Tuesday, September 19, 2006
When in Rome . . .
Today I picked up my fifth graders for the first time. They are a pretty good group of kids for the most part. Today we just did some get to know you activities. First we played a name game and then we made name tags with pictures of their favorite foods, activites, sports, and school subject. Finally we practiced doing "Round Robin" conversations. It was a little tricky because some groups had to use English and Spanish for the newcomers. Toward the end a couple of kids started getting a little rowdy. The newcomer girls joined in. (They're pretty chatty and silly at times). I finally had a conversation with the boys responsible for instigating (well to the whole class actually) about how they need to be good models for the girls who are new to the school and the country because they are looking to them to see how they should behave and what they should do. I gave them an example from when I lived in Italy. I said that even though I spoke some Italian when I first got there I still had to observe what the Italians were doing to know how to act and what to do in the country which was new to me. For example here it is normal to walk down the street eating a slice of pizza or a sandwich but in Italy it isn't. I noticed that the first time I did it and people looked at me like I was crazy. Then I started paying attention to what others were doing and I realized that Italians don't do that. So in the same way, they need to be models for these girls so they can know what to do and what not to do. Especially since they don't understand English yet. They can't understand me telling everyone to sit down and get started but they can observe their classmates and follow their lead. The class nodded in agreement with what I was saying but just afterwards I had to speak to one of the boys again. That's OK. I plan to keep on this theme of them being models for the other students.
Monday, September 18, 2006
A Complete Roster?
Friday I got a memo from the D!vision of Assessment and Accountab!l!ty saying that they would be updating the NYSESL@T test results rosters and to check ATS (the school computer system) on Monday. Today I pulled up the report and saw I gained 7 students. I'm not sure what the problem was but hopefully everything is complete now. We didn't even get the first roster until a week and a half into school. Funny how a department with the word accountability in the title doesn't seem to be very accountable. Are last year's reading and math scores even in yet? And readers of Ms. Frizzle will remember she had to wait more than a year for her science scores.
Anyway . . .
So now I have a total of 39 students. I pick them up in groups of about 8-12. Then I also have the newcomers in a group of 4. Tomorrow I should start seeing some of my groups. I was ready to pick up my fifth graders today and then I had to cover a second grade class. I'm just ready to get started already.
Anyway . . .
So now I have a total of 39 students. I pick them up in groups of about 8-12. Then I also have the newcomers in a group of 4. Tomorrow I should start seeing some of my groups. I was ready to pick up my fifth graders today and then I had to cover a second grade class. I'm just ready to get started already.
Friday, September 15, 2006
To Speak The Students' Native Language (Or Not)
Last summer during training for TFA many of the Corps Members assigned to teach ESL were concerned that they didn't speak Spanish (or the numerous other languages our students may speak for that matter). They were always asking how crucial it was that they speak the native language of their students. Some of the speakers (second year CMs) would say that it definitely helps but for ESL it is not required. I always spoke up and was adamant about not needing to speak Spanish to teach Spanish speaking students. EVEN newcomers who don't speak a word of English. I had trained the previous summer in a TEFL course that stressed teaching only in the target language (English) and then worked for a year teaching English at a school in Italy where there were big signs on the wall that said NO ITALIAN! Many language schools that I know of prefer if the teachers don't speak the native language of the students. Many of the CMs still remained skeptical.
So far I have worked with my newcomer group three times this week and I am still committed to the idea of not speaking the students' first language. I think that the whole atmosphere of the classroom changes because I have to try to explain things in simple English. For example when the students first come in my room I tell the to take off their backpacks and put them on the floor. I have to say this fairly slowly and demonstrate also. Then we sit on the rug and I tell them how they should sit demonstrating and again using simple language. We quickly begin the lesson and soon a student has to use the bathroom. He says a sentence completely in Spanish but uses the English word 'bathroom' in the sentence. I take this as an opportunity to teach him how to say the phrase "Can I go to the bathroom?" After the lesson is over I tell the students how they are going to walk in line. I say the are going to line up from shortest to tallest. I show this by demonstrating their different heights. Then I use the comparative to talk about who is taller or shorter in the line.
