WELCOME!

Here is it, my new venture! So many people seem to enjoy my commentary about being the 'old one' in class, the differences between school in your 40s and school as a teenager or young adult and many of the differences in attitudes by students towards learning.
So check back, join in and enjoy my thoughts as they come to me!

Saturday, January 17, 2015

Teaching is the easy part.....

Packets for absent students, replacing missing assignments, handling late work, dealing with incomplete homework, answering emails, considering new procedures, adding new initiatives, grading papers, recording grades, trying to determine whether to repeat or move on, duties, duties, duties......lesson planning, parent newsletter, class website, communication, thank you notes, overseeing aides, knowing who needs which accommodations.......as my co-teacher, said last week, "having you do all the teaching makes me wonder how on earth I found the time to do all this - no wonder I was always a little behind."  I don't know how any person manages such a huge job description, and yet we do.  Teaching and engaging students should clearly be the focus - yet that truly feels like the easy part.  

After one week of full time teaching, the lessons have been huge.  Here are some of my wise words to me:
  • You can't over plan.
  • Some kids can handle change - others can't.
  • You can't let the busy-work take priority.
  • It would be easy to do nothing but 'be a teacher'.  The work is never done.
  • Administration can change your job with one small decision.
  • You have to always stay positive,
  • The kids will always end up making things worthwhile.
  • Nothing beats surprising a student with a thank you note.
  • You need to spend time practicing any new procedures.
  • One class will 'get it', but another one won't.
  • Every day brings challenge, each day brings joy.
  • It truly is all about the kids - never, ever forget that.

As I reflect upon the experiences last week, I realize just how much there will always be to learn.  My craft can always be bettered, strategies always improved, options always increased.  I need to always remember to concentrate on THAT and ensure that I never lose sight of what is important as I no doubt get caught up in the minutiae of required duties and paperwork.


As I write this, it is Saturday morning.  That means that it is time to get to work on next week's plans.  What can I do to help the kids learn next week?  What can I do to make sure that my students are engaged, positive, supportive, and informed next week?  

Let the planning begin!


Lesson Planning Flow Chart
Image taken from https://c2.staticflickr.com/4/3305/5807299569_02627eb5a2.jpg

Saturday, January 10, 2015

Exams & Tests & Quizzes, Oh My!

Assessments.........

...........one of the hardest things about being a teacher - and a student!  As I lesson plan I am constantly wondering how I need to assess my students.   There is little more important than how you check students' knowledge and use their proof of learning (or lack of) to inform teaching.  That's the simple part.  The tough part is making parents happy with assigning letters to learning, fighting the reality of kids working hard and earning Bs, as compared to students on IEPs getting As - even though you know that they don't understand the work.  The difficult bit is being required, by society, to define work by an unmeaningful letter of the alphabet, dividing students by those letters & adding to life's emphasis on defining students by their grades and determining their future through those letters rather than actually looking at the standard being taught and whether the student has achieved the level of learning desired.


Here's an example.  I just took my big licensing exam.  Now, I can write a sentence - 9 times out of 10 it will be well-written, or at least comprehensible.   Part of my studying though was on the definition of a homophone and how that differs from a homograph - and indeed a homographic homophone.  How does that help show my ability to write - or teach?  Multiple choice questions about grammar terms are considered suitable for judging my knowledge as a future teacher - just as our student are judged in the same manner.  It bothers me.

I deeply want my students to enjoy writing.  I know that by writing, lots of writing, both their writing and reading will improve.  By constant writing, editing and guiding through grammatical rules and practices, their writing will get better and better.  That is what matters, not whether it is A work or B work.  After all, what is the difference between a 79 or an 80, anyway?  Slowly I do see my students begin to read their feedback as well as read their grade, but do they pay more attention to my advice for future work, or to the letter on the top of the page?  I am grateful to a co-teacher who took a middle measure with me, allowing me to grade drafts with check, check - or check + (in lieu of A, B, etc) on the papers - it has made a clear difference to how the students consider and react to my feedback.  Sadly life being the way it is, those marks are still translated into numbers and put into the grade book, but at least the students are concentrating on the feedback as they move towards their revising for their published piece.  

Grading unfinished work seems as wrong to me as the endless worksheets too.  I wrestle with it. I understand the need for a record.  I know that it is important for me to constantly watch how my students are learning, and to ensure that knowledge is growing.  Data is key.  What bothers me is the distribution of letters that don't mean a whole lot.  Why should we be marking so-and-so as a "B student", shouldn't we be listing them as who achieved the desired knowledge, made standard?  Sadly I am not sure that we know that.  

