens. All of it.
So, one of our activities this week was a counting inventory where the children had to count various things in the classroom -- the number of chairs, the number of scissors, the number of cubes in our toolboxes, the number of steps to the cafeteria, to the Counselor's office and etc...
The counting steps one was a big hit.
Before we even started, we talked a lot about the responsibility of doing one's work in the hallway: that other people are working so we'd need to be quiet, the need to walk and be safe, as well as to really concentrate so we wouldn't forget where we were counting.
I love when children show me just how much they do think about these things.
I had to leave for a quick meeting during our Math time, so a glorious colleague of mine was with the kids while I was gone. On my way back from my meeting I passed two of my students walking down the hallway, counting steps, totally entranced in their task, looking at me and waving and grinning, but getting right back to their work. About forty steps later, I passed another pair, doing the same thing and looking fully exhilerated.
After I turned the corner into the final corridor (yes, our classroom is that far away from everything else), I almost literally ran into another pair of students who were grinning at each other in triumph: "Miz F," they told me, "it's fifty whole steps to the Counselor's office!"
"Fifty?" I said. "That's a lot!"
"Yeah," Antonio said. "I didn't even know we could count that high!"
Yeah. Well I did. ♥
So, one of our activities this week was a counting inventory where the children had to count various things in the classroom -- the number of chairs, the number of scissors, the number of cubes in our toolboxes, the number of steps to the cafeteria, to the Counselor's office and etc...
The counting steps one was a big hit.
Before we even started, we talked a lot about the responsibility of doing one's work in the hallway: that other people are working so we'd need to be quiet, the need to walk and be safe, as well as to really concentrate so we wouldn't forget where we were counting.
I love when children show me just how much they do think about these things.
I had to leave for a quick meeting during our Math time, so a glorious colleague of mine was with the kids while I was gone. On my way back from my meeting I passed two of my students walking down the hallway, counting steps, totally entranced in their task, looking at me and waving and grinning, but getting right back to their work. About forty steps later, I passed another pair, doing the same thing and looking fully exhilerated.
After I turned the corner into the final corridor (yes, our classroom is that far away from everything else), I almost literally ran into another pair of students who were grinning at each other in triumph: "Miz F," they told me, "it's fifty whole steps to the Counselor's office!"
"Fifty?" I said. "That's a lot!"
"Yeah," Antonio said. "I didn't even know we could count that high!"
Yeah. Well I did. ♥
Tuesday, September 30, 2008
the little things...
I had a conference with the mother of one of my amazing students today.
She told me that he said this last week: "My teacher is young. And she is So Beautiful."
♥
So, I'm thinking... should that give him an automatically pass? Or maybe I should just keep him in first grade for the next few years to make me feel good... ;-)
In other news, I know I've been very quiet on the blog front. It's been a really rough start to the schoolyear, and I'm slowly working on writing it up here to both describe and reflect on it. Hopefully it won't take another month to make that happen.
*much love to you all*
She told me that he said this last week: "My teacher is young. And she is So Beautiful."
♥
So, I'm thinking... should that give him an automatically pass? Or maybe I should just keep him in first grade for the next few years to make me feel good... ;-)
In other news, I know I've been very quiet on the blog front. It's been a really rough start to the schoolyear, and I'm slowly working on writing it up here to both describe and reflect on it. Hopefully it won't take another month to make that happen.
*much love to you all*
Thursday, September 11, 2008
turns of phrase...
I've taken to use the expression, "oooh, shiny!" to describe my state of mind sometimes when I'm feeling distractable. I also use it to describe the easy way that young children can become derailed or distracted from something (both in positive and negative ways). I don't actually know from where I adopted this phrase, it's just sort of become part of my vernacular, and one that my copilot teases me about when I am acting that way.
Today, when Lamar was sharing items from his Artifact Bag (a get-to-know-you project), he took out a little silver medallion and Anisha actually said:
"Oooh! Shiny!"
It took all I had not to burst out laughing.
Guess the original phrase must have come from a first grader, huh?
NOTE: All names used on this blog are pseudonyms.
Today, when Lamar was sharing items from his Artifact Bag (a get-to-know-you project), he took out a little silver medallion and Anisha actually said:
"Oooh! Shiny!"
It took all I had not to burst out laughing.
Guess the original phrase must have come from a first grader, huh?
NOTE: All names used on this blog are pseudonyms.
Wednesday, September 3, 2008
the beginning of the year...
It's easy to forget the difficulty of the beginning of the school year.
Some women have told me that they don't remember the pain of childbirth, otherwise they might not have gone through it again. For me, I think I don't always remember the toil of the early days of school. I don't always remember the almost inhuman patience needed to reinforce and redirect and remind. I forget my early mantra: "they're six, they're just six... they don't know this yet." I forget my own personal mantra, "you don't suck... you love this... you can do it..." I know about these things, sure, but I don't remember them.
I wonder if I did, would I be so eager and ready to start a new school year each time?
