- It's kind of miserable with some of my colleagues this year. There's a lot of strife with strong personalities and inept support staff. I'm trying my best to stay out of it, but I've found myself in the middle a few times since school started. I've been in tears from frustration (rock and hard place) and once one of them made so angry that it triggered a painful headache. I guess my invisible headache was better than the violent thoughts I was having. Why can't we all just get along?
- I'm having a great year with my 8th graders. When I get frustrated with other things, I like to keep in mind that they are a good group and I should enjoy them while I can. Most of them work hard, and they are sweet. Second semester often brings the end of the honeymoon, but so far, all the good things I had heard about this group are true.
- My seniors take their next writing proficiency exam in two weeks. I cannot see where they have made progress. In fact, in my attempts to help them develop content, it looks like they have forgotten the knowledge on structure that they had in the beginning. I have six students in that class, and most days I want to murder them. You'd think that we'd have a great experience with such a small class, but I have some attitude problems.
- It's unfortunate for my own children that I have spent 15 years with other people's teenagers. It is just not possible for me to be the cool mom. I thought I'd be better at this parenting pre-teens and teens thing, but I'm not. Sucks to be me.
October 15, 2011
Status Report
I've been much too busy playing Words with Friends in my spare two hours a day to blog. But if I were blogging more often, you'd know
October 1, 2011
What Happens in Game Club
It all started when one of my students approached me on the first day of school about coming on Fridays to play Axis and Allies, as the teacher who hosted it for them last year is no longer at our school. I stay late on Fridays anyway, so I agreed.
Within a few days, I read about Mrs. Bluebird's Board Game Club and then thought of my own failed Scrabble Club from last year. I had a few students who showed up, but it conflicted with Leadership and Debate, which are more serious clubs, so my poor club fizzled away.
I spoke with Mrs. E.--we do everything together--and decided that it might be fun to just do a basic game club. I mean, if I there were going to be 3-4 boys playing a game, why not invite more to people come play games? No harm in trying, and Friday is a great day since there are few clubs and spending an hour playing games sounded like a great way to end the week. Kind of like a kid happy hour!
I had six Scrabble boards. The Leadership adviser had a box of miscellaneous games, such as mancala, checkers, and chess. My social studies colleague had more inexpensive checker/chess boards with pieces, and a 7th grade math teacher had three Clue games (still in plastic!) that some anonymous person dropped off in his room a few years back.
And so Game Club was born.
When Mrs. E. and I were talking about it at lunch, one of our colleagues said that it sounded like a great idea. We could feature a different game each week and teach them how to play it. As brilliant as that idea was, it wasn't what I had in mind, and that wasn't what the kids had in mind, either! On the first day we had 35 students show up, and it was sheer madness! We also had several teachers stop by to play for a little while. It was all I could do to get the students to sign in before they were grabbing games and rushing to tables to sit and play.
The first week was overwhelming because I did not know there would be so many kids crammed into my classroom, and there were some students (who happened to be mine) messing around and going in and out. Most of those students have not come back after I railed them about goofing off in the hallways, where they cannot be after school. "You're either in or you're out!" At our school, students are either in a club or outside the gate. The campus isn't open for wandering. The air conditioning was a little wonky and I wondered if I could require deodorant for kids coming to the club, but we survived. Mrs. E. and I played a few games, too. She learned how to play cribbage from another teacher.
After a few weeks, we have our groove going. The kids rush in, grab boards, and start playing. They clean up after themselves after each game, and some of them even double check to make sure all the pieces are back in boxes. We remind the rest of them. (That does not mean I don't have three Scrabble tiles and a miniature lead pipe that go in one of the games...) We allow snacks but warn them that if they leave their trash behind, that will be the end of that. Students need to stay the whole time and not a minute longer, especially if they are riding the late bus, but we also have learned that a good third of the students can only stay 30 minutes because they have to pick up their siblings from the elementary school across the street.
