She's the Apple of my Eye

Morale is down....

2011-12-01T04:42:00.000-08:00

From the Apple
So, with the new evaluations that we are facing this year the morale is certainly down at schools. Being a new teacher I am not facing the same outlook as teachers that have been teaching for multiple years. Where as I scored "developing" in most of the areas and "applying" in some of the areas I am happy knowing that I am where I should be for a new teacher, especially in a new grade. However, veteran teachers are finding the scores degrading and unfair. Some feel that the critique is unfair getting because they being graded down because they are teaching lessons straight from the reading series which they have been told to follow with fidelity this year. I have found that even though I was told that I had a strong solid lesson that my scores are not reflecting where I need to be at the end of the year. While this is only the first evaluation it is stressful to have to make a score of 65% or better in applying.

The thing that I have found that has really been getting to the teachers at my school is how fair are the evaluations since they are being done by our principals. Is there some favoritism in the process? Many seem to think the answer is yes. Many of the teachers think that it would be more fair if they had other principals from other schools or district wide appointed people come and observe especially since this will work its way into performance pay. I have thought all all the conversation that is swirling about me a lot. I have decided that I just have to do what I do and watch my students make gains and if that is not good enough and my scores don't reflect my growth as a teacher then... maybe I should find another career. I love my students and I love to watch them when they learn a new skill. There is nothing better when you watch that light bulb come on. However, rather than being a way to build on the skills that I have, this evaluation system feels more limiting. It doesn't feel like I am being supported to grow and become stronger. Maybe I'm just caught up in all the negative talk from seasoned teachers. They are talking about quitting, getting pregnant and leaving the state because they are so frustrated by what is going on.

Sometimes I feel like this effort is hoping to create robots with everyone doing the same thing at the same time. Surely those in charge realize that all children don't learn at the same time in the same way. I wonder how much of the decision is being made by classroom teachers. I feel like we have forgotten that every child comes into school on a different level with a different learning style. I feel that we are being programed to teach one way while a good teacher knows that you need to teach in multiple ways to reach each child. We are spending so much time and effort on helping our struggling students that I am beginning to worry about losing our average and gifted students. Will public school become a building for teaching those two years behind while charter school and private schools become the mecca for average and gifted students?

As a teacher we develop a personal relationship with each student and learn what each student needs. I just feel that now we are limiting what teachers can do and their creativity which I truly believe is going to hurt all of our students in the end. I feel that we chose teaching because we are passionate about children and what we do and the limits that they are putting on teachers now is really going to drive a lot of good teachers into other fields. Was that really the purpose of this new evaluation system?

Halloween Week

2011-11-03T19:22:00.000-07:00

From the Star
So, Halloween week and Red Ribbon week at our school have just ended, and boy, was it a crazy time. I never thought that I could get so stressed over a fun week and have so much fun at the same time. This is the first year that I have had a chance to work with a principal who really enjoys the holidays and loves to see the children enjoying them as well. I LOVE the holidays! The week started with us dressing up each day for Red Ribbon week and ended with us making a classroom pumpkin, having a parade and making a Halloween/Red Ribbon Week door.

For our classroom pumpkin we choose to make the Chicka Tree from the book Chicka, Chicka Boom Boom. Pretty cute, huh? We also made a door that said "Don't be a Ghost Say Boo to Drugs". The kids really enjoyed getting to participate in making these things and really admired their work when they were done. It was so great to get to see the kids so proud of themselves when the door and the pumpkin were displayed at the school on Friday. We ended the week with a Halloween Parade where all of the teachers and the children dressed up and walked around the car loop while the parents watched. While I admit to being a little embarrassed to be walking in my crayon costume in front of the parents, I also have to admit that it was a great time. I hope that everyone had as much fun as I did at school for their Halloween Celebration!

A New Day

2011-11-03T19:16:00.000-07:00

From the Star

So, I know that it has been a while but I am back! I have to say that things are getting very intense at my school now that observations are beginning. I have had someone in my classroom every day this week. So have all the other kindergarten teachers. The new evaluations seem a little intense. It seems to me that the administrators feel like if they don't walk through your room each day, then there is no way that they will be able to mark all the areas on the form. From what we were told it is worse if they mark "not using the strategy." So I shouldn't complain that they are in my room every day looking for the different areas. I would rather them see all the tools that I have in place. Plus I can say that I am not as nervous any more when they come in my classroom because now it has become a normal every day thing.

With all of that being said, I can say that I am having a great year. I love my class to death. They really are a great bunch of kids. I know that I talked about my classroom management a little bit last time that I blogged. I am happy to report that I feel that this area in my classroom has made a 360 degree turn and the children are really starting to listen and respect the rules. I have found that the best thing that I have set up in my classroom is the marbles jar. They get a marble anytime they are doing what they are suppose to be doing or when they get a compliment. Then when the marble jar is full I throw them a Popsicle party. The students in my class have really taken to this idea and they get super excited every time they get a marble. The marble jar has really helped me gain more control of my class and increase positive behavior. I have found that talking with others about your weakness can be a great thing if you use their advice. I know that I was originally very upset to hear someone say that my classroom management was weak, even though I know that they were just trying to make me the best that I can be. However, because I was told about it, I had a chance to know what I needed to work on and fix the issues before it spiraled out of control. All I can say is that when the advice is meant to be constructive and even if it does upset you, if you get over yourself and listen, you really can get improve your skills. thanks to those veterans who took the time to help me talk through some new strategies. I really did appreciate and respect your advice.

Behavior Management

2011-10-16T17:04:00.000-07:00

From the Star
So.... behavior management for a Kindergarten class. Who would have thought that at such a young age a child would actually purposely choose not to listen? Well, if you teach Kindergarten you know that this is not crazy sadly. I have a child now that I am really struggling with. He is very smart and mature for his age, but he doesn't listen at all. This child not only does what he wants when he wants but he does things that are unsafe. He climbs on chairs and jumps off and climbs on bookshelves. I have spoken to him many times about the choices that he is choosing to make and I have him on a behavior plan. I am finding that while the behavior plan works a little. it's not working well enough. He is hitting other children, still climbing on objects and doing whatever he wants to do during our whole group times.

When he came to my class he was ripping up papers and throwing fits and destroying items in the classroom which is why I initially set up the behavior plan. That did fix some of the behaviors but not enough of them. I am now at a struggle as to what I should do since now he has other students who are wanting to follow his bad choices. He doesn't seem to care about losing play or recess and he throws huge fits when I get upset with him and usually ends up destroying something in my room. I have my hands full and I am looking for some advice or suggestions on how to handle a Kindergartner who is struggling to follow the daily routine.

While I am facing these issues with this child I still have to say that I love my job and I will do everything I can to help this child to fit into the classroom routines and learn how to accommodate my own teaching styles to make my class the most safe and positive learning environment that it can possibly be for the success of my students. If you have any ideas, please feel free to share them with me in a comment.. Thanks!

Kindergarten! Wahoo!

2011-08-30T15:24:00.000-07:00

From the Star
So, my mom is right. It really is the year for kindergarten and boy am I lucky that I have so many wonderful people to help me out this year. I have found that the most successful teachers are those that are open to new ideas and change. I hope that as I continue to teach that I grow and learn each year and never settle to just doing things the way I've always done them. I feel that our children deserve the best that we can offer.

I am truly happy this year that I have my family and so many great Kindergarten teachers at my school. I have found that as I try new things with my class that there is just a bubble of happiness because I truly love what I am doing. My soon to be sister-n-law told me the other day that she had noticed that this is the first year that she has seen me really happy since I started teaching three years ago. I know that in the past years I have been so stressed and overwhelmed with being out of my comfort zone. In previous years I would go home crying wondering when I would actually feel comfortable in the grade that I was teaching. I can honestly say that that day never truly came. While I learned a lot and watched my children learn, I was always ill at ease and wondering if I was doing everything correctly. And, while I think those feelings will always exist somewhat, this is the first year that I am actually having a blast while teaching and teaching without stressing. I can truly say that I am a primary teacher and this is where I hope to stay until I retire! I finally feel right at home. So, when my soon to be sister-n-law said she had never seen me happier I think she meant that this is the first year that I am truly smiling from ear to ear because I am having so much fun and learning so much. This year is truly going to be a great year!!

The New Year!!!

2011-08-26T17:51:00.000-07:00

From the Star

So the new school year has begun and I am so excited!!! If you have not heard, this year I am teaching Kindergarten. Yeah!! I finally got into a grade that I like and makes me feel comfortable. Although I have been dreaming of teaching the young ones since I started, I have to say that they really are a lot of work physically. I have been exhausted every day when I get home. But I am not complaining, because I really am much happier teaching Kindergarten rather than the Intermediate grades. Who could have guessed that there would be so many changes in my short career? I do have to say that I am loving my class and my new team. My team has been super helpful, and they are a fun group of women. I feel that I am going to make some great friends. I can say that I am very lucky to have them this year especially since I am teaching a new grade.

There are so many things about Kindergarten that I love! Bring on the dancing and the music, the calendar time - even the potty breaks every 15 minutes. I love it! I can honestly say that I am truly enjoying my first week with the kids and having a blast. I know now that I am meant to be a Primary teacher. I am overwhelmed but excited for this school year. So let's all have a wonderful year!!

Our Year of Kindergarten Teachers

2011-08-26T14:03:00.000-07:00

From the Apple

In our family, this is the year of the Kindergarten teacher. Not only is my daughter Courtney in her first year as a Kindergarten teacher, but my daughter-in-law has also returned to Kindergarten! I am fortunate enough to have the room next to her room and get to spend part of the day with her as her inclusion Special Education teacher. To really make it a family affair, her daughter, my oldest grandchild joined us this year as a Kindergarten student at our school! How cool is that?! No, she's not in our class, but we have the opportunity to see her all during the day - at lunch, on the playground, passing in the hall! The picture to the right is my little darling after her first day in Kindergarten. The mask and cape are part of our school's theme of superheroes - "empowering the future" and the flowers are from her Dad who couldn't be there for her first day. It really makes the Kindergarten experience special this year to be able to share it with ALL of my family!

Courtney and I will continue to blog this year about our Kindergarten experiences - 150 miles apart - Courtney at the beginning of her career as I begin to see the sunset of my own. What can we learn from each other? Stick around and see...

So Much to Tell

2011-04-27T06:23:00.000-07:00

From the Star

So... it has been a while since I have written. In the past couple months I have had just so much on my plate from planning my wedding (that, by the way, is going to be on February 18th, 2012! Yeah!) to the FCAT's and just wondering how my students did and praying each night that they all tried their best... and passed! I have been wondering if I will be teaching intermediate again or if I will even have a job for next year. This has been a stressful time and I am quite overwhelmed.

I left off last time with a challenging student that I have been working with and let's just say that not much has been working. He has his days and his moments when he shows that he understands his behaviors and why they are wrong. But... 75% of the time his behaviors are very defiant and he has no remorse. I am working now to come up with a plan to help him find alternatives to the behaviors that he is displaying in class. If anyone has any advice on how to deal with behaviors that are defiant, my ears are open. I am really concerned about this child because I feel that his behaviors are progressing and he seems to care less and less about what he is doing. I have found that when I give positive reinforcement that it often has a negative effect. It usually causes him to have an outburst. I am at a loss for what I can do but I refuse to give up on this child because I know that he needs me. I have set a goal for the end of the year to help this child find alternatives to his actions.

Now let's talk about the FCAT's and what my future looks like for next year. As far as the FCAT is concerned I feel confident that most of the students in my classroom did their best. For a 3rd grade teacher, that is all that I can ask. I am very proud of my students no matter how their scores come out on the FCAT. I have seen the gains with my own eyes and know that they have made progress this year. I will have to say that I am very glad that the FCATs are over because for whatever reason, it is a very stressful and uptight time, even though as teachers there is nothing that we can do at that point. It's hard for me to believe that I am actually going to be paid for how my student did in a single week. I kind of feel like it says that it doesn't matter what my students do throughout the year and the progress that they make both emotionally and academically, but instead I am judged on what kinds of test takers they are and how they perform on tests in a single week. I am going to stop there because this is not my expertise and complaining about the situation isn't going to change a thing. I am just going to push my students to learn to their full potentials and hope for the best.

I am still not sure if I am going to have a job next year or what I will be teaching. I know as a teacher that I can teach any grade and give my all to the students, but I just feel that my heart is not in the intermediate grades. They always say that you go to school for something that you have a passion for and love to do and so that is what I did. I went to school to become a Pre-K Special Education teacher and for the past 2 years I have been out of my field. I have been in Intermediate Regular Education. While my last two years have been great and I have learned so much more than I could have even imagined, I can truly say that I am ready to be with the little ones. I have found that intermediate is really not for me and my heart yearns for the little learners. With this being said, if I am in intermediate again I will teach the students and give my students my all, including my heart. I am very passionate about what I do and will make it work in whatever grade I end up next year. Till next time...

Attention-getters

2011-02-21T19:39:00.000-08:00

From the Apple

I have been thinking about your little attention-getter. I am glad that my strategy for ignoring him is working enough so that you are able to get through a lesson. However, it is important that you find things that the attention-getter really wants. Does he like being the line leader? Does he enjoy time on the computer? Does he like to play Leggos? Find out as much about this child as you can so that you can set up an intervention that uses something that he really wants as a reinforcer. He needs to earn points or checks or something that has a pay-off for something he really wants. At the same time, start looking for ways to praise the child for appropriate choices - with check, with stickers, with verbal praise and your attention. He wants attention so find ways to give it to him in a positive way. It'll take a lot of your time in the beginning, but it took years for the child to get this out of control, so it will be awhile before he will turn around. Stay the course.

In the meantime find someone at your school that can come in and observe this youngster so that you have a partner at your school that can help as you deal with the ups and downs. Let us know how it goes.

The Child that NEVER Stops!!!

2011-02-15T16:31:00.000-08:00

From the Star

So, I have been talking to my mother for the past couple of weeks about what I like to call a "Kiddie Crisis." I have been monitoring a child in my class for off-task behaviors since the beginning of the year. He had made some progress and could stay on-task for about 10 minutes at a time before the holiday break, but when he came back the behaviors had intensified . As the behaviors intensified, I realized that I was saying his name about every 5 seconds, trying to get him on-task. It got to the point that I was so frustrated that I felt like I was failing the child as well as failing as a teacher. I felt this way because the behaviors got to the point where they were not only distracting him but also the rest of the class. The students were coming up to me every two to three minutes to tattle on the child for something. I could not make it through a single lesson or a small group without being interrupted at least 5 times by multiple students who were dying to tell me about the behaviors of the child - that I could clearly see. I was super frustrated, so I decide to turn to Dr. Dayle - my mentor and friend, my mother.

I called her at my wits end. I was ready to give up. I vented for at least an hour and she just listened. After I had vented out, she gave me a five minute explanation that has really helped me tremendously. When I get frustrated I start to think that no one is on my side and nobody believes what I am saying. I tend to blame everyone around me because they are not helping. The truth is, there are teachers like my mother who have been there and dealt with a child just like the one I'm talking about! When I finally stopped feeling sorry for myself and got off the defensive and listened, I thought that maybe her idea wouldn't be so bad idea. Of course, I was very skeptical. However, it couldn't get any worse. She warned me that the child's behaviors would get worse before it got better.

I started by setting up a sticker chart for students who ignored the inappropriate behaviors from the child. I explained to the children that they really needed to help the child and that they could help the most by doing the right thing and by not paying any attention when he was making bad choices. My mother explained to me that the child was looking for attention and he was okay if it was negative attention! I worried that the child would find out the chart is about him. I was sure that someone would tell him and they did! Sure enough a student in my class who doesn't particularly like the child decided that he would tell him all about it when he came back into the classroom. However, the rest of the class all played dumb. They acted like they had no idea what he was talking about and the child went right back to thinking that it was a good deeds chart and any time you helped someone, you got a sticker.

Step one complete. Step 2 was instituting a "tattle box." Students were encouraged to write down any tattles that they had and place them into a box. that way they felt like they could do something, but it didn't take my attention. I read the tattles later and resolved any issues that needed attention. Oh, and if you didn't already guess, every tattle in there was about the disobedient child. Literally!!

I can happily say that the plan is working slowly, but the feedback has been great. I have found that the students are removing themselves from situations where they are usually distracted by the child. They are actually ignoring his behaviors, and no longer tattling to me - other than a couple of times a day. I have also found that I am able to get through whole group and small group lessons which has been the greatest benefit of it all because I no longer feel that I am failing my students.

That's not to say that I still don't have concern for the child. His behaviors have gotten progressively worse which was expected. I was warned about this, but who would have thought that they could get so bad. It has progressed to the point where he pretty much does nothing all day other than try to get me or the students to pay attention to him. He has started rolling around on the floor, eating things off the floor and out of the trash can, and other really strange and inappropriate behaviors. As the days continue I am hoping that the behaviors will lessen. As always I will keep you updated.... until then...

The Dream Gift

2011-01-11T05:29:00.000-08:00

From the Star

As you may remember, I have preciously blogged about my struggles as a reader and my mother's bribe of the American Girl Molly doll. All I ever wanted was the Molly doll and all I had to do to get it was to read the Molly book series. I didn't get through the series. I didn't even get through one chapter of one book! My mother always keeps her word so I never did get that Molly doll.

Growing up I don't think that my mother ever truly saw me as a struggling reader - more as a lazy reader. I don't blame her at all because I had wonderful, inspiring teachers, especially in elementary school who certainly tried to inspire me to read. I think because I grew up as a teacher's child, other professionals seemed to think that I must be able to read and write because I had teacher parents. When I struggled, my teachers didn't want to talk about it. They just seemed to look over my flaws and to think I would just miraculously become a good reader. I think that most of my difficulties in reading came from a lack of the knowledge - things we now know about reading. Educators simply did not have the knowledge or the resources to teach skills or the strategies that they do today. Today I think we know how to give students the skills and strategies they need to become better readers.

With all of this being said, I want to share about the dream gift that I received this year for Christmas. We were all sitting around and my mother started to talk about how proud she is of me and what a great young woman I have become. There were plenty of tears on both sides. She mentioned how proud she was of me for overcoming my reading struggles by sticking to the work even when things were difficult. Then she pulls out a box that is wrapped with a beautiful bow. As I pull off the paper, I couldn't believe what was inside! It was my very own Molly doll! I guess good things do come to those who wait. While I never did read the Molly series that doll stands with me at school each day to remind me of how I struggled to become a reader. I am using my experiences to help my students overcome their struggles. I want each of them to become successful, confident learners. After all, I am a living example that anything is possible if you don't give up!