The beginning of the year creates such a disequilbrium because there is always so much new, even in the midst of the familiar.
Yesterday I said to one of my colleagues about my class, "They're going to be awesome, but they're not awesome yet."
When I think on it though, what I might mean is that I'm not awesome yet. I'm still finding what works for this class, for these kids, so that I can do right by them.
I hope I find it.
Some women have told me that they don't remember the pain of childbirth, otherwise they might not have gone through it again. For me, I think I don't always remember the toil of the early days of school. I don't always remember the almost inhuman patience needed to reinforce and redirect and remind. I forget my early mantra: "they're six, they're just six... they don't know this yet." I forget my own personal mantra, "you don't suck... you love this... you can do it..." I know about these things, sure, but I don't remember them.
I wonder if I did, would I be so eager and ready to start a new school year each time?
The beginning of the year creates such a disequilbrium because there is always so much new, even in the midst of the familiar.
Yesterday I said to one of my colleagues about my class, "They're going to be awesome, but they're not awesome yet."
When I think on it though, what I might mean is that I'm not awesome yet. I'm still finding what works for this class, for these kids, so that I can do right by them.
I hope I find it.
Thursday, August 28, 2008
ready for a non-sweaty day...
Completely. Exhausted.
I absolutely love setting up the classroom. I love the challenge of making the flow work for the kids, of creating a space that feels cozy and welcoming, of building a space that will grow and evolve with the children as we take our journey together.
I think the process would not exhaust me so much if were more efficient with my time (and more organized with things on a regular basis, and perhaps if I had less stuff), but it's one of those things that just does not come easily for me.
Today I spent far too long in various meetings/planning and didn't get to finish everything I wanted, but the classroom is ready. Now I just need to do a lot of the making and cutting and gluing of things we will use for the first week of school. (well, and there are still two boxes of books to be sorted and a box of... erm, random stuff that I need to deal with, but believe me when I say that will just have to wait.)
Tomorrow we have Open House and a Family Picnic in the morning (early so families can come before work) and then a bunch of meetings in the afternoon. It'll be nice to have a non-sweaty day, I think.
So, only a couple of pictures today -- things don't really look that different.
Here you can see a couple of books in little single display stands. These are books that we will read early in the year and I like having them out before we actually read them.
This picture is taken from the rocking chair and looking left toward the window. You can see some more books up in little display stands.
This is still taken from the rocking chair, but looking right down the center of the room. We will use the easel for a lot of learning this year -- both lessons that include me and as a station for students during our learning stations (one side will be an ABC station and the other side will be a pocket chart station). Note the little frog rug just under the easel... yeah, that's new. I like frogs. ♥
Alright all, I'm going to watch Rafael Nadal play tennis for a little while longer and then head to bed. Have a great night!
I absolutely love setting up the classroom. I love the challenge of making the flow work for the kids, of creating a space that feels cozy and welcoming, of building a space that will grow and evolve with the children as we take our journey together.
I think the process would not exhaust me so much if were more efficient with my time (and more organized with things on a regular basis, and perhaps if I had less stuff), but it's one of those things that just does not come easily for me.
Today I spent far too long in various meetings/planning and didn't get to finish everything I wanted, but the classroom is ready. Now I just need to do a lot of the making and cutting and gluing of things we will use for the first week of school. (well, and there are still two boxes of books to be sorted and a box of... erm, random stuff that I need to deal with, but believe me when I say that will just have to wait.)
Tomorrow we have Open House and a Family Picnic in the morning (early so families can come before work) and then a bunch of meetings in the afternoon. It'll be nice to have a non-sweaty day, I think.
So, only a couple of pictures today -- things don't really look that different.
Here you can see a couple of books in little single display stands. These are books that we will read early in the year and I like having them out before we actually read them.
This picture is taken from the rocking chair and looking left toward the window. You can see some more books up in little display stands.
This is still taken from the rocking chair, but looking right down the center of the room. We will use the easel for a lot of learning this year -- both lessons that include me and as a station for students during our learning stations (one side will be an ABC station and the other side will be a pocket chart station). Note the little frog rug just under the easel... yeah, that's new. I like frogs. ♥
Alright all, I'm going to watch Rafael Nadal play tennis for a little while longer and then head to bed. Have a great night!
Wednesday, August 27, 2008
light at the end of the tunnel...
I can't believe it's only Wednesday.
I feel like I've worked a full week already. ♥ As is usually the case for me when setting up the classroom, there is still a lot to be done. I managed to contain my messes to three areas (one of which is a rather big one -- the closet -- which I'll be attacking tomorrow) and get a lot more moved/accomplished. The funny thing is, just clearing off the tabletops and putting the mess in one place makes me breathe a whole lot easier. [click to enlarge any of the images]
This is not so much a mess as a bunch of paperwork and notes and little projects all on the same table. Heh, and it appears that I left my Starbucks indulgence right there on the table instead of bringing it home. Oops.
