Out of the Box

Please forgive me, I have been absent from this blog. I won't bore you with the details, but my "regular" schedule is no longer what I'm used to. Besides my responsibilities as an ESOL teacher, I also teach 2 'corrective' programs. The changes this year have taken a lot of energy and joy from my usual day. I am not facilitating clubs, although I will put together a student committee for Multicultural Day. I'm more involved in helping to facilitate a better school atmosphere through a set of interaction panels of students, parents, teachers and other staff. I believe this will be a major player in achieving the positive academic improvements we need.

As teachers, our daily duties also include "management", discipline, and order. For the most part, our students are a normal bunch- some good, days, some not-so-good, some horrendous. Fortunately,the horrendous days are increasing in number. Even at lower grade levels, there are some children who have issues that cannot be solved by the school, and possibly, not by the parents. Some kids need therapy, medication, toughlove, or any combination. Teachers are expected to be able to enthusiastically convey the necessary information the children need to learn, as well as "do well on the Test".

Besides teaching, compiling bindersful of data, in the most recent grid from the latest "messenger, planning further professional development", and dealing with the inconsistent heat extremes in the building, other myriad building issues, rodents, creepy-crawlers, and being given the newest "fix" on Thursday, to teach on Monday.

Is it any wonder this blog was on hold? We just had our 5th snow day of the season. There is a 3-day weekend ahead. I can breathe, sleep, and eat. I even made cookies! Everyone's plan books are in school, because we've been out since Wednesday. Who would've thunk it? I'm not an on-line planner, although I'm sure younger staff members do that all the time. I'm old-school.

Anyway, this rant has ended. The blog is ressurrected. I hope someone reads it!

What's the Catch?

I can appreciate a "pay off" for a job well done. As a parent and teacher, I understand the idea of "incentive" to get someone to do something. HOWEVER, I also know that doing something because it is the right thing can be its own reward. Oh, sure, I'm an adult, so I recognize the meaning of "intrinsic". That understanding came simply from the process of growing up.

I grew up with both parents, and Mom stayed home with the kids, while Dad worked 6 days a week until I was 15. With 3 children, there was not a lot of money, vacation, or expensive birthday and holiday gifts. My point: we were not given gifts, bribes, or material incentives to help in the house, rake the yard, etc. It needed to be done, and if we didn't do it (correctly!), there were consequences: wrath and frustration from parents.

This is my frustration : any new academic schoolwide challenges have to have a gimmick and prize pizza parties to get kids and apparently, parents, to "buy in" and support. What about "this is what you need to learn to be successful in school"? Gee, I thought grades were the reward. Maybe having your work posted prominently on a bulletin board, or on the family refrigerator. If a teacher wants to provide individual effort or accomplishment recognition, great. I'm all for it, and do it sometimes myself.

Another reason I have issue with some schoolwide academic contests (I'm not talking about spelling bees, either) is this: there are students, primarily those with learning differences or English as their second language, who simply "are not there yet". These students are pretty much kicked to the curb, because the contest "rules" do not include the differentiation or adjustments that would permit these individuals to "be winners". Worse, their own 'adapted learning' may prevent the class as a whole to "win", creating resentment from the occaisional classroom teacher and the other students.

Now, I believe, if a person (me, in this case) is going to make a fuss about something, a solution or alternative should be offered. Here it is- simply put something in place, people. It is what is it is. the children need to learn vocabulary, teach it, and develop whatever the class needs to reinforce the words and skills. Keep it low-key, in-class, and award stickers or candy if you are so inclined, for sincere EFFORT as well as results.

Yes, parents should support the learning of their students, and make sure homework is done as neatly and correctly as possible. I don't think a child's self-esteem should hang on winning a pizza party for their class.

Summertime, and the Livin' is Easier!

I hope my students are enjoying the summer as much as I have been!

My husband and I just returned from a fantastic vacation to San Francisco. This amazing "city by the bay" has incredible architecture, history, and diversity. I want my students to learn about the similarities and differences. Despite the fact that most of my students were not born in the USA, they often do not get the opportunity to travel outside their neighborhood, unless it is to visit their home country. I've taken lots of pictures, bought several books, and plan on being able to share as much of the experience as possible. If I can figure it out, I may add a photo to this blog, as well. I now understand the song "I Left My Heart in San Francisco"!

There may be a big change this Fall, as it is possible my school responsibilities will require me to work in two schools. It's all in the numbers, and the final decision may not come for a few weeks yet! I will post the information either way, as soon as I know. I do miss "my kids", and this year's 8th grade in particular has some of my very favorites! I've also had some of them since 4th grade, when they first came from their home country, with no English at all.

