Ok, I'm trying to blog with one of my small groups. Today was our first day. We'll see how it goes...
Visit us :Frog Blog
I haven't figured out how to upload our photos yet, but instead I'm making the first graders use imagery to describe what they see. Teachable moments hiding everywhere.
We'll see how it goes. Any tips on blogging with first graders?
Monday, November 5, 2007
Sunday, November 4, 2007
confiscated!
On our first grade field trip on Friday I looked over and noticed two 6 year old girls applying lip gloss with passion. As I asked them to hand it over, promising it would be returned at the end of the day, one said, "But Mrs. Lipstick, it is lipstick!"
I have got to work harder at teaching them my real name.
I have got to work harder at teaching them my real name.
ability grouping for test scores?
This Sunday's Washington Post Metro section has an article on 'Closing the Gap', discussing how one school has improved test scores by ability grouping their students for more than half of the instructional day. At first this makes me automatically recoil. Ability grouping? Really? Is this what NCLB has brought us to?
On second look it may not be that bad a program. The students' progress is monitored closely by the entire school. Once they are able to move up they do, and they never move back down. In the beginning of the program the school looked into the gifted and talented programs across their county. It sounds like they are applying the ideas they got to the entire school, just differentiated by level. (I may be wrong about that though).
What I think works about this is that the teachers and administrators carefully track the progress of each child. It sounds like each child's need are taking into consideration and each is taught at his or her level. They also seem to be doing a great job engaging the parents by hosting a 'closing the gap' dinner for parents of students who have made progress that year. By congratulating the parents on their child's accomplishment they are also sending a message that there is a partnership between the school and home.
On the other hand, I wonder what the atmosphere in the school is like. It sounds like standardized tests are frequent occurrences. Are the children in the accelerated classes given higher social status than others? What is the feeling in a class when a child moves up? What about the children who are not moving up? And, do we let emotions interfere with academic success? (Or do they go hand in hand?)
I'm interested in other educator's opinions on this system. What are your thoughts?
On second look it may not be that bad a program. The students' progress is monitored closely by the entire school. Once they are able to move up they do, and they never move back down. In the beginning of the program the school looked into the gifted and talented programs across their county. It sounds like they are applying the ideas they got to the entire school, just differentiated by level. (I may be wrong about that though).
What I think works about this is that the teachers and administrators carefully track the progress of each child. It sounds like each child's need are taking into consideration and each is taught at his or her level. They also seem to be doing a great job engaging the parents by hosting a 'closing the gap' dinner for parents of students who have made progress that year. By congratulating the parents on their child's accomplishment they are also sending a message that there is a partnership between the school and home.
On the other hand, I wonder what the atmosphere in the school is like. It sounds like standardized tests are frequent occurrences. Are the children in the accelerated classes given higher social status than others? What is the feeling in a class when a child moves up? What about the children who are not moving up? And, do we let emotions interfere with academic success? (Or do they go hand in hand?)
I'm interested in other educator's opinions on this system. What are your thoughts?
Saturday, November 3, 2007
school board election
I woke up early this morning to go join my husband at a republican rally for the local county elections. I decided to join him because even though I can't vote in that particular county, it is the same county as my school and I wanted to meet the school board candidates. I figured that it was kind of like voting- if I didn't get up early this morning to take advantage of this opportunity I lose my chance to complain about our school board members.
There was a moment there in my warm bed when I thought not complaining would be ok but I know myself too well so I dragged myself out of bed.
Meeting school board candidates proved to be interesting. After a conversation with one woman currently on the school board I wanted to hug her. She's done a lot for the community my school is in and seems to truly care about the community and schools. She seemed in-touch, realistic, and willing to be a part of the community, not someone lording over us from on-high.
Another candidate I met was also currently serving on our school board. I hope he doesn't continue to serve after Tuesday. After learning I was a teacher at a school with a community computer lab he dove into lecturing me on why we don't need to teach key-boarding to our children, we need to teach handwriting and cursive. Then as I tried to push my appreciation for year-round schooling on him (shamelessly self-advocating, but hey, that's why I got out of bed) he launched into how he didn't' want to take summer vacation away from kids, but was starting to come around to the idea. He wandered off on the subject of childhood obesity and strayed from the topic of our current schools to his own passion for reading. He had no interest in talking with me about our schools. He had no interest in getting my opinion, as a teacher, about what works and what doesn't. He, as a school board member, was clearly my boss and I had to listen to his handwriting rant. His literature brags about the phonics program he hopes to bring to our schools. I wasn't able to get a word in, but if I had, I wanted to ask him about this program, what he knew about it, why it worked, what research was behind it, etc. And more importantly, had he been in our schools to observe the reading curriculum? Does he know how we teach reading? Why does he think that doesn't work? It is researched based. Why does he disagree with it's writers, Fontas and Pannil? Does he have a good reason to believe it doesn't work?