Here are some of the areas that were covered and scary yesterday...
This table was covered with books, but I've since consolidated them into a box. Really, they're books I've decided to keep, but I can't put them on my shelf until I thin my collection a bit. I also cleared off the counter and started to get it ready for all of our learning tools. (Tomorrow I'll try to remember to talk about the mini-table formed by the two desks pushed together.)
I organized a lot of the little things that we use during lessons (things for the calendar, tools for shared reading, random other crap that needs a home) -- it's all behind the round table in a shelf or drawer-compartment under the Smart Board. You can also see the blue basket in the middle of the table. Each table has a different colored basket for crayons, scissors, and etc... the tables are labeled by colors and each student has a sort of 'home' table. We'll use all of the tables and children won't always work at their table, but it's a starting place -- and a bit of structure that works really well in the beginning of the year. Today I labeled each table with the kids' names.
Here, to the right of the meeting area, I put up the green pocket chart, put the little green floor recliner in front of the library area, and added the listening center. It's in behind the table, but when it's time to use it, the children will pull it out and then slide it back when they're done.
I completed a couple of projects today (and checked them off my list!). This first one is the sign-in area when the kids first walk in the door. The shelf was a bit beat up on the top, so I covered it with contac paper and then put the flowers there and a cup with pencils. I didn't put the sign-in sheets here yet to keep the kids' names private.
This was an inspiration I (finally) had after lunchtime. I like to put up a welcome board outside the classroom with kid's names, and then add their photographs after they get to school. I keep the sign up all year, so I like it to look good, be durable, and have some sort of learning theme. The past years, I've done: "Growing a Garden of Learners" (with flowers with the kids' names & pictures) and "Soaring to Great Heights" (with kites with their names and pictures). Each one of these I've saved to use again in the future, but I wanted to come up with a new one this year so I have three to rotate in the future. Our administration has been using a theme with us of boats and sailing together, so I thought keeping that going with the students would be a good connection.
I hope you all are doing well, those of you that are teaching already, those that are getting ready for students to come back, those that are my neighbors or colleagues, my mother and mother-in-law, and others that I may not have met yet.
I'm starting to see the light at the end of the tunnel. And the best thing about that? It means soon I get to meet my students, which is always the best part. ♥
I feel like I've worked a full week already. ♥ As is usually the case for me when setting up the classroom, there is still a lot to be done. I managed to contain my messes to three areas (one of which is a rather big one -- the closet -- which I'll be attacking tomorrow) and get a lot more moved/accomplished. The funny thing is, just clearing off the tabletops and putting the mess in one place makes me breathe a whole lot easier. [click to enlarge any of the images]
This is not so much a mess as a bunch of paperwork and notes and little projects all on the same table. Heh, and it appears that I left my Starbucks indulgence right there on the table instead of bringing it home. Oops.
Here are some of the areas that were covered and scary yesterday...
This table was covered with books, but I've since consolidated them into a box. Really, they're books I've decided to keep, but I can't put them on my shelf until I thin my collection a bit. I also cleared off the counter and started to get it ready for all of our learning tools. (Tomorrow I'll try to remember to talk about the mini-table formed by the two desks pushed together.)
I organized a lot of the little things that we use during lessons (things for the calendar, tools for shared reading, random other crap that needs a home) -- it's all behind the round table in a shelf or drawer-compartment under the Smart Board. You can also see the blue basket in the middle of the table. Each table has a different colored basket for crayons, scissors, and etc... the tables are labeled by colors and each student has a sort of 'home' table. We'll use all of the tables and children won't always work at their table, but it's a starting place -- and a bit of structure that works really well in the beginning of the year. Today I labeled each table with the kids' names.
Here, to the right of the meeting area, I put up the green pocket chart, put the little green floor recliner in front of the library area, and added the listening center. It's in behind the table, but when it's time to use it, the children will pull it out and then slide it back when they're done.
I completed a couple of projects today (and checked them off my list!). This first one is the sign-in area when the kids first walk in the door. The shelf was a bit beat up on the top, so I covered it with contac paper and then put the flowers there and a cup with pencils. I didn't put the sign-in sheets here yet to keep the kids' names private.
This was an inspiration I (finally) had after lunchtime. I like to put up a welcome board outside the classroom with kid's names, and then add their photographs after they get to school. I keep the sign up all year, so I like it to look good, be durable, and have some sort of learning theme. The past years, I've done: "Growing a Garden of Learners" (with flowers with the kids' names & pictures) and "Soaring to Great Heights" (with kites with their names and pictures). Each one of these I've saved to use again in the future, but I wanted to come up with a new one this year so I have three to rotate in the future. Our administration has been using a theme with us of boats and sailing together, so I thought keeping that going with the students would be a good connection.
I hope you all are doing well, those of you that are teaching already, those that are getting ready for students to come back, those that are my neighbors or colleagues, my mother and mother-in-law, and others that I may not have met yet.
