This is the time of year when teaching starts to suck. The excitement and energy of the new school year has faded, the weather is shitty, which makes kids more antsy and the short time between Thanksgiving and Winter Break is just useless.
So what's a teacher to do? Use some sick days! I posted awhile ago about my failproof sub plans. If you have those in place, faking a sick day should be no problem.
Need an excuse? Here are a few:
- you caught the bug going around your class
- you sprained your ankle while hanging up your winter bulletin board
- you slipped on ice while carrying your big, heavy teacher bag home after working late
- you developed severe carpal tunnel while writing report cards
- you have a bladder infection from holding it too long, as your prep period isn't until 6th period and you've been tutoring during lunch
- your students are giving you migraines
- you have insomnia due to stressful parent emails
- you have a hangover from drinking the pain away
Hopefully you give yourself some peaceful "sick" days this year. Take a day to watch some bad tv and do some online shopping. Your students will thank you for it. A happy teacher makes for happy students.
Friday, November 25, 2011
Sunday, November 20, 2011
Things I am Thankful For...
Thanksgiving Break is around the corner. It's time to think about family, food, and gratitude. Last week we created a class book on foods we're thankful for- this is part of the work we have done around our community food drive. Our school has a garden and the veggies it produces go to the food pantry in the spring, and we collect canned and dry goods around Thanksgiving. Our class took a tour of the food pantry and helped make sandwiches to pass out to the homeless.
Afterwards, we talked about healthy foods we enjoy eating. Each student wrote about their favorite healthy food and how they prepare it. They illustrated it and we created the book. I was impressed by their palates. Sweet potatoes, brussel sprouts with butter, salt and pepper, artichoke, broccoli, gnocchi, lentils, black beans and rice, mango, raspberries, apples and peanut butter, and chicken. One child wrote about "marshmallow vegetables." Every time I asked what they were, she said they were vegetables for people who don't like vegetables. They taste like marshmallows. I am still trying to figure that one out!
Anyway, this made the think of all the things I am thankful for. I thought I would list them below:
1. When the most difficult child in the class is absent (preferably with a flu that knocks him out for a week)
2. Vodka
3. Specials. Art, Music, PE, Computer Lab. That half hour a day is beautiful.
4. Teacher's Discount Cards (Barnes and Noble, Joanne's, etc.)
5. Thanksgiving Break, Winter Break, Midwinter Break, Spring Break, Summer Vacation
6. Silent Reading
7. My enormous paycheck
8. Friday afternoons when the class has earned a movie... ah, peace!
9. Pencil skirts (not actual pencils, which pretty much drive me crazy with their constant need for sharpening)
10. The lovely little thank you notes and pictures that students leave on my desk. Makes the whole thing worth it!
Afterwards, we talked about healthy foods we enjoy eating. Each student wrote about their favorite healthy food and how they prepare it. They illustrated it and we created the book. I was impressed by their palates. Sweet potatoes, brussel sprouts with butter, salt and pepper, artichoke, broccoli, gnocchi, lentils, black beans and rice, mango, raspberries, apples and peanut butter, and chicken. One child wrote about "marshmallow vegetables." Every time I asked what they were, she said they were vegetables for people who don't like vegetables. They taste like marshmallows. I am still trying to figure that one out!
Anyway, this made the think of all the things I am thankful for. I thought I would list them below:
1. When the most difficult child in the class is absent (preferably with a flu that knocks him out for a week)
2. Vodka
3. Specials. Art, Music, PE, Computer Lab. That half hour a day is beautiful.
4. Teacher's Discount Cards (Barnes and Noble, Joanne's, etc.)
5. Thanksgiving Break, Winter Break, Midwinter Break, Spring Break, Summer Vacation
6. Silent Reading
7. My enormous paycheck
8. Friday afternoons when the class has earned a movie... ah, peace!
9. Pencil skirts (not actual pencils, which pretty much drive me crazy with their constant need for sharpening)
10. The lovely little thank you notes and pictures that students leave on my desk. Makes the whole thing worth it!
Sunday, November 6, 2011
Report Cards for Beginners
It's that time of year. Fall report cards and parent conferences are in session. For many teachers, this causes sweat to bead up on their brows. The painful evenings spent in front of the computer entering grades, coming up with pleasant comments to add to the report cards, and evaluating all those end-of-term assessments!
Then, to make it all even better, the parents come in and want to talk to you, and probably complain to you about why that kid of theirs is so bored because they are so gifted, or how much they hate school, or how they have decided to take him off of his ADHD medication because he can't just take drugs forever... fortunately, if you are me, you have buttered them up already, and they will eat every little thing you say up as if it's manna from heaven.