My Life as a Wonderer

2011-01-04T19:16:00.000-08:00

As I think about my life as a scientist I know that I use the scientific method in almost all I do. This may be because I am always wondering or it may be the fact that I am a little OCD and very much an exaggerator. I seem to think that I am always right and I support this by stretching the facts a little bit, or as my mother would like to say, "She is very creative in storytelling." This may be true but I find that this helps me to solve the simple questions that I ask myself each day. I seem to find comfort in telling stories whether even if they are a little exaggerated. I find that it helps me to release my wonderings and often helps me talk through my wonderings with others so I can come to a more reasonable solution.

I have found that what I am often asking if I am doing all that I can to make my students successful and are they really "getting" what I am teaching them? These are questions that I seem to ask myself often throughout the day whether I feel that the majority of my students are getting the main objective or not. I have found myself pondering why I stress so much about it. While I know a majority will get the skill, I also know that others may take much longer to fully grasp the skill. Why does math come so easily to me but then reading and problem solving seem to be much harder skills for me? Why are some of us are visual learners and others auditory? I guess I will continue to have wonderings about these things and keep telling "stories" until I can come up with an explanation that makes sense. So until then I guess that I will keep on wondering!

My Life as a First Grader

2010-12-17T19:36:00.000-08:00

From the Apple

Back in the day - children were not required to go to Kindergarten, but my mom worked so I was enrolled in a small private Kindergarten where I mostly remember playing in the sandbox. However, going to "real" school was a big deal and I enrolled in Royall Elementary School in Florence, SC on that first day of first grade with a little fear and lots of anticipation. My teacher was Mrs. sharp and she ruled with an iron hand. She was older, stern, and had a ruddy complexion. I don't remember that she ever smiled. I was deathly afraid of her. I vividly remember the day in first grade as we opened our reading books to the "adventures" of Dick, Jane, and Sally. I did not know the word "see" and called the word "look." My teacher was furious, furious, furious (as I remember it!) and pulled me by the ear. I was so afraid that she was going to make me wear the baby cap (which was a baby blue crocheted cap with a satin bow she made the "bad" boys wear to lunch) that I was practically trembling. I was a timid student with no self confidence. My mother had never read to me. I don't think she knew that is what she was suppose to do, so I was not particularly prepared for the academic pursuits of first grade. I was very fortunate the next year to have a second grade teacher, Mrs. Gilmore, who changed my life by believing in me. She was the reason that I later became a teacher. Right before I got married, my mother and I ran into Mrs. Sharp and she was actually delightful. She told my mom that I was such a sweet, well-behaved student. Really? She was actually pleasant and I remember walking away and being so surprised. That lesson has stuck with me all these years. When my students remember me I want it to be with a smile on my face!

Continuing the Challenge

2010-12-13T07:26:00.000-08:00

From the Star

So the question this week on the fall-blog-challenge is what I was like in the grade that I teach now. Well I can start by saying that I had my group of girl friends - the same ones that I had had since I was in Kindergarten (two are still my best friends today!) Unfortunately, I feel that we were a little clicky and were exclusive with our group. I am sad to have to say this because I see things differently now. I try really hard to help my own third grade students be open to meeting new people and accepting people for who they are. It's one of the things I really wish I could change. Other than being clicky, we really did have a tight knit group. We did everything together and when I say everything, I mean everything - from before school, in school, after school and on the weekends. I guess some of that had to do with the fact that all of our moms worked together at the same school. They all liked to go in early and leave late and when I say late, I mean dinner time. It was dinner and bed by the time we got home! Let's just say that I pretty much grew up at the school and... I loved it. We had so much fun.

I remember being in 3rd grade because this was one of my favorite years. I had a teacher named Ms. Handler and she was a clown. No, really she was a clown on her off time. I remember so many things about her class. I remember the circus theme day where we actually had a circus outside and she dressed up as a clown and we got to walk on stilts and make paper mache clowns. I also remember getting in trouble a lot for talking in class with my friends, which is not a surprise considering how much I like to talk now! So, I can say that I do have a little more patience and sympathy for those talkers in my class. I can say sorry to my teacher, and mean it, because now I know how she felt. I also remember that I liked to hear read-a-louds in third grade which is the year that we read a lot of the Roald Dahl books - which were my favorite childhood books. It is amazing the influence that a teacher can have on you! I hope that my students will one day look up to me and thank me for being a part of their learning. I hope that I can make half of the impact on my students that my 3rd grade teacher made on me. The other thing that I remember about 3rd grade is all of the hands on activities. I can honestly say that I still believe that this is one of the best methods of teaching, which is why I use it in my class everyday! Thanks, Miss Handler for making my third grade year such a memorable one!

P.S.-In the picture at the top of this post, that's me in the second row, third from the left.

Apple Writing

2010-11-30T16:51:00.000-08:00

From the Apple
I guess I've always been a writer, but as a young student I don't ever remember being taught to write or any teacher ever encouraging me to write. I do remember being in middle school and the teacher assigning a creative writing assignment. We had to write about "Red." I don't really remember what I wrote but I do remember the pieces that the teacher read out loud and I remember being blown away because they were so-o-o- good. None of the stuff that they wrote ever popped into MY head! I remember thinking that I could NEVER write like that!

Even as a young child, however, I liked to write. I had a diary. I remember writing long journal entries about everything in my life. I also remember destroying a couple of the diaries because I was afraid my mother would find them! As a young wife I wrote furiously in a journal trying to figure out how to learn to live with another person. I really didn't have a good role model for being a good wife so none of it came naturally for me. My husband used to call it my "hate" journal because I was more likely to be writing when things weren't going well or I was really upset! I still think I do my best writing when I'm fired up about something. It's easy to write with voice - with passion and emotion when I care deeply about an issue.

While I was home on maternity leave with Courtney, my writing took a dramatic turn. I had been leading a mixed group of teachers who had been meeting together once a week for a couple of years to share teaching ideas - I guess I understood collegiality way before it was the newest buzz word - and while I was out with Courtney I decided to finish the document that we had been working on for those two years. It was ideas around teaching a letter of the week to beginning readers. I had been keeping notes on all of our ideas so I decided to complete the research that we never seemed to have time to finish as a gift to the teachers when I returned. It was their idea that I try to have it published after they realized how much additional work I had put into our original ideas. I thought it was lark but decided to send the manuscript off to six publishers. I knew so little about publishing but within two weeks I had a contract for my first book. However, there were many delays and it was not published until five years later in 1991, A is Amazing. I just happened to submit a manuscript that a particular publisher was looking for at that particular time so the contract was immediate, but the publisher was going through some editorial changes that caused many delays and frustrations. Now, of course, the idea of "letter of the week" has fallen out of favor and of course, the book is out of print, but at the time it became a best seller for the company and within 6 months I had a contract for another book and so it went. I published 10 books with that company over the next few years.

In the meantime I had been publishing ideas in The Mailbox and they invited me to a Summer Writing Institute where I joined eight other authors from across the country that were all doing freelance work for the The Education Center which publishes The Mailbox Magazines. I went to Greensboro, NC for two summers to learn to write the "Mailbox" way and it was both intimidating and awesome. At the summer retreat I met three other teacher-writer-moms who lived in different parts of the country. We decided to propose a series of books to The Education Center while we were there and to our surprise, they accepted our proposal. For the next four years the four of us wrote books using e-mail. It was before Google Docs or any of the on-line pieces that make cooperative writing so easy. It was cumbersome but it was the first time The Education Center had a completed manuscript that was done outside of their offices that didn't require major revision. Those three women were funny, creative, and wonderful co-writers and I am richer for having known and worked with each one of them. Just remembering that time in my life puts a smile on my face!

During those ten years I wrote or co-authored 19 books for teachers. When I think about it, I am awed by how prolific I was and I am proud of that accomplishment. I could not have done it if my husband had not been so willing to take up the slack. He learned to wash clothes and dishes during those years as I often wrote through the night to meet a deadline while I taught full time. I tried for my writing not to take time away from my children and so I wrote late at night, very early in the mornings, and while they were away with friends. I loved it, but there came a time when I felt it was taking too much of my time... so before Courtney left home, I decided to put down the pen and spend time with her. It was a good decision.

In the meantime, I joined a new faculty and began a steep learning curve into a new chapter in my life. I haven't really been moved to take on a book project or at least, when I thought maybe I wanted to, things just didn't seem to piece together easily so that I really felt it was what I was suppose to do. I usually get very clear messages about what I am suppose to be doing - nothing like the burning bush, of course, but still pretty clear! Today I write on a more immediate level. I have written about the work I'm doing now in magazines and for some on-line publications, when asked, and I love blogging about my work. I work with incredible teachers. I've written some units for and with the teachers I work with now and then have sent them out to anyone that wanted them. That actually has been very gratifying.

I am not, nor will I ever be, the world's greatest writer. I don't write deep pieces with great thoughts that will change the world. I don't write "funny," because actually I'm not really a very funny person. I just write about the world as I see it and hope that something I say might resonate and make a difference...

I do believe that the varied experiences that I have had have made me a better writing teacher. I think I understand many of the reasons that people write and I realize that children need to learn to write for many different reasons. It is my job to release the inner writer's voice that is in each of my children so that whatever it is that they will need to do, they will be equipped to do it - whether it's texting or therapy or writing the next great novel. Here's to that writer in each of us!

Writing

2010-11-29T13:41:00.000-08:00

From the Star
I have found over the years that, much to my surprise, I love to write. I find peace when I write and find that it is often easier to share my thoughts and feelings through my pen. If you know me you may be saying that all I do is talk, and that would be a fact, but the thing that a lot of people don't know about me is I don't like to talk about my deepest feelings. While I can talk to you for hours about random things and I can mope and groan and complain for hours on end, but when it comes to sharing my true feelings, I hit a block. I find that writing helps me to open up and also relieves stress. Over the years I have written many poems and letters to friends and loved ones and now recently I have started enjoying writing this blog with my mother. I feel that writing gives me a chance to show my true colors while sharing my feelings and thoughts with others. I also find that writing gives me a chance to be creative and imaginative. I can loose myself for a while and get lost in a story in my mind. I love sharing stories and talking with friends, but I find a true passion when it comes to writing.

I hope that being a writer will make me a better writing teacher...

Small Moments from the Apple

2010-11-28T16:17:00.001-08:00

From the Apple

As we wrap up the day. I sometimes play the "Skittles quiz" with the class. The quiz is simply me asking questions that review the day and kids get a single Skittle if they answer correctly. As I was reviewing the afternoon before our Mem Fox Celebration, I asked the kids what we would be doing first thing in the morning. To open our Mem Fox Celebration, we were going to be Skyping a first grade teacher in Australia. It would be the middle of the night for her! We were very excited in anticipation, but the students were not really familiar with Skype so most of them didn't really know what to expect. When I asked them, "Who remembers what we will be doing in the morning?" one of the kiddos piped up, "We're gonna be skyping the fox!" I would love to see the picture in his mind! It made me smile.

Last week we were stamping on fake "tatoos" of pumpkins and bats. We were using wooden stamps and acrylic paint and asking the children if they wanted the stamps on their face or on their arms. As one of the little girls sat down, she pulled the collar of her dress down to show the space right over her breast and said, "Can I have mine right here?" We said, "Absolutely not!" but it still made me smile! My day is full of those small moments that make me smile for I know from experience that I’ll look back and realize all of these funny little moments add up to something special, something important, something irreplaceable.

Small Moments

2010-11-28T13:30:00.001-08:00

From the Star
Every day as a teacher we face challenges that either make us or break us. When I teach I can say that some days I feel like I could just give up, but then I remember why I choose to teach. It's those small moments that make it so worthwhile. I can not choose just one moment because I feel that every day offers so many - new learning experiences. Every day my children bring joy to my life. Every difficult challenge is matched by two or more good small moments - chances to grow as a person and an educator.

Over this last year I have learned that every child is different and that each child learns at his own pace. I have learned a lot of patience. I have learned how to deal with those students that are called "difficult." I like to look at those students as my chance to learn. I think the bond that I make with the child that might not be the easiest will be remembered and cherished. I know that if I can find that bond with them that we will be able to work and learn together. It's about relationships. At least I have found this to be true this year with one student in particular. While my days with him are very challenging, he has taught me that there is much more to life then just teaching. It is finding the connection with a child and building off of his strengths that makes the difference. It is understanding where he is coming from and why he sometimes acts the way he does. It is about never giving up and pushing that child. It is opening your heart to a child. Those are the moments that stay in my memory.

The book that made the Biggest Impact

2010-11-15T17:24:00.000-08:00

From the Apple

Wow - this was really a difficult post to write. There are so many books that I have loved - so many that I have read that have left an impression or that have taught me about life. I really struggled with which book had the greatest impact.

I finally settled on a series of books. When I was in the 3rd-4th grade I was introduced to a series of books called The Dana Sisters written by Carolyn Keene. She was probably more famous for the Nancy Drew series. Of course now I know Carolyn Keene was a pseudonym for several different writers who wrote under the Carolyn Keene name. The Dana Sisters were a cross between the Hardy Boys and Nancy Drew but those books really hooked me. Each story was a mystery that was solved by the two sisters. It was the first series of books that I ever read - books with strong independent young women - the first time I got so hooked on books. At the time I got an allowance - my lunch money plus a dollar a week. The books cost a dollar and I spent my allowance on the books for many weeks. The books were actually being written during that time and I remember I would go to the bookstore every single week to see if a new book had been published. A new book was like a golden prize.

I guess the reason I think those books made the biggest impact is because they opened up a whole new world - the world of being entertained by a book - a habit that would become such an enjoyable part of my life. If I could do one thing for each child in my class it would be to give them that gift of a love for reading. Not only is reading for information a critical skill, the ability to lose yourself in the story of a good book or the ability to cry at a true story that touches your heart or the ability to search the Bible for answers in times of great struggle or the simple ability to enjoy a picture book with your child, add such depth and dimension to your life. May that seed be planted in every child that walks through the door...

reposted from http://timmonstimes.blogspot.com

The Star's Favorite Childhood Book

2010-11-14T18:50:00.000-08:00

From the Star

So, as a child I was read many books aloud and the one that I remember the most is Matilda. I heard this book read aloud by my third grade teacher Ms. Handler. I remember this book the most because it was about a girl who grew up with many obstacles in her family and found faith and enjoyment in reading. I am not sure if this book made such an impact on my life because Matilda always overcame her fears and lived in a positive world or if it was because she was such an amazing reader. From my older blogs you know that I was not always a great reader but the book Matilda really boosted my self esteem and showed me that if Matilda could overcome so much then maybe I could one day overcome my struggles in reading. I read this book many times as a child and watched the movie when it came out and still enjoy the book today. I have recommended this book to many of my students.

It is amazing the things you remember as a child and the impacts that they have on your adult life. I try to remember that lesson teach my students. So when you think about those students that seem so lost and feel that they have already slipped too far under, I remember that I can be the one to make the difference.

Apple Mathematician?

2010-11-06T17:27:00.000-07:00

From the Apple

There is no question that math is an important part of my day from balancing my checkbook to figuring out how to convert a recipe to appropriate Weight Watcher measurements to figuring out how many days until my niece's wedding. And of course, teaching is run on data these days so there is hardly ever a day when I'm not trying to interpret some sort of assessment information! I guess I am fortunate that Math has always come very easy for me. I grew up in a Southern county that had an excellent math prep program and I actually tested out of all Math in college. It will surprise most of my friends to know that I actually started my freshman year of college as a math major! However, it didn't last long. It was the start of a long list of majors that included Religion, Psychology, and Social Work before I finally settled on Special Education as a Senior! I had especially loved Algebra in middle school when I first started advanced Math. It came really easy and I loved my teacher. I actually went back to teach in that same middle school many years later and taught in the classroom beside her! She was as outstanding then as she had been when I was a student.

I'm not sure that any of that prepared me to be a Math teacher. As I have begun to teach an inquiry-based Math program, I have felt as unsettled as some of my students. I have really had to dig to remember the HOW I know something works. I just know the answer but I don't always know how I know it. It's a lot like reading comprehension. You know the answer because you have learned to use strategies automatically. It took a while for me to break through HOW I knew the answer and to identify the strategies and proof when I first starting taking reading comprehension apart. I think it will work that same way with Math. I know the answer automatically, but I will have to really search for the strategies and proof of how I got the answer. I am thinking that it may take as much creativity and depth of research in Math as it has in Reading! I do think Math strategies are more straight forward which I think will make them a little easier to teach. We'll see!

repost from http://timmonstimes.blogspot.com

The Apple's Class Poll

2010-11-04T17:19:00.000-07:00

From the Apple

We are deep in the midst of a Mem Fox Author Study. This is our third week and the children are digging deeper as they are comparing and contrasting books, retelling the stories in pictures and words, and are talking about the descriptive way in which Mem Fox describes her characters. For this week's survey, I thought I'd ask each student which was their favorite Mem Fox character and why. We discussed the characters and then each child joined a table group and wrote characteristics of one of the characters. We shared out the results. Then they each took a index card and and drew a picture of their favorite character on one side and on the other side wrote why that particular character was their favorite. Finally we graphed the results. Looks like little Hush from Mem Fox' Possum Magic is the class favorite. I'm not surprised. He started out as invisible so the snakes couldn't see and harm him and when he wanted to become visible so he could see himself, Grandma Poss traveled with him all over Australia trying native foods until she figured out exactly what would break the spell. Hush is adorable, knows what he wants, and loves an adventure. Hmmmm...sounds a lot like the kids who voted for him!

repost from http://timonstimes.blogspot.com

The Poll and Math Blog Challenge

2010-11-03T07:08:00.000-07:00

So... I have decided to take on the blog challenge which means that I write about a different topic each week that is posted on our blog. Since I missed last week I am just going to do an all-in-one kind of blog this week. I will start with the class poll. Asked my student who was their favorite author. No surprise - Mary Pope Osborne won by a landslide with 10 out of 13 students voting for her as their favorite. My students can't get enough of those Magic Tree House books. It is so crazy to think that last year when I had a combo class of 3rd, 4th, and 5th graders that not one of my students chose those books. they often called them primary, but now that I am teaching 3rd grade only my students love them. Trying to get them to read something else is like pulling teeth. So, I would find it very interesting if they did a study to find out if 3rd graders in a multi-aged setting feel intimidated by the other students. Are multi-age classes a good or a bad thing. Another thing that I have noticed this year is that I am having behavior issues with some of the 3rd graders but in a multi-aged setting you find that there are no behavior issues with the 3rd graders and very few of the 4th graders. 5th graders rule! Would love to hear anyone's thoughts about this.

Okay so back to my second topic - all about math. I talked last time about how I was a struggling reader. I have a little bit more of a happy story when it comes to math. Let's just say without my math skills and my higher testing in math, I may have never made it to college because my reading scores were burying me fast. But, do I consider myself a mathematician? No. I can say that I always loved math and that it came easy to me, especially when it came to number crunching and equations. I can honestly say that if I would have grown up with the math series that we are teaching with now I probably would have hated math because it is all based on reading! Is it really fair to take away kids love for a subject by making it almost impossible for them to do it? I mean students are already being tested in reading and I understand the need for critical thinking skills, but everything is now critical thinking skills. All those students who are good in math, but are struggling readers, are now struggling in math too. I fear they will hate school, if they don't find anything where they excel. I think that is why it is so important that as teachers we continually point out students' strengths and find things that they are good at.

