loving my supervisor right now

It’s one thing to see your hard work pay off in very direct or minute ways – ways controllable and visible to you. It’s a whole other matter when you find out people are advocating for you because they notice your hard work and basically double your efforts.

I had been saying that I wanted to do certain podcasts for my ESL students, and other things for school-related blogging, but the computers in my classroom are older than dirt. My supervisor told me today she ordered me new computers!!! Kind of on the down-low, since I’m sure there would be some jealous teachers (although many got brand new Macs last year and they barely know how to turn them on). She said people told her that I’m tech-savvy and they want to help me do some of the things I want to but to do it, she needed to get me new computers!

Cool, huh? Plus, she had gone into my room yesterday when I wasn’t there (she thought I would be), and told me she LOVED my instructional charts — she said you could really see the mini-lessons in them and how they’re very supportive for ELLs (I do a lot of drawings and visuals)! I was a bit shocked at the glowing review, honestly. And she asked if I needed any help, so of course I asked. I feel like, if I make my concerns and questions known, and show my enthusiasm for learning and making progress, then even criticisms in any post-observations will be given with that context in mind (I hope).

Also, she said when she went in, a student had asked if he could sharpen his pencil but then said, “Oh – nevermind – I don’t want to lose a dollar.” And my supervisor was like, “Lose a dollar? What do you mean?” And he explained how I give them $6.00 a day (fake money) and they can use it to go to the bathroom or use the electric sharpener, but if they save $15.00 a week they get a sticker, and if they save $16.00 and more, they get to go to my treasure box, etc…  She thought that was so cool because it makes them weigh the choices they make, rather then just go whenever, and reinforces math skills. I’m just excited the student was able to verbally explain it, and not just say something like, “Teacher takes my dollars” or something! :)

word

Third grade is really pivotal, in New York anyway since its the first time they confront state tests. So having a self-contained ESL class is a huge responsibility, I feel like, especially since most of my students were in a class last year whose teacher was basically non-existent, even when she was at school.

So a major new initiative now is vocabulary and teaching kids how to “unpack juicy sentences”. New teacher lingo but this isn’t a euphemism for “we don’t know how to fix this so do this in the meantime”. No, this actually seems like it is coming from an intelligent place and at least heading in a direction where we could learn a lot from our ESL population, if not have a significant impact on them.

I will explain it later. I am too tired to get juicy!

But I am curious what your experiences and approaches are in teaching vocabulary. If your school uses a word wall, personal dictionaries, etc

drained

My mentor recommended giving more jobs and encouraging more independence among the students as a way of gaining greater control. So, I implemented a Homework Monitor who has to check and see if everyone at their table (they sit in groups of 4 and 5) have done their homework. Then, I come and check who did it all and they get a check on a chart on their desk. It worked remarkably smoothly this morning.

One new detail to the Table Monitor job did not work so well. I told them it was now also their job to keep everyone working either in silence or using their library voices. This did not seem to help much. Maybe tomorrow.

respect and logic

I was feeling really frustrated the other day because two veteran teachers who were in my room ended up yelling at my kids to stop talking. That’s really the only way, or the main way, they “misbehave”. I was so embarrassed because I felt their actions reflect on me. I started to agonize over whether the rules, routines, and procedures I had established weren’t having the effect they’re supposed to and what I was/am doing wrong.

But the bigger struggle I have been having, is while I want a classroom that is full of kids passionate about learning and who follow the rules because they know it helps them to learn, I don’t want to be a drill sergeant. It’s not my style. Some may see it as a strength and some may see it as not belonging in the classroom, but I have a lot of respect for kids – their desire to ask questions, play, laugh, discover and try out. I don’t want a classroom that is silent. I have English Language Learners (ELLs) and I want them to talk – to sort out their problems orally and learn how to discuss their problems.

So I realize what I need is to focus more on allowing them to respect me and each other easily, and to learn HOW we talk in a classroom. And I need to find more ways to be better prepared so that lessons are more engaging and they reach kids from different angles and, on the one hand, lessens the language obstacles, and on the other, teaches them the language they need.

My thinking was sparked in part by finding loveandlogic.com, and while I don’t know enough to say I agree with their approach totally, I do like their list of classroom expectations:

(I combined two different lists from their site to make it like this)

1. I teach when there are no distractions or other problems.

2. I listen to students who raise their hand.

3. I listen to one person at a time.

4. Please treat me with the same respect I treat you.

5. If someone causes a problem, I will ask them to fix it.

• If they can’t or will not fix it, I will do something.

