New organization sheets came out yesterday and as usual we got them the very last 5 minutes of the school day. It wasn't stressful at all for me because I didn't even try to switch out of ESL this year to get my own class, but there were a lot of stressed teachers Monday, let me tell you. All in all we lost two teachers (they had been told in advance) and most if not all of our school aides.
The big upset came when the principal told us that she was not satisfied with our extended time schedule. (This year we had switched from after school four days a week to before school five days a week.) Her reasoning was that she "caught" (and yes, she actually used air quotes) teachers eating breakfast, coming in late, and "cutting things for student art projects." Even though she spoke to these teachers, they continued to do it, she claimed. So therefore the schedule had to be switched back to afternoons. I can not tell you how furious this made me (and many other teachers too). To claim that we are not working and that is the reason she is changing the schedule is just ridiculous! And how dare she put the whole staff down like that! We have a hard working staff at my school and if there are one or two or however many teachers doing the wrong thing the solution is not to change the extended time schedule which is working beautifully! (Teachers have not complained about it at ALL this year.)
First of all, I'm sure that is not the real reason she wants to switch the schedule. Second, if the problem IS teachers not working, will the work any harder AFTER school? And third (and perhaps most important), she will not even be at the school next year. She's "retiring." So is this all her last ditch effort to torture us as much as possible before leaving the building for good? Sounds like it.o
P.S. Do you think she won anymore people over to attend her retirement party with this showing??
Showing posts with label 37.5 minutes. Show all posts
Showing posts with label 37.5 minutes. Show all posts
Tuesday, June 16, 2009
Thursday, April 12, 2007
Why I'm Not Crazy About Teaching at the Moment
Here's a quick rundown on what I've done at school since we got back from spring break.
Wednesday:
-First period(prep): I had to move all of the furniture in my room back to its proper place after it was scattered all over the place for our second floor waxing of the year.
-Twenty minutes with my newcomer group.
-I administered the NYSESLAT Interim Assessment to my fourth and fifth graders.
-Lunch
-We had an hour-long AIS meeting as part of our quality review process.
-Last period of the day: I taught a poetry lesson to my fourth/fifth special ed. group.
-37.5 minutes. (Essentially I baby-sit for a kindergarten class while the teacher dismisses the half of the class that goes home, then I take half of the kids that are left to my room for a fifteen minute lesson before packing up to go home again.)
Thursday
-First period (prep): I got organized for the day, including making posters on chart paper for my first grade class.
-Spent 45 minutes packaging interim assessments and field tests and having them shipped.
-Twenty minutes with my fourth/fifth grade special ed. (We finished the poems from the day before.)
-45 minute PPT meeting as part of our quality review process.
-Lunch
-Poetry lesson with first grade class. (Went horribly, need to take a new angle.)
-Grammar lesson with second/third graders that is part of my action-research project for grad school. (Also went horribly. I need to do better tomorrow.)
-37.5 minutes. (Essentially I baby-sit for a kindergarten class while the teacher dismisses the half of the class that goes home, then I take half of the kids that are left to my room for a fifteen minute lesson before packing up to go home again.)
See what I'm getting at? There's really not a whole lot of teaching going on at the moment. I really hate days like these because I feel like I am not doing anything. It's days like these that I really wish that I was a classroom teacher so at least I could be with my kids all of the time. The end of the year starts to get more and more like this as I have the NYSESLAT to administer, classes are taking field trips left and right, graduation practices, assemblies, etc. All of this is not to mention the tons of meetings I get sent to. Before break I had one per week for five weeks! According to my program director for TFA the next few weeks should be the final push to achieve significant gains but I just feel like there's no time at all!
Wednesday:
-First period(prep): I had to move all of the furniture in my room back to its proper place after it was scattered all over the place for our second floor waxing of the year.
-Twenty minutes with my newcomer group.
-I administered the NYSESLAT Interim Assessment to my fourth and fifth graders.
-Lunch
-We had an hour-long AIS meeting as part of our quality review process.
-Last period of the day: I taught a poetry lesson to my fourth/fifth special ed. group.
-37.5 minutes. (Essentially I baby-sit for a kindergarten class while the teacher dismisses the half of the class that goes home, then I take half of the kids that are left to my room for a fifteen minute lesson before packing up to go home again.)
Thursday
-First period (prep): I got organized for the day, including making posters on chart paper for my first grade class.
-Spent 45 minutes packaging interim assessments and field tests and having them shipped.
-Twenty minutes with my fourth/fifth grade special ed. (We finished the poems from the day before.)
-45 minute PPT meeting as part of our quality review process.
-Lunch
-Poetry lesson with first grade class. (Went horribly, need to take a new angle.)
-Grammar lesson with second/third graders that is part of my action-research project for grad school. (Also went horribly. I need to do better tomorrow.)
-37.5 minutes. (Essentially I baby-sit for a kindergarten class while the teacher dismisses the half of the class that goes home, then I take half of the kids that are left to my room for a fifteen minute lesson before packing up to go home again.)
See what I'm getting at? There's really not a whole lot of teaching going on at the moment. I really hate days like these because I feel like I am not doing anything. It's days like these that I really wish that I was a classroom teacher so at least I could be with my kids all of the time. The end of the year starts to get more and more like this as I have the NYSESLAT to administer, classes are taking field trips left and right, graduation practices, assemblies, etc. All of this is not to mention the tons of meetings I get sent to. Before break I had one per week for five weeks! According to my program director for TFA the next few weeks should be the final push to achieve significant gains but I just feel like there's no time at all!