If I spoke Spanish, the environment would have probably been much different. We probably would have come in speaking Spanish. I would give all of my "important directions" that I want to make sure the students understand in Spanish so there is no confusion. Then the lesson would start and we'd switch to English. At best there would be no Spanish during this time. At the end of the lesson we'd probably go back to Spanish to close the lesson and line students up, etc. This is just one scenario but what I'm saying is that when you have no other way to communicate than to speak in the target language you make it work. Some of the ESL teachers I know speak Spanish but don't let their students know that the students can't rely on speaking their native language.
Now, all of the classes that these students are in have a teacher that also speaks Spanish (some as a native language, some as a second). I think that this is really beneficial to the students. When they are in an environment where they are being spoken at all day long in English (that is not tailored to ELLs) it is nice to have the teacher be able to give additional instructions or explanations. The students can also make their needs known this way. As an English teacher though, I think all English is the way to go.
I will say though that it is nice to speak the native language of you students when it comes to communicating with parents. It's so much easier if you don't have to use a translator.
So far I have worked with my newcomer group three times this week and I am still committed to the idea of not speaking the students' first language. I think that the whole atmosphere of the classroom changes because I have to try to explain things in simple English. For example when the students first come in my room I tell the to take off their backpacks and put them on the floor. I have to say this fairly slowly and demonstrate also. Then we sit on the rug and I tell them how they should sit demonstrating and again using simple language. We quickly begin the lesson and soon a student has to use the bathroom. He says a sentence completely in Spanish but uses the English word 'bathroom' in the sentence. I take this as an opportunity to teach him how to say the phrase "Can I go to the bathroom?" After the lesson is over I tell the students how they are going to walk in line. I say the are going to line up from shortest to tallest. I show this by demonstrating their different heights. Then I use the comparative to talk about who is taller or shorter in the line.
If I spoke Spanish, the environment would have probably been much different. We probably would have come in speaking Spanish. I would give all of my "important directions" that I want to make sure the students understand in Spanish so there is no confusion. Then the lesson would start and we'd switch to English. At best there would be no Spanish during this time. At the end of the lesson we'd probably go back to Spanish to close the lesson and line students up, etc. This is just one scenario but what I'm saying is that when you have no other way to communicate than to speak in the target language you make it work. Some of the ESL teachers I know speak Spanish but don't let their students know that the students can't rely on speaking their native language.
Now, all of the classes that these students are in have a teacher that also speaks Spanish (some as a native language, some as a second). I think that this is really beneficial to the students. When they are in an environment where they are being spoken at all day long in English (that is not tailored to ELLs) it is nice to have the teacher be able to give additional instructions or explanations. The students can also make their needs known this way. As an English teacher though, I think all English is the way to go.
I will say though that it is nice to speak the native language of you students when it comes to communicating with parents. It's so much easier if you don't have to use a translator.
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.
Monday, September 11, 2006
Italian Observations
My friend Matteo is visiting from Italy. Friday night he arrived and we went out to eat. As we were looking over the menu our waiter came by and set down two glasses of water.
"What's this??" Matteo asks as if this is the most shocking thing ever.
"Water."
"With ice???"
I just started laughing and said, "Welcome to America!"
If you've been to Italy before this is probably more amusing as you've probably gotten a dirty look from a waiter after having asked for ice with your water.
* * *
Another comment from Matteo was, "There's so much space here."
"Here? In New York? If you think this is a lot of space you should see Arizona."
* * *
Stay tuned. I'm sure there will be more funny observations from my Italian friend. He's staying with me for a MONTH!
"What's this??" Matteo asks as if this is the most shocking thing ever.
"Water."
"With ice???"
I just started laughing and said, "Welcome to America!"
If you've been to Italy before this is probably more amusing as you've probably gotten a dirty look from a waiter after having asked for ice with your water.
* * *
Another comment from Matteo was, "There's so much space here."
"Here? In New York? If you think this is a lot of space you should see Arizona."
* * *
Stay tuned. I'm sure there will be more funny observations from my Italian friend. He's staying with me for a MONTH!