The next candidate I met is not currently serving. He won me over when he explained that he was amazed how the current school board does not actively seek teacher's opinions when implementing new programs. He said he wants to let us do what we do best without throwing programs at us that may or may not work. Sure he has to say that on the campaign trail, but it is better to ask me about the programs than lecture me on them.
Someone listening nearby started to ask my opinion as a 'Republican Teacher'. I had to explain that when it comes to school board I am not interested in party lines. What I want is a school board member who listens to the teachers and the community. I want someone who knows what is going on in the schools and is going to keep their ear to the ground on what works and what doesn't. I don't want a politician telling me how to teach in my classroom. I want someone who has knowledge and background in education to make our policies. More importantly, I want someone who respects teachers. Telling me that I'm not doing enough to teach handwriting when you barely know me shows me that you do not really think any teacher is a qualified professional. Asking my opinion and listening, even if you don't take my ideas, does.
There was a moment there in my warm bed when I thought not complaining would be ok but I know myself too well so I dragged myself out of bed.
Meeting school board candidates proved to be interesting. After a conversation with one woman currently on the school board I wanted to hug her. She's done a lot for the community my school is in and seems to truly care about the community and schools. She seemed in-touch, realistic, and willing to be a part of the community, not someone lording over us from on-high.
Another candidate I met was also currently serving on our school board. I hope he doesn't continue to serve after Tuesday. After learning I was a teacher at a school with a community computer lab he dove into lecturing me on why we don't need to teach key-boarding to our children, we need to teach handwriting and cursive. Then as I tried to push my appreciation for year-round schooling on him (shamelessly self-advocating, but hey, that's why I got out of bed) he launched into how he didn't' want to take summer vacation away from kids, but was starting to come around to the idea. He wandered off on the subject of childhood obesity and strayed from the topic of our current schools to his own passion for reading. He had no interest in talking with me about our schools. He had no interest in getting my opinion, as a teacher, about what works and what doesn't. He, as a school board member, was clearly my boss and I had to listen to his handwriting rant. His literature brags about the phonics program he hopes to bring to our schools. I wasn't able to get a word in, but if I had, I wanted to ask him about this program, what he knew about it, why it worked, what research was behind it, etc. And more importantly, had he been in our schools to observe the reading curriculum? Does he know how we teach reading? Why does he think that doesn't work? It is researched based. Why does he disagree with it's writers, Fontas and Pannil? Does he have a good reason to believe it doesn't work?
The next candidate I met is not currently serving. He won me over when he explained that he was amazed how the current school board does not actively seek teacher's opinions when implementing new programs. He said he wants to let us do what we do best without throwing programs at us that may or may not work. Sure he has to say that on the campaign trail, but it is better to ask me about the programs than lecture me on them.
Someone listening nearby started to ask my opinion as a 'Republican Teacher'. I had to explain that when it comes to school board I am not interested in party lines. What I want is a school board member who listens to the teachers and the community. I want someone who knows what is going on in the schools and is going to keep their ear to the ground on what works and what doesn't. I don't want a politician telling me how to teach in my classroom. I want someone who has knowledge and background in education to make our policies. More importantly, I want someone who respects teachers. Telling me that I'm not doing enough to teach handwriting when you barely know me shows me that you do not really think any teacher is a qualified professional. Asking my opinion and listening, even if you don't take my ideas, does.
yesterday
Some days at work I think, "Wow, I can't believe I get paid for this! I have the best job in the world"
Yesterday was not one of those days.
Yesterday was one of those days I had to remind myself, "It might be awful, but I am getting paid for this."
Those days are few and far between.
I hope I don't have one again for a long, long time.
Yesterday was not one of those days.
Yesterday was one of those days I had to remind myself, "It might be awful, but I am getting paid for this."
Those days are few and far between.
I hope I don't have one again for a long, long time.
Thursday, November 1, 2007
brilliant
I learned tonight in my grad class that a nearby county always has a teacher workday the day after Halloween. They came to grad class a little less frazzled than those of us who tried to monitor the wild rumpus of the wild things on sugar and excitement. I was jealous. Then I realize it means I would have missed out on hearing the stories of trick-or-treating, details about costumes, and the hilarious-to-only-a-first-grader recounts of incidents on the candy trail.
Still, I'm tired.
Still, I'm tired.
overreacting grownups
I took one sick kiddo to the clinic today. We hauled him into the bathroom and then wrung our hands about what to do next. As the nurse, clinic aide, and I stood outside the bathroom door and debated in hushed whispers about the seriousness of the situation I heard an odd noise from inside.
"Are you ok?" I asked the child.
"Yeah, I'm just lookin' at these cool pictures of the football men"
Never underestimate the power of distraction.
"Are you ok?" I asked the child.
"Yeah, I'm just lookin' at these cool pictures of the football men"
Never underestimate the power of distraction.
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