Wednesday, September 13, 2006
English Lesson #1
Today I met with my newcomers (i.e. students who just moved to the U.S. and don't speak any English) for the first time. The four students are all brothers/sisters/cousins. The two girls are in the fifth grade and the boys are in first and second.
I picked them up for the 37.5 minutes. We sat in a circle on the rug in my library and I introduced myself saying "Hi. My name is Ms. M." Then I gestured and encouraged one of the girls to introduce herself. We had to say "Hi. My name is" a few times together before she got it. Then the other sister tried. By this time the younger ones had caught on to what we were doing and introduced themselves. (I had previously tried to do this with just the first grader alone and he just looked at me with a scared, confused look on his face.) Next, we practiced going around the circle introducing ourselves and then shaking hands saying "Nice to meet you." It took a couple of times to get that we only shake hands when saying "Nice to meet you" and not "My name is."
Next I showed them a book and said "book." They each repeated the word quite easily. Then, I shrugged my shoulders and turned both of my palms up and asked with a confused look on my face, "What is this?" I answered myself "This is a book." After modeling a few times, I finally was able to ask the students "What is this" and have them respond "This is a book." Then they took turns asking and answering about a pencil and a paper.
And that was the end of our time.
This method of teaching English is what I learned teaching in Italy at a private language school called Inlingua. It works really well for learning English from zero because students start speaking right away. Slowly the vocabulary builds up until they can make sentences on their own.
I was really pleased with how today went. I wasn't exactly sure how it would work out having not only family members together but such a difference in grade level. It actually was a good combination because the older ones catch on more quickly to what we are doing and the little ones can follow their lead. When they are really confused the older ones can give an explanation in Spanish ("No. Don't repeat what she said. Answer the question. 'This is a book.'"). Also, all four of them were so happy to see each other at the end of the day. After spending six and a half hours in a room with strangers and being spoken to in mostly English all day I can imagine that it must have been a relief to see familiar (Spanish speaking) faces. They did get quite a case of the giggles during the last five minutes so I'll have to watch out for that.
I'll be seeing these four together for thirty minutes each morning and then after school for 37.5 minutes. I'll also see them with their grade level groups throughout the day.
I picked them up for the 37.5 minutes. We sat in a circle on the rug in my library and I introduced myself saying "Hi. My name is Ms. M." Then I gestured and encouraged one of the girls to introduce herself. We had to say "Hi. My name is" a few times together before she got it. Then the other sister tried. By this time the younger ones had caught on to what we were doing and introduced themselves. (I had previously tried to do this with just the first grader alone and he just looked at me with a scared, confused look on his face.) Next, we practiced going around the circle introducing ourselves and then shaking hands saying "Nice to meet you." It took a couple of times to get that we only shake hands when saying "Nice to meet you" and not "My name is."
Next I showed them a book and said "book." They each repeated the word quite easily. Then, I shrugged my shoulders and turned both of my palms up and asked with a confused look on my face, "What is this?" I answered myself "This is a book." After modeling a few times, I finally was able to ask the students "What is this" and have them respond "This is a book." Then they took turns asking and answering about a pencil and a paper.
And that was the end of our time.
This method of teaching English is what I learned teaching in Italy at a private language school called Inlingua. It works really well for learning English from zero because students start speaking right away. Slowly the vocabulary builds up until they can make sentences on their own.
I was really pleased with how today went. I wasn't exactly sure how it would work out having not only family members together but such a difference in grade level. It actually was a good combination because the older ones catch on more quickly to what we are doing and the little ones can follow their lead. When they are really confused the older ones can give an explanation in Spanish ("No. Don't repeat what she said. Answer the question. 'This is a book.'"). Also, all four of them were so happy to see each other at the end of the day. After spending six and a half hours in a room with strangers and being spoken to in mostly English all day I can imagine that it must have been a relief to see familiar (Spanish speaking) faces. They did get quite a case of the giggles during the last five minutes so I'll have to watch out for that.
I'll be seeing these four together for thirty minutes each morning and then after school for 37.5 minutes. I'll also see them with their grade level groups throughout the day.
Wednesday, September 06, 2006
New School, New Situation
So far my new school is a dream compared to my old one. Things are so much more organized. For example last Thursday the administration handed out the prep schedule, a rotation for AIS, they introduced a new system for managing the 37.5 minutes, and they have a plan for helping classroom teachers get the e-class done. Seriously? Is this place for real? Then the best part. We were told the supply room would be open that day and to go down and get whatever we needed. This place was unreal. It was fully stocked with composition books, folders, paper, markers, chart paper (even the post-it kind), sentence strips, calendars, butcher paper, staplers, electric pencil sharpeners, dry erase markers . . . and on and on. I couldn't believe it. I didn't have to buy anything! (Well, apart from some indulgence stuff from Barclay's). Also in the supply room were some enormous boxes. I inquired as to what was in them. The supply lady said, "Book shelves. Do you need any?" I said, "Sure." She asked how many I wanted. "Can I have two?" "Sure." In less than five minutes a janitor delivered them to my room. Wow.
Now, I'm sure that there are plenty of problems that will make themselves apparent at a later time but so far, so good. I have heard a few teachers grumble here and there but I just keep thinking that it is nothing compared to my old school.