I encourage everyone to begin stocking up on school supplies as soon as the sales start, and continue to READ in English. Book stores have recommended reading lists, and if you don't know what to pick, ASK for the list! Keep your brain working!

I will try to reach as many of you as I have emails for, and hope you spread the word!

Hoping you're having a safe, blessed summer!

Plagarism vs. Original Thinking

By this time of the year, you might expect more language-proficient students to be able to compile, analyze, and compose their own thoughts and reflections on their research. Students have been reading, taking notes, and writing essay responses, constructed responses, and answering open-ended questions. Ideally, this time of year should be perfect for getting reasonably good writing. Unfortunately, this is not usually the case.
Over the last two months, 7th and 8th grade have had research assignments. They had similarly typed directions, suggestions, and objectives. They knew what they would be graded on. I have a total of 12 students in these 2 groups. Only one-third followed any directions, one was exceptionally well-done. Two out-right copied information--they could not explain the vocabulary. Two kept "forgetting" the "finished" work at home. The others were such poor quality, I have not figured out how to grade them.

I am uncertain of why so many students appear so dependent on being spoon-fed and coddled. They were able to select their topics. I know their parents care a lot about their childrens' education, even though they are themselves unable to help, due to their own lack of English. The students have ample opportunities to type and print the work at school or at the public library. I supply many research materials, and take the students to the school library at least once during the process.

I know I was not the most diligent student, but I remember staying up until after 1:00 a.m. typing a paper, pre-computer. Having to rip the paper out near the last paragraph because I made a mistake that white-out couldn't correct is not something you forget. These kids have it so easy. Push-button editing.

Teachers show so many ways to organize information: diagrams, graphic organizers, columns, webs, outlines, and complete sentences and paragrpahs. The process builds upon itself, until ultimately, a series of informative paragraphs has been assembled. Adding pictures (yes, those can be photocopied!) is the icing on the cake.

Yet, the papers I get do not reflect anything except perhaps 30-60 minutes of time copying from a book or website. We all lose, not being able to learn from the experience. The productive students still have to endure the rants of a frustrated teacher, and the others merely wait till the voice stops.

Parents--please don't accept anything but quality from your child. Neatness, following teacher directions, and honest effort mean so much. Meeting a deadline--well, we all know the importance of being on time. Let's teach our kids the benefits.

My Young Scientists

"Young Scientists" are the 4th and 5th grade students who are involved in my semi-weekly Science Club. These students can't get enough of the "how and why" of things around them. Their eagerness to understand and experience some of the everyday mysteries makes each meeting energized and special. The students are like puppies, all trying to absorb and analyze simultaneously. It can be fun and exhausting at the same time!
Our focus has been on "Kitchen Science" for the most part. We've examined carbon dioxide, acids and bases, yeast, and how air has weight. We also examined plant structures, and vegetable spoilage. We've planted bedding flowers in the raised beds outside of the school, to encourage bees and butterflies. I have encouraged the students to keep science journals, but have learned that the journals must stay in class, because they are usually forgotten!
There's only a fe weeks left to the school year. I know we will be planting our "hallway planter" next time. The planter is a repurposed cabinet base and a discarded sink. A drainage bucket is be placed beneath the sink to catch overflow and general spillage. The plants will all be in small pots, and be tolerant of bright sunlight, so they will thrive in the bright lights of the corner hallway. Hand tools and other supplies will be kept underneath, and a lock to prevent anything from walking away. Most of th supplies are from mini-grant from Philadelphia Horticultural Society (Thank you!). I'm hoping the plants will survve the summer in the homes of the students who care for them here. Next year, who knows?

Putting It All Together

The puppet show idea was so inspiring, my more proficient 8th graders chose it as a way to help present their Service Learning Project, dealing with Teen Pregnancy. They researched and wrote 4 scenes, and I simply edited to assist the flow of the story. I videotaped it, and it will be burned to a CD for final submission. It was a lot of fun, and a LOT of takes!
Much of all the classes' lessons involve the applications of the skills and vocabulary they have learned this year, from me and their classroom teachers. My 4th grade students are writing stories about "their magical friend", after comparing several versions of Cinderella stories. I found it intriguing how most of the group simply wanted a magical pal to play with. Speed, being invisible, and "buying stuff" are frequent wishes. No pumpkin coaches for this crowd!
I'm seeing more thought from my 6th grade students, as they analyze poetry with an environmental theme, and 7th grade has been contemplating the effects of The Dust Bowl (1930's) on the national economy and family impacts. I expect this to be extended to a more personal perspective before the month is over.