Grades
So, you probably wonder about how I grade. We use a 1-4 scale at my school. Seriously, it's the same as having a A-F scale, except parents have their own images, emotional baggage and personal history relating to letter grades so the administration decided numbers were less traumatizing for the parents. I rarely, rarely give 1's and I rarely give 4's. This is because I grade on a scale. Grade on a scale? How does that work in second grade? Well, here is what I figure... the kids come to me wherever they are developmentally. If I get a crew where 2/3 of the class mixes up b and d, I don't think it's fair to give those kids 1's or 2's in handwriting. They are only seven for gods sake. Chances are they will outgrow it. I correct them on it. I point it out. I read their words back to them, " 'I dring the bog to the qark.' Is that what you meant to say, Number 12?"
And, some of my grading on a scale is simply in secret defiance to the fact that I don't think second graders should even get grades. Until 8 years old, they haven't had their major developmental leap yet. They may still be considered "preoperative" in terms of development. They are babies! Yes, they are bigger babies than they were the year before, but they are young children- and their normal development should not be hindered by some outside score or whatever. Let the third grade teachers give the grades based on test scores and homework completion. As far as I'm concerned, perfect homework from a second grader has a 90% chance of being done by their mother. And a failing test has as much to do with what happened on the playground at lunch as whether or not the child knows the material.
Second graders have some concept of the importance of learning- they know their parents want them to do it, and they know they get treats when they appear to be listening, or get their work done. But I honestly don't think most 7 year olds understand the scope of how important it is for them to truly be able to read and write and understand diphthongs. They get it or they don't. And they probably are spending more time thinking about their Yu-Gi-Oh cards and butterflies than "ou" sound, house, shout, any day of the week.
So, because I grade on a scale, most of my kiddos do well. I keep the 1's and 4's off my scale, focusing mostly on the 2's and 3's. This allows me to only use 1's and 4's in the cases that are extreme.
Report Card Comments
I make my report card comments easy. I mean, really, really easy. I have each child do a survey. You can download it yourself to use with your students.
I then use that information to create a sort of "form letter" that goes in the comment section of each report card. I add in little details as needed, or to boost the style somewhat.
A child's comments go something like this:
Number __ is a _______, and ________ student. At school ______ particularly enjoys _______. _____ has _____ friendships. He/she is ______ focused and on task. He/She loves doing _________. (Then, try to include one of the child's ideas from the last two questions on the survey.)
It ends up like this:
Number 8 is a creative and focused student. At school she particularly enjoys Writer's Workshop and wrote a wonderful true/false book about birds. She has several good friends in class, and works well with everyone. She is usually focused and on task, especially when doing science or journaling, her favorite activities. She is having a great year in second grade!
Number 12 is an athletic and humorous student. He particularly enjoys math workshop, and is working quickly to memorize his subtraction facts. He has a few close friends in class and particularly likes working with one buddy during science or art projects. He sometimes has challenges staying focused in class, but with reminders can adhere to the expectations. His favorite time of day is P.E., and he is known as one of the fastest runners and best kick-ball players. He is having a fine year in second grade.
Having student input makes it SOOO much easier. Also, the parents really love the personalization of your comments. It makes them feel like you really know and like their child- that's all they really want anyway! I keep out the negatives as much as possible, so I can gently add those things into the actual conference as needed. Remember, there are really no bad kids- just bad systems for helping them.
Conferences
I actually keep my conferences to the point as possible. I show the parents the end-of-term assessments, a few pieces of sample work, and let them ask a question. Since conferences are only 20 minutes, I allow 1 question. I say, "what the one thing that you've had on your mind the most about this school year?" and then I answer it. I go over the report card, and point out any areas that need improvement. I point out all the areas where they are doing well. I talk, talk, talk, as much as possible, leaving almost no time for them to say a word. Then, I say, "if there is anything you think of later, please email me. I'm happy to schedule another appointment or have an email conversation with you!" (Smile, smile, smile!)
Do you know how often a parent has emailed me a question after the conference?
.... never. I mean, never. Don't allow them time to think or talk during your conference. Be all smiles and cheer. Share the bad news in a quick, friendly and non-judgemental way. Save the best for last, and send them on their way. If a child has nearly nothing going for them, comment on something wonderful about the parents-- like, "... is so lucky to have such great parents."
Now, go forth, all mighty teacher! Make your parents happy. Then, go home, have yourself a big stiff drink and fuck the pain away!