Mrs. E. and I cannot figure out if the kids know each other, or if they are just mixing it up with whoever wants to play. (We decided it would be lame of us to ask.) Sometimes we sit and play, but usually if someone wants a partner, we try to find someone else to play with them. We spend a lot of time making sure nobody is left out. The kids are really good to each other, and if someone wants to get up from the Clue game, which requires more attention span than most of them have, to play Uno with a lonely kid, nobody cares. I compelled three of my 8th grade boys to let an younger, awkward girl to be the banker in their Monopoly because that's all she wanted to do, and they didn't even blink an eye. Love those kids!
We've contemplated moving our club to the library where there are more tables (space, oxygen, air conditioning), and if we get over 40, which I think we hit yesterday, we might just need to do that, but for now, Mrs. E. and I are just giddy that we have such a large group of students from all grades who just want to hang out after school and be kids.
Oh, and you know what's crazy? The boy who wanted to come play Axis and Allies decided to go Tennis Club on Fridays instead!
Within a few days, I read about Mrs. Bluebird's Board Game Club and then thought of my own failed Scrabble Club from last year. I had a few students who showed up, but it conflicted with Leadership and Debate, which are more serious clubs, so my poor club fizzled away.
I spoke with Mrs. E.--we do everything together--and decided that it might be fun to just do a basic game club. I mean, if I there were going to be 3-4 boys playing a game, why not invite more to people come play games? No harm in trying, and Friday is a great day since there are few clubs and spending an hour playing games sounded like a great way to end the week. Kind of like a kid happy hour!
I had six Scrabble boards. The Leadership adviser had a box of miscellaneous games, such as mancala, checkers, and chess. My social studies colleague had more inexpensive checker/chess boards with pieces, and a 7th grade math teacher had three Clue games (still in plastic!) that some anonymous person dropped off in his room a few years back.
And so Game Club was born.
When Mrs. E. and I were talking about it at lunch, one of our colleagues said that it sounded like a great idea. We could feature a different game each week and teach them how to play it. As brilliant as that idea was, it wasn't what I had in mind, and that wasn't what the kids had in mind, either! On the first day we had 35 students show up, and it was sheer madness! We also had several teachers stop by to play for a little while. It was all I could do to get the students to sign in before they were grabbing games and rushing to tables to sit and play.
The first week was overwhelming because I did not know there would be so many kids crammed into my classroom, and there were some students (who happened to be mine) messing around and going in and out. Most of those students have not come back after I railed them about goofing off in the hallways, where they cannot be after school. "You're either in or you're out!" At our school, students are either in a club or outside the gate. The campus isn't open for wandering. The air conditioning was a little wonky and I wondered if I could require deodorant for kids coming to the club, but we survived. Mrs. E. and I played a few games, too. She learned how to play cribbage from another teacher.
After a few weeks, we have our groove going. The kids rush in, grab boards, and start playing. They clean up after themselves after each game, and some of them even double check to make sure all the pieces are back in boxes. We remind the rest of them. (That does not mean I don't have three Scrabble tiles and a miniature lead pipe that go in one of the games...) We allow snacks but warn them that if they leave their trash behind, that will be the end of that. Students need to stay the whole time and not a minute longer, especially if they are riding the late bus, but we also have learned that a good third of the students can only stay 30 minutes because they have to pick up their siblings from the elementary school across the street.
Mrs. E. and I cannot figure out if the kids know each other, or if they are just mixing it up with whoever wants to play. (We decided it would be lame of us to ask.) Sometimes we sit and play, but usually if someone wants a partner, we try to find someone else to play with them. We spend a lot of time making sure nobody is left out. The kids are really good to each other, and if someone wants to get up from the Clue game, which requires more attention span than most of them have, to play Uno with a lonely kid, nobody cares. I compelled three of my 8th grade boys to let an younger, awkward girl to be the banker in their Monopoly because that's all she wanted to do, and they didn't even blink an eye. Love those kids!
