Moving Along in October . . .

The Kindergarteners and newcomers continue to be my most challenging groups to teach this year. The "Kindergarteners" I should start off by saying are actually a group of Kindergarteners *and* first graders. Even in my mind I keep thinking of them as just Ks, sometimes forgetting that there are first graders in the mix too. I'm trying to build in parts of my lesson where I push the first graders to do more than the Ks (especially in writing) but some of the first graders are *at* at Kindergarten level anyways. The squirrely behavior at the end of the day has been really frustrating and I want to try to come up with more fun things we can do in the classroom so that we're learning English but not necessarily always reading or writing. It's just a lot to ask of these little ones at the end of a long day. On a positive note though, the last two days have been almost miraculously good in terms of their behavior. I've been rewarding them early and often with stickers and Skittles (maybe one or two Skittles per student for the entire period). And of course lots of praise for the kids doing the right thing. It's working and I'm so relieved. I'm starting to feel like now we can start getting to work!

The newcomers have also been improving slightly in the last couple of day. There are two boys in the group who are non-stop talking, calling out, jumping out of their seats, etc. There are another three who are easily pulled into all of that who then compound the situation. When any of them are gone things run much more smoothly but when they're all there it's really out of control. I finally started calling parents which is really hard for me because I don't speak Spanish so I need to get a translator to call home for me. In addition to the phone calls I've been trying to break up the group a little by having two or three students go off to a center to work on something while teach to the rest of the group. The students who are off at the center are enjoying being independent and doing something hands on while the students who stay with me are much calmer in the smaller group. It's only been a few days but I'm hoping that this system will continue to work out.

New Year, New (and Old) Classes

Last year I didn't have any Kindergarten students but the year before they were my *favorite* group of kids. They were just so cute, eager to learn, and they followed directions beautifully. This year the Kindergarteners are SO not my favorite group. Maybe it's because no group of students could compete with the Kindergarteners from two years ago (who were also my favorites last year in first grade and again this year in second grade), or maybe it's because they are just so squirrely, talkative, and immature (for lack of a better way to describe a bunch of five year olds). To be fair I do pick them up at the last period of the day when surely they must be exhausted (I know I am). In their regular classrooms they would be having "choice time" where they could choose to play with blocks, play in the kitchen center, or something else hands on. Instead, I'm picking them up and asking them to sit quietly and listen to a story and then go to their desks and draw a picture about their favorite part. Still, I don't have as great an affection for these students as I did for my other students who made me think I wanted to be a Kindergarten classroom teacher.

The groups that I am loving this year are my second graders, third graders, and fourth/fifth graders. These groups are all made up of kids that I've been teaching for three or four years now. I know all of them and they all know me. From the first day that I picked them up for ESL this year it was like we were just continuing from where we left off at the end of June. I didn't have to teach them class rules and procedures, I just made sure that I was very structured in implementing them. They know my classroom so well that they actually were reminding me of some procedures that to be honest I hadn't really used in over a year. One third grader raised her hand with three fingers to make a "W" and said, "Ms. M, I remember we ask to get water like this." Um, actually we haven't done that for two years (mainly because *I* slacked off on implementing the procedure) but OK, I guess we can start doing that again.

The group that I'm still on the fence about is my Newcomer group. Newcomers have always been my favorite to teach. There's nothing more rewarding than seeing a student go from not speaking a word of English at the beginning of the year to talking up a storm just a few months later. This year I got five Newcomers from Puerto Rico and the Dominican Republic, all in fourth and fifth grade. Add them to the mix of Newcomers I got last year who are now in second, third, and fifth grade, and I have a nice mix of grades and abilities for this group. The thing is, four of the five new students are boys who are rowdy and silly during class (not at all typical of the Newcomers I've gotten in the past who are so sweet and quiet). They're still a good group, I'm just having to work a lot harder than I'm used to for a Newcomer group.

Back to School . . .

tomorrow!

Actually, ever since last Friday I am kind of excited to go back. I'm excited to see my students (though I won't be teaching them for a few more weeks), to put the finishing touches on my classroom, and to organize and plan my schedule for this year.

Getting my groups organized is my favorite part of getting ready for the new year. Friday I printed a report that showed me how my students did on the NYSESLAT last spring. From that I can see which of my students will be returning, who moved up a level in proficiency, and who tested out of ESL. So far it looks like I'll have a very small group of kids in the upper grades (just 4 fourth and fifth graders). I have many more second and third graders than in the past so that group may become two either based on grade level or proficiency depending on the students. As for Kindergarteners, I have no idea yet what that will look like.

My big task for Tuesday will be going through all of the new admits to see who is eligible to take the test to enter the ESL program. After I do that and then test the students I will finally know which students will be in the program and then I can start to make my schedule. I usually have five groups of students (based on proficiency and grade level). The tricky part is organizing my schedule so that it doesn't conflict with the prep schedule, lunch schedule, math classes, etc. As of last year I've sort of taken a more relaxed attitude toward planning my schedule. I have 40+ kids to organize into 5 teaching periods a day and all the obstacles of the lunches and preps to get around. I can only do what I can do with my schedule. Not all the teachers will be happy with when I am taking their students out and not all students will get their full mandated time, but I am just one person with a tight schedule and I can't make everyone happy. My schedule was much more consistent and organized with this new attitude that I took last year and I plan to do the same this year.