As for the first two days (I feel like it has been so much longer) they have pretty much been the usual ESL routine. I've been going through cumulative folders, pulling up reports and fixing up my room in between. Tomorrow I will start testing. Friday I have a meeting. Meetings are generally pretty boring but there is good news. The meeting is at a school just one block from my house! Yeah!
Now I have to pour over the new "Student Achievement Toolkit" from TFA because there are "Big Goals" to be written and "Significant Academic Gains" to be achieved.
Now, I'm sure that there are plenty of problems that will make themselves apparent at a later time but so far, so good. I have heard a few teachers grumble here and there but I just keep thinking that it is nothing compared to my old school.
As for the first two days (I feel like it has been so much longer) they have pretty much been the usual ESL routine. I've been going through cumulative folders, pulling up reports and fixing up my room in between. Tomorrow I will start testing. Friday I have a meeting. Meetings are generally pretty boring but there is good news. The meeting is at a school just one block from my house! Yeah!
Now I have to pour over the new "Student Achievement Toolkit" from TFA because there are "Big Goals" to be written and "Significant Academic Gains" to be achieved.
Thursday, March 23, 2006
A Great School
On Wednesday I went to observe a school in Brooklyn set up by TFA. The school is in Sunset Park (oh so close to my apartment). The visit was really eye opening.
The reason that I chose to look at this school (versus the others on the "City wide school visit" list) was because it has a strong bilingual and ESL program. The school is located in a predominately Hispanic neighborhood and according to the principal, 60% of the kids are ELL (English Language Learner) though basically all of them are because they come from Spanish speaking households. It was so weird to see a school that has so much focus on ESL (they have pull-out, self contained, bilingual and dual language) coming from my school where ESL is only noticed when the principal gets an email telling me I have a meeting to attend or the AP sees that I have interim assessments to give my students.
One of the major things that I observed at the school was the supportive administration. The teacher who gave us a tour of the school (also a first year TFA corps member) could not stop gushing about how wonderful her principal and AP are. I met them both and they were very friendly and positive. The principal talked about getting the teachers together as a team to make the school successful.
I got to the school a bit before 8:30. I noticed that all of the kids were already in the classrooms working quietly (unheard of at my school). I was a bit confused as I thought I was early so I was wondering how they got in the building so quickly. As I found out, they actually arrived at 8:00 for the 37.5 minutes. It was amazing to see the school actually using the extra time to benefit the students. In every room they were actually working. Just peeking in the windows I saw guided reading, students working in groups at desks, manipulatives, etc. At my school everyone is so tired by the end of the day (not really an excuse, but . . .) that the after school time is just a time filler. If it takes 20 minutes to walk half the kids downstairs and the other half up, all the better. But this post is not about my school . . .
Seeing this school made me want to teach on a school like this that has a large ELL population (and of course a great administration). There are so many opportunities to have a self contained class. I really love ESL kids, too. I love the idea of speaking more than one language. I think it is so important and to be valued.
(Ideally next year I could get a position teaching a self contained lower elementary ESL class. That would be the best of both worlds. TFA is not all about switching schools before the two years though so I highly doubt that that is even a small possibility).
The other thing that I noticed (and this may be silly) is how QUIET the school was. Not only were there not any loud outbursts coming from classrooms, but there were NO kids in the halls. I don't think I even saw a kid go to the restroom with a pass. (This as compared to my school where it is common to see a pack of 4-5 boys sprinting back and forth through the halls). What I did see in the halls were a lot of small groups working with reading intervention teachers. Yes, ideally they should be working in rooms at tables but this was amazing because one, it was quiet enough for them to be able to do this and two, because they actually have quality work going on with kids being pulled out of class.
Overall, I think seeing the school made me regretful about what my school could be if only . . . I also really wish that I had had more time to talk with the pull out teachers individually so I could get a sense of their set up, what they teach the kids, best practices for pull out, etc. Maybe I can schedule a specific time to speak with them later.
The reason that I chose to look at this school (versus the others on the "City wide school visit" list) was because it has a strong bilingual and ESL program. The school is located in a predominately Hispanic neighborhood and according to the principal, 60% of the kids are ELL (English Language Learner) though basically all of them are because they come from Spanish speaking households. It was so weird to see a school that has so much focus on ESL (they have pull-out, self contained, bilingual and dual language) coming from my school where ESL is only noticed when the principal gets an email telling me I have a meeting to attend or the AP sees that I have interim assessments to give my students.
One of the major things that I observed at the school was the supportive administration. The teacher who gave us a tour of the school (also a first year TFA corps member) could not stop gushing about how wonderful her principal and AP are. I met them both and they were very friendly and positive. The principal talked about getting the teachers together as a team to make the school successful.
I got to the school a bit before 8:30. I noticed that all of the kids were already in the classrooms working quietly (unheard of at my school). I was a bit confused as I thought I was early so I was wondering how they got in the building so quickly. As I found out, they actually arrived at 8:00 for the 37.5 minutes. It was amazing to see the school actually using the extra time to benefit the students. In every room they were actually working. Just peeking in the windows I saw guided reading, students working in groups at desks, manipulatives, etc. At my school everyone is so tired by the end of the day (not really an excuse, but . . .) that the after school time is just a time filler. If it takes 20 minutes to walk half the kids downstairs and the other half up, all the better. But this post is not about my school . . .