The whole school is preparing for Multicultural Day, a school-wide celebration at Morrison, that has long been a rite of Spring. I was happy to inherit this tradition, starting from my predessor, and I hope it will continue if I leave. (The District is shuffling the deck and forcing transfers among teachers in Philadelphia, and it is likely I will be one of them. I'm hoping to stay, but know that I will be wherever I'm supposed to be. I dislike the uncertainty, and possible prospect of packing and leaving, but I know I can positively affect students wherever I am. )
Multicultural Day celebrates the things that make the world go 'round--geography, food, art, music, literature, etc. This year, there is emphasis on avoiding stereotyped craft projects, and focusing on a more interdisciplinary approach. For example, graphing population shifts, climate, or examining the history of a traditional art form. Students are really learning about the country, rather than doing "hit and run"-pick-a-country-do-a-craft,or make some food. It's more fun, and it's great to read some of the writings and see some of the art projects in the hallways!
Last week, I got a new student from Haiti, speaking French and Creole. As much as I always enjoy the challenge of new students, I am really appreciating the effort from this student as he transitions into a new country, language, and culture (especially the school culture)! Additonally, it is extra motivation for me to recall some of my "forgotten", unused, high school French. Although I use English in class, I want to be able to compliment his work in a language he understands! The first six months are often the most challenging for a new "entering-level" student. If his time and effort continues during the summer, he will be immensely more comfortable and competent when he starts high school in September.

Many students (and teachers) are counting the days till the end of the school year--I'm more interested in how many more amazing projects my students will complete! Appreciating and applying what you've learned is a legacy that will last a lifetime!

It's SPRING!

I can't believe so much time has passed! At this point, we have completed both ACCESS and the PSSA testing. The challenge now is to keep everyone engaged, interested, and learning new things. The objective of "you will need this for the test" is gone, and other than the regular Benchmarks, the pace has slowed a bit, and we can all take a collective deep breath and then EXHALE.
I like to keep the students engaged, and developing projects by using the skills students know while introducing new things. Integrating creativity while doing cross-curricular activities keeps my students motivated and interacting in new ways.
One of the projects I'm working through has been making puppets with some of my classes. The puppets are basically socks, and sometimes with a cardboard-based body. It's a lot of fun for me, to see how my students create new characters. When my big, shy-guy 8th grader learned to sew button eyes on a sock, and broke into giggles when he grudgingly looked at its new "face"--it made my day!
After writing a short "bio" for each puppet, the students (with minimal guidance from me) composed short skits for their puppets. My 4th grade boys created a scenario for their alien-monster-ninjas. The 5th grade girls contrasted their personalities with a happy-go-lucky singer, and her serious friend. Eighth grade dealt with a party, and which girl the boy would dance with first. I hope to have my more advanced 8th graders make puppets this week. I may give them a specific story line, and have them design and write to that situation. I may let them simply go for it!
I will be doing a similar project with Multicultural Club. PARENTS-please allow your students to gather up any old, unmatched socks in the house--small or large, intact, or hole-y. I have buttons and thread, as well as "yarn" needles that do not have sharp points. A few girls that do know how to sew may use a regular needle--I have those, too. Besides teaching "character development", I have taken some personal enjoyment in showing the kids (especially the boys!) how to sew on a button! Life skills!
After the skits are written, the students will practice "performing" them for the rest of the class. I plan to have them ultimately perform them for a few classes of 1st and 2nd grade classes. The students will have a 'stage', and if possible, I will videotape them, so they can watch it afterwards. I may even get one of our talented tech people to show me how to upload it to this blog, for your own viewing! Keep your fingers crossed for this- I do plan on having the students behind the stage, so you will not see their faces. I think the audio may be on a separate track. I have very little idea how to make that happen digitally, but I've been assured it can be done. I'll let you know!

On another note: Parent-Teacher conferences were this past week. I was disappointed that out of my 35+ students (those are the students I see daily), I only saw parents for 7. Being able to share with parents the joys and struggles of the classroom is important for all of us, to stay "on the same page". I know many parents do not have computers, and are not able to read this blog. Those of you who can (and do!), I sincerely thank you, and encourage other parents to stay in touch with their childrens' teachers. We all make a special investment in the students, and will be more effective in the long haul when we are able to communicate regularly.
Thank you!

Ok-in a nutshell, here's the skills this project develops overall: small motor skills, planning and brainstorming, creative writing, reading, editing, character development, public speaking.