With so much emphasis on reading these days it is also important as teachers that we are teaching reading strategies to our students as early as we possibly can so that they have time to learn and practice the skills so that they can be successful in all areas.

Back to math- I can say that there is a lot of things that we learn in math that I have never used as an adult. But, I can also say that I use basic math skills everyday. In fact my ability to crunch numbers comes as more of a burden than a good thing as an adult. Now instead of enjoying the money that I make I just stress about the money that I don't have... which leads to no sleep! If money only grew on trees! Well I'll leave you with this - may each day and its challenges come as a blessing and not a burden.

The Apple's Life as a Reader

2010-10-15T17:12:00.000-07:00

From the Apple

My teaching partner, Tracy Ruark and I actually just did this lesson, "My Life as a Reader" for the children in our classroom last week. We wanted them to know how reading effects our own lives so they could see all the ways that we use reading in our daily life. We then had the children write about their lives as readers.

I love, love, love to read. I read fiction. Right now on my nightstand is Barbara Delinsky's The Secret Between Us - a new author for me. My favorite author is Jodie Piccoult but I've read everythingshe's written so I'm just waiting until her next release. I just loved her last book about a young man with Asperger's Syndrome. Reading is relaxing for me and I most often read laid out on my comfy sofa or in bed before I go to sleep. Probably my most favorite place to read is in the late afternoon at the beach.

When I was young, reading was a way to escape - a way to imagine living in a perfect world of dreams and imagination. I think I still read fiction for that reason. The problem is that I often get so involved in a story line that I just can't put the book down. I have been known to read all night long - especially during vacations! That's one of the reasons that I switched to People, Readers' Digest and Southern Living after I had children. Magazines have shorter articles and I can pace myself better! I'm not as tempted to do an all-nighter.

I also read non-fiction. I have three books about teaching reading and writing on my night stand right now. I usually make myself read the nonfiction books before I allow myself the pleasure of reading fiction! If I'm honest I'd have to admit to doing most of my reading these days on the Internet, so I'm probably reading more non-fiction than I imagine. I'm always searching for something new to use in my classroom. I also read lots of blogs.

I hope that I am able to pass my love for reading unto my students. I hope that they see my passion and that it is catching because there is nothing better! Reading is a big part of my life. I can't imagine life without something good to read!

reposted from http://timmonstimes.blogspot.com

The Star's Life as a reader!

2010-10-15T06:09:00.000-07:00

From the Star
Although this is only my second year teaching I have had the chance to come across a lot of struggling readers who are so lucky that we have so many resources and help to make their reading successful and enjoyable. When I was a child I did not find this to be the case. Just as the students that I am coming across, I too was a struggling reader as a child and hated reading and would fake read as many of the students that struggle to read do on a daily basis. I know what you are thinking, "but you were a teacher's kid and your mom read to you all the time on a daily basis." Well, guess what? You're right and I love to listen to my parents read me stories and I could often re-tell them perfectly when they were read to me, but just like my students, that didn't help me comprehend my own reading. Today we have so much research in reading that we can usually pin point the problem and use our resources to help us correct the issues before they become detrimental.

As a young reader I can still remember that my mom would encourage me to read all of the Sunshine State books. I really shouldn't say "encourage" because it was more like she made me read them! I say made me because when you don't like reading you're definitely not going to be doing it on your own. Well what she may or may not know is that if I wasn't reading them to her or she wasn't reading them to me, then I really wasn't reading them at all because I felt like it was a waste of my time to read when I didn't understand the story that I was reading. I can say from my experience that I struggled a lot in Fluency and this made it very difficult for me to comprehend what I was reading, not to mention I could never understand and figure out the main idea. I think I struggled so hard to read the words that by the time I had decoded them all, I couldn't hold on to the story. So as I teach my students I have a lot of patience for my struggling readers because I have been there. It is not enjoyable at all. Sometimes I wonder if I learned poor phonics because I never learned how to group letters and I am a terrible speller. I figure this had something to do with my poor decoding and fluency skills. At out school now we use a QAR strategy which is a Question Answer Relationship method that I wish I had learned as a kid because that would have really helped me to comprehend and understand what I was reading. If you do not use this strategy or have never heard of it you should look into it. It really makes a difference and I have seen it first hand working with my struggling readers in my third grade class.

I would like to leave you with one more story that I remember about reading. It was such a a struggle for my mom to get me to read when I was a child and I would fight her on it all the time. So, she decided to bribe me with a beautiful doll named Molly from the American Girls Series. She told me that if I read all of the books in the series that I could have the doll. I was stoked because I just had to have that doll. I made it halfway through the first book and that was it. I never did get the doll. It is really sad when a kid won't even read for a bribe because struggling through the book and all the frustrations were not even worth trying. We now have lexiles and good fit books that help our struggling readers to find a book that is on their level so that reading can be less stressful and actually enjoyable.

Some of you may wonder if I overcame my reading deficit. I can honestly say that it has not been easy. It took a lot of practice and strategies from my mom and all of my teachers throughout the years. Although I now enjoy reading, I still sometimes find myself struggling to decode some words and having to re-read passages to make sense or understand them. Do I think that you can just grow out of a reading problem? No, but I do believe that you can use skills and practice and find books that are a good fit for you to improve your reading and make it more enjoyable. I love to read now and will often sit outside on the weekends in the sun and read a James Patterson novel. I know there is hope... because I read and I enjoy it!

FAIR Results

2010-10-06T16:47:00.000-07:00

From the Star
Yesterday was my FAIR day and I was a little worried considering I have all third graders for the first time and a lot of my students seem to be right at grade level or below - not to mention that we have a new principal who came from a Title 1 school who is all about the paper work and supporting your PMP's with resources and paper, of course. I would say from my perspective of being the reading teacher, that the scores are not good. I know they say not to lean on these results too much but how can you ignore the scores when they are an FCAT predictor. Of course, I already have interventions in place and most of the students who scored low are already in extra interventions outside of the classroom. While I am worried I am hoping that with all of the support that the students are getting in and out of the classroom they will end up being successful and at least making gains in learning. I am interested to see how other teachers' FAIR scores look to find out if it is just my scores or if more people are seeing some students who should not be low in the red or the low yellow zone. I am wondering because while reviewing my results I did notice that some of the students who I didn't see or even imagine scoring low scored a lot lower than I would have thought. If anyone has comments, please feel free to leave them.

Teacher Observation

2010-10-06T16:37:00.000-07:00

From the Star
So I went to school on Friday and talked to my principal about the conference that I had just attended on Silent Reading and Student Conferencing (which was fabulous by the way and very informational!) I can truly say that I learned a lot of great stuff and some great ideas for lessons. One of the lessons that I really liked which is one that I took with me and can be found on YouTube was the "Good Fit" lesson. This lesson was so great because they use something called an I PICK model. It teaches the students to look at books like shoes and finding a book to read for purpose instead of just because your friends are reading it or because you heard it's a good book. It not only finds books that have a purpose and an interest for the students but it also shows them how to choose a book that is appropriate for their level of reading without getting into all of the lexiles. If you want more on the lesson, the YouTube video is great.

So, I begin by telling my principal about all of the great resources and information that I got from the training. Then I go into telling her about the "Good Fit" lesson and how I am going to implement it in my class that day. She says, "Great let me know before you start because I want to come and see it." That would normally be okay if I had prepared for her to come and had time to get all of the kinks out of the lesson, but considering that I had just learned it, I was really putting myself out there. I don't know if some of you remember about my first pop-in lesson. I didn't feel prepared at all.

I prepped as much as possible and began my lesson. I was relieved and even a little impressed with how well the lesson went and how much the children really loved it. They were intrigued the whole time and really got into the lesson. In other words, it went great! The principal seemed to really like the lesson as well. I did get good feed back. So all in all it was a pretty good day.

Problem Child

2010-09-26T07:32:00.000-07:00

From the Apple

This is probably the number one problem that young teachers have - the student who misbehaves. He gets something out of making poor choices. It works for him! For your entire career, you will have students like this so now is as good a time as any to figure out how to best work with kids who misbehave.

While letting the parents know and getting them is involved is always a good idea, you can't always depend on parents to offer the consequences that will make a difference. First of all, they are sending you the best kid they have. It's not like they are keeping all the good ones at home! Regardless of how this child behaves in your class, they love him dearly and is they could control his behavior in school, they would. They are probably exhausted from doing everything they can just to manage the behaviors at home. What they want is a teacher who understands their child and cares about him anyway! Normally I work toward making all of the reinforcement and consequences self-contained within the school day. You can let Mom and Dad know how his days are going but I usually don't depend on the family to come home after their own exhausting day and be the reinforcer. You can't always depend on their consistency and that will frustrate you and will not help the behavior if the parents are inconsistent. Of course, if you have parents who really want to get involved, their extra reinforcer or consequence will only move the change more quickly.

With the particular child that you describe, it is hard to know what he can control and what he can't but sounds like there might be some of both If he can control it and just chooses to be distracting, that is the easier to distinguish. If he really can't control some of the behavior, you have a different problem. That is where RtI might fit in.

I know you learned all this in school but now is the time to apply what you know. Sounds like you already have a behavior plan for the class that is probably working well for the class, but is not enough for him. I know you have set up class expectations or rules and that the children know exactly what is expected. So... what to do next?

1. Make sure to develop a relationship with this child. If he likes you and wants to please you, your job will be easier. Invite him to spend lunch with you one-on-one or to come in early in the morning or help you in the afternoons. Find out what he likes (this will help as you choose a reinforcer for him) and what makes him tick.

2. You have already gone to the positive (Whoo hoo!), making sure to praise other students for the behavior that you want in him and certainly to praise him specifically when he makes good choices. Keep that up, even when it is hard, and the last thing in the world you want to do is praise him! He is responding to attention so make sure he gets lots of it for positive actions.

3. Ignore as much of the inappropriate behavior as you can. That means that it will increase for a while because he figures he needs to do more if you don't respond at first, but over time if he does not get attention from you or from the class, the behavior will diminish on its own.

4. Chart his behavior for a day or two to get a baseline. What exactly is he doing, how often? This will help you target a single area and will help you know when things are getting better.

5. An individual plan for that child is also the way to go. Figure out what motivates him and offer it as the reinforcer, such as being the line leader or even an extra PE or extra computer time or something that you can arrange in the school day as a pay off for earning a certain amount of points. Make the amount of points attainable, so he can begin to know what it feels like to make good choices. The reinforcer has to be something strong to hold his behavior throughout the day. You might even have to break the day up into smaller pieces and allow a reinforcer after shorter times.

I know that you already know all this and have probably already begun to work on your plan for him, but this is the type of student that every teacher has. Learning to help him use his energy and positive traits in a productive way will make a huge difference in his learning success and the class' peace of mind. Make sure to let us know how it goes!

The distracter

2010-09-24T11:29:00.000-07:00

From the Star
Have you ever had that student in your class who just does whatever he can to make sure that all of the students are distracted? You know - that class clown. Well let me tell ya, I have one little live wire in my small little quaint class. He just doesn't seem to stop. We have conduct cards in place but he doesn't seem to care if he gets checks for misbehaving. There are no consequences at home. So... I have been relying on my learning and experience (as as that is!) to try to use as much positive reinforcement and praise as I can... but let me tell you, it is pretty tough with how often he is off task. Now I am going to start a rewards chart with him for in-seat on task behavior. Hopefully this will help me turn the corner with him. I will keep you informed.

I'm writing this blog to tell new teachers that there is always going to be a kid like this this or so it seems to me so far, but that we must not give up. We just have to work together and share our ideas and support.

These are the behaviors I am seeing. He stands up while he works, taking things off others desks (including mine!) and offering them to other students. He loves to talk the whole time that I teach a lesson. He likes to sing in the middle of my small groups and tap his pencil, kick a box or anything else that makes noise to distract others. He loves the attention and loves when the students laugh at him. He races to shut students off from going out the door, to the bathroom, and to the water fountain. He really loves to interrupt my small groups by coming over and dancing and then making all the students laugh and then asking me a question.

Although I am having a little trouble with this particular boy I am still loving the year and my class and know that with a little determination we can work together to turn this young man around. I have complete faith that things will get better with this students.... Till next time....

3rd Grade is Amazing!!!

2010-09-10T18:14:00.000-07:00

From the Star
So, I know what you all are thinking - there is no way this pre-k Special Education major who griped all last year is saying that she likes intermediate. Well, mark my words and remember this day, because that is exactly what I am saying. It may be the fact that we are straight grades this year (I'm just 3rd grade instead of 3rd-4th-5th) or maybe it's the fact that I am in my second year and I am able to use my knowledge and resources from my crazy first year, or maybe it's that I have 13 kids, but I truly do love it. And yes, I remember that third grade is a stressful FCAT grade but I feel really confident. I have such a small class and a great team leader who I work with side by side each day to come up with the best skills and curriculum that is going to best show the full potential and success of my 3rd graders. I can say that I am truly blessed this year to not only be teaching the same grade as my team leader but also because she is so knowledgeable and helpful. What a difference a great mentor makes! Together we are making great strides. Of course, this is my second year and I don't really get assigned a mentor, but that is really what my team leader is. I really think new teachers need three years of support instead of just one. The guidance that she has given me and the ideas that she lets me share have helped me to grow. She really knows how to boost my confidence and helps me to build on my strengths while helping to improve my weaknesses. What a gift!

I always thought my first year was so difficult because I was not made for intermediate, but I have now come to realize, just like my students in an assessment, the difficulty comes from a lack of background knowledge and confidence. This year has been much less stressful and much more productive for both me and my students. I know now that when things get tough that I can make it through. So for all you first year teachers - You will grow and become more knowledgeable and successful in your skills. The stress WILL start to vanish and the tears will stop flowing. Until then just know that it is normal to feel completely overwhelmed and stressed out. And don't be ashamed or embarrassed let it out and let those tears fall. It is all part of being a first year teacher.

Let's start at the beginning...

2010-08-29T18:52:00.000-07:00

From the Apple

This last week was our first week. I am so tired! I have been working 12-hour days. You would think after all these years, things would come easy to me, but honestly, I think Courtney breezed through her first week easier than I did! Having 13 students is just simply the best news of all. Although we are under the same "class size amendment" in our county, my school is bursting at the seams. The county has decided that it would simply cost too much to actually have us meet class size so they are going to pay the fine for our classes being overcrowded! We now have 21 in our first grade inclusion classroom and growing. I'm envious of your 13!

I think it is wonderful to have already met your parents. We had a good turn out at Orientation but unfortunately we have to have Open House on Thursdays and the Thursdays in September are Jewish holidays so our Open House is being pushed until October. I hate to wait so long but we have called all of the parents in the class to make sure that everything is going okay.

I can feel your testing stress. I don't know who decided that we should test the children to death instead of teaching, but I keep hoping that there will be a backlash and the pendulum will swing toward the center again. Certainly assessment is a good thing. After all you have to know where your students are in order to know where to go next but to test them to death just takes the joy out of school. We also don't follow the district adopted core series and like you, Courtney, we also have to take the county assessments. However, it is the end result that we really care about so the trick is not to get too caught up in the results of the mid assessments that are not aligned with what we are teaching but to know that in the end our students will come out ahead. In a way I think it's our opportunity to show the powers that be in our county that we can use a "thinking" curriculum where teachers use their ability to teach instead of trying to use a dummy-proofed core curriculum. It'll be interesting to see who actually comes out ahead!

Here's to a happy year for us both!

And the year Continues

2010-08-29T15:31:00.000-07:00

From the Star

So last Friday was the day, the day that we found out that are school was no longer going to be a multi-age school due to the new straight grade standards. For the principal this was a shock and very upsetting because for 10 years this has been the way that she has made our school so successful. For the teachers on the other hand, they are very excited because for the last two weeks we have been trying to debate how on earth we would be able to teach straight grade standards while teaching multi-age. So to make a long story short I am now a third grade teacher and I love it. My students are truly amazing and the fact that I only have 13 students is such an opportunity. Just thinking about all of the instructional I am going to be able to spend with my students makes me smile.

We just had open house and all but one of my families showed up. I was very happy with the results and the parents seemed to be really happy to hear that we had changed to straight grades, especially since I have 3rd graders. The one thing that didn't surprise me was that out of the 12 parents that showed up all 12 signed up for a conference! - even though I told them that I would not have any data on their child from the assessments until the beginning of October due to my FAIR testing date being October 5th. However, I know that I will enjoy getting to know each family and their expectations. I was happy with how the open house turned out and I feel that the parents left happy. Can't ask for much more.

The last thing that I am going to leave you with today is about all this new testing. In my opinion my poor 3rd graders are going to be tested out by the time that the FCAT gets here. Not only do they have to take the FAIR tests 3 times a year but they also now have to take the Core K-12 tests for each subject each semester. I just hope that all of these tests don't have a negative effect on how the students test on the FCAT. That brings me to my last vent. Because we made AYP this year we are still not using and following the Treasures series. We are still using the Treasures series as a resource and an intervention and we have been told that we are not to use it as a sole curriculum. However, when these students take the District Core K-12 tests in reading they go along with the skills from the Treasures. So, how do we make sure that the students are on level and on task according to the state if we do not follow the Treasures series?

Here we go again!

2010-08-17T11:21:00.000-07:00

From the Star...

So... I got through my first week of planning before the students came and now they are back!!! I am so excited!!! I just know that my class this year is going to be amazing and the team I am on has been so helpful already.

Last week on Wednesday we had our annual "meet the teacher" day and all but two of my parents showed up. I thought was super impressive considering only half of my parents showed up last year. Also, I had 9 parents sign up for volunteering which is amazing. All I can say is I'm really starting to like this third grade things. The parents are so hopeful. I wish I could keep these kids all year for all subjects. But, like every perfect dream, it has to change somewhere and that somewhere continues where it left off last year with the multi-aged reading and writing. As every one knows there are pros and cons to this configuration. It's just knowing when and how to use those pros to promote the most learning gains and successes for the students. Oh yes, you heard me correctly - learning gains! That is the word that stole the day with the Principal and the Assistant Principal on Thursday during our meeting because learning gains were the reason that we did not keep our "A" this year.

So... now that we know what we talked about all day on Thursday and yes, most of Friday too! finally after all the planning it was time for the first day back. All I can say is "WOW." I mean my kids are great- so polite and well mannered, and such great listeners. I know, I know - it's only the beginning of the year and those 5th graders haven't made it to the classroom yet to corrupt my little ones! HEHE!! Just kidding! It's just that the fifth graders have a very interesting way of influencing the third graders. For now I am super excited and ready to begin my journey. Who could have thought being in intermediate would actually be more enjoyable than stressful. Not to say that I didn't have a great year last year and a lot of fun, but this year has started off so much calmer and relaxing. As I have reflected on why I feel differently, I have decided that 1) I'm more experienced and prepared this year and actually have some clue of what I am doing and what to expect, 2) I have a 3rd grade homeroom and they have not got a chance to mingle with the 4th and 5th graders in their learning environments yet, or 3) I only have 14 students. How amazing is that? Well as always I will keep you informed and updated on my progress and learning as a teacher and with all of the new adventures that I am going to face as I continue my journey on understanding the intermediate world.