We've contemplated moving our club to the library where there are more tables (space, oxygen, air conditioning), and if we get over 40, which I think we hit yesterday, we might just need to do that, but for now, Mrs. E. and I are just giddy that we have such a large group of students from all grades who just want to hang out after school and be kids.
Oh, and you know what's crazy? The boy who wanted to come play Axis and Allies decided to go Tennis Club on Fridays instead!
September 28, 2011
Why It Was Due Last Tuesday
I feel a little bad about that stack of process journals that still have not been graded after a week.
A little bad is about it, and as I lamented to my colleagues yesterday during lunch--a lunch where I was doing work--they assured me that it was okay.
These particular journals were submitted late. Granted, they were submitted only one day late, as that is the maximum I will accept, and late work gets graded last, but a week is a long time.
I'm sure there will soon be e-mails, "Why is this showing as missing? Johnny turned it in!" and then what do I have to say except my stack of excuses?
--All of the students who turned it in on time received it back the very same day. I just had to read it and give a completion grade for their reflections.
--During class for the remainder of last week, I spent my time going from student to student giving them feedback on their writing while they read their novels.
--We were in the library one day last week, and although, I could have done some grading I did not want to lug their journals around campus, and more importantly, I have decided that this year, when we have library days, I plan to read with the students, so I can be a good model.
--My preps were taken up with STUFF. I can't remember exactly, but at least half the time was taken up with collaborative planning, and the rest included running around talking to people about pressing issues and getting materials ready for upcoming lessons.
--Although my contracted time technically ends with the bell, I did stay after every night until 4:00 pm. Two of those nights were for clubs I co-advise. the other day was more of the STUFF I was doing during my prep.
--It's mostly futile for me to take work home on weekdays because I have my own children to deal with at home. Last week I spent time bustin' my own middle schooler's chops for having a couple of missing assignments in her classes.
--In the evenings, I teach two classes, so doing any kind of homework for the teacher just does not happen. Sure, sometimes, I take it, but my students are needy, and they have their own assignments that need to be graded.
--On the weekend, I did five hours of grading and two hours of planning. Do some simple math about how much of a weekend I get. Again, I did not want to lug those process journals around. I already had a bin of work to carry out on Friday night, and taking those journals would have meant two trips to my car. Call me lazy, but it's just not worth it the hassle of exertion of the 100 degree heat, the long walk and obstacles of locked doors whe trying to get back onto the building for the second trip at 4:00 pm on a Friday.
--It's to bad that I have been out of my classroom for two days this week, but I am afforded sick days for doctor appointments. I have 130 days accrued. Obviously, it's not like I make it a habit to be gone. The other day is for school business. I was invited by the principal. I think it's excused, don't you?
So many excuses for myself. I know they aren't good enough. But you see, I am a busy teacher who is plagued with too much work. Sometimes I plan things for a reason. You know, like due dates.
A little bad is about it, and as I lamented to my colleagues yesterday during lunch--a lunch where I was doing work--they assured me that it was okay.
These particular journals were submitted late. Granted, they were submitted only one day late, as that is the maximum I will accept, and late work gets graded last, but a week is a long time.
I'm sure there will soon be e-mails, "Why is this showing as missing? Johnny turned it in!" and then what do I have to say except my stack of excuses?
--All of the students who turned it in on time received it back the very same day. I just had to read it and give a completion grade for their reflections.
--During class for the remainder of last week, I spent my time going from student to student giving them feedback on their writing while they read their novels.
--We were in the library one day last week, and although, I could have done some grading I did not want to lug their journals around campus, and more importantly, I have decided that this year, when we have library days, I plan to read with the students, so I can be a good model.
--My preps were taken up with STUFF. I can't remember exactly, but at least half the time was taken up with collaborative planning, and the rest included running around talking to people about pressing issues and getting materials ready for upcoming lessons.
--Although my contracted time technically ends with the bell, I did stay after every night until 4:00 pm. Two of those nights were for clubs I co-advise. the other day was more of the STUFF I was doing during my prep.