Then, to make it all even better, the parents come in and want to talk to you, and probably complain to you about why that kid of theirs is so bored because they are so gifted, or how much they hate school, or how they have decided to take him off of his ADHD medication because he can't just take drugs forever... fortunately, if you are me, you have buttered them up already, and they will eat every little thing you say up as if it's manna from heaven.
Grades
So, you probably wonder about how I grade. We use a 1-4 scale at my school. Seriously, it's the same as having a A-F scale, except parents have their own images, emotional baggage and personal history relating to letter grades so the administration decided numbers were less traumatizing for the parents. I rarely, rarely give 1's and I rarely give 4's. This is because I grade on a scale. Grade on a scale? How does that work in second grade? Well, here is what I figure... the kids come to me wherever they are developmentally. If I get a crew where 2/3 of the class mixes up b and d, I don't think it's fair to give those kids 1's or 2's in handwriting. They are only seven for gods sake. Chances are they will outgrow it. I correct them on it. I point it out. I read their words back to them, " 'I dring the bog to the qark.' Is that what you meant to say, Number 12?"
And, some of my grading on a scale is simply in secret defiance to the fact that I don't think second graders should even get grades. Until 8 years old, they haven't had their major developmental leap yet. They may still be considered "preoperative" in terms of development. They are babies! Yes, they are bigger babies than they were the year before, but they are young children- and their normal development should not be hindered by some outside score or whatever. Let the third grade teachers give the grades based on test scores and homework completion. As far as I'm concerned, perfect homework from a second grader has a 90% chance of being done by their mother. And a failing test has as much to do with what happened on the playground at lunch as whether or not the child knows the material.
Second graders have some concept of the importance of learning- they know their parents want them to do it, and they know they get treats when they appear to be listening, or get their work done. But I honestly don't think most 7 year olds understand the scope of how important it is for them to truly be able to read and write and understand diphthongs. They get it or they don't. And they probably are spending more time thinking about their Yu-Gi-Oh cards and butterflies than "ou" sound, house, shout, any day of the week.
So, because I grade on a scale, most of my kiddos do well. I keep the 1's and 4's off my scale, focusing mostly on the 2's and 3's. This allows me to only use 1's and 4's in the cases that are extreme.
Report Card Comments
I make my report card comments easy. I mean, really, really easy. I have each child do a survey. You can download it yourself to use with your students.
I then use that information to create a sort of "form letter" that goes in the comment section of each report card. I add in little details as needed, or to boost the style somewhat.
A child's comments go something like this:
Number __ is a _______, and ________ student. At school ______ particularly enjoys _______. _____ has _____ friendships. He/she is ______ focused and on task. He/She loves doing _________. (Then, try to include one of the child's ideas from the last two questions on the survey.)
It ends up like this:
Number 8 is a creative and focused student. At school she particularly enjoys Writer's Workshop and wrote a wonderful true/false book about birds. She has several good friends in class, and works well with everyone. She is usually focused and on task, especially when doing science or journaling, her favorite activities. She is having a great year in second grade!
Number 12 is an athletic and humorous student. He particularly enjoys math workshop, and is working quickly to memorize his subtraction facts. He has a few close friends in class and particularly likes working with one buddy during science or art projects. He sometimes has challenges staying focused in class, but with reminders can adhere to the expectations. His favorite time of day is P.E., and he is known as one of the fastest runners and best kick-ball players. He is having a fine year in second grade.
Having student input makes it SOOO much easier. Also, the parents really love the personalization of your comments. It makes them feel like you really know and like their child- that's all they really want anyway! I keep out the negatives as much as possible, so I can gently add those things into the actual conference as needed. Remember, there are really no bad kids- just bad systems for helping them.
Conferences
I actually keep my conferences to the point as possible. I show the parents the end-of-term assessments, a few pieces of sample work, and let them ask a question. Since conferences are only 20 minutes, I allow 1 question. I say, "what the one thing that you've had on your mind the most about this school year?" and then I answer it. I go over the report card, and point out any areas that need improvement. I point out all the areas where they are doing well. I talk, talk, talk, as much as possible, leaving almost no time for them to say a word. Then, I say, "if there is anything you think of later, please email me. I'm happy to schedule another appointment or have an email conversation with you!" (Smile, smile, smile!)
Do you know how often a parent has emailed me a question after the conference?
.... never. I mean, never. Don't allow them time to think or talk during your conference. Be all smiles and cheer. Share the bad news in a quick, friendly and non-judgemental way. Save the best for last, and send them on their way. If a child has nearly nothing going for them, comment on something wonderful about the parents-- like, "... is so lucky to have such great parents."
Now, go forth, all mighty teacher! Make your parents happy. Then, go home, have yourself a big stiff drink and fuck the pain away!
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