Seeing this school made me want to teach on a school like this that has a large ELL population (and of course a great administration). There are so many opportunities to have a self contained class. I really love ESL kids, too. I love the idea of speaking more than one language. I think it is so important and to be valued.
(Ideally next year I could get a position teaching a self contained lower elementary ESL class. That would be the best of both worlds. TFA is not all about switching schools before the two years though so I highly doubt that that is even a small possibility).
The other thing that I noticed (and this may be silly) is how QUIET the school was. Not only were there not any loud outbursts coming from classrooms, but there were NO kids in the halls. I don't think I even saw a kid go to the restroom with a pass. (This as compared to my school where it is common to see a pack of 4-5 boys sprinting back and forth through the halls). What I did see in the halls were a lot of small groups working with reading intervention teachers. Yes, ideally they should be working in rooms at tables but this was amazing because one, it was quiet enough for them to be able to do this and two, because they actually have quality work going on with kids being pulled out of class.
Overall, I think seeing the school made me regretful about what my school could be if only . . . I also really wish that I had had more time to talk with the pull out teachers individually so I could get a sense of their set up, what they teach the kids, best practices for pull out, etc. Maybe I can schedule a specific time to speak with them later.
Wednesday, February 08, 2006
What a Day!
First the good stuff.
We had 12 students for yearbook today. The past two days had just been a revolving door of students asking for permission slips to stay and inquiring about the yearbook so today was the first day that we actually got to talk to the kids that are going to be working on the yearbook.
I started by sitting them in a U and giving them a quick, but firm, lecture on how they are all here to work on the yearbook because they want to be here. I told them that if anyone isn't here to work hard, contribute ideas and listen to each other that we will send them straight home. If we have to, we (the two advisers) can throw together the entire yearbook in two weeks on our own. (It's nice to actually have that kind of leverage.)
Then we got to talk about the huge task ahead of us. I talked about the different sections of the yearbook and we took ideas for spreads. I told the kids several times that the yearbook is about their 8th grade year and they can make it what ever they want, all of the ideas are going to come from them. The advisers are just to guide them but they will be creating the book on their own.
The kids seemed really excited about working on the book. A lot of them have older siblings that got books in previous years so they already had some ideas to share. There seem to be three natural leaders emerging in the group. One volunteered to write a letter to the AP proposing a few of our ideas and another asked if we would be able to stay beyond the 37.5 minutes each day to get everything done by March 20th. (We'll definitely be staying late a lot, don't you worry.)
The plan for tomorrow is to start coming up with theme ideas for the book. I have a list of a couple hundred for them to look thorough. We told them that that will just be a starting point and most likely they will want to adapt it to fit our school and their class. By Monday we'll form some committees so that we can get started on content.
* * *
As for the organization of the 37.5 minutes, it's non existent at my school. Just five minutes before the school day was to end, an announcement was made that there wouldn't be two rounds of busses, just one at 3:30 (after the 37.5 minutes). Kids who take the bus but aren't in the extra tutoring time were to just hang out until then (In the auditorium or in there regular classrooms it wasn't made clear). And of course DON'T SEND THEM TO THE OFFICE!! I'm not sure if this was meant to be just for today or indefinitely but all the teachers were about to explode with frustration after that announcement.
* * *
Now for quotes of the day from our fabulous APs.
To a teacher calling her office about a disruptive student:
"I am an Assistant Principal. I supervise adults not children. I am not the dean. Deal with the student yourself, I have a lot of paperwork to get done."
Then, when talking to another AP I commented about the middle school teachers having to give up more preps than the elementary teachers for Circular 6:
Me: "Wow, that's rough that they have to give up so many periods."
AP: "They were supposed to be using those periods all along to do things for us. But instead they just sit around."
Me: "What about using those periods for planning?"
AP: "They don't need those periods for planning. We give them everything. We give them the books. We tell them when to use them. They don't need to plan anything!"
This is the kind of administration I'm dealing with.
* * *
And I just can't write any more about this today. I'm so worn out from this day. I'm about to head off to the gym and sort of free my mind. (I just started going after the Christmas break and I'm not really sure how I survived without it before.)
We had 12 students for yearbook today. The past two days had just been a revolving door of students asking for permission slips to stay and inquiring about the yearbook so today was the first day that we actually got to talk to the kids that are going to be working on the yearbook.
I started by sitting them in a U and giving them a quick, but firm, lecture on how they are all here to work on the yearbook because they want to be here. I told them that if anyone isn't here to work hard, contribute ideas and listen to each other that we will send them straight home. If we have to, we (the two advisers) can throw together the entire yearbook in two weeks on our own. (It's nice to actually have that kind of leverage.)
Then we got to talk about the huge task ahead of us. I talked about the different sections of the yearbook and we took ideas for spreads. I told the kids several times that the yearbook is about their 8th grade year and they can make it what ever they want, all of the ideas are going to come from them. The advisers are just to guide them but they will be creating the book on their own.
The kids seemed really excited about working on the book. A lot of them have older siblings that got books in previous years so they already had some ideas to share. There seem to be three natural leaders emerging in the group. One volunteered to write a letter to the AP proposing a few of our ideas and another asked if we would be able to stay beyond the 37.5 minutes each day to get everything done by March 20th. (We'll definitely be staying late a lot, don't you worry.)