--It's mostly futile for me to take work home on weekdays because I have my own children to deal with at home. Last week I spent time bustin' my own middle schooler's chops for having a couple of missing assignments in her classes.
--In the evenings, I teach two classes, so doing any kind of homework for the teacher just does not happen. Sure, sometimes, I take it, but my students are needy, and they have their own assignments that need to be graded.
--On the weekend, I did five hours of grading and two hours of planning. Do some simple math about how much of a weekend I get. Again, I did not want to lug those process journals around. I already had a bin of work to carry out on Friday night, and taking those journals would have meant two trips to my car. Call me lazy, but it's just not worth it the hassle of exertion of the 100 degree heat, the long walk and obstacles of locked doors whe trying to get back onto the building for the second trip at 4:00 pm on a Friday.
--It's to bad that I have been out of my classroom for two days this week, but I am afforded sick days for doctor appointments. I have 130 days accrued. Obviously, it's not like I make it a habit to be gone. The other day is for school business. I was invited by the principal. I think it's excused, don't you?
So many excuses for myself. I know they aren't good enough. But you see, I am a busy teacher who is plagued with too much work. Sometimes I plan things for a reason. You know, like due dates.
September 24, 2011
Because I Said So
Sometimes students have the strangest ideas about writing rules. Oh yeah, it doesn't help that a lot of English rules are more suggestions. It makes writing just so much fun to teach!
Last week, the conversation about because came up with my desperate-to-pass-their-writing-exit-exam seniors.
"Miss, is it true that you can't start a sentence with because?"
I sighed. This is not the first time I've ever had this conversation with my hapless high schoolers.
"Nope. It's not true. That's something your elementary teachers told you so you wouldn't try to write sentences with because and then screw them up. You see, it's really easy to write a fragment when you start with because, but if you are careful, using it can create a good sentence."
Now, I don't know if it's really elementary teachers who perpetuate this idea, but someone is doing it. I understand that the teacher is probably trying to save them from themselves. Oh boy, do I understand that!
Once I show the students on the board how because can go bad fast, and how to fix it, they understood. I suspect that a few years back they might not have understood, but they get it now.
But it's during times like these when I wonder if I ever send students down the wrong path when I'm just trying to help.
Last week, the conversation about because came up with my desperate-to-pass-their-writing-exit-exam seniors.
"Miss, is it true that you can't start a sentence with because?"
I sighed. This is not the first time I've ever had this conversation with my hapless high schoolers.
"Nope. It's not true. That's something your elementary teachers told you so you wouldn't try to write sentences with because and then screw them up. You see, it's really easy to write a fragment when you start with because, but if you are careful, using it can create a good sentence."
Now, I don't know if it's really elementary teachers who perpetuate this idea, but someone is doing it. I understand that the teacher is probably trying to save them from themselves. Oh boy, do I understand that!
Once I show the students on the board how because can go bad fast, and how to fix it, they understood. I suspect that a few years back they might not have understood, but they get it now.
But it's during times like these when I wonder if I ever send students down the wrong path when I'm just trying to help.
September 23, 2011
Effin Part 2
A few days after confiscating bracelets from Marcos, which I took to the Dean's office just in case Marcos's mother wanted to pick them up, I was cruising the aisles of my classroom looking over student work, when I spotted a bright red bracelet with the letters STFU.
What is with these students?
These aren't even my hard-core high schoolers. This are my middle school students. It's the first month of school. They usually stay innocent until at least Valentine's Day. (Or so I like to believe.)
"Stephanie, you need to take that bracelet off." It was rather ironic that she had such a bracelet. I'm pretty sure I'll be screaming the words of that acronym to her--in my head--by the time the year is over.
"But, Miss--" she tried to look innocent.
"Save it. I know what it means." As she slipped it off her wrist, I gave her the low-down, "Take it home, and never bring it back. If I ever see it again, it will be mine."
How smart would she be?