Working one-on-one with students to truly determine standards takes time.  Encouraging student-guided assessments and allowing our students the opportunity to truly show us their standard of learning also takes time, and that is something that we don't have.  In 43 minutes it is hard enough to find the time to teach the curriculum, never mind search for moments for conferencing and coaching.  I longingly read books about writing workshops, and link that with Rick Wormeli's words on best practices and both his and Marzano's advice on standards'-based teaching.
So much to think about and consider.  



  • Step 1, do my best for my students.  Accept how things are, yet not letting my own standards drop.  If I can't have time for one-on-one discussion in class, then I need to take the hours at home to write remarks and commentary on each student's work.  
  • Step 2, think about how I will manage my own grade book when I have my own classroom.  Do I run a double-grade book if I am not fortunate enough to be at a standards-based school?  It is a lot of work, but will the hours of graft be worth the better information and opportunity to best-serve my students?  On paper, of course!  In reality, time is precious and balance needed.

Here's what I CAN do:
Keep thinking & learning!
Keep doing my best for my students.
Keep knowing that the best thing that I can do for my students is to keep caring.

Tuesday, December 23, 2014

Classes Over......Teaching Begins!

Where has my blogging gone?  I have not been very good at regular blogging, but since a good teacher is one who is reflective, I need to make sure that thinking, writing, and reflecting, become a habit that I hone.  I do have my class blog too, but since that is for parents, it has a slightly different tone - check out my class website at:  http://strayerhomeroom.weebly.com/

The semester is over!  Can we all join in a mighty, celebratory roar?!  All done.  3 1/2 years of classes done and dusted.  Final results come in with a 3.99 GPA on record, and just a few small steps away from that piece of paper that says that I am ready to teach the youth of America!  Kind of ironic that the anti-grade, pro-standard future teacher concentrates on that GPA, but as long as that is the world we live in, that is my honest reaction to the desire to shine!  Deep down I wanted that payback for my hard work, but I know as much as anyone what an unreal representation of our work that is. Some of those A's were earned through hard graft and extra credit busywork - I can't say that I still know the material.  Others are deeply ingrained.  Yes, I wanted A's, but I still believe that a change to standards would be more beneficial to all - especially to the future students who will be taught by people that achieved a degree, but never actually reached standards..........uh oh, she's off again!  That crazy girl, thinking standards are more important than labels & competitive labeling :)


Prefer a video?  Watch this one:


Imagine judging by skill instead of points.........

So now I face my first semester of full-time teaching.  Oh boy!  I can't wait!  I just posted my initial goals for the semester on the class blog - goals behind the regular teaching that is.  They are:
  • Involve families more through FaceBook & website
  • Morning activities for homeroom
  • Integrating more technology into classes
  • Increasing the amount of cooperative & collaborative group work into our classes

Goals that I have added beyond what I shared with families are: to work on my transitions and to find better management techniques within the classroom.  I also want to bring more movement and better learning techniques within the classroom.  Engagement is always key, but I am intent on finding ways to bring the 'lost' kids back into the realm before it's too late.  It breaks my heart a little to see students' fates determined so young, and maybe I can be that teacher who can join with others to influence them towards a better future than the one they have already decided for themselves at such a young age.  I will do my best!


So, this space is for me really, but feel free to share in my journey!  Teaching....here I come!!


Picture taken from http://www.geograph.org.uk/photo/1978629

Friday, November 21, 2014

Thankful!



Thanksgiving!  

I certainly have a lot to be thankful right now.  Health, a wonderful family, and an exciting future are three that come to mind right away.  A wonderful opportunity with the Year Long Student Teaching program - one that I have taken advantage of in any and every way that I can - an amazing mentor in my co-teacher, and super support from teacher/past teacher friends - all things that I am beyond grateful for.   How about the fact that I only have three weeks of classes left after Thanksgiving - yes, you read that right, just three more weeks of being in student world, and only a few short more weeks away from teaching every single day

I can’t wait!

Someone asked me how I was feeling about teaching now that I have been in the classroom so many times.  Did I find it tiring? Was the grading time-consuming?  Were there daily frustrations………well, yes, yes and of course…..but what that picture misses is the sheer joy of working with the student who FINALLY gets it.  Earning success from the student who normally chooses to hide his skills and talents.  Planning a lesson that goes exactly the way that you expected — and managing to ‘fix’ the ones that did not.  Dancing the night away with 5th and 6th graders at the fall dance and being told you are cool.  Seeing excited students when you let them know that you will be with them every day next semester.  Those are the things that immediately come to mine when you ask me about my experience as a teacher.