6. What I do will depends on what happened and what the person is willing to do to solve the problem.

This really speaks to the side of me that respects kids and wants to see them grow as responsible members of a community, and sees that they already have that potential. I like how it is written with emphasis on the teacher and uses positive language. NO ONE in my school, from what I can tell, uses this approach.

not enough reasons

I think I have been smiling too much lately. Not just at the kids, but that is where it is detrimental. Some of my kids seem to be too comfortable in class and like me too much. I am strict and they seem to listen for the most part but they are way too chatty. I don’t want to be yelling at them all year. I need a better management system and I need to engage them better.

My other reason for smiling is that my supervisor recently told me that she knows I am “flexible and willing to work hard” and that she and my other AP have noticed my enthusiasm (specifically for a mock elections thing they are doing” and love it. She also said she is glad to see my perseverance back again from last year. I am always worried about how they view me and if I seem overeager or what. Especially since my principal is so damn cold. So this really made me happy. But I can’t let the kids are that! I am not happy enough with them!

height of culture

While on our way to buy school supplies, my husband looked up and said, “wow. That guy is really tall.” I look up and I was like, “that’s kareem abdul jabar.” and Marco had no idea who he was. Not surprising considering he is an American icon. But I don’t even watch basketball and immediately recognized him. It made me think about how pervasive our culture and media is that I knew who he was. I think he was in commercials when I was a kid. And he must be way over 7 feet tall.

how do such teachers remain teaching?!

The math enrichment teacher came today. This was the second time. And this was the second time she requested to work with “students who speak English”. Aside from how achingly insulting this comment is, I teach an ESL class! And the whole school is ESL! How is she still here?

And it doesn’t matter that I have her students who speak fairly well in English (I chose them not for her benefit but so they could defend themselves!) but she decided to speak to them like they were morons. Since everyone learning in a second language is stupid or hard of hearing like those people in non-English speaking countries, right? So that must explain why she yelled the syllables for E-LEV-EN at them until they wrote it for her.

so many?

I was on my prep when my principal came by classroom to do a “walkthrough”. When I returned, the science teacher who had my class at the time told me about the visit and how the principal commented that she was SURPRISED at how many kids I have! Funny, odd, and maybe cause for hope? Although at this point I don’t want any of these kids to leave. to top it off I got another kid today!

uggh

There is nothing more frustrating than having a student who you know has a hard time understanding you choosing to fool around than ask for help. I get that its more comfortable and easier but I can’t stand it.

So I was teaching math which is stressful because it is supposed to be review and they are supposed to be able to work on their own but they can’t because they had a shitty teacher last year (some of them). Anyway I am teaching and notice one of my quietest, most beginner ESL girls giggling every so often so I go over and she and the girl across from her have done no work. I know its most likely because of language problems but this pisses me off. So I call them out for it, yell, and move one of their desks. A boy a few desks away started to cry that’s how mad I must have sounded.

the questions you didn’t want to ask and answers you expected to hear

In Writers Workshop today the students learned that “good writers collect entries by thinking about a time when we were angry, upset or sad” and then write about it. I prepared some short paragraphs to model and then I elicited examples from the children to share before going back to their seats to write.

The first few kids talked about things like seeing a sibling bullied or losing a favorite toy, or their brother blocking them from seeing the tv. But then quiet Little D raised her hand. She said,”one night my uncle and aunt were fighting and hitting each other and I was hiding in the bathroom. And now my uncle is in jail in Texas waiting to be deported.” Cue gasping sobs.

I had to both comfort her and try to get the class to see how it is actually good to write about such things so we can help each other, etc., before I lost them totally.

And then several more kids raised their hands with basically identical stories (relatives in jail awaiting  deportation).

I took her later to the guidance counselor and was surprised that she wanted me to stay with her. It’s so difficult to explain to a 7-year-old that what she’s feeling is normal and yet that she needs to try and calm down and not let this take control of her to the point where she can’t do school work. I kinda thought the GC was going to have her color, draw something, or just “express herself” or whatever – but I guess they’re different from social workers/psychologists, etc… So I sat there through my whole prep listening to her express a far more detailed history of the situation in Spanish.

Good thing is Little D decided she did want to write about this after all – and I imagine its hard enough putting down such tough feelings when you have an expansive vocabulary. Its a whole other weight when you need to do it in your second language.