I'm starting to see the light at the end of the tunnel. And the best thing about that? It means soon I get to meet my students, which is always the best part. ♥
the room threw up...
Yesterday was one of those days. Apart from meetings and some other have to's, I had about three hours in the classroom. It has entered the stage that I call: the room threw up.
This happens when I unpack lots of boxes and find home for things and end up with many, many piles all over the place. I had a friend that used to be able to stay with one area completely until it was finished. I, however, do not have this sort of temperament. I pick something up that belongs somewhere else and think I ought to put it away. On the way to put it there, I see something else that needs to be done, so then I start working there... and so on.
Hence, the room threw up.
So, here are the embarrassing pictures. My messes. *shudder* I'd like for them to be gone soon, please.
[click on a picture to make it larger]
Looking left as you walk in...
The back part of the room to the left of our meeting area...
My desk, behind the big book station. At least I've got the coffee pot set up and the counter behind my desk cleaned and ready. *breathes*
Have a lovely day, all! ♥ I'll post some more pictures tonight.
This happens when I unpack lots of boxes and find home for things and end up with many, many piles all over the place. I had a friend that used to be able to stay with one area completely until it was finished. I, however, do not have this sort of temperament. I pick something up that belongs somewhere else and think I ought to put it away. On the way to put it there, I see something else that needs to be done, so then I start working there... and so on.
Hence, the room threw up.
So, here are the embarrassing pictures. My messes. *shudder* I'd like for them to be gone soon, please.
[click on a picture to make it larger]
Looking left as you walk in...
The back part of the room to the left of our meeting area...
My desk, behind the big book station. At least I've got the coffee pot set up and the counter behind my desk cleaned and ready. *breathes*
Have a lovely day, all! ♥ I'll post some more pictures tonight.
Tuesday, August 26, 2008
late nights...
*yawn*
*blink*
Okay, James Blake, I adore you. With a deep and abiding passion. I am a big fan. I would even go so far as to say that I would wear an I ♥ James Blake sandwich board and ring a you-shaped bell if you asked.
But, dude, if you keep me up until nearly 1am every time you play in a night game, we might need to talk. I'm a teacher. I need my rest.
*yawns again*
[I think today is going to be a looooong day.]
*blink*
Okay, James Blake, I adore you. With a deep and abiding passion. I am a big fan. I would even go so far as to say that I would wear an I ♥ James Blake sandwich board and ring a you-shaped bell if you asked.
But, dude, if you keep me up until nearly 1am every time you play in a night game, we might need to talk. I'm a teacher. I need my rest.
*yawns again*
[I think today is going to be a looooong day.]
Monday, August 25, 2008
organizing a few more things...
Teachers reported to work today. Of course, at my school we generally see a lot of each other in the week before because so many people come back for part of a day or two to get a jump on classroom set up. It was really nice to see everyone -- and naturally, there was a lot of talking and a few meetings and a bit of planning, so I didn't get as much done in the classroom as I'd hoped. Alas.
But! I shall persevere.
Today I tried to focus on books, the library part of our meeting area and a bit of our calendar math stuff.
[click on any image to enlarge]
This is how I've organized my children's books. It's behind our classroom door as it's opened. It makes my little organization heart happy, but it also really shows that I need to reduce this by a good 20% or more. I just do not need this many books. Once I cull my collection, I'd like to give it away. Any suggestions for where/how to donate?
This is my favorite quote about six year olds. I post it at our Back to School night and share it with the families and kids.
This is the beginning of the calendar area -- it still needs a place to share birthdays, the 100 chart, and I'd like to do a different schedule this year. You might be able to see it here, it's a small, thin blue pocket chart. I'd like to have a schedule that has larger words and pictures this year so it's visible from farther away.
Here's a quick comparison on the library/meeting area, because I mentioned last time how much I wanted to get some plants and things into the room to make it feel better. Here it was last week:
Here it is today. So much better. I'm quite pleased.
The curtains on the two shelves on the right will come down after the first week or two, and it will have about eight other book baskets. The shelf on the far left I've set up to hold teaching tools for Guided Reading, so I may keep that curtain up. The shelf next to it will be multipurpose. I have some kid reading tools there and dictionaries on the bottom shelf, as well, I have my Assessment binders, so it's going to be a place for kid tools as well as my own.
So, now I'm going to do something of which my good friend, not!Angela Lansbury (girl, will you just pick a name already?!), approve: I'm going to sit down to try to let my brain rest for a little while while I watch James Blake (♥) play in the first round of the US Open.
But! I shall persevere.
Today I tried to focus on books, the library part of our meeting area and a bit of our calendar math stuff.
[click on any image to enlarge]
This is how I've organized my children's books. It's behind our classroom door as it's opened. It makes my little organization heart happy, but it also really shows that I need to reduce this by a good 20% or more. I just do not need this many books. Once I cull my collection, I'd like to give it away. Any suggestions for where/how to donate?