It’s exhausting, frustrating, a serious (and scary) responsibility, and a challenge. 


I love every moment.

Friday, October 10, 2014

This is GREAT!

So, the good news is, I have definitely made the right decision.  Every second in the classroom is another moment being exactly where I want to be.  I didn't think that I had made a mistake, but it is nice to have that confirmed as I spend three day each week in the classroom.

I realize that I am incredibly lucky to have the most wonderful co-teacher.  She is supportive and lenient.  She guides me and helps me.  She lets me success and fail.  In other words, she allows me to learn!  I hope that I am helping her out and not adding to her load.  My goal is certainly to be a help, not a hindrance!  My added Leadership Roles in the classroom and the time spent working on their genre writing have certainly not eased Mrs. Strayer's life, but hopefully I am taking enough care of the work that it hasn't actually added!

The big job that I have taken on in the class is leading the genre writing each unit.  This time around it has been narrative writing, and the students have been writing an 'autobiographical sketch'.  I don't believe that they have done many big writing projects, and initially my assistance on carefully going through every step (graphic organizer, rough draft, typed draft, final piece) was not celebrated, but I think that the light has dawned for some of the students, as they have realized just how much better their writing has been through each and every step.  I am slowly wading my way through over 100 drafts to give the most powerful feedback that I can garner, before allowing them to edit their final pieces for submission.

Once I have their final drafts, I will then post all of them to the class website that I have built for our homeroom - talk about authenticity!  Their work will be out there for their parents to see and to share with their family members as they see fit.

It is a lot of work going through each draft, noting, commenting, adding, suggesting - but they have worked so very, very hard for me, that I feel that it is the least that I can do!  It would be a little easier if I didn't have homework too, but honestly these kids have become my priority now - it is them that matters, far beyond my GPA.  I can't wait until I can spend 5 days a week with them.

Not long now!

Thursday, September 11, 2014

Student Teaching

It is very confusing to the traditionalists out there, but I am currently student teaching AND going to classes....what?  How can that be?  Isn't that hard?

Well....yes!

I am in the pilot program - along with around 40 other students statewide.  We are part-time student teaching this semester, full time next.  We are staying in the same school, working with the same teachers and students, for the full year.  We did pre-year set up and professional development, we are at staff meetings and PLC, we are writing lesson plans and teaching.  This is not another 'experience' of observation and assistance, nor it is just a 'methods' class.  We are co-teaching and are on the staff.  Heck, I even have a polo with 'Teacher' embroidered on the front!

Is it hard?  Yes....and no!  Yes because my three professors at UNI don't understand the program, nor embrace the fact that I am also writing lesson plans and grading papers.  There is no respect for what we are doing, communication seems to be lacking among faculty.  We even had a visiting professor at my fourth class (which is tied in with the student teaching) telling us that we weren't really student teaching and that we were just, "Doing our methods".  For those who don't know, methods classes are where we learn 'how' to teach specific content, and normally have a few hours of student experience with pre-approved lessons and professor oversight.  Then we reflect upon the experience.  This is NOT what we are doing!  No because I am in the classroom three days a week and I couldn't be happier!

I am co-teaching 5th and 6th grade Language Arts with the wonderful Mrs. Strayer.  Theresa is a 27-year teacher and within 2-3 days had taught me so much it was amazing!  She has given up having total control of her class, sharing it with me every day.  She has encouraged me to create my own features and to decorate the way I liked.  I made a picture wall, have a word wall, created chore lists and have jobs and training jobs for each student.  I am living my dream!  I am teaching writing and just having a blast.  One task that I have taken on is to build a class website, where I am blogging my experiences to share with parents.  It isn't 'released' yet since it has work to be done, but it is live!  Check it out at http://strayerhomeroom.weebly.com/

Life is busy, time is tight, but I am doing what I want to do.  Bike riding has stayed on the calendar, and riding Sunny has been a huge part of my summer, but now I am teaching too.  After making this huge life change and spending 4 years at UNI, it is a relief to know that I am right where I want to be!

Sunday, June 1, 2014

My Space - Moving House!