Friday, September 08, 2006
Real ELLs
Thee last two days I started the process of identifying an testing the new students at my school to see if they are eligible for ESL. Luckily the school secretary is very nice and helpful since I rely on her for a lot of reports and paper work. I am surprised to find that there really weren't very many new students and most of them won't be getting ESL. I guess that most of my population will come from students that have been at the school for a while. I do know of at least three students that enrolled that speak no English at all. One in first grade and two in fifth. I really should know what to do with these students since I *am* the ESL teacher but last year all of my students spoke English. I'm thinking to myself so this is what teaching ESL is all about. I'm excited to start working with these students. I'm now trying to recall all of the lessons that I taught to my English 1 students who didn't speak any English when I taught in Italy. We had to speak only in English for instruction and they learned. By the end of the semester they were getting along in English. Of course they only had to worry about speaking conversational English twice a week. These kids have to learn how to speak English and learn in the content areas AND prepapre for the ELA in just one year (that is craziness).
Today I was coming out of my room and a student asked me if I was the new ESL teacher. I said yes and he said "I'm going to be with you." I asked what grade he was in and he said fifth. I asked if he had met the two new girls who don't speak any English. He said they were in his class. I asked if he was helping them and he smiled really big and said yes. Later when the students were being dismissed I saw him again in line with his class. He came up to me and said "these are the girls" as he pointed one finger on each of them. I said hi to them and then whispered in his ear that it was rude to point. He seems like a sweet kid and very eager to help his new classmates. The girls seem in good spirits. I want to talk to their teacher and see how they are doing in class so far. And then I want to hurry up and get this administrative stuff out of the way so I can start seeing my kids!
Today I was coming out of my room and a student asked me if I was the new ESL teacher. I said yes and he said "I'm going to be with you." I asked what grade he was in and he said fifth. I asked if he had met the two new girls who don't speak any English. He said they were in his class. I asked if he was helping them and he smiled really big and said yes. Later when the students were being dismissed I saw him again in line with his class. He came up to me and said "these are the girls" as he pointed one finger on each of them. I said hi to them and then whispered in his ear that it was rude to point. He seems like a sweet kid and very eager to help his new classmates. The girls seem in good spirits. I want to talk to their teacher and see how they are doing in class so far. And then I want to hurry up and get this administrative stuff out of the way so I can start seeing my kids!
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.
Wednesday, August 30, 2006
We have to go to school tomorrow??
So I did go into my classroom everyday this week. (Sorry to those of you who suggested that I not, but I am still a very new teacher going to a new school and I needed the chance to sort through a retired teacher's things, organize furniture, and just get a sense of the place. I'm sure that when I've been teaching for ten years I won't need to do that anymore. And just in case you were wondering, no I certainly did not do it to kiss up to the administration.) Having said that, I didn't spend nearly as much time in my room as I had hoped to. Monday was the biggest day I arrived around 11:00 and stayed until 5:30. It took me ages to set up the furniture just how I wanted it with centers and the library as the focus of the room, etc. Tuesday I showed up in the afternoon and only stayed about an hour and a half because I had to run to my event at the Heritage House. Today I decided to take care of some last minute things before going into school. I also wanted to take my last opportunity to sleep in on a weekday so I didn't get the early start I had hoped for. I had to go to my old school and load up my stuff and bring it to the new one. I saw my TFA friends there. I thought I would be really sad to leave them but seeing my old room I was just sooooo happy that I don't have to spend another year in there. Seriously. So. Happy. By the time I got to my new school it was 4pm and the principal had already left so the janitor would only let me put my stuff in the auditorium. I really wanted to get a few hours of work in but I guess it will have to wait for tomorrow.
I am very much in denial that school is starting tomorrow. I mean seriously, I have to set my alarm tonight? I have to get up at 6am? I know that I am going to school tomorrow but it doesn't feel like school is starting.
I am very much in denial that school is starting tomorrow. I mean seriously, I have to set my alarm tonight? I have to get up at 6am? I know that I am going to school tomorrow but it doesn't feel like school is starting.