This is my favorite quote about six year olds. I post it at our Back to School night and share it with the families and kids.
This is the beginning of the calendar area -- it still needs a place to share birthdays, the 100 chart, and I'd like to do a different schedule this year. You might be able to see it here, it's a small, thin blue pocket chart. I'd like to have a schedule that has larger words and pictures this year so it's visible from farther away.
Here's a quick comparison on the library/meeting area, because I mentioned last time how much I wanted to get some plants and things into the room to make it feel better. Here it was last week:
Here it is today. So much better. I'm quite pleased.
The curtains on the two shelves on the right will come down after the first week or two, and it will have about eight other book baskets. The shelf on the far left I've set up to hold teaching tools for Guided Reading, so I may keep that curtain up. The shelf next to it will be multipurpose. I have some kid reading tools there and dictionaries on the bottom shelf, as well, I have my Assessment binders, so it's going to be a place for kid tools as well as my own.
So, now I'm going to do something of which my good friend, not!Angela Lansbury (girl, will you just pick a name already?!), approve: I'm going to sit down to try to let my brain rest for a little while while I watch James Blake (♥) play in the first round of the US Open.
Friday, August 22, 2008
classroom transformation -- pictures
The classroom pictures that I threatened yesterday...
This year's set up has to accomodate at least 22 children, possibly more, depending on how registration goes. With four round tables, that's 16 children, then adding the hexagon, that's another 6, for a total of 22. I wanted to make sure to have another small space for working and figured that I could accomplish that with desks. You'll see that in the first picture.
So...
[NOTE: Click on any image to make it larger]
Looking across the classroom from the doorway.
You can see the near round, the hexagon, a round in the far right (that'll be the table near the math shelf) and if you look beyond the red pocket chart in the center of the picture, you can see a round in the back corner of the room...
The big book area/teacher desk from the doorway.
You can see three of the tables that were in the picture just above. In front of my desk, there is an easel, a stool, and a white wire shelf that houses big books. This is a station that the children use during the school day (particularly during our Literacy Work Stations, but we've used it during Math time and other times when the kids want to). I like having it right in front of my desk for two reasons:
Looking left from the big book area
Here you can see the hexagon table and the little 2-person table made by putting two desks together. You can also see the other round table that wasn't visible in the other pictures. At the end of the room, next to the rocking chair is a Smart Board. We'll have this to share between the first grade classrooms, and I'm excited to use it more this year. So, I tried to plan in a space for it, that way, it won't be making room for it, but rather, just fitting it back into it's space.
Looking right from the circle table by the door.
This is just a close up of what you've already seen. :)
Close up of the table/book area by the meeting area.
This is an experiment...
When we moved this table into the room, it ended up almost right in this spot. Those of you that know me as a teacher setting up my classroom may remember that a large portion of me arranging furniture in the classroom involves me standing somewhere in the room, not moving, and just thinking. In my mind I'm imagining something as a working space. I'm envisioning children there using it, I'm imagining the flow of movement, I'm imagining potential pitfalls. Something about the placement of the table struck me, and I stood there for a long time, imagining it becoming a work space/library/instructional space and I got more and more excited. Next to the blue butterfly chair is a little waterfall bookshelf that juts out from the shelf against the wall, forming a little library area.
There are some possible problems with having a table so close to our meeting area, but I figure... I can take it. :)
Oh, I forgot to mention with this picture, there's that little easel there (with the red pocket chart on the back?) that may end up moving somewhere else. It is sort of right out there in the middle, but the pocket chart will make it another work station for the children, and once we get going, the easel will have a white board and our chart tablet with Morning Messages, so it may actually end up working really well right there.
So, that's that. It's funny, because I don't think pictures do it justice at all. Last year's set up just looked pretty [image here], whereas this doesn't have the aesthetic satisfaction in pictures. I will say, that walking in after a good night's sleep? I felt energized by the set up. There is more space than there was last year -- which I think is going to be really important with more kids and the fact that this year's class comes with a bit of a reputation. (pah, I say. They will be glorious. We will be glorious!) I did realize, though, the other picture had the pretty flowers out and such. Once I get a few plants and add some of the little, simple touches, maybe this will feel pretty, too.
This year's set up has to accomodate at least 22 children, possibly more, depending on how registration goes. With four round tables, that's 16 children, then adding the hexagon, that's another 6, for a total of 22. I wanted to make sure to have another small space for working and figured that I could accomplish that with desks. You'll see that in the first picture.
So...
[NOTE: Click on any image to make it larger]
Looking across the classroom from the doorway.
You can see the near round, the hexagon, a round in the far right (that'll be the table near the math shelf) and if you look beyond the red pocket chart in the center of the picture, you can see a round in the back corner of the room...
The big book area/teacher desk from the doorway.
You can see three of the tables that were in the picture just above. In front of my desk, there is an easel, a stool, and a white wire shelf that houses big books. This is a station that the children use during the school day (particularly during our Literacy Work Stations, but we've used it during Math time and other times when the kids want to). I like having it right in front of my desk for two reasons:
- It creates a kid space that is intertwined with a teacher space, and sort of keeps my desk from being something that people see automatically when people walk in.