Back to School

2010-08-11T12:59:00.000-07:00

From the Star

So, for all of you who have not heard the news, I am back at school at the same Elementary School from last year where I am again teaching intermediate 3rd, 4th, and 5th grades. If you are thinking "What?" in your head - That was the same thing that I was thinking when I heard the news. I had expected a primary classroom and even passed up a move to anew school because i thought I had been assured that it would happen... But, now that the initial shock is over and the new year has begun, I am super excited. Also, I am on a new team this year where there are five teachers in the POD and two of the teachers are new to my school this year. I can already tell that this team is going to be super organized which is awesome and they seem to be super helpful already. Of course the year has just begun but I already have a good feeling about this year. Probably the most exciting news is that I only have 14 students enrolled in my class!! It doesn't get much better than that. Just think about all of that time I'll have to work with the children individually and in small groups.

We started the year with a back to school meeting. Sadly, we are no longer an "A" school although we did make AYP. You can imagine how our meeting went. I'm sure that you can figure out most of the details. Data... Interventions... Where do we go from here? Well it may have been a depressing meeting but it sure did let us know where we need to be and what we need to do to get there. I would have to say that the faculty is pretty determined to make any changes to bring us back to that "A" next year. It's going to be a journey but I am ready to let it begin.

I have attached some pictures to give you a tour of my new classroom. I'm using an ocean theme again this year. Till next time....

Teacher Gossip

2010-05-29T05:42:00.000-07:00

From the Star

So, as I have mentioned before, I am going to be working at my same school next year in a primary multi-aged classroom which is so exciting! While I am super excited about the job the "teacher talk" around here is really starting to take a toll.

There is a new school opening up down the road from here and they will be taking around one hundred to one hundred and fifty of our students. With this happening, our school had to cut five teachers. You might remember that I was the last hired. Only three of the teachers from my school volunteered to leave and go to a new school. The other two teachers that were put on the list to go did not want to leave and they were determined to fight for their positions. When all was said and done they were not asked to stay so they took jobs at the new school. While I had assumed that I would be one of the ones to go, since I was the last hired, I was surprised but thrilled to be staying! When the word got out that I had been offered a position to stay at my school, the gossip began....

When I found out I had a primary job at my school for next year, I was floored but just so overjoyed I could barely speak! I was finally going to be working with the age group that I had been wanting. As the word weaved its way through the teacher grapevine, I received a call from one of the teachers leaving. She was really angry. She said that I should not be invited to stay over her because I was hired after her. She went on to say "good luck " dripping with sarcasm. I took the conversation with a grain of salt. I was just too excited. As the next day rolled around that same teacher found me and continued to rant about how she should be staying. I reminded her that being first year teachers, we were lucky to even have jobs for next year! But she said she was still upset about the whole situation. I guess I can understand her anger and I could have sympathized with her. I didn't really understand the politics of it all either, but then she started to slam the team that I am going to be joining next year! I just ignored everything that she said and kept enjoying the fact that I would be working in Primary next year with a team who I have heard from everyone else is amazing and very organized. As the day went on another teacher said that she had worked with the team that I was going to be joining and that it was awful. She said it had been the worst year of her life! I am truthfully amazed when I think of how these teachers disrespected their school and their staff. So in the end I guess I am glad that they will not be teaching at my school after all!

Do all schools have teachers who are so negative and who say such discouraging things? How do you handle a situation when you don't really understand why a decision was made and how do you handle that kind of teacher gossip?

Teaming

2010-05-28T05:30:00.001-07:00

From the Apple

I could really relate to your post about teaming. While you have a team of 4 in a "pod," I led a team of 13 Kindergarten teachers. My team was much larger but the dynamics that you talk about were the same. For many reasons, this was the most difficult team I have led in many years. However, I have learned over the years that teams go through some predictable stages. When I sit back and think about my team this year, I realize that this is the way most new teams begin - forming! This stage is where we first meet. Most members are very polite and excited about the year ahead. For us this was a short lived stage (maybe one meeting!)

It's the next phase that is so difficult - storming. Teams go through a phase where they try to figure out how all the pieces fit and especially where their individual piece fits. I think that is really similar to your situation Courtney, where you came in as the new member and felt like the more experienced member's of the team, who had worked together before very successfully, did not always respect your voice. You certainly wanted to contribute and had a hard time figuring out how to do that. You were wise to sit back and watch and try to figure out where you fit. For my team this was a longer, more difficult stage. Some of our teachers had worked together very successfully in the past. In fact, they referred to themselves as "a well-oiled machine." Other teachers coming into this group new felt that they had no voice. In our case, matters got worse because those that were dissatisfied were vocal outside the team, rather than realizing that this is a natural step in teaming. Sometimes things are said that put up a roadblock for moving ahead. My advice to teachers as they join a more established group - Give it some time - observe. Volunteer where there are places, until the team figures out your strengths and how you can best contribute. Learn from their strengths. Be patient. This is a time in a large group that a leader can find out what different members want to do and who is good at what. On my team, for instance, I found out that Laura is a detail person and that was very useful information as I looked for tasks that needed to be done. I found our that Nina has real leadership ability and could hold her own with some of our more experienced teachers so I worked hard to make sure she had opportunities to lead. I depended on the most experienced teachers for many of the most complex tasks. I tried to find a place where everyone could use their talent. Unfortunately this storming phase sometimes felt like an emotional roller coaster.

Courtney, I think your team moved into the next phase of norming faster than my team. This is the phase where members begin to respect authority and others show leadership in specific areas. The team knows each other better and even begin some socializing. The members are able to ask each other for help and and provide constructive criticism. Of course, storming can always rear it's head and of course, for us, it did occasionally!

When the team reaches performing, hard word leads to progress and I think, we may have finally reached that point as the year has come to an end. At this stage things begin to feel easier.

The final stage is mourning when it feels difficult to close out a working relationship. I know that is the way you are feeling Courtney as you leave your team this year and I hope that is the way that my team is feeling. If I am honest, I am sure there may be a few who are just glad the year is over and are ready to move on! For me, my frustration this year was not being able to reach the performing stage sooner. It seemed like just as we were there, the year was over... but I learned a lot and that, after all, is my goal as a lifelong learner!

My Team

2010-05-27T05:30:00.000-07:00

From the Star

So the year is coming to an end and I have really grown to love my team and the support that they have given me throughout the year. I know I sometimes talked about the struggles and the hard times of working with a team, but I can honestly say that I have found a friendship and great respect for all of the members on my team. My advice for those that are new to the teaching game and have to work with a team where you feel like an outsider - Don't give up. Keep trying. They will let you in. Show them that you want to be a part of the team. You may think. well, why should I have to do all the work but once they see you want to be there and you are willing to give, the return is amazing. When you are part of a team it is a great feeling. They have been there for me at all times, no matter if it's personal or work related. They were there to lift me up and lend a hand.

As the year comes to an end I must say goodbye to my extraordinary team... but not forever... just until next year. Yes, after all is said and done, I get to stay at my school after all. I could not be more excited! There is one catch. I am leaving my team and going to join a new team right across the way. I will join a primary multi-age team. I am really excited, because I have always felt that I am a primary teacher instead of an intermediate teacher. While I am so glad to have had this intermediate experience, it has just confirmed to me that my heart belongs to primary. I am ready for my new journey to begin! Things work out the way they do for a reason and I believe something good comes from every situation. So course, sometimes you just have to be patient and wait. I hope you all have a great rest of the year!

Interview Wardrobe

2010-04-27T18:02:00.000-07:00

From the Star

I will start by saying that as long as you look professional you are going to look great at an interview. I have heard a lot of people ask, "What should I wear?" and I know that my mother and I have had our conflicts about this issue, because she is all about conservative. I, on the other hand, feel that you should be covered up but classy and comfortable all at the same time. If you don't feel comfortable with what you are wearing, then you won't feel relaxed about your interview.

I saw in the blog that someone had mentioned wearing a suit to the interview. While suits do look very nice, I don't even own one. I have found that most people don't wear suits and the ones that I have talked to that did decide to wear a suit have said that they felt a little over dressed after seeing what the people interviewing them were wearing. I like to think about it this way - Would you wear a suit to teach your students? I feel that when you interview you are giving a the people who are interviewing you a window into who you are and what you are all about. I have found that the best thing to wear for an interview is an over-the-knee length dress that fits well to your body and shows your figure a little. (Of course you don't want it to be too tight and fitted, but at the same time you don't want to look like the stereotypical frumpy teacher!) No denim - no matter how expensive - because I think some interviewers think it is just too casual. Also make sure that if it is a lower cut dress that you are wearing a tank top underneath so that your cleavage is not hanging out, because if it is showing at the interview, those interviewing will certainly feel that you will show it in the classroom. That is an absolute no-no (especially with the QUEEN -Yes, you guessed it - my mother). Another thing that I recommend is to wear some cute heels that are not too trashy but not too plain and boring either. A little make-up makes you look clean and fresh but definitely not too much. Oh and don't forget, wear your hair down! No matter what they say they always think you look more professional when you have your hair down. If it's up, very neat and attractive - no little blush brush-like ponytails.

And yes, Mother, I did get a compliment on how I was dressed at my last interview! I guess if I get the job, I'll know that I did it just right and if I don't, I'll be left to wonder...

2010-04-21T19:46:00.001-07:00

From the Apple

Over at Ellen's blog at CEC (she's also a first year teacher), she also is looking for a new job and asks the question - Do you think she should wear a suit for her interview? Courtney, since you and I have had so many conversations (and sometimes disagreements?!) about professional dress, I was wondering what advice you would give her and what exactly did you wear for your interview? Just wondering...

Interviews

2010-04-21T18:46:00.000-07:00

From the Star

So being the new teacher at my school with only one year of experience and the last one hired, there has not been good news for me lately. As you all can imagine I am the first to go on the chopping block. Hearing this news made me very uneasy and nervous... until recently. I found out that both of the schools that I want to go to next year offered me interviews in Pre-K Varying Exceptionalities. I could not believe it. Not only was I getting a chance for a job next year but I was getting a chance at a job that I have trained and longed for the past six years. It was a miracle! I guess good things do come to those who wait. I guess that I should not be this excited yet I have not yet heard anything back. from either of the interviews. They cannot hire until all of the allocations are in which is sometime in May. Don't forget to keep your fingers crossed for me.

Being a new teacher with little experience can be nerve wrecking when going into an interview. You are most likely interviewing against others who are highly qualified and more experienced then you are, not to mention that the interview is just a scary thing since your job and future depend on it. One thing that I have learned is that you just need to relax. Take a breath and relax, because I can tell you from experience that nothing good comes from stressing and being uptight. You just have to go in and imagine that you are talking to one of your colleagues instead of the big boss lady. You may think that I am crazy but trust me it really works. Another thing that I have learned is to never answer too quick. Collect your thoughts and put them together before you respond so that you do not repeat yourself and your answers comes out like you want it to. The last thing is to always tell them how excited you would be to join their team and that you look forward to hearing from them soon. You always want to sound interested because this makes them more confident in their choice if they are considering you.

Now onto the more intense part of the interview - the questions. I have had two interviews recently and they have both been completely different which tells me that you never know what you are going to get. I would like to share with you some of the questions that I was asked. Some questions are worded weird or may have big words in them. If this happens just ask them if they can repeat the question and they will usually explain what they want to hear.

I hope this helps. :) Questions:

Why did you choose our school?

What can you bring to our school that no one else can?

Why should we hire you?

What goals do you set for yourself and how do you reach your goals?

How will you help your students reach their goals?

What have you done in a classroom that other teachers have liked and actually tried?

What have you learned from other teachers and use in your classroom?

What is an IEP? (For ESE Majors) and what does it mean to set goals?

What do you do if a child doesn't reach goals that you have set for them?

How can you make sure that children are reaching the goals set for them?

What do you expect from the Principal?

What do you expect from your colleagues?

How would you set your classroom up?

What would you do with a child who just won't follow directions?

What kind of behavior plan would you use?

What would a normal day in your classroom look like?

What do you feel should be the relationship between the teacher and the students?

How do you use literacy in the classroom?

How would you manipulate the 90 minute reading block?

What characteristics make you a great teacher?

Don't forget keep those fingers crossed!

What does it take to get a job?

2010-03-31T16:55:00.000-07:00

From the Apple

Recently discussion in the Florida legislature has been scary for teachers - such as teachers losing their teaching credential if they can't show student gains on tests (that haven't been written yet) in 4 of the 5 preceding years; prohibiting pay recognition based on years of service, advanced degrees or National Board certification; hiring all new teachers on a one year contract with an administrator's ability to terminate at any time without cause; and not allowing teachers to enter DROP which is a financially life-saving program for teachers at retirement age. With absolutely no job security, it makes me wonder why our young talented students would choose teaching! However, regardless of how the legislature tries to destroy the profession, there will always be those of us who are called to teach and simply have no other choice.

Even in this tough job market that includes pink slips for many teachers, many second career professionals are looking to teach and so are those young hopeful, often ill-prepared, teachers coming out of our Colleges of Education. In such a tough job market, what does it take to get a job these days? I have to tell you about one enterprising college graduate who interviewed at my school earlier in the year. Actually she had me at the interview. She was out-going with a top notch resume for a beginning teacher. She is teaching in our Extended Day program now until she can get a job teaching!! REALLY, she had me at the interview but earlier in the year the Interview Committee decided to go with a more experienced candidate... Of course, that hasn't stopped this positive pro-active candidate. Like many that we interview, we each got a really nice e-mail from her after the interview, but she didn't stop there. On the 100th Day of School she sent each of us a 100th day candy bar (really, she had ME at the interview!)

Each day this week, new things have arrived at the front counter as we begin to enter the interview season. First an adorable cupcake on a plate hand painted with stars saying that she would be our star teacher if she joined our faculty with a newsletter about all the reasons we should hire her- showing lots of technical skills! Today the cutest little flower/ Easter Egg arrangement arrived with flower pens, which will be used at the front desk. The cutest thing is that when you pull up a flower to write, there is a picture of the candidate that says "Pick me!" This "teacher" has shown creativity, persistence, and a sense of humor - so many of the qualities that we look for in a new hire at the Creek. I don't know if she will get a job here but she certainly deserves an opportunity to teach somewhere!

I can remember the days when we had very weak candidates interviewing at Chets Creek. The word was out that we worked too

hard and were "required" to put in too many hours over and above

the teaching day. None of the rumors were ever true but they were

funny when we heard them. Over the years, however, the job embedded professional training and collegiality of our faculty has become the rumor and we have had more and more people interviewing - really top quality candidates. I don't know if the Florida legislature will chase off our most talented students (get ready Georgia- right across the border- to take some of our best), but I am enjoying the lengths to which teachers will go to teach in a school that has a reputation for expecting your best and taking care of its own. Can't wait to see what comes next!

Courtney, you're looking for a job for next year (last to hire, first to go)... You might take some hints from this young teacher. All the "extras" probably won't get her the job but it's sure hard not to pull her resume out of the pack and give it a second look!

The Orange slip and the cut backs

2010-03-31T06:09:00.000-07:00

From the Star

So the other day we had a staff meeting about the new school opening in our area. We had a chance to meet the new Principal - who was very nice and very welcoming. As we sat there and listened to all the great things about the new school, all I could think about was the number of teachers that they said that we would be loosing - "10"! WOW! was all I could think! I know that I am at an outstanding "A" school. I know that there will probably not be very many volunteers who want to leave. I also know that I will be the first one to go (last hired- first to go!) I figured that I better start listening about the new school since this was going to be where I might end up next year! As the principal talked she held up a bright orange sheet of paper. Attached to this paper was the chance to go to the new school. She also mentioned a white sheet of paper if you wanted to go to any other school. Being new and not really knowing how the process worked, I went right up after the meeting to grab both the white and the bright orange form! I mean I am going to be cut and I will need a job next year! What I didn't know was that the forms were like a death wish because the Principal of my current school would now think that I wanted to leave her school. Now I totally freaked out. The last thing that I needed being a new teacher was for my Principal to think that I haven't loved my first year of teaching.

As the days went by I got more and more nervous about turning my papers into my Principal and what I was going to say. As the days got nearer to the last day of turning the papers in, and after talking with my team who kept telling me I was doing the right thing, I decided to just go talk to the Principal. As I walked into her office and sat down, she smiled at me and said, "Do you have something for me?" I was relieved because I realized that she understood my situation and that I must be doing the right thing. As I spoke with her she told me that I was making the right choice (whew!) and that I would be given a high recommendation from her to the schools that I have chosen.

She was a little skeptical about my first choice which is a Title one school. However, I explained that it was a Pre-k VE and that this was where I really wanted to be. She told me that should certainly try to get a job in the field I love. After talking to her I knew that I was making the right decision. While she supported me on the Pre-k job, she also recommended that I take full advantage of the interview at the new school to see what they have to offer me. I certainly plan to do that because you never know what can happen. I mean just think about my position - you finally get a job and before you even get settled you find out that next year you are not going to have a job. That stinks!

After all the paperwork, I did have a job interview this week at the school of my choice - the Title 1 school with the Pre-k VE job that I really want. While I will not find out about the job until all of the allocations are completed, I am super excited about my chances. I can say that I could not have asked for a better interview. Not only was the Principal very personable, but he made me feel very comfortable. I was able to answer his questions without being stressed. I am going to have an interview with the new school the day I get back from Spring Break. Of course I will let you know how it all works out but for now I am going to continue to teach my little angels and make the greatest impact on their learning and education that I can. I am going to remember how lucky I am to have had this amazing experience this year and to be doing what I love.

Thoughts on the FCAT from a Beginning Teacher

2010-03-24T19:36:00.000-07:00

From the Star

Being a first year teacher and coming from an ESE and Pre-k background the FCAT was all new to me when I stepped into a 3-45 general education classroom. For years, of course, I have heard about the FCAT, Florida's state test, and actually participated in the test as a Sophomore in high school, I have not really had the chance to experience the FCAT in elementary school.

I want to begin by talking about when I was in high school - I can still vividly remember the stress that came with the test from a student's stand point. Knowing that I was an excellent student and that I always studied hard and tried my best, the thought that the FCAT could take away my chance of graduating scared me. Most students probably think it is a simple test with some multiple choice answers - how hard could it be? - but for students like me who do not do well on standardized tests (because there really is no way of truly studying and preparing for it), I was full of anxiety. My mother called it test anxiety. All I could think about while I was taking the test was if I don't pass this test my parents are going to kill me and I will never get into a good college!