Non-traditional student makes for some non-traditional thought processes!  We are in the midst of moving house, downsizing from our wonderful house on Westbrook Street, to a small in-town rental.  I am actually quite excited about the move, but I know just how much I will miss the pastoral tranquility (granted, often interrupted by two small dogs).  As part of my capstone class that I am taking right now, we had to think about our 'creative spaces' - where do we do our best work?  What makes one space better than another!  That started my thinking about where my desk was going to be. I spend more time at my 'workstation' than anything else - it is kind of important!

I tried a variety of different options in our farmhouse.  The desk in the living area resulted in continual distractions.  The attempts to work in our rarely used dining area led to too many calories ingested, and too many interruptions.  I finally made my space upstairs, and created the 'Bridget zone' that became my place, the spot in the house where I could distance myself from the day's minutiae, and let myself write, study or think.  The small area at the top of the stairs was once the children's play area.  The slanted attic ceiling, windows overlooking my horses' paddock, 100-year old wooden floors, and book-lined wall, all created the very atmosphere I needed to help channel my mind.  Unlike past experiences, I actually looked forward to going up to my desk, whether homework, volunteer tasks, or just to write my blog.  Family pictures surrounded me, and Latte was normally snuggled behind me as I sat in my big desk chair, focussed on the task at hand.

Our new house will lead to very different possibilities.  Downsizing and changing from country-living to an in-town house with limited space, and no view of pastoral tranquility.  I know that my lesson plans and reflections are the best when I have a special space that I enjoy working in.  I have two choices.  First, there is the spare room.  We are moving to a small, two-bedroom rental, and we already know that our dresser and dressing table won't fit into our bedroom, they will go into the spare room, and my desk could go there too.  The second option would be in the finished basement.  There is another small bedroom in the basement, with half-bath, as well as the general basement area.  Do I choose lighter and convenient, sharing 'my space' with our clothes and laundry, or do I go downstairs to privacy, but darker - and possibly more distractions, since the washer/dryer will be down there, our Wii, and (something we are looking forward to) a fun, bar area!  The bedroom downstairs will be the official spare room, the space that will belong to our children when they visit,
It truly is a conundrum!  I lean towards the upstairs space, and I think that is where I will start.  If I can make it more of a library, less if a dressing room, more of a personal space than a catch-all, I think that it has potential.  Although, I chuckle as I write this - we looked at the house about three weeks ago, and my memories are hazy.  Was it a 'light' room, or dark?  Was it street facing or other house facing?  I can't remember!  All I remember about the basement was Paul and I laughing because we are downsizing from my dream home, but will finally have a place to put the bar that has been stored in the tractor shed for ten years!  We knew that the basement would house guests and be our social space immediately.  I think about how the basement would be more private - but not it the children are home.  I also think about the mistake it might be, trying to make the ‘social’ space my private area; that doesn’t seem to make sense.

As I am writing, I am musing the options.  I can’t envision where the door is or where the window is placed, so I can’t sketch out options.  That is frustrating.  I can see a wall of books and my desk.  Perhaps a picture of our old farm and photos of the horses and those happy moments that someone has captured, of my horse and I flying over jumps.  The dressing table and chest of drawers can be used for picture placement and extra space.  Is there a walk-in closet?  I am not sure!  I hope so - that would be a good space for the plethora of ‘future classroom’ totes that I appear to have collected over the years at UNI - or placed things from my children rather than selling at our big moving yard sale.  We do have a storage space, so I am deliberating over those totes being with me, or there with the boxes of ‘future classroom books’ that have also been somewhat obsessively collected. In my year-round student teaching though, perhaps I will need some of my supplies.  Maybe the move will lead to more severe organization and listing of contents, then I could store them, number them, and know exactly where everything is.  Great plan, now to find the time to make that happen.


We are packing and sorting every day, and my mind is continually turning over possibilities.  We take over the new house June 9, the transition then begins.  The main move happens the weekend of June 14, when I will need to make final decisions as we place the furniture where we think that we want it.  I can’t wait until we have a key and I can go in and check out the space again, do some measuring, make some determinations.  Who knows, maybe my thoughts will change once I revisit the space.  Perhaps I will set it up and realize that it is not going to work.  These thoughts have helped me to focus my thinking, and to consider why my upstairs space has worked so well for me.  I must think about how I will need to find something to overcome the lack of view, how to replicate that tranquility that I need in a small room in the middle of town.  I have wonderful pictures to use, and can start to create the atmosphere that I envision right away.  I need to focus beyond the, ‘it’s just for a year’ and to the, ‘this will be my space and it needs to work for me’.  Just that adaptation of thought is going to help me to settle into our new home, and help to spark creativity in my future work.

Let's see what I decide; I will know soon enough!