The plan for tomorrow is to start coming up with theme ideas for the book. I have a list of a couple hundred for them to look thorough. We told them that that will just be a starting point and most likely they will want to adapt it to fit our school and their class. By Monday we'll form some committees so that we can get started on content.
* * *
As for the organization of the 37.5 minutes, it's non existent at my school. Just five minutes before the school day was to end, an announcement was made that there wouldn't be two rounds of busses, just one at 3:30 (after the 37.5 minutes). Kids who take the bus but aren't in the extra tutoring time were to just hang out until then (In the auditorium or in there regular classrooms it wasn't made clear). And of course DON'T SEND THEM TO THE OFFICE!! I'm not sure if this was meant to be just for today or indefinitely but all the teachers were about to explode with frustration after that announcement.
* * *
Now for quotes of the day from our fabulous APs.
To a teacher calling her office about a disruptive student:
"I am an Assistant Principal. I supervise adults not children. I am not the dean. Deal with the student yourself, I have a lot of paperwork to get done."
Then, when talking to another AP I commented about the middle school teachers having to give up more preps than the elementary teachers for Circular 6:
Me: "Wow, that's rough that they have to give up so many periods."
AP: "They were supposed to be using those periods all along to do things for us. But instead they just sit around."
Me: "What about using those periods for planning?"
AP: "They don't need those periods for planning. We give them everything. We give them the books. We tell them when to use them. They don't need to plan anything!"
This is the kind of administration I'm dealing with.
* * *
And I just can't write any more about this today. I'm so worn out from this day. I'm about to head off to the gym and sort of free my mind. (I just started going after the Christmas break and I'm not really sure how I survived without it before.)
Sunday, February 05, 2006
More thoughts on the 37.5
This article in the NYT got me thinking about the 37.5 situation in my school. The article points out that while in some high performing schools kids will get after school enrichment programs rather than tutoring. In some of the lowest performing schools, some of the kids with 1's and 2's will be left out because there just aren't enough teachers to meet the needs of all the kids at just 10 students per teacher.
I know that at my school we were supposed to choose our students based on a list we were given of students with 1's and 2's. These children were sent letters saying they were mandated to attend. )Teachers also handed out letters to students saying they could voluntarily attend.) As I mentioned before we also have a couple of enrichment programs going on. We have two teachers doing drama, two teachers doing yearbook, one Spanish enrichment group, and some program called Orchid (I'm not sure how many teachers are participating).
That's at least 6 teachers (60 students). I find it hard to believe that at my school we don't need every possible teacher targeting the students with 1's and 2's. I'm not complaining. I'm happy to be doing yearbook and not math. And I think that these programs will be fun for the kids (who can't be selected if they have 1's or 2's). I just wonder what sort of accountability there is for the schools to offer enough math and reading tutoring where it is needed. Are we leaving out at least 60 kids who need the extra help in core subjects out because of these enrichment programs?
* * *
And as a side note, as of Friday there were still plenty of teachers who still didn't know what they were supposed to be doing for the 37.5 minutes. I guess they won't have anything planned. Frizz, your school gave you lesson plans??
I know that at my school we were supposed to choose our students based on a list we were given of students with 1's and 2's. These children were sent letters saying they were mandated to attend. )Teachers also handed out letters to students saying they could voluntarily attend.) As I mentioned before we also have a couple of enrichment programs going on. We have two teachers doing drama, two teachers doing yearbook, one Spanish enrichment group, and some program called Orchid (I'm not sure how many teachers are participating).
That's at least 6 teachers (60 students). I find it hard to believe that at my school we don't need every possible teacher targeting the students with 1's and 2's. I'm not complaining. I'm happy to be doing yearbook and not math. And I think that these programs will be fun for the kids (who can't be selected if they have 1's or 2's). I just wonder what sort of accountability there is for the schools to offer enough math and reading tutoring where it is needed. Are we leaving out at least 60 kids who need the extra help in core subjects out because of these enrichment programs?
* * *
And as a side note, as of Friday there were still plenty of teachers who still didn't know what they were supposed to be doing for the 37.5 minutes. I guess they won't have anything planned. Frizz, your school gave you lesson plans??
Thursday, February 02, 2006
Yearbooks, Yearbooks
So we pretty much decided on a yearbook company today. Lifetouch is getting us the books in the $32 ball park while Herff Jones was in the $50 range. Basically the decision was made for us at that point. Our deadline for finishing the book is going to be March 20th. That's so crazy. I don't know how we're going to pull this off. Normally this would be the final deadline not the first and last. We can get the surveys and other stuff together, that shouldn't be too hard. I'm wondering how we're going to fill a book with no pictures. We need to come up with 80 pages of pictures in a month and a half. Should be interesting.
Another disappointing thing is that we are going to go with a stock cover. We don't have time to create our own silk screen cover. While the stock ones are prettier than a lot of silk screens, it totally wipes out the idea of having the kids come up with and develop a theme on their own (which I think is a key element in making a good yearbook). The stock covers already have themes on them (for example "Our Time to Shine").
Basically this year is just going to be about getting the book out in a semi presentable manner. Hopefully next year we can do more. The Lifetouch rep was already saying that if we sign up early for next year we can get bonuses such as foil covers and fancy end sheets. If we stick with the same set up next year where we work on the yearbook in the 37.5 minutes, I think we'll be able to start the book from the first day of school.
Next year will be a much better book.