While I didn't think elementary students could feel that kind of stress, I have seen firsthand some of the same anxieties in my students this year. For their age I feel that the pressure is too much and in the long term could be detrimental to those students, like me, who just do not perform well on standardized tests. I saw students who seemed distracted and who seemed to be second guessing themselves. Many of them seemed nervous and anxious.

From a first year teacher's stand point, I feel this year has been a stress mess! I remember when I called my mom to tell her I had this perfect job in this great elementary school in a multi-age class of 3rd, 4th and 5th graders, she said under her breath - oh no - what about the FCAT? I was too excited about getting my first teaching job to even think seriously about her comment!

The whole year I have heard teachers talking about the stresses and expectations of the FCAT and how they feel that they worry that they are missing important learning opportunities. Of course I really had no idea what they were talking about. I was in survival mode just trying to figure out what to teach each day! I was so excited about all the great and fun activities that I wanted to do with my 3rd, 4th and 5th graders. I wanted to promote learning through hands on fun activities. I thought my job was to teach children to love learning. However, while we still do some of those activities, I feel that the fun experiences are slim due to the fact that the time is now taken up with what the students have to cover before the FCAT. Instead of spending that time on relationships and individual learning needs, I fell like I am skipping and skating along with a bucket of facts that I am trying to cram into the children's heads. I have really struggled with this - especially when I watch my math class struggle through concepts because I need to get it all done rather than slow down and make sure they have the concepts thoroughly and completely. I have no time to really think about children loving learning because I have to stay with the pace if I want my students to know the majority of the tasks on the FCAT. With all of the requirements that are in the classroom now like 90 minutes of reading, 60 minutes of content, 60 minutes of writing and 60 minutes of math, there really is no time to intervene.

In reading I feel that the students are being pushed so hard that reading is almost no fun for them. Will they ever pick up a book just for pleasure? They are reading passages and answering questions that they may not even be interested in. Children cannot self-select reading passages even though studies show that students comprehension scores are much higher when the child gets to choose their own topics.

The last thing that I want to talk about is the loss of the content work. Even though I have never liked History and politics, I do understand how very important it is to an educated populace. It saddens me to know that many of my students have never heard of people like Rosa Parks and Susan B Anthony. This is just the beginning. The lack of map and geography skills is just awful. But... it's not on the test...

As a teacher and a professional learner I cannot say that I don't like the FCAT as a source of learning and assessment. It does have some advantages. However, I can just say that I don't like that it is the ONLY assessment that we look at for a child's progress and success. I feel that the learning process goes far beyond just one single standardized test.

What do you think?

State Tests - Friend or Foe?

2010-03-23T12:11:00.000-07:00

From the Apple

David B. Cohen left the following comment: I noticed lots of talk about state tests in the entries I read, and wondered if the attitude towards the tests is generally positive, negative, or mixed among the teachers you work with.

I'm not sure how other teachers feel about state tests. I'm pretty sure I know how Courtney feels and most other first year teachers, but I'll let them speak for themselves! As for me, it's easy to support accountability when you're a Kindergarten teacher and your children don't take the test! Having said that, I think teachers are generally fine with accountability and with our state test. The problem, however, is that it's become too BIG and too IMPORTANT. Instead of just being another piece, it's the whole pie! Everything about a child's entire year is based on that one day. In our county, where we have performance pay (and a pretty lousy model at that), a teacher's performance is almost totally judged on test scores. Don't get me wrong. I love the idea that the children in my school get to show what they have learned- that teachers who have worked so hard have a chance to show their stuff, but the severe judgements that are made from a single test, the stress and tears are just out of proportion. I also HATE the fact that teachers have come to believe that test taking strategies are more important than teaching children a love for reading and writing and math. I hate that teachers skip Social Studies because it's not a tested subject instead of teaching it because they know it's the right thing to do. I guess in the ideal world, I would just hope for balance.

My experience in education is that the pendulum swings back and forth and right now the pendulum seems to to be stuck in the Science of teaching, the accountability through testing, the data-driven everything. Hopefully, as it usually does, the pendulum will begin to swing back again toward the middle and we will once again talk about teaching the whole child and the art of teaching. And hopefully, we won't throw out the baby with the bath water. I hope we will hold on to the good parts of accountability and assessment but begin to listen to common sense!

What do you think? How do you feel about the state test?

How do you spell relief? IT'S OVER!

2010-03-18T18:08:00.000-07:00

From the Apple

I guess whether you've been teaching 1 year, 10 years or 40 years, state testing is difficult on everyone. As usual, even though I am a kindergarten teacher, I help my Special Education Team during FCAT making accommodations for our Special Education kiddos. That meant my testing days were much longer, often going until 2:30 in the afternoon with a lunch break. By the end of the week, I am pretty pooped too. You want so much for the children to do their very best. At our school we spray "attitude spray" (water) on them each morning to help them remember to have a good attitude throughout the assessment and have the "concentration lotion" (hand lotion) available any time they need a little extra dose! The room smells of peppermint and children ARE allowed to chew gum - all little extras to help stimulate their brains! The kids and the teachers work so hard all year to get ready for that all-important week. Just like you, Courtney, it just wears me out - wishing, hoping and praying, because it's a little too late for much else. It's finally over for this year - Time for a nap!

The Stress Kicks In

2010-03-11T08:02:00.001-08:00

From the Star

Oh wow, deep breaths! That is what I keep telling myself to get through these couple of days of FCAT. And... if FCAT wasn't bad enough we are teaching Human Growth and Development in the afternoons! At least I have the 4th graders and I don't have to talk about the girl and boy parts. Oh and don't let me forget to mention that they are already talking about allocations for next year. They just couldn't wait until after the FCAT to talk about all the craziness with the new school that is going to be opening next year and taking about a 120 of our students. I have the least senority at my school, so I'm the first to go if no one volunteers. Lucky me!

My students do seem to be doing well on the FCAT - or at least they don't seem stressed when they finish. I have heard all kinds of comments from the kids about how easy it was and how it was a piece of cake. These kinds of comments just make my day. I just hope that they are not like me - I always told my mom how great I did on a test and would then come home with a bad grade. I was never very good at knowing how hard something had been! Of course, I believe my students are bright and I have complete faith that they will all pass. If they say it was easy and that they did great, then I am positive that they did. I'm just ready for the thing to be over so that I can get the results and see how awesome all of my students did!

No one ever told me how exhausting this week is. Everyone talks about the stress and the students anxieties but no one ever tells you that you are going to be walking around watching the students for 2-3 hours a day without a sit down break. My feet are killing me, not to mention that I am totally pooped. The good news is that it's almost over and I can go back to doing what I love most - teaching.

Pumping Them Up for the State Test

2010-02-16T19:01:00.000-08:00

From the Apple

These are some tried and true suggestions that come from seasoned FCAT teachers. These come from Special Education teacher Debbie Rossignol's collection of ideas. These are some of the things that she has used to encourage her children as she gets them in the right spirit each day for the testing. Most of the teachers at my school ask parents or groups of parents to select a day of the testing and then they are responsible for the treat for that day. Here are some of the things that have been winners.

You have MOUNDS of brain power! - statement attached to a mini Mounds candy bar.

So you can analyze the question stems! – statement attached to a small bag of flower seeds

We have visions of “sweet” success – statement attached to any sweet treat

4th Grade Writers are RED HOT! – attached to Red Hots

“Super” Bubble for Super Writers! – statement attached to Super Bubble gum which research says stimulates the brain – Make sure the kids chomp while they work!

Let’s PUMP IT UP! Put a label on a bottle of citrus/ peppermint sanitizer and give each child a squirt as you tell them to “pump it up!”

Find a parent that is willing to make homemade cookies. Put a cookie in a Ziploc bag for each child with a note – Take a bite out of FCAT!

There will be no SNICKERS about your awesome score! – statement attached to a mini-Snickers bar

It’s CRUNCH time! You’ll do GREAT! - statement attached to a mini Nestles CRUNCH

FCAT is your time to shine like a STARBURST! – statement attached to a pack of Starburst

FCAT will be a slam dunk! – statement with chocolate basketballs

Great writers get HUGS and KISSES – statement attached to a little baggie of assorted chocolate Hugs and Kisses

Go around and sprinkle the children with magic dust (little bits of glitter) and tell them that the magic dust will make them sparkle!

Fill a spray bottle with water and a little peppermint extract – peppermint is suppose to stimulate the brain. Attach a sign on the spray that says “Attitude Spray.” Make a BIG deal of going around and spraying each kid so that they will have a positive attitude for the test.

Think 6!

2010-02-15T13:01:00.001-08:00

From the Star

The time has come for the infamous Florida Writes, our state writing test. Like many other schools we have been training our kids for this test, getting them prepared mentally and academically so that they perform at their best. Of course, like any other school day you can not predict what the students will go through the day of the test. You just never know about the stresses individual children will encounter throughout the test.

When we came back from Christmas break we started our writing camps which are designed for students to be able to work independently on the skills in writing that are the most important for their grade. We had a 3rd grade camp where the students worked on structures of writing a paper, 5th grade working on research papers so that they could be prepared for middle school and our two classes of 4th graders getting ready for the FCAT Writes. These classrooms were the true writing boot camps.

For six weeks these fourth graders went over the six traits of writing, how to use powerful verbs, catchy grabbers, beginnings, middles, and endings. And, of course, the most important lesson of how to distinguish between a narrative and an expository piece. If you have ever taught intermediate writing, then you know what a nightmare this can be. No matter how many times you go over the key words that distinguish the two types of writing, you are still going to have those students who choose to write the opposite style. The big surprise this year seems to have been - or at least the rumor is - that all prompts were narrative! So... any child who said he wrote about three reasons wrote in the wrong genre. He may be a great writer but his scores will suffer.

I can say that the past six weeks have been super stressful when it has come to writing, but I really feel that the writing camps benefited each individual student. They provided the students with confidence. I will let you know when our scores come back. Until then have fun getting ready for the FCAT!

Fun Ways of Getting Ready for the State Test

2010-01-29T18:45:00.000-08:00

From the Apple

It is about the time for teachers to be prepping their class for the sate test. You'll love this Jeopardy Game that comes from Intermediate teacher Christy Constande to help prepare her students. She gives this for homework and then has the children use these questions to play Jeopardy. You can change or make up your own questions to emphasize the strategies you are teaching your own students about your state test.

FCAT Jeopardy - Study Guide
Answer the following questions.

1. If the questions stems says, “Which event happened after ________,” what are you going to do?
0 A. Pick an answer because you just read the text.
0 B. Read the answer choices carefully and mark the one you think it is.
0 C. Reread the question stem to know exactly what you are looking for.
0 D. Go back to the text and find the answer because it is a sequencing question.

2. If the question stem says, “What is the main idea of the passage?” what are you going to do?
0 A. Think about what you read and mark your answer.
0 B. Reread the entire piece of text.
0 C. Think about the title and the text to rethink in your mind what you were just reading about. 0 D. Mark the longest answer because that is probably the answer.

3. If the question stem says, “What caused or what was the result of….?” what are you going to do?
0 A. Go back to the text and find your answer because cause and effect relationships are RIGHT THERE questions.
0 B. Read the choices and mark the answer you think it is.
0 C. Mark “C” because “C” is usually the answer.
0 D. Guess

4. If the question stems says, “What do you think..?” what are you going to do?
0 A. Read the four answer choice carefully to see which matches the text and what you are thinking in your mind.
0 B. Go back to the text and hunt for the answer.
0 C. Mark the answer that looks right.
0 D. Close your eyes and drop your pencil and see where it lands.

5. If you have a map, diagram or chart to look at, what should you do when you go to answer the question?
0 A. Look only at the map, diagram, or chart.
0 B. Look back at the text for the answer.
0 C. Reread the directions.
0 D. Look at the text and the map, diagram, or chart to find the answer.

6. What is the first thing you should read when a piece of text is in front of you?
0 A. the title
0 B. the directions
0 C. the text
0 D. the answer choices

7. Why should you read the title of the text?
0 A. It comes before the text.
0 B. It is in big letters and may be important.
0 C. It may give a clue as to what the text will be about and will get your brain thinking about the text.
0 D. Your teacher thinks that titles are important and you should always read them.

8. Read Think and Explain answers should start with….
0 A. a topic sentences that includes words from the question.
0 B. restating the entire question and then answering the question.
0 C. an engaging lead like a story.
0 D. your opinion on the question.

9. Read Think and Explain answers MUST include
0 A. your opinions
0 B. a retelling of the story
0 C. specific details from the story and proper nouns
0 D. the question stem written word for word before your answer

10. It is important on a Read Think and Explain to
0 A. write neatly
0 B. spell words in the text and question correctly
0 C. go back to the text and look for EXACT details
0 D. all of the above

11. When reading the text, the most important strategy would be to
0 A. read slowly
0 B. read with expression
0 C. underline important information and talk back to the text
0 D. don’t skip words

12. If you don’t understand the question, you should
0 A. ask your teacher for help
0 B. guess
0 C. reread the text
0 D. reread the question stem

13. When answering questions an effective strategy to help you find the right answer would be to
0 A. guess
0 B. draw a line through the answers you know are wrong
0 C. put an X on the right side of the answers you know are wrong
0 D. bubble in neatly

14. If you can’t find the answer, you should
0 A. sit and ponder for a long time
0 B. go back and reread the text that has to do with the question
0 C. skip it
0 D. guess

15. If you come across a vocabulary word and they ask you what the meaning is, the meaning will probably be
0 A. really hard to read
0 B. easy to read
0 C. a word you have never ever seen before
0 D. a word that you may know and that will make sense in the sentence when you plug it back in

16. If you finish the test before time is called you should
0 A. take a deep breath
0 B. reread the question stems and your answer choice to see if they match up
0 C. close your booklet and take a nap
0 D. wink at your teacher because you are done

Official Observation

2010-01-27T13:03:00.000-08:00

From the Star

So the time of the year is here. It's observation time. This time I was a lot more prepared. I got to choose the time and the day that the Assistant Principal would be coming to observe. I chose for her to come during reading, because this is the most structured time of my day and is first thing in the morning. There is always a plan and the rituals and routines are strong. Of course, I can't fit everything into that 90 minute reading block that I would like to, but still I chose this time because I figured this would be the time of the day when I would have the most control. So came the appointed day. All morning I worried about her coming and stressed and even freaked out a little bit. I don't know, maybe it's just me, but when I know someone important is coming to watch me and not just observe but critique me, I get really nervous.

When she arrived I had already began my lesson and I was feeling pretty confident. I was in the zone teaching and the students were learning. I did notice, as did she, that the same students were putting their hands up each time to answer questions. However, it wasn't a horrible thing because all of the other students were paying attention and following along with their graphic organizers. All in all I thought that the lesson went pretty darn good. I was ready to talk to her to see what she had to say. I was still nervous at the same time. Just because I thought it was good does not mean that it was really that good.

As I stepped into her office I took a deep breath and braced myself for what might be about to come. I was immediately put at ease when the first thing that she said was, "Wow, your class was really well behaved." You might be thinking they were well behaved because the assistant principal was in there, but let me tell you that does not phase my students! The VP actually stops by our classrooms quite frequently so this is not something special. Of course I didn't tell her that I told my class that she was there to observe their behavior so they better be at their best! Go me! As the meeting went on she complimented me on a lot of things and gave me some really good advice.

One of the strategies that she talked to me about that I really like is the "pair share." This is just a time after your whole group instruction to have the students talk among their tables and fill out a graphic organizers together to share with the class. Another great tip that she shared with me was to appoint someone from each group to be the reporter so that more students would be involved and so that you can hear from those who usually don't share. I like this idea because if you change the reporter each day you will have a chance to boost self-esteem while learning. I have just started to try some of the strategies that she talked to me about and I have found that they are working out great and with lots of practice I will hopefully be able to perfect them and use them regularly.

You better believe that I will be implementing those strategies the next time she comes. Actually I found them to be very helpful. So when the day was finally over, I was relieved - especially when I found out that she had given me all exemplary markings. Whew!

Well until next time... Have a great time forming all those unique little minds!

Holiday Magic

2010-01-10T17:14:00.000-08:00

From the Apple

When I say good-by to my kindergarten children before the Winter holidays, it's always bittersweet. I know that I will miss them but I also know from years of experience that something happens over the holidays with little kids. It's simply magic! When my kiddos come back, they not only look older but all of a sudden you realize that they have internalized so much that you have been teaching. They know the rituals and routines of the classroom. They walk back into the new year so respectfully, almost quietly, like they are as happy as you are to be back! Of course, that quiet thing only lasts a day or two and they are back to their energetic little selves, but it's a good feeling when they come back. You know you spent the fall teaching your heart out and now you know for sure that they really have been learning!

This year was much like that for me. I have worked with a challenging little group of kindergartners this year, many with GREAT challenges. I remember our very first day together and thinking, "Oh my! It will take us until Christmas to see any progress!" Now it's the new year and I really can SEE the progress. I was smiling to myself the entire day.

Now I'm wondering if you get that same "magic" effect with intermediate students?

Back to School

2010-01-08T11:23:00.001-08:00

From the Star

The time has come to go back to school. I can actually say that I feel very prepared for the first time since the school year has started! I'm sure that the reason that I feel this way is because of all the rest I got aver the winter break but also because of all the planning I did. Although I only went to school once over vacation and stayed just under 2 hours, just long enough to get all the folders and binders that I needed to plan, I spent hours and hours at home planning. I guess those people that think we have such a "cake" job don't count all those hours. Oh, if only they knew.

Now, let's talk about what they call a winter break. I mean is it really a break? I can say that it is a physical break for sure, but I don't know how much of a break it really is when you can't stop thinking about all the things to do when you get back. I tried my hardest to really enjoy my family and friends and put school completely out of my mind, but I found myself letting school seep right into my thoughts- wondering how I could make a difference with a certain student or wondering what I needed to do to get some of my students ready for the state test. Of course now that school is back in gear, I am very grateful for the time I spent on my vacation working. It does give me a sense of calm as I come to our Planning Day.

I do wonder however who the smart guy was that decided to have us come back the Friday before the kids come back? I mean, really, couldn't we just enjoy one more day and the last weekend with our friends and family? I mean the planning day is nice but having it on a Monday would have been nicer!

While I feel very prepared right now, I am sure that in a week I will be just as stressed and crazy as ever. Our state tests, Florida Writes and the FCAT are just around the corner. (One of the kids told me that FCAT stands for Florida Children Are Tortured!) I teach a combination 3rd, 4th, and 5th grade class so ALL of my little friends are taking some part of the state test! No pressure, right? -especially for a new teacher? Anyone have any suggestions for priorities in these last few weeks leading up to the test?