Sunday, August 27, 2006
Free Stuff!
I was walking home from the subway tonight and saw a sign that said "Free Books and Games." I grabbed an armful of stuff to take home with me. 
Look at everything I got. Nice books all in good condition and two colorful shapes games. I can definitely use this stuff in my classroom. I think I am going to go back tomorrow and leave a little note on the door thanking whomever left this stuff on the curb for the donation and letting them know that their books will be put to good use! I'm most excited about Chicka Chicka 123. My kindergarteners loved Chicka Chicka Boom Boom last year.
Look at everything I got. Nice books all in good condition and two colorful shapes games. I can definitely use this stuff in my classroom. I think I am going to go back tomorrow and leave a little note on the door thanking whomever left this stuff on the curb for the donation and letting them know that their books will be put to good use! I'm most excited about Chicka Chicka 123. My kindergarteners loved Chicka Chicka Boom Boom last year.
Saturday, August 26, 2006
Getting Ready for the Year
Wednesday I finished my grad school classes for the summer. Yippee! Only 19 days until classes start again.
I still haven't had time to really work on stuff for my classroom. I did spend most of today working on a packet that I am going to present to new TFA teachers going into Region 5. A group of about ten corps members who just completed their first year got together and thought about what they wished they had know or had explained to them about Region 5 expectations. (It really is a crazy region). We came up with the idea of a packet detailing all of the logistics about the classroom environment, portfolios, exit projects, report cards, basically everything we were just expected to know (without being told). Everyone wrote a part of the packet and then another teacher and I synthesized all of the information into one packet. Tuesday evening were having a gathering at the Brownsville Heritage House where we are going to present the information. Also, the director of the Heritage House is going to talk about the history of the community, the people who live there, the cultural heritage, etc. The first time you step into Brownsville you can get a bit of culture shock. The director said she wanted to let all of the new teachers know things about the community beyond what is reported on in the news everyday. That is true. I told her though that honestly, all of these teachers are from all over the country (not from here) so they most likely don't even know anything about Brownsville (good or bad) at this point. The walk from the subway to their school interview is all they know. And as I said, that can be a very new (and shocking) experience for most. So, I think this event will be really great.
Tomorrow I'm presenting another packet that I wrote (all alone this time) on how to be an ESL coordinator. Many of the new ESL teachers are the only ones in their buildings. In NYC there is so much paper work and so many reports involved with ESL that it can be really confusing if you don't have anyone to explain it to you. My administration last year certainly didn't have any clue as to what I was supposed to do. For the entire first week they kept saying they were going to give me a class list only to find out later that I had to check cumulative records and test scores and administer an entrance exam to find out which students were mine. Hopefully by giving them this information up front the new teachers will be able to speed up the whole process and start TEACHING sooner.
After the meeting in the afternoon I'm going to the teacher store. And then, seriously, I am going to start planning everything that I need to do for September and beyond.
I still haven't had time to really work on stuff for my classroom. I did spend most of today working on a packet that I am going to present to new TFA teachers going into Region 5. A group of about ten corps members who just completed their first year got together and thought about what they wished they had know or had explained to them about Region 5 expectations. (It really is a crazy region). We came up with the idea of a packet detailing all of the logistics about the classroom environment, portfolios, exit projects, report cards, basically everything we were just expected to know (without being told). Everyone wrote a part of the packet and then another teacher and I synthesized all of the information into one packet. Tuesday evening were having a gathering at the Brownsville Heritage House where we are going to present the information. Also, the director of the Heritage House is going to talk about the history of the community, the people who live there, the cultural heritage, etc. The first time you step into Brownsville you can get a bit of culture shock. The director said she wanted to let all of the new teachers know things about the community beyond what is reported on in the news everyday. That is true. I told her though that honestly, all of these teachers are from all over the country (not from here) so they most likely don't even know anything about Brownsville (good or bad) at this point. The walk from the subway to their school interview is all they know. And as I said, that can be a very new (and shocking) experience for most. So, I think this event will be really great.