Another disappointing thing is that we are going to go with a stock cover. We don't have time to create our own silk screen cover. While the stock ones are prettier than a lot of silk screens, it totally wipes out the idea of having the kids come up with and develop a theme on their own (which I think is a key element in making a good yearbook). The stock covers already have themes on them (for example "Our Time to Shine").
Basically this year is just going to be about getting the book out in a semi presentable manner. Hopefully next year we can do more. The Lifetouch rep was already saying that if we sign up early for next year we can get bonuses such as foil covers and fancy end sheets. If we stick with the same set up next year where we work on the yearbook in the 37.5 minutes, I think we'll be able to start the book from the first day of school.
Next year will be a much better book.
Wednesday, February 01, 2006
An update on the 37.5
So just two days after the letters were sent out informing parents of the new school schedule and after school 37.5 minutes, our union rep sorted out the time issue. We will be ending the regular school day at 2:50 and the extra time will begin immediately putting us out at 3:27.5.
It's a whole week later and they haven't sent a correction letter to the parents. Hmm, I wonder when they're planning on doing that. Also, many of the teachers still aren't clear on what is going on.
You would think that Monday, our last official PD, would have been a great time to talk about what is going to happen starting Monday the 6th. No, we didn't do that. Instead, we sat there in the auditorium for thirty minutes waiting for a TV to get set up. At 3:30 the nurse (who was showing us a mandatory video) finally got the TV working. It played no more than five seconds before one of our APs interrupted the video to make a quick announcement about handing out promotion in doubt letters. Someone asked about the "extra ten minutes" and after seeming confused she quickly said what the new schedule was going to be. She was speaking at lightning speed and ignored questions that teachers tried to ask. Then they resumed the video and that was that.
That always seems to be the case at my school. The most important information is either left out or rushed through. I have no idea how Monday is going to go but I'm sure that it will be worthy of another post.
It's a whole week later and they haven't sent a correction letter to the parents. Hmm, I wonder when they're planning on doing that. Also, many of the teachers still aren't clear on what is going on.
You would think that Monday, our last official PD, would have been a great time to talk about what is going to happen starting Monday the 6th. No, we didn't do that. Instead, we sat there in the auditorium for thirty minutes waiting for a TV to get set up. At 3:30 the nurse (who was showing us a mandatory video) finally got the TV working. It played no more than five seconds before one of our APs interrupted the video to make a quick announcement about handing out promotion in doubt letters. Someone asked about the "extra ten minutes" and after seeming confused she quickly said what the new schedule was going to be. She was speaking at lightning speed and ignored questions that teachers tried to ask. Then they resumed the video and that was that.
That always seems to be the case at my school. The most important information is either left out or rushed through. I have no idea how Monday is going to go but I'm sure that it will be worthy of another post.
Wednesday, January 25, 2006
The first of many glitches to come
Today we passed out letters to certain students in the school telling them that they were mandated to attend the 37.5 minute sessions M-F. (Every teacher submitted a list of 10 students that they wanted to "target.") We also gave letters to students selected for enrichment programs such as yearbook and drama (they didn't get to choose what they wanted to participate in).
The first thing that I noticed about the letter was that it stated that we were switching to a new schedule. School would now be in session from 8:30 a.m. until 2:50 p.m. The 37.5 minutes would begin at 3:00 and finish at 3:37 1/2.
Hmmm . . . This is not what I remembered reading about the new contract. Somehow my administration is trying to get an extra ten minutes a day (40 minutes a week) out of us. They say that this time is for dismissal. Still, it is time that we are working.
Luckily, our union rep is all over this. Usually he doesn't push too hard for things but this, he says, isn't right. He said that he already mentioned it to the administration but they didn't agree with him. Now he has to take it to his people.
I was so glad that I heard him talking about this in the teacher's lounge today because I brought it up to some teachers and they didn't even know that school was supposed to end ten minutes earlier with the implementation of the new schedule.
Anyway, now once this all gets sorted out we're going to have to send out new letters most likely resulting in everyone being more confused than they already are about the whole situation.
The first thing that I noticed about the letter was that it stated that we were switching to a new schedule. School would now be in session from 8:30 a.m. until 2:50 p.m. The 37.5 minutes would begin at 3:00 and finish at 3:37 1/2.
Hmmm . . . This is not what I remembered reading about the new contract. Somehow my administration is trying to get an extra ten minutes a day (40 minutes a week) out of us. They say that this time is for dismissal. Still, it is time that we are working.
Luckily, our union rep is all over this. Usually he doesn't push too hard for things but this, he says, isn't right. He said that he already mentioned it to the administration but they didn't agree with him. Now he has to take it to his people.
I was so glad that I heard him talking about this in the teacher's lounge today because I brought it up to some teachers and they didn't even know that school was supposed to end ten minutes earlier with the implementation of the new schedule.
Anyway, now once this all gets sorted out we're going to have to send out new letters most likely resulting in everyone being more confused than they already are about the whole situation.
Wednesday, December 14, 2005
Random Tidbits
It's been a little while since my last post. Lately I either haven't had anything to say or I've just been too tired to sit down and write. So, here's a little update from the last week.