Another Newbie Story

2009-12-16T14:18:00.000-08:00

From the Star

So with the holidays getting near, things are getting super hectic. If it wasn’t crazy with the students being off their rockers because they are so excited about not only Christmas and getting a break from “so much work”, we have to try to balance Invention Convention, holiday activities, our everyday lessons and the dreadful FAIR. Wow, and some say teachers have a cake job. If only they knew!

We have been working on the Expository writing in Writers' Workshop for the last 3 weeks and, of course, all children work at their own pace. So I have some students who have been done since week one and then others who haven’t even finished their final drafts and begun to publish. So the question is what do you do with my accelerated writers. I asked the other teachers for ideas on what they do. They told me that they just have them write another piece, which would usually be a pretty easy task, but with the holidays around the corner getting them to finish the one piece and do it correctly has been a task. So I decided to let my students get into groups of 3 or 4 and create either a expository skit explaining something that they enjoy or a narrative skit. I thought it was a great idea because it gave the students a chance to work on their writing skills as well as work as collaborating. In the planning stage I figured the kids would get ideas of how other kids planned and they would enjoy the work at the same time. Now that's a novel idea - work and fun at the same time!

For the past week the students have been working on their skits and the day came for them to share what they had been doing with me. Well, as I am sure I have told you before, the assistant principal likes to pop in 2-3 times a week just to see what I am doing. When she walked in this time I had the students putting on a skit about the basics of soccer, so they were kicking a ball around as they explained the details of how to do each specific move. Let me just tell you the look on her face when she walked in was priceless. She had that look of “What the **** is going on!” So when the boys finished their play I had them explain to her what they were doing and what the purpose was. Of course I had a moment of panic at what they might say but they actually did a great job explaining the activity and how it helped with learning how to explain something. Well if that wasn’t enough for a day, not two seconds after she walked out the Principal came by to see our skits. Now let me just tell you she rarely comes in, so, of course, I was thinking, “Oh boy!” She stayed for the whole skit that was being performed so once the girls finished, they talked with the principal. She read the skit and they talked about the activity and, as usual, she just left the classroom without saying a word to me. So now I am stuck thinking to myself, did they both come in because they thought that it was a great way of learning or did they both come in to see what I was doing because they thought it was a horrible idea? Unless someone tells me differently, I thought that the skits were good. The students seemed to really enjoy it while learning all at the same time. It's hard to get better at your craft if you don't get any feedback. It's always nice to hear good stuff but actually, even if it's hard to hear, you really learn the most from honest feedback. Teachers, and administrators, seem to have a difficult time with that... Can't wait for the break - from the confused stressed out newbie

Teaming is Hard Work!

2009-12-06T17:05:00.000-08:00

From the Apple

You bring up so many feeling that I think new teachers have - trying to fit in even when you are new and trying to be a part of a team. Not an easy task!

Unfortunately principals don't have a crystal ball when they put teams together. Sometimes they put people together that just don't meld. Sometimes they put people together because they know that they really need each other but... teaming really takes work! Being the new person on a team is always hard because the other members sometimes have relationships - very deep relationships. They have found a way to work together and adding a new person means that everything changes. Teachers can be pretty famous for not wanting to change!

First of all, I would suggest that you really try to LISTEN. The people on your team really do know things that you don't. They have had several years to figure things out and you really could learn from their experiences. You may not always agree, but you should listen.

Second, I would continue to engage your teammates. Ask questions respectfully when you don't understand decisions. Ask if something has been tried before and why it did or didn't work. Get as much information as you can before you make a judgement. When you do make suggestions, don't worry that they get changed. It is amazing what you can accomplish when you quit caring about who gets the credit. It doesn't really matter whose idea it is. It matters what is best for kids. The rest, believe me, will take care of itself.

Lastly, some teams are simply dysfunctional. You may be on one of them. If that's the case, seek out other people in the school that you can trust and collaborate with. How is the Reading Coach or another beginning teachers or another teacher that teaches on your grade level or the Media Specialist? In every school there are people who naturally find each other and really enjoy working together. Just one "friend" can make all the difference. Just don't burn any bridges with your own team. You certainly don't want to be known as the "Drama Queen!"

When all else fails, keep your eye on the kids. That's why you wanted to be a teacher and that's what you will take with you this first year - memories of the children, your first class. Remember that you are on an adventure and you will learn a million lessons this year that will make you a better teacher next year. On a bad day, just remember to count your blessings!

Frustrations

2009-12-06T13:45:00.001-08:00

From the Seed:

While teaching is a very collaborative profession I seem to be finding a little bit of trouble feeling this way as a new teacher. While I know that many of the teachers that I work with are experienced and often do have great ideas I find that my ideas seem to slip through the cracks. As I bring up new ideas to my pod I find that they often just ignore them or try to trump me with a better idea. I have also realized that when I do come up with an idea that they like that they will use it but change it in some way so that it is now different and no longer my idea. While the teachers that I work with may not even know that they are doing this, I am finding it very frustrating to even try to collaborate and plan with them. What I find to be the most frustrating about it all is the fact that my principal keeps telling me that I need to give more input and give all my great ideas. What she doesn’t know is that I have and I just keep getting shut down. For most this may be frustrating enough to want to quit giving advice, but as a new enthusiastic teacher I am determined to make my opinions known and promote collaboration between me and the teachers in my pod that will make the learning and environment the most successful for each child.

Any suggestions on how to share my new, maybe too enthusiastic, ideas with seasoned teachers? Any suggestions on not taking it personally when I seem to be ignored?

Memories

2009-11-20T21:28:00.000-08:00

From the Apple

Today we celebrated Pow Wow at my school. I've been doing Pow Wow since 1990 when Courtney and I started our first year at Alimacani Elementary School together. The school opened the year that Courtney started her school career and I returned to teaching from several years of mommy leave. I had taken several years off after Courtney was born. Finances were tight and I really needed to return to work. It was hard at first but Alimacani was the perfect place for both of us. I got reacquainted with all the reasons I had fallen in love with teaching in the first place and Courtney had a string of talented and dedicated teachers who loved her and nurtured her. Pow Wow was started as a tribute to Chief Alimacani of the Timucuan tribe - a tribe that had the roamed the land where the new school was built. The school was named for the Chief.

Back in those days we prepared our brown dyed pillowcases and our grocery bag head bands with feathers. We dyed over sized macaroni noodles to string, and war paint was added to every child's face! Back then I didn't know that this was insulting to Native Americans and trivialized their history.

Things have changed a lot. At my school now each kindergarten class represents a different tribe from a different part of the country and the clothing is so much more authentic and different depending on the tribe and part of the country. There is a real effort to respect the native ways and the native life. We learn native songs and dances and listen to native music. Our fifth graders even get involved by studying the same tribes and working on a presentation for the kinder kids. All of that is different from those early days.

What has stayed the same, however, is our goal behind the event. It's hard work teaching all those songs and dances, getting little ones ready for a performance and trying to do it in an honorable way, making costumes, and teaching facts about a people that are so foreign to many of our children. But... it's so worth it. Courtney remembers Pow Wow as one of the high points of her elementary years. She may not remember the countless worksheets she completed or the many assessments that she took or the incredible books she read, but Pow Wow always brings a smile to her face. And so, I keep a picture of Courtney on my desk throughout this season to remind me that it all really is worth it. I even wear a medallion every single year in her honor that she made from bread dough that first year. Each year I get it out I expect it to be molded, cracked or broken, but every year it looks good as new! What I know for sure is that while we are learning to respect our diversity, we are also making memories and that makes it all worth it.

My First Surprise Observation

2009-11-06T06:16:00.000-08:00

From the Star

So let me tell you about my day on Monday. I get to class and my team decides that we are going to have a read-a-thon. For those of you who don’t know what this is, it is a time where the kids read for about 30-45 minutes and then you meet and talk about what they have read. I have also noticed that it also seems to be a "I need to catch up" time for the teachers. I wouldn't say this would be something the school leadership would see as strong instruction because it feels more like a "keep them busy while I get something done" kind of lesson. So my kids get comfortable and they are sitting on the carpet reading their books, and guess who walks in? Oh I am sure you guessed it - the Principal! Oh and boy was it my lucky day. She was not just coming to walk through but decided to do an observation that day. Oh yes, she was there to observe my lesson. OH CR@P!! I was not prepared for this one at all. So what did I do? As quickly as I could I chose a book that we had already read and reviewed with the class the main idea and setting - skills we had been studying. As the principal sat through my lesson she took notes and stayed for about 15 minutes. She left as my lesson ended. While the class had performed adequately, it certainly was not my BEST effort. I felt guilty that I let my team suggest a plan that I knew wasn't really my best effort or something my kids really needed that day. On a side note, when the Principal came in, the rest of the teachers quickly abandoned their read-a-thons and started teaching! I was angry with myself and worried about what the Principal might be thinking. When she left my room she didn’t say a word. Maybe she didn’t want to interrupt my lesson (on a hopeful note...). Maybe she’ll just give me some tips later when I see her (still on a hopeful note) Well, I did see her three of four times that day and she said NOTHING. I was horrified - stressed out about what she was thinking. She probably didn't give it another thought but I had a pit in my stomach for the rest of the day. The truth of the matter is, I would probably have had that same pit in my stomach even if I thought I had done a fantastic job! I really want to do well and I want my Principal to feel good about what I am doing. It really does made me nervous to have someone sitting in the back of my evaluating my work - especially when it's someone I care about.

Finally, on Wednesday the Principal called me into her office. Oh boy- this was the defining moment. I was thinking to myself - she is absolutely going to tear me to pieces because I was so unprepared. I was wrong. She started by telling me how she understands how stressful it is to be a new teacher, but that she really feels that I am working through it all okay. Then she went on to talk about all the resources that I have available to me at the school and how much more training will be available to me as the year moves along. She said she would love to see me implement more next time she comes after I finish my trainings. At that moment I was thinking how much training is offered during the first year and how hard it is to go through the year knowing that other people get it, but you are still waiting on training in a certain area. I did use the "excuse" to help myself feel better that if I had been trained in all the parts, I would probably have known more about what she was looking for. You know, just another one of those moments as a new teacher where you feel alone and lost, even when lots of people are offering you support. She ended by telling me to have a great day and if I have any questions that I can come anytime.

All I can say is that I am glad that the first observation is over. It is just so intimidating to have your principal watch you teach. As a student, it didn't bother me near as much but I think I was always better prepared for what the expectation in the class was. As a teacher, your boss is expecting you to know it all! I do wish I had been better prepared. That is a good lesson for me! I still have two more observations and two more meetings with the principal, but at least next time I get to choose the date and I will know she is coming so that I can be better prepared. For now I am going to take in what she said and work on it. I am looking forward to the next training and feeling more confident with what I am doing! Maybe I'll even learn to look forward to the observations... maybe not!

Tips for Successful Conferences

2009-10-27T19:05:00.000-07:00

From the Apple

When I think about conferences, I think of them as a teacher but I always try to put myself into my shoes as the parent and give to parents what I wanted from the teachers that my own children had. That helps me stay focused and patient and especially understanding.

Here are my down and dirty tips for a successful conference:

1. Remember that the parent has sent you their most precious gift. It's not like they are keeping all the good kids at home!

2. ALWAYS, open with a positive note. Be sincere. There really is something wonderful about every child!

3. If the parent asked for the conference let them talk. Let them get out whatever brought them to the conference. It won't matter what you say until they deal with whatever is bothering them.

4. Don't get defensive. Listen. Try to make sure you understand what they are saying by saying things like, "I think I hear you saying..."

5. Forget the education jargon. They don't need to be impressed with how smart you are. They need to understand what you are saying.

6. Develop a plan of action. Tell the parents specifically how you are going to address the problem.

7. Don't tell the parent what THEY need to do (unless they ask), but stress collaborating.

8. Let the parent know that you really care about their child. The child's progress is very important to you and you will leave no stone unturned to make sure that their child has the best education possible.

9. As the conference comes to an end, summarize what you and the parent have agreed to do.

10. End of a positive note.

I think you get better at conferences with experience. You begin to look forward to this dialog with parents so that together you can help the child move forward. That nervousness and feeling of dread leaves and is replaced by a very satisfying feeling. Good luck, Star. Your adventure has just begun!

Conference Night

2009-10-26T18:41:00.000-07:00

From the Star

So... conference night, what a night! Who would have thought I could talk to 15 parents all in one night and not go crazy? Well I can tell you I can’t even believe it myself. The goal was to talk to each parent for 15 minutes and answer all the 1,ooo questions that they have in that allotted amount of time while giving them all the answers that they want to hear and having them leave happy! Can you feel my pain? I started my conferences at 4:15 and did not walk out of my classroom door until 8:45. And, did I mention that my last conference was supposed to end at 8?

I had all my conferences set up back to back from 4:15 till 8. This is how I thought it would go; The parents would come in and I would tell them, for the most part, that their child was on level and they would nod their heads and say, “Great thanks for letting me know.” And then they would be on their way. Let’s just say, that's not exactly how it worked. Every parent, including the ones that had students with straight A’s, needed to know every detail about what there child was doing and how well they were doing it. They also wanted to know everything that we had planned for the year, which would have been great to tell parents except for the fact that we have not even begun planning for what we are getting into after Christmas! Don’t these parents know that I have enough stress without thinking that far in advance? No offense to any of you lovely parents, of course.

All in all the conferences went well, except for the fact that they sent the ESE coach in to monitor all of my conferences - adding a little extra nerves and stress. I hated being able to see the faces of the parents waiting - looking at me while I was finishing one conference and knowing that I was running into their time. I could see them checking their watching and sighing in frustration. Parents don't wait well.

Overall, I guess I was impressed with how well the conferences went and all of the good things that the parents said their children had to say about me. It really did make me feel good and help me to remember why I took this job. I guess with all my whining about the conferences, the truth is that I am loving every minute of it, even the crazy moments.

"The conference"

2009-10-16T16:41:00.001-07:00

From the Apple

I have told you all about my experience with my first conference and I really appreciate all of the advice that I received. It is a good thing that I read all of the advice before my last conference, because it was an experience that I never could have imagined. The conference was scheduled for 5:00 in the afternoon and, of course, the mom was late, 15 minutes. So, as I waited for her to show up I was in the other room talking to some of the other teachers and the principal when the dad walks in and says “Hello?” I ran over to the room and greeted the parents only to find that it was just the father. It just caught me off guard a little bit since the mom was the one that had called me three times to voice her concerns and made the appointment. Let me just mention that before this conference began I was informed that the dad had very strong opinions and was very out spoken. So, you can just imagine how nervous I was when he walked in instead of the mom.

I started the conference by telling the father all of his daughter's strengths (thanks for the advice!) and what a joy she is in the classroom, which is really true. The mom might not have been there herself but she was there in spirit. She had given the father a list of her concerns for him to bring up at the conference! As the conference continued his main concern seemed to be that the state's new “F.A.I.R.” test showed his daughter only at a 10% probability of success rate. The assessments showed her below where she needed to be in reading. The dad had gotten advice from someone in the family who is a teacher who said that they had heard his child read and that there was no way that she was struggling in reading.

About 10 minutes go by and I am finally getting him to understand that we are concerned and that putting her in an extra intervention program for reading comprehension does not mean that she is going to be labeled as ESE. Since that really seemed to be his main worry, he finally started to listen and work with me on the idea of the intervention. Just as I start to get comfortable, guess who walks in? If you guessed the principal, you are absolutely correct! WOWZERS! Now I am right back to the beginning of being nervous. When she came in, of course, the dad directed the same questions to her that we had just gone over, and, lucky for me, all the answers were exact. I think that gave the dad confidence in me that I was not yanking his chain and that I really did care about his daughter and was trying to do everything possible to help her. Once the conference was over (and boy was I glad it was over), the dad thanked me and the principal gave me a wink (which I took to mean she was pleased with my performance)! It made me feel phenomenal! So thanks to all of you who gave me advice about conferences!! I needed it all! I used it all!

First Conference

2009-10-06T16:11:00.000-07:00

From the Star

So the time has come for me to begin my teacher conferences and you can just imagined how nervous I am. What will the parents want to know? Will I be able to answer all of the questions that they have? Will I have enough information that they are satisfied with the decisions that I have made. Well today I found out and I do have to say that the conference went extremely well for my first conference.

It all started when the parents came in for their child’s PMP conference (PMP's are required by the state when a child is falling below the expectation). I already knew the mom was a little upset and confused about me wanting to put her son on a PMP in reading since he got satisfactory on his progress report in reading. Many of you may be thinking, "Why would you have given him successful on the progress report in reading if he was not working on level?" Well I do have an answer for this. When progress reports went out, we only had one grade for reading and we had not yet received the results for the FAIR and SRI training and this child did not have a PMP in reading last year. So, I thought that he would be on level. However, after seeing the results of his assessments and looking over some of his work I realized that he really needed a PMP.

The parents arrived with a million questions and I don’t blame them. I probably would have just as many questions if I were the parent. So I started off by telling them what a delight there child was to have in my class, which is the truth. He really is a good kid! Once I started talking to the parents and explaining why they were seeing the differences between the progress report and the results now, I could see them take a big breath of relief. Oh and yes, you guessed it, I breathed a sign of relief too. After the tough part of telling them that I was putting their child on a reading PMP, I began with the interventions and assistance that the school and I would be giving their son. Once the parents heard about all the help that he was going to be receiving, they were relieved. I can say that I was very surprised and excited to see how well the parents and I worked together. The parents that I met with today were great and they were all about giving their child the best education that is being offered.

So... I can say that my first conference went very well and I know that all my conferences aren’t going to be so easy. I do feel much more prepared. I want all of my parents to leave my room feeling comfortable and confident with the decisions that are made during our conference. I am going to do my best to make sure that each and every parent is informed and prepared.

Anyone have any suggestions for making sure that my conference go the best they can?

First Year Stress

2009-09-28T18:27:00.000-07:00

From the Apple

I think Courtney is feeling the kind of stress that every new teacher feels. She will spend the year in "survival mode." She's right. There is so-o-o-o much to learn. The truth of the matter is that she really can't learn it all in the first year. For the rest of her career she will continue to learn - adding depth to her knowledge base. Actually the greatest thing she can bring to her profession is being a lifelong learner.

Of course, just saying that it's hard and that you can't learn it all in the first few weeks, doesn't help you get through. My advice is to search out the people at your school that are willing to help. Every new teacher is assigned a mentor, but even a mentor has limited time. They have their own students and responsibilities. You may need more than one teacher, even two or three teacher friends who are willing to give you some time, and ask questions. If you ask and you still don't understand, find someone else to ask until you feel like you have a handle on the situation. And don't play the "oh yes I know how to do that" because you are worried about what others will think, when you don't have any idea how to do it. Just admit when you're not sure about something. This especially is the year you can get away with it!

Also remember that veteran teachers sometimes forget to tell you things. It's not personal, they just forget. They may not know that nobody has explained to you where certain materials are kept or how certain traditions work. You just need to remember how it feels not to know so that you can use those feelings to help the next first year teacher!

