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!

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!

Sunday, April 13, 2014

Teaching Philosphy

I have spent most of today working on a philosophy paper - one that purports to discuss which theory of education best describes my personal attitude towards teaching.

I have found it a difficult task!

I hesitate to put my unedited version out here, but perhaps one of my followers has some suggestions to make, or ideas of ways to adjust my writing; all suggestions, gratefully received!!

Here we go....

With strong beliefs of innate gifts and the importance of individual talents to share, I have some clear leanings towards the romantic ideal of what my future students can add to the class, that I believe in their past achievements and have faith in what they will bring to the future.  If adults don’t have faith and confidence in a child’s ability, why would those children have any reason to believe in themselves?  Through successes and failures, teachers need to share their confidence that even through failure, every student has the ability to learn.  As a teacher recognizes a child’s abilities, they can nurture the knowledge and ability that is already there, engage and incentivize new learning, and then build upon the experiences, always guiding, supporting, inspiring and adding new knowledge along the way.  I have seen students who live the life that others expect of them - sometimes positive, often negative.  If a teacher expects a child to fail, to be unable to learn, or to fail in life, more often or not that child will fulfill that devastating expectation.  My job as a teacher may sometimes be to believe for my students so that they can learn to believe in themselves.  Just as a parent helps their child to face hurdles and challenges with support and love, a good teacher is there to push their students and be able to catch them should they fall, encouraging them to try again and create success.
I am combine the romantic belief in inner abilities and pragmatic understanding of learning through experience, with some more traditional leanings of a perennialist.  I talk about inspiring and guiding, but I am seeing myself in that expert role, sharing the classics and helping students to create their own.  I have more knowledge and experiences than the students, and I have information to share with them, that will help them in their future lives.  Although I recognize that students have experiences that I can learn from, I have years of knowledge and background that I am there to teach them.  My own school taught me Greek history,  about different civilizations, history and the literary classics - about them, their history, how they connected to the time in which they were written, and why they were considered classics.  I learned to understand and appreciate their worth - and that is something that I plan to do with my own students.  If you don’t know what came before, how can you plan for the future?  If you can’t recognize why something was great, how can you create greatness?
With a combination of working towards finding and nurturing the best in every student, helping them to realize their own abilities and potential, while sharing knowledge and how others succeeded, I plan to be a teacher that students enjoy, trust, respect and can learn from.

Sunday, March 30, 2014

Classroom Management - in the real world!

I just spent a fabulous Level III week at Hoover Middle School in Waterloo, IA. What is Level III, you might ask? Well, it is an in-between step before student teaching. Whereas in Level I and II, you are in theory observing more than 'doing', and then in your Level II you teach one lesson, but it is short and very controlled, the Level III is far more intensive and the student teacher actually teaches two full days in a classroom - getting a real feel for all the things that you don't notice when you are just watching someone practiced and polished at work! There is a huge difference between preparing and teaching one, short, 20-minute lesson, and in teaching all day - and even with the Level III, you do have your cooperating teacher there and ready to step in if needed. Still, it is about as authentic as you can get in a short period of time.  

My final emotion at the end of the week was quite simple. I want to go back. School, and learning has been great. I will always have more to know and another theory to learn, but making planet cards and board games is not where I want to be right now - no, I want to stay in the classroom. Plus, 7th grade? That was GREAT! Very much my favorite grade so far.

One of the things that really impressed me at Hoover was their classroom management - how they take care of behaviors. They use PBIS (Positive Behavior Intervention System) in the school as a whole, and Mrs. Kurtz and Mrs. Kisch modeled a successful management system all day, every day.  

The premise is simple. The students earn a reward, in the form of a Hawk Bill, that they can then turn in as currency to pay for missing supplies, an opportunity to go to their locker for forgotten books - all the normally little interruptions that add up to so much time lost out of the instructional day. Mrs. Kurtz could be very relaxed about students forgetting planners, or not acting as required, she just let them know how many Hawk bills that it would cost them, and allowed them to make the decision.  When I compared this with the arguments and time wasters that I have seen in other schools, it was very impressive.

I kept thinking of how many students leave and come back into other classrooms that I have been in - how many interruptions the teachers have to face. This kept things simple and straightforward. Everyone knew the rule, the expectations were clear, and the resulting relaxed atmosphere was impressive.