The next day, I was heating up my lunch in the workroom, and I glanced into the Spanish classroom. There was Stephanie with her red bracelet on. I walked into the room (the teacher is a close friend, so it's okay), straight to Stephanie with my hand out.
"Give me your bracelet. I told you yesterday not to ever wear it again."
"But, at least it doesn't actually say the words."
I stood with my hand out. Eyebrows raised: Stink Eye activated.
Blah, blah, blah. She gave me some lip before surrendering it.
"Can I get it back?"
"You mother can. From the Dean."
I took it directly to the office. The way she was acting, I thought her mother might actually pick it up.
As I handed it to the dean, labeled with the student's name, I said, "This is the third inappropriate bracelet I've confiscated in the last week."
The dean looked confused.
"You know what this means, right?"
Blank look.
Not censoring for him, I said, "It stands for Shut the Fuck Up.'"
He recoiled a little when I said it.
Exactly my point.
(Sorry, Dad. Sometimes you have to tell it straight.)
What is with these students?
These aren't even my hard-core high schoolers. This are my middle school students. It's the first month of school. They usually stay innocent until at least Valentine's Day. (Or so I like to believe.)
"Stephanie, you need to take that bracelet off." It was rather ironic that she had such a bracelet. I'm pretty sure I'll be screaming the words of that acronym to her--in my head--by the time the year is over.
"But, Miss--" she tried to look innocent.
"Save it. I know what it means." As she slipped it off her wrist, I gave her the low-down, "Take it home, and never bring it back. If I ever see it again, it will be mine."
How smart would she be?
The next day, I was heating up my lunch in the workroom, and I glanced into the Spanish classroom. There was Stephanie with her red bracelet on. I walked into the room (the teacher is a close friend, so it's okay), straight to Stephanie with my hand out.
"Give me your bracelet. I told you yesterday not to ever wear it again."
"But, at least it doesn't actually say the words."
I stood with my hand out. Eyebrows raised: Stink Eye activated.
Blah, blah, blah. She gave me some lip before surrendering it.
"Can I get it back?"
"You mother can. From the Dean."
I took it directly to the office. The way she was acting, I thought her mother might actually pick it up.
As I handed it to the dean, labeled with the student's name, I said, "This is the third inappropriate bracelet I've confiscated in the last week."
The dean looked confused.
"You know what this means, right?"
Blank look.
Not censoring for him, I said, "It stands for Shut the Fuck Up.'"
He recoiled a little when I said it.
Exactly my point.
(Sorry, Dad. Sometimes you have to tell it straight.)
September 21, 2011
Effin Part 1
Marcos raised his hand to ask me a question, but I was too distracted from the words that I thought I saw on his silicone bracelets to pay attention. I squinted at him, trying to focus on what he was saying and while looking at the lettering on his bracelets.
Surely. No. It couldn't be.
"Marcos, just come here," I motioned him over to me. He asked his question. I answered. I was too distracted by my own agenda.
I pointed to his bracelets, "What were you thinking? You can't wear those! Take them off. I should take them, but you may put them in your pocket. If I ever see them again, I will take them and cut them into tiny little pieces."
You see, he had two thick silicone bracelets that said, "F*ck You." (censored for my dad)
He was irritated at having to take them off, but he shrugged off my reaction like it was no big deal. That ratcheted my irritation.
"It is so disrespectful! You raise your hand, and what's the message you're sending to me from your jewelry? What did I ever do to you? You know, I saw a woman with a shirt that said that once, and I instantly wanted to punch her. I'm a peace-loving teacher, but her t-shirt provoked me. Why do you want that reaction from people? It's not at all funny. Nor is it charming."
Several of his classmates were staring at him like he was an idiot.
I wanted to tell that disrespectful little boy to F-off himself.
He (and I) was lucky the bell rang for the next class.
I had my doubts about how I handled it. I probably should not have told him how I wanted to punch someone who had delivered the same passive aggressive message to me before. Mostly, I was pretty sure I should have simply taken the bracelets. It's just that I hate taking student possessions.