Also know that your co-workers and your Principal really understand that you are a first year teacher and while you may have enthusiasm, you don't have experience under your belt. They all have their own first year stories. Believe it or not, they didn't look so calm and confident in their first year either!

Courtney's first "teacher" picture.

Being a New Teacher

2009-09-27T17:27:00.000-07:00

From the Star

So being a new teacher is a little bit more difficult than I thought it would be. While it is tons of fun, it is also a lot of work, and yes, a lot of stress. A lot of people say that teaching is a cake job, but let me tell you something, if they could just spend one week in my shoes, they would absolutely change their minds. If this job wasn’t so rewarding and my kids were not so awesome, I think that I might just loose my mind!!! There are a lot of things that they forget to tell you as a new teacher.

While many of my coworkers are very helpful and informative, they themselves only have so much time that they can give. I have been teaching now for 5 weeks and already feel I am so far behind. Don’t get me wrong. I really am learning a lot but I still have so much more to learn.

I have had many trainings already but still it seems that I have so many more. For instance, we just finished F.A.I.R. testing and I have 20 trainings scheduled to learn how to interpret the results! They can’t come soon enough. I have been teaching Readers' and Writers Workshop now for three weeks and have not had one single training on the materials. CRAZY, I know. I have read the Teacher's Guides over and over again, but I still feel as though I am not getting the full gist. While I am hanging in there and I do think my students are really learning, I can’t help but think that there is so much more that I could be teaching them if only I had been trained in the materials. I so wish more of this had been included in my college education! I plan to continue to give my students my all but can’t wait until I am fully trained.

This weekend, one of the things that has been stressful is the LFS lesson plans and lessons. For those of you who are not familiar, this is Learning Focused Strategies and the lesson plans are pretty detailed with specific activities. Well guess what - if you guessed that I have not been trained, you are correct - and I don’t get trained for another month. So while I am doing my best to meet the requirements of the LFS I really feel lost. Of course, I had training in writing lessons plans in my college prep, but it was woefully inadequate for what I am doing now. Although my Principal certainly understands that I have not been trained, I imagine her looking at my lesson plans and saying, WHAT is she thinking? I also wonder how much more I could be doing for the children in my class if I understood this better. I really want to be really good at this.

I know that every new teacher has her own struggles but I just thought that I would share some of mine. The truth of the matter, however, is that even with the uncertainty and stress, I am so excited to be teaching. Have I told you recently that I truly do love my job!

Is F.A.I.R. a four letter word?

2009-09-18T19:09:00.000-07:00

From the Apple

I would be interested in other Florida teachers' experiences with the F.A.I.R. Our 3rd-5th graders, like Courtney's and like others across the state, are taking the this new assessment on the computer, usually in a computer lab. When the technology works, it is a wonderful thing, but when it doesn't, it is so very frustrating. While things have gone pretty smoothly in our computer lab, today was one of those frustrating days. Not one child that was scheduled in the lab was able to get on to take the test. The system seemed to be down, and no - nobody let us know. That meant lost teaching time for both teachers and children. In k-2 the teacher actually inputs the scores as she administers the assessment individually to her students and our experience has been up and down. Some days it is exciting to have the information instantly available and others frustrating. Sometimes you can't get into the system, sometimes the computer kicks you off in the middle of working with a child and at other times, the test that you just gave does not save. After giving the same test to a kindergartner three times (how does that effect the results?) and it not saving, I closed the computer and quit for the day. In kindergarten you are grabbing little bits of time all through the day to get the assessment done and to have a test not save is a very, very BIG thing. I know it is a huge undertaking to implement a computer-based assessment statewide, but, oh my, the glitches (whether they be county or state) are about to overshadow what looks like a pretty incredible assessment!

Having said all that about the FAIR (and there is much more professional development coming about this Florida experiment) assessment is a very big beginning teacher topic. The truth of the matter is it takes years to read assessments and to see through the numbers to individual students. It's easy to get buried in the mountain of data that we get these days. However, these results early in the year can help to form a pacing guide and provide an overarching big picture of a class. The results can be used to help a teacher know what to teach a class next. Data can be used to help a teacher form groups for small group instruction and to set goals for instruction. teacher can learn to drill down to see what to teach each student next. Beginning teachers really need time to sit down with their assessments and go through what each row or column of numbers mean with a veteran teacher or coach. They need the time to see each student as a whole. This support can give a beginning teacher confidence. They can walk away from such a session understanding why they are assessing students and understanding the individual strengths and challenges of the students in their class. This type of guidance with assessment early in a teacher's career can provide the depth that will make a difference in instruction for years to come!

FAIR

2009-09-17T18:19:00.000-07:00

From the Star

So today was my day for the FAIR. Yes, the FAIR. No, not the kind with the ferris wheel -the new FCAT predictor for Florida. I’m sure that you all know all about it, or do you? If you are like me, you had a very short little training that explained a little about what the FAIR really is. All I learned is that it determines the success of my students passing the FCAT and gives the students their yearly LEXILE scores. I can say that I hope it really is the predictor for passing the FCAT because if that is the case then I feel that my 3^rd, 4^th and 5^th graders are in good shape. After hearing from other teachers and their horror stories about this computer-based test and how their students started taking the test and then all of a sudden the test kicking them out and the students having to retake the whole test, you could say that I was a little nervous about my students taking the test. When we arrived at the computer lab to take the test the computers were already having problems and I thought, “Oh great, this is not going to be good.” But, I can say that I was truly impressed once the computers started working and my students got to work. At first I was feeling a little nervous because a lot of my students were looking at the test and sighing. This made me believe that the test was difficult and that my students were struggling. I’m not even a student and I was ready to get out of that computer room, but once we got back to the classroom and I had a chance to hear the feedback from my students, I was very excited. They all seemed to think that the test was pretty easy. The only complaint that I had was that the test was super long and that my students were tired. I couldn’t wait until the students went home so that I could look at the scores and see where my students stood in relation to our state test, the FCAT.

So, the students left and I was on my computer checking my class results and I was stoked the second that I saw them. I could not believe how well my students performed. I was looking over the results and found that I only had 5 students out of 22 under 75% and of those 5 students only 2 students had fallen into the "red zone." I had 15 students that scored in the green - WOWZERS! J I will say that I was very surprised with some of my scores when I saw some of the LEXILE scores. Almost all of my students jumped up between 200 and 300 LEXILE points from last year and I had one student that actually jumped up 595 points on his LEXILE going from a 400 to a 995. I couldn’t believe it. I was so excited. I guess I can't take credit for the gains and what they have learned from me in my first three weeks?! The thing that I found to be the most interesting is that when I asked the students that had gone up over 200 points if they had read over the summer, 4 out of 5 told me no that they had done little to no reading over the summer. My thought, I’m sure like yours, is how can that possibly be? I guess there is still lots to learn about this new Florida assessment. I can't wait!

Positive Postcards

2009-09-16T16:42:00.000-07:00

From the Apple

One of the things that make any new teacher's job easier is learning how to communicate with parents. Beginning teachers are often a little afraid of parents - maybe because they are afraid of being asked something they can't answer. The truth is that parents are sending the best that they have to school - it's not like they are keeping the good kids at home and just sending the problems to school. They want to know that someone understands and cares about their child - especially the parents who have problem children. For those parents for all of their child's school career, when the teacher calls, it means trouble.

The easiest way to turn that around is to make sure that the contact you have with each family includes some positive. Our principal suggests calling every parent before the end of the first week of school. Calling every parent the first week of school is difficult for some teachers, but it pays off in the end. Some teachers I know call before the parent gets home from work so they can leave a message instead of actually talking to a live person, but it still says, "I care about your child." Other teachers send out postcards before the children even come the first day to welcome them to the class or during the first week of school.

At my school we send "Positive Postcards" all year long. a "Good News from School" postcard appears stamped and in our box every Wednesday and the idea is to send at least one card every week. The postcard goes into the Principal's box by the end of the day so she can keep up with all the good things that are going on school wide and she mails the postcards. By the end of the year the goal is to have sent at least one postcard to every student in your class letting the child and their parents know that you are proud of something that the child has done. Teachers also send good news postcards to parent volunteers and others that help in their classroom. I can't begin to tell you how often a child has come in to tell me that he received my postcard and how excited he is. I also can't begin to tell you how often a parent has stopped me to say thank you. The picture below is twins who both received a postcard. They were so excited that their mom took this picture and sent it to me! So... Courtney, when you come home next weekend, you can expect to receive your own stack of stamped postcards that you can use to send to the children in your class. Let me know how it works out! I'll bet you'll be glad you took the time to write, "Great job!"

I'm rich too!

2009-09-15T16:00:00.000-07:00

From the Apple

For the past six years I have wondered if Courtney just thought that money grows on trees. It seems that her years in college were just one expense after another. The fact that she actually has a job now and will be paying her own bills is almost too good to believe. No more bi-weekly allowance. No more rent and electricity. No more car payment and insurance. No more paying her medical, vision, dental (which means mine is "free" since I no longer have to claim "family" to cover her). No more tuition and books. That's not to say that Courtney didn't work on all of her vacations while she was going to school to buy Christmas presents or to pay for extras, but it meant that she has been totally dependent on her parents during her college years for the basics. Since she is the last of our two children, I realize that there really is a light at the end of this very long tunnel (we have had twelve consecutive years of college expenses). I am excited that Courtney feels rich (don't tell her how fleeting that feeling will be!) It's a good feeling to know that no matter what happens your daughter is equipped to take care of herself. A college education is something that can never be taken away. It really is a good feeling. I think I'm the one that is really rich!

I'm RICH!

2009-09-15T14:23:00.000-07:00

From the Star

Today I received my first paycheck and “WOWZERS” - I’M RICH!!! I’ve never seen this much money at one time in my life. I can’t even imagine having this much money at one time, although I guess I can now, because there it is in my bank account! Now what to do with all this money? Maybe I'll go on vacation, take the girls out, be nice and take the boyfriend out - HMMM! Oh yeah, that’s right - with the big paycheck comes real life - paying all these bills that I have never had to pay before. Sorry girls. Sorry Jordan. I guess my vacation will just have to wait. By the way who knew that having a car could be so expensive?! Do you know how much insurance costs? Whew! But, I’m not worried I’m rich, rich, rich. I’m not sure that I have even made this much money in a whole month before. I don’t know what to do with myself. I guess I’ll just think about all of the money that I can save for that great vacation over spring break. Yep, that is what I am going to do because now you can just call me money bags ! I can pay all my big girl bills and save money all at the same time. I love payday!

Open House

2009-09-12T15:48:00.000-07:00

From the Star

Open House is a great time for students and parents to mingle with and get to know their child's teachers. What they don’t tell you is that it’s really a chance for parents to have a mini conference. Although the principal talks about it not being a mini conference night, it absolutely is! Open House is suppose to last from 6-7 pm but I left the building at 7:45 thanks to the mini conferences that are not suppose to take place.

I learned the day of Open House right after school that I was going to have to speak in front of the parents. Our Open House is done as a pod with all four teachers together. When I was told that I had to speak I was okay. How bad could it be? Little did I know that they were going to give me the two sections that I know nothing about - school celebrations and parent conference night. I was nervous, stressed, overwhelmed. I was still getting the run down 15 minutes before Open House began. But I did my best from what I could remember from our 15 minute conversation and my pod-mates told me that I did a great job. They may have just been making me feel better since I was so nervous, but it worked.

Let’s move to the positives and more interesting aspects of the night. The first parent that I talked to said, "I hope you don’t take offense to this but you look just like one of your students. You are just so adorable." I guess I could have taken this offensively but I decided that I would just hear the "you're so cute and adorable" part. I had three parents tell me that they were so glad that their child was in my class because they come home energetic and excited about school. That made me feel good. Since I have always assumed I was meant to be with little kids, it made me feel like I just might be a match for this older age group. I was also told by two parents how excited their child was to be in my math class. This really made me feel good because as a new teacher I did not expect to hear good things - especially after "meet the teacher day" when all of the parents told me how young I looked. I remembered their faces at the thought that I was not only new to the school but new to the teaching profession. Overall the Open House was a great learning experience and I feel that I really got to know some of the parents. Meeting them helps me understand my students even better. However, I do have to admit that I am really glad it's over!

Preparing for Open House

2009-09-11T14:15:00.000-07:00

From the Apple

"You don't get a second chance to make a good first impression!"

Open House leaves most beginning teachers nervous, if not quaking in their shoes. It even leaves some veterans with a few butterflies. These are some of the things that we suggest to our teachers.

Getting ready

Put an attractive sign in and pens close to the door or right outside the door for parents to sign in. Afterwards you may want to know how many of your parents attended and you might need to match a parent's comment with their name
Write an agenda of what you are going to cover. Write it on the board or provide a hand-out. This will also remind you of what you want to cover!
Your classroom and your office should be neat and clean - well organized.
Post a daily schedule.
Post school wide Behavioral Standards/ Classroom Covenants/ Class Promise.
Make sure your classroom libraries are organized with books labeled by genre, author, theme, level, etc.
Put a "Giving Tree" on sticky notes of things that you would like to have donated for the classroom. Parents can easily just take a sticky note.
To stop from having mini-conferences have a paper for parents to sign up for a conference. When the parent says they want to know how their child is doing, just tell them you would love to discuss their child's progress and ask them to sign up for a conference.

Things to cover:

Behavior
Standards
Readers' Workshop, Writers' Workshop, Math Workshop, Science Workshop
Homework expectations
Grading
Planner (Home to school communication)
Your Newsletter/ Blog/ Website

We have found lots of different and successful ways to present to the parents

a PowerPoint with lots of student photographs
a demonstration lesson where you actually teach a lesson to the students while the parents watch
student led agenda where you have a list or flow chart of what the students go around and show and discuss with their parents - this is very stress free for the teacher, but you need to practice with the students beforehand
video such as "A Life in the Day of a Third Grader" - another low stress presentation
activity based Open House where you set up activities/ lessons for the students to complete with their parents as examples of the things you do in class
teacher led presentation where the teacher(s) talk through the points to be covered (often the most stressful.

One of the things that our Principal always does so parents don't stay for hours on end is to come over the Intercom and thank parents for coming at the ending hour so that they know that the Open House is officially over. She then stands at the door and says good-by to each parent and child personally. I'm sure she gets her fair share of mini-conferences but she also says that she would love to discuss the issue so she asks them to please call her tomorrow so they can discuss the issue at length.

Open House is really a wonderful time to get insight into your students. Sometimes meeting the parent explains everything! Try to enjoy this experience and use it as a time of celebration of the work you have done with your class!

Resources:

What to Say on Parent/ Teacher Night
Way to Help Your Child Develop a Love for Reading and Writing

Behavior Management

2009-09-10T18:53:00.000-07:00

From the Star

No matter how many years of college and preparation that you have, no one can really prepare you for what you encounter in your first year of teaching - especially when it comes to behavior problems. When I was in college I had lots of practicum work. I would go in, take baseline data, do interventions on a specific child and then take data on the results. I always choose the child that the teacher seemed to be struggling with and each time my interventions would succeed. As I saw these differences I wondered why the teachers always had such a problem with the child. However, now I realize that it is not that easy. The truth is that it is hard when you have 23 kids in a class of varying ages. It's hard to find the time to take data and continuously work one on one with a specific intervention with a specific child while you are managing all the other students. I feel like a juggler with too many balls in the air.

Being a Special Education major I thought that there was nothing that I hadn’t seen or couldn’t fix - especially in a “regular” education classroom. I think I had even become a little overconfident in my behavior management ability (remember I had been working with children one-on-one in my practicums!) By the second day of school there was one child that was jumping out at me. I had a third grader that just didn’t have any desire to do any work. At first I was not sure if the work was too hard or if it was a behavior problem. I found out very quickly that the work was not too hard. It was an issue of defiance, somewhat passive aggressive, not because he did not like me or despised the work but simply because he did not feel like doing it. In only two weeks I felt as though I have tried everything!

Let me start at the beginning. First I tried moving the student to a seat at the front of the classroom - proximity control - so that I could keep my eye on him, not to mention that I moved him to a seat that was near students who were more motivated - what other teachers call the "high" students. When this did not work, I tried to move him to a seat at a table where he could work independently. When this did not work, I started to get a little concerned because no matter where I moved him he seemed to get distracted and did not do his work. No matter what I did he would just sit there and look around the room - anything that involved him not doing his work. After all of my attempts I decided to take it to the next level. I called my mother!

After explaining the child and his behaviors she told me that I needed to get him to "want" to work for me. I had to use myself as the "external reinforcer until he could internalize the feeling and feel good about doing the work inside himself" (her words- not mine). After hanging up I thought, "Yeah right! I'd checked and he hadn’t ever done work for his teachers before. I had even talked to his mom. He wouldn’t do work for his own mother, so why would he ever decide that he wanted to do the work for me?" As I began to think deeper about what my mom said I thought “Hey that might really work” and besides I didn't really have any other ideas. So I began to think about all the ways that I could build a close relationship with him. I figured that the best way to build this relationship was to tap into his interests and use positive reinforcement. To my surprise this has turned the child completely around. He has now begun to finish activities and assignments. I also figured out that letting him work with one of his 4^th grade buddies as a mentor has really helped.

So... this is what I have learned. When you have a child that is not motivated, you have to turn that around. You start by working on building a relationship with the child, using lots of positive reinforcement for what the child is doing right. It's easy to look at all that he is doing wrong. You have to work at finding things he is doing right! For some children, hearing all that good stuff makes them feel a little better about themselves and motivates them a little to give the work a try. Finding the right "friend" to buddy them up with can also make the situation better. I'm not sure this will work for every child and in every situation but it worked this time!

A Sense of Belonging

2009-09-08T04:36:00.000-07:00

From the Apple

I have just finished reading Jennifer Allen's A Sense of Belonging. In this new book Jennifer chronicles the activities that have been successful in helping sustain and retain new teachers in her school in Maine. There are so many opportunities for teachers that it makes me think I should pack Courtney up and send her to Maine for her first 5 years of teaching! Jennifer starts with the terrifying statistics that we have all heard so many times before: "17% of educators leave after the first year, 30% after two years, 40% after three years, and almost half after five years." However, we know that with comprehensive, coherent and sustained support that beginning teachers begin to fill their buckets with the confidence and pride that translates into effectiveness. Jennifer's program includes a range of support including monthly new-teacher group meetings, support administering and analyzing district assessments, in-class support for Readers' and Writers' Workshop, peer observation including observing the coach, using student work to guide instruction, curriculum planning, study groups and the use of mentors! This type of frequent, intensive, individualized support would provide any newbie with the scaffolding that is needed to work through the survival of the first year and achieve that sense of belonging.