My supervisor from the region (I can't remember her acronym) came to see me for the third time this year. This was the first time that she stopped by when I didn't have a class. She stayed and talked to me for two and a half hours! I'd like to say that it was really great and she helped me a lot, but actually, I felt like she was talking to herself most of the time. I'm not sure exactly what her role is. Is she there to make sure I'm doing what I'm supposed to? (She said she wasn't.) Or is she there to help me with instruction? (She didn't do that at all.)
Anyway, there were actually two good things that came out of the conversation. The first was when I asked about observing some other ESL teachers. I told her that I wanted to visit some other K-8 Pull-out teachers so that I can see what they are doing, how they have their rooms set up, what they are teaching, etc. She gave me some names and has since introduced me to some teachers. Hopefully I can get those observations set up soon.
The other good thing was that we got to discuss the ridiculous room situation that I have. (On her previous visits she hadn't realized that I was sharing my room with two other people. As if I would divide my already small classroom in half by choice.) I told her about all of the disruptions that I have been having in my room and she was appalled. When I was at the regional office last week we both spoke to the head of the ELL department and they are planning a visit to my school next week. (I have my fingers crossed but I'm not expecting any miracles).
* * *
In other news, I am now a co-adviser to the 8th grade yearbook at my school. One of the 8th grade teachers (and fellow TFAer/friend) got a yearbook in her box with a post-it on it saying in effect that she was the new yearbook advisor. (The post-it did ask her to "accept" the position, but clearly this task was being handed to her since she was a new teacher who wouldn't rebel and say no.)
I offered to help her out. Actually, I'm REALLY excited about this. I worked on both my junior high and high school yearbooks. I have a lot of great memories of yearbook camp, photo shoots, and rushing to get pages in before a deadline. And now I have a book to show for all that work. I can't wait to get started leading these eight graders to produce a book of their own.
My co-adviser and I haven't had a chance to meet and start planning yet but we have some time since we're not allowed to start with the kids until after the ELA test. I am slightly concerned about how we're supposed to produce an entire book in just two to three months but I have to remind myself that this isn't going to be an award winning high school book. Still, I have seen the books from the past years and I know that anything we do will greatly surpass what they have done in the past. The books left a lot to be desired with some pages completely lacking pictures and several pages completely devoted to teachers and administrators. I want the kids to know that this is *their* book about *their* 8th grade year. It's not about teachers' inspirational quotes or 8th graders' thank yous to the administrators.
Producing this book is going to be a ton of extra work for both of us (advisers) but it will be worth it. And, as a bonus, we get to use the 37 1/2 minutes after school which means I won't have to plan for "small group instruction" (which by the way would be more students than I usually teach).
* * *
Today I went to the monthly ESL professional development. The topic of the meeting was the new "Science Initiative" in the region. Basically the science people got together with the ELL people and decided that we should try to teach language in the context of science for the benefit of all. Last year was all about the "Math Initiative" and we were told that we shouldn't forget about that. The presentation consisted of a quick run down of what the science initiative is followed by what's hard/easy for ELLs in science. Then we did a *40 minute* jigsaw activity to model what we could do with our kids. Then the meeting promptly ended.
There was no discussion of how we are suppose to teach science in ESL. I understand teaching language through content areas but where in my schedule do I do this? Do I devote a period a week to science, half of the periods, all the periods, or maybe simply use science books for a read aloud? All of these questions were running through my head as they were bringing the meeting to a close without time for Q&A. I asked after the meeting and, after giving me a look as if this were obvious, they told me that this was just a suggestion. If we want we can try it out and see how it works for us but if not that's ok too. They are not mandating anything.
The meeting actually got me thinking that I might be able to try this out with my fourth grade group. Right now I see them for four 90 minute blocks a week. I just started do reading groups (or centers) with them this week (for two periods a week). For the other two periods I could use science as my content area to teach vocabulary, language and writing skills. I think this would be fun for the kids, give me a focus on what I can do for unit themes, and hopefully help the 4th graders on their science exam in the spring.
During the first part of the meeting we had a presentation from a sales rep who showed us some really great materials to use in our classroom. Coincidentally (or not) they introduced a new science kit with Fountas and Pinnell leveled readers in them as well. I'm going to talk to my principal about ordering the science stuff. She did recently tell me that I had some money to spend for ESL (actually, I asked) and I'm sure that they will be all about efforts to raise test scores.
What do you think about that Ms. Frizzle?
* * *
I am really looking forward to going home for Christmas. I haven't been home since TFA induction in June so I haven't seen most of my family since then. And, as a bonus, the weather will be 20 to 40 degrees warmer there. That said, I'm not in a total pre-Christmas funk. Actually, I'm feeling pretty good. I've read/seen the graphs showing the slump that first year teachers usually go through leading up to Christmas before then starting to rise again after the New Year. Maybe I already hit that low, or maybe it will come late for me and in January I will be hating life. For now though, I feel like I am finally getting organized and on track. My schedule is now set, I'm planning on a weekly instead of daily basis and I have some idea of what I want to teach until June.
* * *
Lastly, I went to an information session at the TFA office last night about working at the summer institute. It's going to be in NYC this year and for NYC corps members only. As a first year corps member, I'm only qualified to apply for operations director positions (as opposed to instructional positions). There are only six positions available at each institute so it might be pretty competitive. And, institute starts just 5 days after school gets out (staff will get there the day school ends). I'm still thinking about whether or not I will apply. It sounds like an interesting opportunity though.