Two period later, I spotted him in French class with the bracelets on. He had the better sense to turn the words inward, but I did tell him if I ever saw them again, I would take them. So I did.
Surely. No. It couldn't be.
"Marcos, just come here," I motioned him over to me. He asked his question. I answered. I was too distracted by my own agenda.
I pointed to his bracelets, "What were you thinking? You can't wear those! Take them off. I should take them, but you may put them in your pocket. If I ever see them again, I will take them and cut them into tiny little pieces."
You see, he had two thick silicone bracelets that said, "F*ck You." (censored for my dad)
He was irritated at having to take them off, but he shrugged off my reaction like it was no big deal. That ratcheted my irritation.
"It is so disrespectful! You raise your hand, and what's the message you're sending to me from your jewelry? What did I ever do to you? You know, I saw a woman with a shirt that said that once, and I instantly wanted to punch her. I'm a peace-loving teacher, but her t-shirt provoked me. Why do you want that reaction from people? It's not at all funny. Nor is it charming."
Several of his classmates were staring at him like he was an idiot.
I wanted to tell that disrespectful little boy to F-off himself.
He (and I) was lucky the bell rang for the next class.
I had my doubts about how I handled it. I probably should not have told him how I wanted to punch someone who had delivered the same passive aggressive message to me before. Mostly, I was pretty sure I should have simply taken the bracelets. It's just that I hate taking student possessions.
Two period later, I spotted him in French class with the bracelets on. He had the better sense to turn the words inward, but I did tell him if I ever saw them again, I would take them. So I did.
September 17, 2011
Slanted
Dear parent, thank you for quoting me from open house night when I said it was best to contact me about things before they become a problem. Of course you are concerned about one of your son's assignment that wasn't turned in. Of course, I uploaded that fact 12 days ago.
What I meant when said that statement is that students need to come to me immediately if they are struggling with an assignment, not weeks later. This situation is not quite what I was talking about, but it's okay. I am happy to hear from you.
I'll certainly check into it.
Perhaps there's an error and the assignment was turned in. Perhaps I missed putting the grade in the computer. I hate it when papers stick together. Perhaps it didn't have a name on it. Did you know I've already collected five assignments with no names already this year? Yes, perhaps it's an error.
I should mention--or maybe it's not worth it--that your son did not talk to me about this problem? Also, he did not see me grading the assignment. Is that something you might want to check into? No I don't have a witness to my testimony...but that's the point. There were no witnesses when I graded the assignment in question.
How many themes I could visit with this story.
I always say, "It's the little things in life..." Usually I'm speaking of the simple joys of life and how I adore them, but there's a dark side to everything, right? Sorting through the many small untruths I encounter from the under-20 crowd on a daily basis is exhausting. It's takes a lot of simple joys to beat down the bitterness and paranoia that result in the barrage of lies I get weekly. What did I ever do to deserve this?
What I meant when said that statement is that students need to come to me immediately if they are struggling with an assignment, not weeks later. This situation is not quite what I was talking about, but it's okay. I am happy to hear from you.
I'll certainly check into it.
Perhaps there's an error and the assignment was turned in. Perhaps I missed putting the grade in the computer. I hate it when papers stick together. Perhaps it didn't have a name on it. Did you know I've already collected five assignments with no names already this year? Yes, perhaps it's an error.
I should mention--or maybe it's not worth it--that your son did not talk to me about this problem? Also, he did not see me grading the assignment. Is that something you might want to check into? No I don't have a witness to my testimony...but that's the point. There were no witnesses when I graded the assignment in question.
How many themes I could visit with this story.
I always say, "It's the little things in life..." Usually I'm speaking of the simple joys of life and how I adore them, but there's a dark side to everything, right? Sorting through the many small untruths I encounter from the under-20 crowd on a daily basis is exhausting. It's takes a lot of simple joys to beat down the bitterness and paranoia that result in the barrage of lies I get weekly. What did I ever do to deserve this?
Subscribe to:
Posts (Atom)