Still trying to negotiate that self-contained class

Today was our end of the year meeting/celebration for my ESL study group. It was the most fabulous meeting I have ever been to. It was held at the Water Street Restaurant in DUMBO and after a few short presentations we had a delicious lunch (paid for by a book company that gave us a presentation). After the meeting I walked around the waterfront and took some pictures before returning to school (because I had a paid PD I needed to get back for).

At the meeting I talked to my supervisor/ELL specialist/CLSO-whatever-you-call-her about how I wanted to move to teaching Kindergarten. She thought that was a great idea and asked if it was a self contained ESL. I said no, just a regular class. I told her about the whole situation with my principal saying she couldn't post a vacancy. She replied that she could and SHOULD post it on the open market. She also said that she would try to send some ESL teachers my way. She had a suggestion for me as well. She said that I could have all of the incoming Kindergarten ELLs in my class (along with some other students) and I could have a self-contained ESL kindergarten (my ideal class). This would lighten the load of the pull-out ESL teacher who would then only have to service grades 1-5. A good situation all around, in my opinion.

When I got back to school I relayed all these ideas to my principal. She interjected ways that it wasn't possible and I countered with how it was since I was told by our district ESL know-it-all that it was!! I also told her firmly that I CANNOT teach the same thing again next year. I am in a rut doing the same thing three years in a row! I am a kind of person who needs CHANGE! (She tried to get me to distinguish between 'unhappy' and 'in a rut' "because they are different." I can't distinguish between the two because it is both, I told her.) She listened to everything that I had to say and said she would consider it and get back to me by the end of the week.

I really hope this works because I seriously need a change for next year. Oh, and at the meeting I gave my email address to two schools that need self-contained ESL teachers for next year. Networking, networking.

Will I ever get my own class?

For the second year in a row now I put on my preference sheet that I want my own class instead of teaching ESL. Just like last year my choices were 1) first grade, 2) Kindergarten, and 3) second grade. I talked with the principal and she knows that I really, really want this for all the same reasons as last year. This year though she keep mentioning how she knows I'm "not comfortable with the inconsistent schedule of being an out of classroom teacher." Weird that this year she tries to subtly put me down by saying I can't handle an inconsistent schedule of coverages and maybe I should "consider going into the classroom" when last year she said she had seen me in coverages and I needed to work on my classroom management if she were to consider giving me my own class. Contradictory much? Anyway, she said she would seriously consider it though it is problematic to create a vacancy in a "high-needs" license area. (Makes me think I'm definitely not getting it as she's already set me up for why she can't.) Then at the full day PD last week when her and I were discussing yearbook stuff she said I needed to make sure to go to the PD with the rest of the teachers because I need to "be in the loop in case I have my own classroom next year." (And still I think she's just saying that to say it.)

I know that next year they are adding a first grade class and a Kindergarten class and both of the current Kindergarten teachers want to move to new grades so there should be plenty of movement if she really wants to give it to me. The tentative organization sheet is due out Thursday.

Three Angels

Why I love Kindergarteners . . .

One of my Kindergarten girls, Jessica, was trying to tell me a story but I couldn't understand a word of what she was saying. "Angel, the man who cleans the floor!" She said, referring to our custodian. "My cousin's name is Angel, too."

"I know." I said.

"There are two Angels. My cousin and . . . Oh, and the one that flies. So there are three Angels: the one that flies, my cousin, and the one here."

So precious.

Kindergarten Writing

This week I introduced my kindergarteners to using a rubric to get a "happy face" on their writing. I showed them a big rubric I had made on chart paper and explained all that they would have to do to get a happy face.
- a detailed picture
- a sentence with a capital at the beginning and a period at the end
- spaces between each word
- all words sounded out ("stretched")

After explaining the rubric I asked: "Who wants to do their best writing and get a happy face on their paper?" They all raised their hands and were really excited. AND they all really did their best work of the year. They were so excited to see if they were going to get the happy face on their papers. Even my kids who usually struggle a lot got it with a little help.

There's just one kid, my newcomer, who didn't get the stretching of the words. He's just not there yet developmentally. But he did his neatest writing, a great picture, perfect spacing, copied the sentence starter I have them ("I learned that . . ."), and then wrote a string of letters for the rest of the sentence. I asked him what his sentence said and he said he didn't know. He really did his best work of the year though. So do I give him a happy face or really stick to the rubric and give him the "medium(?) happy face" because he can't stretch his words? He was the only one who couldn't do all four things even with help.

I gave him the medium happy face and told him what an awesome job he did.

Priceless

Quote of the day:

"You have to listen to the teacher. That is the true meaning of school."
-Christian (Kindergarten student, to another student)

And That's How You Know It's Been a Really Long Day

When it’s 3:00 and you’re passing out math manipulatives to Kindergartners and say: “J and S you get the green triangles. K and R you get the orange squares. N and V you get the yellow . . . the yellow . . . thingys.”

And N says: “You mean hexagons?”

“Yes. Hexagons.”

“Ms. M, did you forget?”