- Physically, it takes away the lure of my desk as a place that's off-limits. During the first weeks of the year, I do refer to it as a teacher space, but once the kids are ready, my desk becomes a place where they can sit (in a comfy swivel chair!) to read or work on other things.
Looking left from the big book area
Here you can see the hexagon table and the little 2-person table made by putting two desks together. You can also see the other round table that wasn't visible in the other pictures. At the end of the room, next to the rocking chair is a Smart Board. We'll have this to share between the first grade classrooms, and I'm excited to use it more this year. So, I tried to plan in a space for it, that way, it won't be making room for it, but rather, just fitting it back into it's space.
Looking right from the circle table by the door.
This is just a close up of what you've already seen. :)
Close up of the table/book area by the meeting area.
This is an experiment...
When we moved this table into the room, it ended up almost right in this spot. Those of you that know me as a teacher setting up my classroom may remember that a large portion of me arranging furniture in the classroom involves me standing somewhere in the room, not moving, and just thinking. In my mind I'm imagining something as a working space. I'm envisioning children there using it, I'm imagining the flow of movement, I'm imagining potential pitfalls. Something about the placement of the table struck me, and I stood there for a long time, imagining it becoming a work space/library/instructional space and I got more and more excited. Next to the blue butterfly chair is a little waterfall bookshelf that juts out from the shelf against the wall, forming a little library area.
There are some possible problems with having a table so close to our meeting area, but I figure... I can take it. :)
Oh, I forgot to mention with this picture, there's that little easel there (with the red pocket chart on the back?) that may end up moving somewhere else. It is sort of right out there in the middle, but the pocket chart will make it another work station for the children, and once we get going, the easel will have a white board and our chart tablet with Morning Messages, so it may actually end up working really well right there.
So, that's that. It's funny, because I don't think pictures do it justice at all. Last year's set up just looked pretty [image here], whereas this doesn't have the aesthetic satisfaction in pictures. I will say, that walking in after a good night's sleep? I felt energized by the set up. There is more space than there was last year -- which I think is going to be really important with more kids and the fact that this year's class comes with a bit of a reputation. (pah, I say. They will be glorious. We will be glorious!) I did realize, though, the other picture had the pretty flowers out and such. Once I get a few plants and add some of the little, simple touches, maybe this will feel pretty, too.
Thursday, August 21, 2008
finding tables...
It was not an easy day.
This year our first grade classrooms will have more students than we've had in the past. Oddly, nothing about having more students has worried me; it's been that I will have too many desks and that will lead to a space that doesn't feel adequate enough for my students (cozy, welcoming, with nooks and crannies for working, but with some clear open spaces). Desks take up more space and trying to arrange too many of them was really pushing the bounds of my creativity-with-physical-space.
When I taught in Boston, I always taught with tables. Here at my current school I've taught with desks, but sort of by default. When I moved to this school, my principal thought that there might not be enough tables at the school to have tables, and I never really pursued it. As well, having between 16 and 19 students, I was able to arrange desks into little pods of four that worked quite well.
This year, with 22 or 24 students, I would need six pods of four, and space-wise, I could not figure out how to make that happen while still keeping a large meeting area and a few other things. So, this was a good incentive for me to go back to what I'm used to: tables.
I didn't expect acquiring enough tables to be quite as difficult to achieve as it was. There were already two round tables in my room, and acquiring two more wasn't actually that hard. I'd wanted to get one round and two rectangle tables, but one of the custodians told me that there weren't any rectangle tables left in the storage unit. So, they brought me two rounds (yay!) and I was left with the task of finding/acquiring either a rectangle table or two trapezoids (which, when pushed together, make a lovely hexagon table).
This was no mean feat.
First, I found one trapezoid table in the lobby, in front of a display case, acting as a display table. I wanted that table! But, I knew that I'd have to find a replacement for it. Twenty minutes later, I'd found a half-round that a Kindergarten teacher wasn't using, so with the blessings of the ladies in the office, I brought that one down and half-dragged, half-carried the trapezoid table back to my room.
Then, I was on a quest to find the missing piece: another trapezoid.
After another twenty minutes or so, I found one in a room housing a few computers and tables for small group work with children. The teacher that uses that room thought that he could give me the trapezoid table and switch the computer to a smaller table. The only problem? The wooden finish on the tops of the two tables didn't match. One was a light brown faux-wood grain and the other a much darker one. Now, I will be the first to admit to a bit of OCD, in which it makes me slightly twitchy when there is an odd number of colored chairs or when I can't arrange things in a way that makes sense aesthetically to me, but these two tables would have just looked wrong.
So, then, off to find a trapezoid table that would match one of the existing two that I could swap out. That took another thirty minutes, but it was finally accomplished.