Tomorrow I'm presenting another packet that I wrote (all alone this time) on how to be an ESL coordinator. Many of the new ESL teachers are the only ones in their buildings. In NYC there is so much paper work and so many reports involved with ESL that it can be really confusing if you don't have anyone to explain it to you. My administration last year certainly didn't have any clue as to what I was supposed to do. For the entire first week they kept saying they were going to give me a class list only to find out later that I had to check cumulative records and test scores and administer an entrance exam to find out which students were mine. Hopefully by giving them this information up front the new teachers will be able to speed up the whole process and start TEACHING sooner.
After the meeting in the afternoon I'm going to the teacher store. And then, seriously, I am going to start planning everything that I need to do for September and beyond.
Monday, August 21, 2006
Procrastination
Instead of working on my last paper for grad school yesterday, I met my friend Amanda for a late lunch at Bar Toto on Sixth Avenue. Afterall, she's only in town for one day between trips to Austin and Toronto and I still have three days to whip up that ten page paper.
We both drank Campari and Soda--a nice reminder of aperitivo in Italy but certainly not an every day drink for me. She had a mixed bruschetta plate and I had rigatoni with eggplant and smoked mozzarella. The food was great (definitely better than Tutta Pasta we both agreed). We had a long lunch catching up on our summer travels and then said goodbye until she returns on the 28th.
Now I'm still procrastinating on getting started. I have to get this paper out of the way so that I can focus on planning for next year.
Friday, August 18, 2006
Last Weeks of Summer
So it's now the home stretch until school starts. I must admit, I haven't really done much to prepare for the upcoming year. The two workshops that I attended did put some ideas in my head so I kind of know where I want to go but I haven't really had time to think things through and get some real planning done. My excuse is that I've had a lot of grad school work to do. (Online courses are much more labor intensive than the in person classes). I just have two papers left to finish, one due Sunday and the other Wednesday. After that, I'm free to focus on next year.
This year I feel like I am starting all over. Not only am I going to a new school so I don't know entirely what to expect, but I plan on doing things a lot differently than last year. I had such small groups last year that I could get away with minimal planning. A lot of what I did in class was actually working one on one with students. Next year that won't be the case. My main structures for class next year are going to be read alouds, centers, writing workshop, and something I learned at the CLI institute called Message Time Plus. I will put those elements together to form a sort of literacy block. There is still so much to think about and plan though. And, I've never done writer's workshop so I am kind of worried about that.
Next week I hope to sketch out some ideas for routines, organization and planning. The week of the 28th I plan to be in my classroom getting set up the whole week. Then the next week school starts. Seriously, where did the summer go??
This year I feel like I am starting all over. Not only am I going to a new school so I don't know entirely what to expect, but I plan on doing things a lot differently than last year. I had such small groups last year that I could get away with minimal planning. A lot of what I did in class was actually working one on one with students. Next year that won't be the case. My main structures for class next year are going to be read alouds, centers, writing workshop, and something I learned at the CLI institute called Message Time Plus. I will put those elements together to form a sort of literacy block. There is still so much to think about and plan though. And, I've never done writer's workshop so I am kind of worried about that.
Next week I hope to sketch out some ideas for routines, organization and planning. The week of the 28th I plan to be in my classroom getting set up the whole week. Then the next week school starts. Seriously, where did the summer go??
Monday, August 14, 2006
We'll Call These The Before Pictures
Two weeks ago I went to my new school to get a better look at my new classroom. I was excited about it when I went for my interview but now I am thrilled. I really lucked out on this room. At the interview I was excited about the rug, the cabinets, the windows and the computers. I didn't even notice that the room had THREE computers (with a printer! Hmm, I wonder if I have internet?), tons of great picture books (in English and Spanish), all kinds of manipulatives, and an air conditioner!! The teacher who left the position retired and left sooo much stuff in the closets and in the filing cabinets. Good stuff. I seriously have everything I can think of in terms of supplies: pencils, paper, index cards, chart paper, slates, felt boards, white boards, you name it. I was in the teacher store last week with another teacher friend and she kept seeing things she wanted for her room and I'd say, "I have that in my classroom!" The best part is, this teacher was super organized so I wont have to spend a lot of time digging through junk. Everything is organized and labeled (just the way I like it). There are a few things I can see that'll need to be thrown out but nothing too out of control.