As I reflect on what I will be offering Denise who I am mentoring this year, I feel sad for her that she will not be receiving the intensive support that Jennifer's beginning teachers are getting. How can I make up for the lack of an intentional support system available to Allen's teachers in Maine? It will be a challenge but reading about Jennifer's well-planned program I feel like I have many additional ideas for support. This week Denise will be observing me early in this kindergarten year so that she can see how we deal with behavior issues from the beginning of the year. Jennifer reminds us that early in a teacher's first year she has to get behavior management under her belt before she can move on.

That leads me to Courtney and behavior issues that she may be dealing with in her first year. So Court, what is your biggest behavior challenge?

What some like to call "Professional Dress"

2009-09-07T10:01:00.000-07:00

From the Star
So I got the job, but that was only step one. As I began my first week I realized that I didn’t really have clothes that were appropriate for an intermediate classroom. I am used to being in preschool classrooms where you wear Capri's because you go outside every day and everyone knows you can’t wear long pants in Florida - the heat is brutal. I am also used to wearing what you may call "comfy" clothes and flats because you are up and down with the students all day. As I looked in my closet to see what I was going to wear, I was doomed - no clothes and no money to buy clothes. “What am I going to do?” Well like all smart daughters, I called my mom. She was here in a heartbeat. This is when the tough part started because everyone knows that my mother is the NAZI of professional dress. She has lots of rules - NO BUTT CRACK showing, NO CLEAVAGE, and NO JEANS. Now I understand the no butt crack rule, but I am not going to lie - some shirts seem a lot shorter when you bend over than they did when you were standing up straight. However, now I do try to check before buying! Then there’s that no cleavage rule but what the Queen doesn’t understand is that when you’re my age and you have boobs, it is hard not to buy shirts that show some cleavage when you bend over. Let’s just say that the “Teacher” clothes in the ladies department are for ladies and they make ladies my age look about 40. No offense to anyone who is older because I mean 60 is the new 30 but I am trying to look young as long as possible and dressing like an “old” lady does not help - once again, no offense intended. Not only that but I look about 18 in the face. Of course you may be thinking, "So then what’s wrong with the older lady clothes?" Let me put it this way - when I wear them I look like I am 5 again playing dress up in my mother's closet! Oh and the last rule - my favorite - no jeans. WHAT? Is she crazy? I have pairs of jeans that look nicer and more flattering than half of my professional pants. And one more thing, Mom - those jeans with the holes are definitely in style. I thought working with all those young teachers at Chets Creek would keep you up to date with this generation's trends.

Now - about that "unwritten" dress code. That is true. When I started I was unclear about the dress code at my new school, but as I began to talk to some of the teachers I started figuring it out. Rule #1: You can wear your hair up (like in a ponytail), but only once a week. If you forget the rule too often, you will probably get the, "You know your hair looks a lot better down. Why don’t you try that tomorrow?" from the Principal. Frankly I love to wear my hair up and I think it looks nice, so we'll see... Then we come to the shoes. Rule #2: Heels. Let's just say she likes heels. You can wear sandals but wear them more than once or twice a week and you'll probably get the, "Oh, I didn’t know that we were going to the beach today." And yes, I did pick out the 5 inch heels and my mom did give me a hard time (because she thought my feet would hurt by the end of the day) but when you've been short your whole life, you've had lots of experience wearing heels.

My mom really thinks you should look like you're going on an interview every day. She wants teachers to look crisp and sharp and she probably will tell you about it if you get too far away from "professional." And probably the next day you’ll have that more professional look. I guess her point is well taken in that she doesn't think what you wear should interfere with a child's education. While we agree on the point, I guess we'll have to disagree around some of the edges.

Mom and I did buy clothes that we both liked and I have been approved by the principal so far, but who knows? As the year goes by I may slip up and end up on the show "What Not to Wear." Overall I am extremely happy with my new school clothes. They do look great, stylish, and might even be called “professional”. Now, time to teach!

What to wear?

2009-09-04T18:08:00.000-07:00

From the Apple

One of my jobs, as the "Queen" of Chets Creek (which just means I'm lots older than everyone else) is to remind new teachers when they unintentionally veer away from our unwritten dress code. At every school there are unwritten rules about what to wear and what not to wear when you are a teacher.

The butt crack. Because this younger generation of teachers grew up wearing their pants below their belly button with short tops, they sometimes don't realize (or maybe they do!) that when they bend down or over, you can sometimes see their butt crack or just as offensive, their barely-there thong or bikini underwear. While this might have been perfectly okay (not for me, of course!) when they are in high school and college, it is certainly not okay when you are trying to project the image of a professional, so I have taken to telling our young teachers at my school when they need a 3-way mirror to check their back side. Being old enough to be their mother helps!

Cleavage. Another thing that seems to be more acceptable to the younger generation is showing cleavage. Yes, I know I am old fashioned, but fifth grade boys and young Dads (or maybe Dads of any age) still have a difficult time hearing what you say when they are looking at your chest!

Unwritten rules. Every school has a dress code whether it's actually published or not so my advice when you are new at a school is to look around and observe what the veteran teachers are wearing. At my school, because we are in Florida, sandals are perfectly okay. In other schools where I have taught, sandals are not okay. they are considered flip flops and are considered a hazard, especially going up and down stairs. Jeans are another interesting subject. When I came to Chets ten years ago there was an unwritten rule that jeans were not acceptable - not in a skirt, not in a jacket, not even in a teacher jumper! No jeans. Period. However, when a younger Principal came, a more dressed-down fashion look also came with her and now many young teachers wear jeans on Friday with the school tee-shirt but also jeans can be found on any day of the week. Personally I don't think jeans, especially with holes and tears, are very professional, but now at my school, they seem to be quite fashionable. As my daughter-in-law reminds me - she probably spends more on her jeans than on any pants she wears! Nobody has ever said that the "jeans rule" has changed at our school, but it is an unwritten rule that jeans are now okay. Each school has its own rules.

Before the first week of school, I took Courtney shopping for school clothes, for probably the very last time! I thought about that often as I sat with her in the dressing room. Over the years she has been to "Mama's School of Dressing Professionally." She almost always chooses clothes for work that I think are appropriate (at least when I'm paying!) and she did look very professional dressed for success in her teacher clothes (said her mother!) She glowed! The only thing we disagreed about were shoes. She chose 4-5 inch heels (she's short and she wanted to be taller than the students) but I thought her feet would hurt by the end of the day. Then I thought of Michelle at my school and Randi, my daughter-in-law, who both teach in heels - HIGH heels! I guess Courtney will just have to find out for herself what works for her and what doesn't...

My first day!

2009-09-02T03:27:00.000-07:00

From the Star

So today was the day - my first day with my new 3rd, 4th, and 5th graders. How exciting - and oh so frightening. Just think about it, a Special Education major with an endorsement in Early Intervention and I have been placed in the "BIG Kids" class! And did I mention that I am 5'1" and half the students are bigger than I am!

To add to the pressure, for anyone that doesn't know, I am the daughter of Dayle Timmons - yes, THAT Dayle Timmons, the phenomenal Florida Teacher of the Year! Talk about living up to the family name and reputation! At least, I'm in another county.

My classroom is one of four in a pod with a shared space in the middle, so I sort of share my space with three other teachers. Good thing we get along. I do love my other teachers. They have gone out of their way to make me comfortable and have given me so much help and advice. I give them lots of credit for getting this "newbie" through the first day.

When the parents first came I noticed that they didn't even look at my classroom (after all that work!) They were much more focused on "oh my gosh - my kid got stuck with the new teacher." They didn't really say it but I could just see it in their faces. So... my goal this year is to show the parents and the students that I am here for them and I am going to make a difference in each and every child's success in my class!

I thought I learned a lot in school but they forgot to mention a lot when it comes to your first day of teaching. I mean I forgot to pick up my children from PE on the first day - probably not a real good start. When the students got back to the classroom one of them said, "Ohhhh, the PE coaches are really mad at you!" Oh great - making mistakes and my day isn't even half over. And then I forgot to bring the students' ID numbers to lunch. We don't eat until 1:05 so at least the kids didn't mind waiting. R-i-g-h-t!

I have a multi-age classroom with 3rd-4th-5th all in the same classroom. That was new to me and you're probably thinking the same thing I was thinking - how does that work? After just this first day, it really does seem to work. I will let you know more about how it works as the year goes on and I really fully understand how it all works! Lots to learn!

All in all, I had a wonderful day with my children. I was worried. Kids this age don't have the best reputation - I had even had a few nightmares. However, I was totally delighted to find out how wonderful and respectful my students were on our first day. I know we are going to to have a great year! Until next time...

Getting your room ready

2009-08-30T19:56:00.000-07:00

From the Apple

At my school many teachers have been working for several weeks over the summer to get their rooms ready and some of them are ready to go on the very first day of pre-planning! They do that because they know that the first week is filled with meetings and they don't want to be stressed getting everything ready. I am lucky enough to teach with my daughter-in-law, Randi, and she takes the summer as her time to spend with her family so she comes to her room on that first day of pre-planning and then works 24/7 to make sure she is ready. I'm probably the "go early" type, but I have learned from Randi that you really can do it in the time allotted. Knowing that helped me know that Courtney would have enough time too. I called to let her know she could put $100 on my credit card to begin to get things I knew she needed. After all, she, like so many first year teachers, has not been paid yet and she really didn't have any extra money to buy material to cover her bulletin boards (it doesn't fade) and bulletin board border or to buy any of the other things she needed. When Courtney called after she had seen her room, she was excited but a little worried about how sparse everything was. She wanted some ideas for how to decorate her room. I asked Courtney if she could Skype me from her room so I could see her space, but she wasn't sure if Skype was unblocked. Then I suggested that she take some pictures of the room and e-mail them to me until she reminded me that her camera had been stolen. So I decided to take pictures at my school to give her some ideas. Even after looking at all the ideas, she decided on a beach theme for her room.

The weekend after pre-planning I made a trip to Courtney's school. I didn't need to worry because even though I had the car packed with stuff for her, she already had things ready to go. Over the years she's spent lots of time in my classroom putting up bulletin boards, cutting shapes and letters, but now she was on her own and as I looked around - I realized she was doing quite well - without my help!

Of course, the truth of the matter is that your room looking well only gets you so far because on Monday morning it comes down to how well you relate to the children that will cross that threshold. but for now - courtney's room looks just fine!

The wait is on....

2009-08-16T18:56:00.000-07:00

From the Star

My internship ended. Summer started. I was so excited. It was finally time to start looking for a real job... or so I thought. I turned in lots of resumes and just chilled - lived the life of not working while waiting for one of the schools to call me and offer me a job! Of course, "living the life" is very short lived when you run out of money. Little did I know that seven schools in my county had closed and they had to place the 200 teachers who had lost their jobs before they could consider new hires for interviews. Lucky me! I just happened to be one of those new hires. Not only were they placing all those teachers first but there had been so many budget cuts that no teachers were leaving and the jobs just weren’t opening. I was devastated, stressed and on the verge of being a crazy lady. I’m pretty sure that I called my mom every day and asked, "So what am I supposed to do now? I have applied for every job imaginable and No ONE IS CALLING ME." My mom, of course, the calm lady just said, “Relax - it'll all work out.” And I kept saying, “Yeah sure. Whatever you say, but you’re not going to be happy when you are still supporting me!” and she would just repeat “It will all work out.”

As the days went by and still no calls I started to get desperate I started to apply for jobs that I didn’t really want and jobs that were over an hour drive. Finally an interview came and I nailed it (with all the good advice of my mother) and I got the job. This is when everything got super stressful. Not only was this job an hour away from my house but, I was not sure that I could handle this as my first teaching assignment - not to mention, my dad is saying, "TAKE THE JOB!" and my boyfriend is saying, "TAKE THE JOB!" My mom was saying that the job was not a good first year job because there was not enough support. I felt like one of those cartoon characters where the devil is on one side and the angel is on the other side and you’re suppose to make a choice that could change your life forever. I was so undecided so I took a night to think about it and I prayed. I prayed that I would wake up and know exactly what to do. Sure enough that is exactly what happened. I woke up and knew that the job was not the right fit for me. To my amazement the next day I got two calls for interviews - with only 2 days before teachers were supposed to start. Just imagine how I was feeling!

My first interview that next day was at 8:00am. I woke up, felt confident and walked into the interview. The Principal and Vice Principal that were interviewing me were delightful and gave me the chance to really be myself. I had not felt this way in any other interviews. Before I had felt more like I was a college student in a Master’s Comprehension exam being quizzed on everything that I had ever learned. I don’t know about you, but for me, it is kind of hard to be myself when I feel like I am under pressure and about to throw up. But at this interview I knew that this was where I wanted to be. I loved the Principals and I loved the school, so I didn’t even care about what grade I was teaching. As I left I was pretty confident that I had gotten the job and I was so deliriously happy! That afternoon I got a call telling me that I had the job. I even forgot to ask what grade I was teaching. This is where the stress of getting a job ended and the journey of being a teacher began.

A job - a job - when will she get a job?

2009-08-15T17:31:00.000-07:00

From the Apple
Like many states, the job market in Florida is very tight. At my own school where we usually are interviewing all summer long, we have had very few interviews. Nobody is leaving in this difficult economy and so nobody is hiring. Courtney is beginning to panic as summer draws to an end. Who am I kidding? My husband is also in a panic. I keep telling them both that it will all work out - there's always shifting at the very end.

After interviewing hundreds of prospective teachers, this has been my advice to Courtney:

Dress professionally - even if you are just dropping off a resume. A nice dress will do with heels. No cleavage, not to short.
The Secretary often gets you in the door so always be especially pleasant to the person at the front counter.
Don't just send your resume. Drop it off, if you can, so they can put a face with a resume.
Do your homework. Look the school up on the Internet and find out as much as you can so when the Principal says, "Why do you want to work here?" you can say something besides, "...because your school is so close to where I live," even if it's true!
Be honest if they ask you about something you don't know, but make sure they know that you are a learner and would be willing to learn.
Be yourself. While you may really want the job, you also want them to know what they are getting so the job ends up being the right fit for you and for them.
After the interview, always send an e-mail thanking the principal for the opportunity to meet her and any of her staff. Principals talk and even though she might not hire you, she just might recommend you to one of her friends.

Courtney only had an opportunity to interview for a couple of jobs that came open. She was offered a job after her first interview. It was a self-contained classroom for K-5 children (quite a range!) who are behavior disordered. The class had had 4 teachers in 3 years and the only support was the Principal who was about to go on maternity leave! The Principal actually kept Courtney for almost two hours in the interview- I'm sure trying to figure out if she could trust this job to a new teacher. At the time it was the only offer that Courtney had. My advice was that she turn the job down. It was not the job itself - Courtney has a Masters in Special Education - but it was the lack of support. Actually in a situations where she had sufficient support, it could have been the perfect learning opportunity, but without support, it just was not a first year teacher job. Courtney really stressed at telling the Principal no. Her father really stressed at the idea that she might be turning down her only chance for a paycheck and that we would be supporting her for another year! But... it was the right thing to do for her and for the children in that class.

Finally, with only a few days before school started Courtney had the perfect interview. She was so excited and bubbly. "This school is PERFECT! It's just like Chets Creek (my school)! I REALLY want this job!" She called later in the afternoon to tell me the Principal had called to offer her a job! I could hardly get a word in - Courtney talks a lot in a normal situation and she was absolutely giddy! When she finally took a breath I asked, "So what grade will you be teaching?" She stopped short - "Oh no, I forgot to ask!"

I was sure they would have hired Courtney for a primary position looking at her resume, but when she called the following day, she said she was teaching 3-4-5. "Are you sure?" I said. "I'm sure," she said in that happy, life-is-wonderful sort of way. I didn't have the heart to tell her about the FCAT and the load she had just taken on her shoulders - save that for another day. Right now, we'll just bask in the THRILL of a new job!

Anything but a teacher!

2009-08-04T18:19:00.000-07:00

From the Star
Like many 18 year olds going off to college, I had no idea what I wanted to do with my life. I was still thinking about how exciting it was with no adults and no rules. Little did I know that I would soon be making decisions that would change my life and would effect who I am today. I can still remember my University Experiences class where we were told to choose what we wanted to be. I had so many choices and so many dreams about what I wanted to be when I graduated. It was so exciting to dream about my future and its possibilities. I thought maybe I'd like to be a bakery chef or an interior designer. I called my mother who is also my "best friend" - my BFF - and she pointed out that my choices might not be too logical. After all, I wasn't a very good cook and I couldn't even keep my own room clean!

As my mother started talking about why she became a teacher and how much pride she took in her job, I thought that maybe I might like to be a teacher. I like to help people. I am very talkative. I am very friendly. I decided that maybe being a teacher wouldn't be such a bad thing after all. I mean I really liked helping in my mom's classroom when I was in elementary school. I decide to try a few education courses and realized that this was definitely what I wanted to be. I felt at home. I loved it!

My Mom still kids me about that Phonics class. I really did think it was torture and I really didn't think I was ever going to use it. I was taking 17 hours at the time and the workload for that one class was like I was only taking that class! Little did I know at the time that that class would be the basis of my teaching career. I guess my mom was right (she usually is, but I just don't like to admit it!) The course turned out to be a great experience, even after all my tears, headaches and whining. By the end of the semester I understood phonics and how important it is to reading.

When I graduated I knew that I had learned so much but I also knew there was so much more to learn. I was not only excited but I was ready to take on the task of following in my mother's footsteps. I finally understood what she meant when she said she just "wanted to make a difference."

Let's start at the very beginning...

2009-08-01T15:42:00.000-07:00

From the Apple

Nothing could have surprised me more than when Courtney came home from college to tell me she wanted to be a teacher! When she left for college as a self-confident in-charge-of-the-world 18 year old, she looked at me and said, "I don't know what I'm going to be, but I certainly am not going to teach! You guys don't make any money!" Both her father and I are teachers and she was right! So when she came home and told me that she was going to major in education, I actually tried to talk her out of it. "Remember all those long hours that I work and how little I always got paid?" "Yea, but remember those summers we had together and how much you have always loved what you do and how much joy you've always gotten from your students." She was right. There has never been a day when I haven't wanted to go to school. I have loved walking into my classroom each year. Teaching has been one of my great joys. It has been my life's calling - my life's mission. Why wouldn't I want that for my daughter?

From that day on I have enjoyed every minute of thinking about Courtney - the teacher. I have loved as she has talked about her courses and her students as she interned. I remember when she called me once to tell me about this really "stupid" course she was taking called Phonics. "What in the world will I ever do with THAT?" she lamented. "I HATE taking courses I will NEVER use" - always the drama queen! Oh dear!

One of my proudest moments was the day that Courtney graduated from Florida State University. There she was in her cap and gown - with colors of her Masters degree streaming down her back. Was she ready? She certainly thought she was - Courtney has never lacked in self-confidence! Maybe the better question - Was I ready? Was I ready to embrace her as an equal, as a teacher, as a mentor, as a friend? On Graduation Day our journey together - as teachers - began. Welcome to this peek as we travel this road together - mentor and newbie - mother and daughter.