After that, I had all of the tables I needed, and was able to arrange the room into a layout that felt right. Of course (as is almost necessary in a story like this) there was still the matter of lowering all the tables, because they were far too high for six year olds. That involved finding someone that owned Allen wrenches of multiple sizes, a bruised foot from when I dropped one of the tables on it, and a few muttered curse words as rusty screw threads made some of the adjustment difficult.
*breathes*
The good thing is that I'm really happy with the layout of the room. I think there is enough open space for stretching out and working, but not too much to promote chaos. My next steps are to sort through a lot of my books and make a "give away" pile, as well as buy a few larger plants for the room. I have a tendency to pile things on counters and open spaces and if there are more plants around, I imagine I'll be less likely to want to interrupt the beauty of the plants.
Ahhh, so this entry is far too long already, so I'll post pictures of the classroom (so far) tomorrow.
Hope you are all having a lovely day. ♥
This year our first grade classrooms will have more students than we've had in the past. Oddly, nothing about having more students has worried me; it's been that I will have too many desks and that will lead to a space that doesn't feel adequate enough for my students (cozy, welcoming, with nooks and crannies for working, but with some clear open spaces). Desks take up more space and trying to arrange too many of them was really pushing the bounds of my creativity-with-physical-space.
When I taught in Boston, I always taught with tables. Here at my current school I've taught with desks, but sort of by default. When I moved to this school, my principal thought that there might not be enough tables at the school to have tables, and I never really pursued it. As well, having between 16 and 19 students, I was able to arrange desks into little pods of four that worked quite well.
This year, with 22 or 24 students, I would need six pods of four, and space-wise, I could not figure out how to make that happen while still keeping a large meeting area and a few other things. So, this was a good incentive for me to go back to what I'm used to: tables.
I didn't expect acquiring enough tables to be quite as difficult to achieve as it was. There were already two round tables in my room, and acquiring two more wasn't actually that hard. I'd wanted to get one round and two rectangle tables, but one of the custodians told me that there weren't any rectangle tables left in the storage unit. So, they brought me two rounds (yay!) and I was left with the task of finding/acquiring either a rectangle table or two trapezoids (which, when pushed together, make a lovely hexagon table).
This was no mean feat.
First, I found one trapezoid table in the lobby, in front of a display case, acting as a display table. I wanted that table! But, I knew that I'd have to find a replacement for it. Twenty minutes later, I'd found a half-round that a Kindergarten teacher wasn't using, so with the blessings of the ladies in the office, I brought that one down and half-dragged, half-carried the trapezoid table back to my room.
Then, I was on a quest to find the missing piece: another trapezoid.
After another twenty minutes or so, I found one in a room housing a few computers and tables for small group work with children. The teacher that uses that room thought that he could give me the trapezoid table and switch the computer to a smaller table. The only problem? The wooden finish on the tops of the two tables didn't match. One was a light brown faux-wood grain and the other a much darker one. Now, I will be the first to admit to a bit of OCD, in which it makes me slightly twitchy when there is an odd number of colored chairs or when I can't arrange things in a way that makes sense aesthetically to me, but these two tables would have just looked wrong.
So, then, off to find a trapezoid table that would match one of the existing two that I could swap out. That took another thirty minutes, but it was finally accomplished.
After that, I had all of the tables I needed, and was able to arrange the room into a layout that felt right. Of course (as is almost necessary in a story like this) there was still the matter of lowering all the tables, because they were far too high for six year olds. That involved finding someone that owned Allen wrenches of multiple sizes, a bruised foot from when I dropped one of the tables on it, and a few muttered curse words as rusty screw threads made some of the adjustment difficult.
*breathes*
The good thing is that I'm really happy with the layout of the room. I think there is enough open space for stretching out and working, but not too much to promote chaos. My next steps are to sort through a lot of my books and make a "give away" pile, as well as buy a few larger plants for the room. I have a tendency to pile things on counters and open spaces and if there are more plants around, I imagine I'll be less likely to want to interrupt the beauty of the plants.
Ahhh, so this entry is far too long already, so I'll post pictures of the classroom (so far) tomorrow.
Hope you are all having a lovely day. ♥
unlikely skills
I can pee really, really quickly.
As in: the entire process accomplished (including the recommended 12-15 second hand-washing) in under a minute.
It has to be because of teaching. Ninety percent of the time, I am the only adult in the classroom. Sometimes, near the end of a long morning or a long afternoon, I peek out into the hallway to see if there are any other teachers that can be with my class while I run to the rest room. If and when I do find someone to help, I don't want to take advantage of their flexibility and kindness, so I go very quickly. Well, my friends, years of this has really honed my skills.
If using the rest room were an Olympic event, I'm quite sure I could take at least a silver medal.
So, why do I mention this today? Well, I was in a coffee shop today and ended up in a line of three women waiting for the rest room. As soon as I was finished, both women looked surprised and said, "Wow, you're quick!"
I said, "I have to be; I teach elementary school."