I can't wait to get in there and organize the furniture and decorate the walls and set up my library. So here are the before pictures . . .
The left side of the room.
The right side of the room. Already I can see there are way too many desks. I don't think I'll have more than twelve students at a time so I'd like to get rid of the ones I don't need and keep only matching ones if possible.
The library. This is going to be my favorite part. I already got some pillows, a comfy chair, and some stuffed animals to make this a cozy space. I can't wait to fix it up.
OK, well that is the sneak preview for now. I'll post the after pictures in a few weeks.
I can't wait to get in there and organize the furniture and decorate the walls and set up my library. So here are the before pictures . . .
The left side of the room.
The right side of the room. Already I can see there are way too many desks. I don't think I'll have more than twelve students at a time so I'd like to get rid of the ones I don't need and keep only matching ones if possible.
The library. This is going to be my favorite part. I already got some pillows, a comfy chair, and some stuffed animals to make this a cozy space. I can't wait to fix it up.
OK, well that is the sneak preview for now. I'll post the after pictures in a few weeks.
Overheard in Arizona
What a gorgeous day! And the temperature is perfect.
Note: The temperature was 103 degrees.
Note: The temperature was 103 degrees.
Tuesday, July 18, 2006
Goodbye Region 5
Well, it is official. Next year I will be moving to a K-5 school in Williamsburg. I will miss some of the teachers and students at my school. I most definitely WILL NOT regret leaving Region 5.
Sunday, July 16, 2006
I can't believe this
Last night I was riding the R train back to Brooklyn after a night out. I was minding my own business listening to my ipod when the train stopped at Atlantic. A cop came in and asked me to step out side the train. He asked me if I knew why he asked me to get off and I of course said "No." Apparently he noticed that I had a foot on the seat in front of me. (Another cop had asked another passenger in the same car to get off for the same reason.) After taking a few minutes to show us where in the rule pamphlet it says that it is a violation to put your feet on the seat, he proceeded to write me a ticket! For $50!
I didn't even know you could get a ticket on the subway! And to think of all of the 'violations' I see on the subway every day, *I* get a ticket for putting my foot on the seat at 4am when all I really want to do is get home to my bed.
So, do you have any advice for getting out of a ticket like this? Will showing up at the hearing help? What would happen to me (and my out of state license) if I just don't pay?
And seriously, were those cops just BORED last night?
UPDATE: I also wrote to Gothamist with the same post. Click here to see what Gothamist readers had to say.
I didn't even know you could get a ticket on the subway! And to think of all of the 'violations' I see on the subway every day, *I* get a ticket for putting my foot on the seat at 4am when all I really want to do is get home to my bed.
So, do you have any advice for getting out of a ticket like this? Will showing up at the hearing help? What would happen to me (and my out of state license) if I just don't pay?
And seriously, were those cops just BORED last night?
UPDATE: I also wrote to Gothamist with the same post. Click here to see what Gothamist readers had to say.
Thursday, July 13, 2006
Interview #2
So it turned out that my interview was for some sort of self-contained class. They didn't actually say until at the end of the interview (when I finally got the chance to ask a question) and I was told that they didn't know what they would have available until later. I mentioned that I had been told something about K, 4, or 5 and the Principal said that it could be one of those but, again, she didn't know.
I didn't like the feel of this interview as much as the first one. There were about five people interviewing me and they took turns asking me questions off of a typed list that they had. All of the questions related to ESL strategies or how I would handle disruptive students etc. They hardly asked me anything about my previous experiences, though I did talk about my teaching last year. Initially they hadn't realized that I just completed my first year teaching (they thought that I was a new corps member still in training).