My supervisor from the region (I can't remember her acronym) came to see me for the third time this year. This was the first time that she stopped by when I didn't have a class. She stayed and talked to me for two and a half hours! I'd like to say that it was really great and she helped me a lot, but actually, I felt like she was talking to herself most of the time. I'm not sure exactly what her role is. Is she there to make sure I'm doing what I'm supposed to? (She said she wasn't.) Or is she there to help me with instruction? (She didn't do that at all.)
Anyway, there were actually two good things that came out of the conversation. The first was when I asked about observing some other ESL teachers. I told her that I wanted to visit some other K-8 Pull-out teachers so that I can see what they are doing, how they have their rooms set up, what they are teaching, etc. She gave me some names and has since introduced me to some teachers. Hopefully I can get those observations set up soon.
The other good thing was that we got to discuss the ridiculous room situation that I have. (On her previous visits she hadn't realized that I was sharing my room with two other people. As if I would divide my already small classroom in half by choice.) I told her about all of the disruptions that I have been having in my room and she was appalled. When I was at the regional office last week we both spoke to the head of the ELL department and they are planning a visit to my school next week. (I have my fingers crossed but I'm not expecting any miracles).
* * *
In other news, I am now a co-adviser to the 8th grade yearbook at my school. One of the 8th grade teachers (and fellow TFAer/friend) got a yearbook in her box with a post-it on it saying in effect that she was the new yearbook advisor. (The post-it did ask her to "accept" the position, but clearly this task was being handed to her since she was a new teacher who wouldn't rebel and say no.)
I offered to help her out. Actually, I'm REALLY excited about this. I worked on both my junior high and high school yearbooks. I have a lot of great memories of yearbook camp, photo shoots, and rushing to get pages in before a deadline. And now I have a book to show for all that work. I can't wait to get started leading these eight graders to produce a book of their own.
My co-adviser and I haven't had a chance to meet and start planning yet but we have some time since we're not allowed to start with the kids until after the ELA test. I am slightly concerned about how we're supposed to produce an entire book in just two to three months but I have to remind myself that this isn't going to be an award winning high school book. Still, I have seen the books from the past years and I know that anything we do will greatly surpass what they have done in the past. The books left a lot to be desired with some pages completely lacking pictures and several pages completely devoted to teachers and administrators. I want the kids to know that this is *their* book about *their* 8th grade year. It's not about teachers' inspirational quotes or 8th graders' thank yous to the administrators.
Producing this book is going to be a ton of extra work for both of us (advisers) but it will be worth it. And, as a bonus, we get to use the 37 1/2 minutes after school which means I won't have to plan for "small group instruction" (which by the way would be more students than I usually teach).
* * *
Today I went to the monthly ESL professional development. The topic of the meeting was the new "Science Initiative" in the region. Basically the science people got together with the ELL people and decided that we should try to teach language in the context of science for the benefit of all. Last year was all about the "Math Initiative" and we were told that we shouldn't forget about that. The presentation consisted of a quick run down of what the science initiative is followed by what's hard/easy for ELLs in science. Then we did a *40 minute* jigsaw activity to model what we could do with our kids. Then the meeting promptly ended.
There was no discussion of how we are suppose to teach science in ESL. I understand teaching language through content areas but where in my schedule do I do this? Do I devote a period a week to science, half of the periods, all the periods, or maybe simply use science books for a read aloud? All of these questions were running through my head as they were bringing the meeting to a close without time for Q&A. I asked after the meeting and, after giving me a look as if this were obvious, they told me that this was just a suggestion. If we want we can try it out and see how it works for us but if not that's ok too. They are not mandating anything.
The meeting actually got me thinking that I might be able to try this out with my fourth grade group. Right now I see them for four 90 minute blocks a week. I just started do reading groups (or centers) with them this week (for two periods a week). For the other two periods I could use science as my content area to teach vocabulary, language and writing skills. I think this would be fun for the kids, give me a focus on what I can do for unit themes, and hopefully help the 4th graders on their science exam in the spring.
During the first part of the meeting we had a presentation from a sales rep who showed us some really great materials to use in our classroom. Coincidentally (or not) they introduced a new science kit with Fountas and Pinnell leveled readers in them as well. I'm going to talk to my principal about ordering the science stuff. She did recently tell me that I had some money to spend for ESL (actually, I asked) and I'm sure that they will be all about efforts to raise test scores.
What do you think about that Ms. Frizzle?
* * *
I am really looking forward to going home for Christmas. I haven't been home since TFA induction in June so I haven't seen most of my family since then. And, as a bonus, the weather will be 20 to 40 degrees warmer there. That said, I'm not in a total pre-Christmas funk. Actually, I'm feeling pretty good. I've read/seen the graphs showing the slump that first year teachers usually go through leading up to Christmas before then starting to rise again after the New Year. Maybe I already hit that low, or maybe it will come late for me and in January I will be hating life. For now though, I feel like I am finally getting organized and on track. My schedule is now set, I'm planning on a weekly instead of daily basis and I have some idea of what I want to teach until June.
* * *
Lastly, I went to an information session at the TFA office last night about working at the summer institute. It's going to be in NYC this year and for NYC corps members only. As a first year corps member, I'm only qualified to apply for operations director positions (as opposed to instructional positions). There are only six positions available at each institute so it might be pretty competitive. And, institute starts just 5 days after school gets out (staff will get there the day school ends). I'm still thinking about whether or not I will apply. It sounds like an interesting opportunity though.
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