They both laughed and then I went on my merry way. It did make me think, though, that it is a sort of unlikely skill that I have because I'm a teacher. I wonder what other such skills I've cultivated without realizing it...
As in: the entire process accomplished (including the recommended 12-15 second hand-washing) in under a minute.
It has to be because of teaching. Ninety percent of the time, I am the only adult in the classroom. Sometimes, near the end of a long morning or a long afternoon, I peek out into the hallway to see if there are any other teachers that can be with my class while I run to the rest room. If and when I do find someone to help, I don't want to take advantage of their flexibility and kindness, so I go very quickly. Well, my friends, years of this has really honed my skills.
If using the rest room were an Olympic event, I'm quite sure I could take at least a silver medal.
So, why do I mention this today? Well, I was in a coffee shop today and ended up in a line of three women waiting for the rest room. As soon as I was finished, both women looked surprised and said, "Wow, you're quick!"
I said, "I have to be; I teach elementary school."
They both laughed and then I went on my merry way. It did make me think, though, that it is a sort of unlikely skill that I have because I'm a teacher. I wonder what other such skills I've cultivated without realizing it...
Wednesday, August 20, 2008
self-perception
Tonight at my dance class, the dance teacher of the other (harder) tap class was absent, so they combined our two classes. Then, one of the students in the other class led us through the class.
It was really, really hard. Whoa. After the first ten minutes or so, I found myself sort of overwhelmed with these things we were doing that I just Could. Not. Do. Well. Also, I was at the end of the line as we practiced across the floor, so everyone could see me having trouble with the steps (naturally I assumed that everyone was watching me screw up. Of course they weren't, but it's easy to feel like everyone's eyes are on you...).
I turned to my friend (I'll call her Angela for now, because she hasn't yet picked a name to be called on my journal, and Angela Lansbury is our current *joke* name for her) Angela and said, "You know, it's sort of good to have this class right now before school starts to give me perspective. I'm about to start acting out."
I really meant it. I've found that when I try new things as an adult, I don't usually have a high tolerance for failure. Not that tonight was a failure, per se, just that it was a lot harder than what I'm used to and I could feel little niggling threads of: "this is too hard" "I'm not doing this" "this is stupid" weaving around inside me.
How appropriate to experience this just before the kids come back, to help me remember what it feels like to perceive myself as *dumb* at something and not want attention called to my shortcomings. I imagine I'm not the only one.
It was really, really hard. Whoa. After the first ten minutes or so, I found myself sort of overwhelmed with these things we were doing that I just Could. Not. Do. Well. Also, I was at the end of the line as we practiced across the floor, so everyone could see me having trouble with the steps (naturally I assumed that everyone was watching me screw up. Of course they weren't, but it's easy to feel like everyone's eyes are on you...).
I turned to my friend (I'll call her Angela for now, because she hasn't yet picked a name to be called on my journal, and Angela Lansbury is our current *joke* name for her) Angela and said, "You know, it's sort of good to have this class right now before school starts to give me perspective. I'm about to start acting out."
I really meant it. I've found that when I try new things as an adult, I don't usually have a high tolerance for failure. Not that tonight was a failure, per se, just that it was a lot harder than what I'm used to and I could feel little niggling threads of: "this is too hard" "I'm not doing this" "this is stupid" weaving around inside me.
How appropriate to experience this just before the kids come back, to help me remember what it feels like to perceive myself as *dumb* at something and not want attention called to my shortcomings. I imagine I'm not the only one.
Friday, August 15, 2008
last days...
Last day of summer school. Alas.
Well, it's both good and bad. I need to take a few days off before I start setting up the classroom and before teachers report for beginning of the year planning. Otherwise, I'll start the year feeling like I've already run a 10K and now it's time for a marathon.
But still... I just looked at my (tentative) class list, and out of the eight rising first graders in my Summer School class, five of them are going to be in my class this year! I'm so jazzed about this!!!
Of course, there's also this part of me that is realizing the possibility that it's my last day, then, with the other three rising first graders, and I don't want that. :) So, I'm torn between making the absolute most of my time with them today and running to my administration (whom I think the world of) to beg for the other three children to be put in my class as well.
Hmmm.
Maybe I'll do both...
Have a good one, my friends. ♥
Well, it's both good and bad. I need to take a few days off before I start setting up the classroom and before teachers report for beginning of the year planning. Otherwise, I'll start the year feeling like I've already run a 10K and now it's time for a marathon.
But still... I just looked at my (tentative) class list, and out of the eight rising first graders in my Summer School class, five of them are going to be in my class this year! I'm so jazzed about this!!!
Of course, there's also this part of me that is realizing the possibility that it's my last day, then, with the other three rising first graders, and I don't want that. :) So, I'm torn between making the absolute most of my time with them today and running to my administration (whom I think the world of) to beg for the other three children to be put in my class as well.
Hmmm.
Maybe I'll do both...
Have a good one, my friends. ♥
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