So, I wish that this situation seemed to be working out. The school is close to my apartment. They have a large ESL population and I would definitely have a self-contained class as they don't have a pull out program. Also, there is the possibility that i could get kindergarten and that is what I really want to teach. I don't know if it is going to work out though. I don't think that I can pass up this other position because what if they don't end up having a position for me? I talked with my program director and he thinks that I should take the position that is certain. (It is a definite improvement from my previous school.) I will probably talk with the placement director and then make a decision very soon.
I didn't like the feel of this interview as much as the first one. There were about five people interviewing me and they took turns asking me questions off of a typed list that they had. All of the questions related to ESL strategies or how I would handle disruptive students etc. They hardly asked me anything about my previous experiences, though I did talk about my teaching last year. Initially they hadn't realized that I just completed my first year teaching (they thought that I was a new corps member still in training).
So, I wish that this situation seemed to be working out. The school is close to my apartment. They have a large ESL population and I would definitely have a self-contained class as they don't have a pull out program. Also, there is the possibility that i could get kindergarten and that is what I really want to teach. I don't know if it is going to work out though. I don't think that I can pass up this other position because what if they don't end up having a position for me? I talked with my program director and he thinks that I should take the position that is certain. (It is a definite improvement from my previous school.) I will probably talk with the placement director and then make a decision very soon.
Wednesday, July 12, 2006
Interview #1
After going through today's interview I was suprisingly more excited for the position than I thought I was going to be.
The position is for pull-out ESL. I was told that I may occasionally do push-in but probably wouldn't be part of my regular schedule. I would have about 50 kids in grades K-5. The best part is that I would have a HUGE room all to myself! No more sharing with coaches. The room has a carpet, library, huge windows, lots of cabinets, and even computers! I could do so much with that space!
The principal seemed really nice and a lot more knowledgeable about ESL than my previous administration. She seemed happy that I already know the ins and outs of all of the paperwork involved with ESL and reports that have to be written yearly. I get the impression that she would probably be a little more involved in what I am doing than my previous principal but that isn't really hard considering my last principal came in my room a total of two times the entire year.
The neighborhood is sooo much nicer than the one that I am currently in. It suprised me. I am used to my school situated amidst the projects in Brownsville. The school building was nice from the outside but noticeable older than my current school on the inside.
Overall, I think that I would be happy to make the switch if this is the school that I end up at. I would still have the same type of program that I have now but with more kids and less grade levels. I like that because I can focus on planning for fewer grade levels and have more students to work with. I love that I would have my own room. The principal seems to be nice. The commute is probably about the same (only I won't have to switch trains anymore).
The only thing that I didn't like was that the principal wanted to warn me that I may be pulled at times to do coverages. She said she interviewed someone else who said they ONLY wanted to teach ESL and wouldn't do coverages. While I know that this is always a possibility, the way she warned me about it made me feel that it could be excessive. I was told at the beginning of last year to keep a log of all of the times that I was pulled for coverages and to report it to my regional ESL supervisor if it became "excessive." As it turned out I was only asked to do a coverage once and that was before I'd even started pulling my kids. (I swear I was invisible at my school last year!) The principal did say that she didn't believe that one program was more important than another (AIS, Speech, ESL, etc.) so she tries to assign coverages evenly. I guess that was a little reassuring.
I am excited but still curious about tomorrow's interview.
The position is for pull-out ESL. I was told that I may occasionally do push-in but probably wouldn't be part of my regular schedule. I would have about 50 kids in grades K-5. The best part is that I would have a HUGE room all to myself! No more sharing with coaches. The room has a carpet, library, huge windows, lots of cabinets, and even computers! I could do so much with that space!
The principal seemed really nice and a lot more knowledgeable about ESL than my previous administration. She seemed happy that I already know the ins and outs of all of the paperwork involved with ESL and reports that have to be written yearly. I get the impression that she would probably be a little more involved in what I am doing than my previous principal but that isn't really hard considering my last principal came in my room a total of two times the entire year.
The neighborhood is sooo much nicer than the one that I am currently in. It suprised me. I am used to my school situated amidst the projects in Brownsville. The school building was nice from the outside but noticeable older than my current school on the inside.
Overall, I think that I would be happy to make the switch if this is the school that I end up at. I would still have the same type of program that I have now but with more kids and less grade levels. I like that because I can focus on planning for fewer grade levels and have more students to work with. I love that I would have my own room. The principal seems to be nice. The commute is probably about the same (only I won't have to switch trains anymore).
The only thing that I didn't like was that the principal wanted to warn me that I may be pulled at times to do coverages. She said she interviewed someone else who said they ONLY wanted to teach ESL and wouldn't do coverages. While I know that this is always a possibility, the way she warned me about it made me feel that it could be excessive. I was told at the beginning of last year to keep a log of all of the times that I was pulled for coverages and to report it to my regional ESL supervisor if it became "excessive." As it turned out I was only asked to do a coverage once and that was before I'd even started pulling my kids. (I swear I was invisible at my school last year!) The principal did say that she didn't believe that one program was more important than another (AIS, Speech, ESL, etc.) so she tries to assign coverages evenly. I guess that was a little reassuring.
I am excited but still curious about tomorrow's interview.
Tuesday, July 11, 2006
Changes
Well, I finally have an update on the changing school situation. I have two interviews scheduled for this week. The first one is tomorrow morning. The school is in South Williamsburg. I'd still be doing pull-out/push-in but I'd have 45-60 students spanning grades K-5 (as opposed to the 13 students spanning grades K-8 that I have now). I think that the school has just about 450 students and it shares a building with a charter school. That's pretty much all I know about the school.
The second school is on Thursday and is a little more exciting. It's only three subway stops away from me (that's a bonus!) in Sunset Park. I was told by the placement director that I would have grades K, 4, and 5. That seemed a bit odd but I just assumed that another ESL teacher had grades 1-3. Then she told me that I would have a self-contained class. I said "Wait. I don't get it. How can those grades be one class?" She said that she didn't understand either but that I would have to ask at the interview. I'm thinking that maybe she misheard and I would have either K or 4/5. Or maybe somehow I would be working with two classes. I'm not sure but I am thrilled at the possibility of getting my own class. Also, I looked on the school's website and they have both self-contained and dual language classes! Very exciting. My placement director told me that the principal "doesn't believe in push-in/pull-out." Yeah! I don't either. On the school report card I also found the "Principal's Statement."
Right there that is more aknowledgement to ELLS than in my current school. Of course at this school 38% of the students are ELLs. I am very excited to learn more about this school.
I'm lucky too because I will have my pick of both schools (assumming I get both jobs). Most TFAers don't have that option.
My program director called my principal today and told her that I would not be returning next year. So, now it is official. It's just a matter of where I end up.
The second school is on Thursday and is a little more exciting. It's only three subway stops away from me (that's a bonus!) in Sunset Park. I was told by the placement director that I would have grades K, 4, and 5. That seemed a bit odd but I just assumed that another ESL teacher had grades 1-3. Then she told me that I would have a self-contained class. I said "Wait. I don't get it. How can those grades be one class?" She said that she didn't understand either but that I would have to ask at the interview. I'm thinking that maybe she misheard and I would have either K or 4/5. Or maybe somehow I would be working with two classes. I'm not sure but I am thrilled at the possibility of getting my own class. Also, I looked on the school's website and they have both self-contained and dual language classes! Very exciting. My placement director told me that the principal "doesn't believe in push-in/pull-out." Yeah! I don't either. On the school report card I also found the "Principal's Statement."
We are committed to providing opportunities for students to meet and exceed academicstandards and for our members to flourish as a community of learners. We will provide a strong comprehensive literacy program in collaboration with Teachers College, where reading and writing workshop takes place daily. We support our English Language Learners in their native language as well as in English through our Dual Language and Self-contained ESL programs. We continue to implement Math investigations (TERC) program in order to develop critical thinking, problem solving and decision making.
Right there that is more aknowledgement to ELLS than in my current school. Of course at this school 38% of the students are ELLs. I am very excited to learn more about this school.
I'm lucky too because I will have my pick of both schools (assumming I get both jobs). Most TFAers don't have that option.
My program director called my principal today and told her that I would not be returning next year. So, now it is official. It's just a matter of where I end up.
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