I realize that I'm starting to sound like a broken record. I post about once a week (I'm going to go ahead and give myself more credit than I deserve here) and swear that THIS week, I'll post every day. Each time I think about this blog, I think about all of the bloggers that really do this every single day. Teachers, nonetheless! In the midst of everything I'm doing for my kids at school, my kids at the daycare, and for myself, I feel like I have no time. It's even a struggle to get myself to the grocery store and the bank. I
shudder to think about what I'll do when I have real responsibilities-
like a husband or pets or babies or bills- to worry about. Whew. Hopefully my
time management skills will improve by then. It doesn't help that I've been in a rush to complete my e-portfolio in order to receive my "Verification of Program Completion" from the School of Education. I have made phone calls and written e-mails to people in multiple departments of UW to try and get this done as soon as possible. Alas, after several days of trying, I found out nothing can be submitted to DPI until my student teaching time is officially over next Friday. At least I can say that my undergraduate degree requirements are complete.
As I type this, I have five school days left with my students. It's really incredible to me that my 18 weeks with them has almost expired. They are so bright, so funny, and so loving. I am amazed all the time with the things that they say and do. I've been jotting down some of my favorite conversations with them over the last couple of weeks. One of these nights I'll write them all in a post.
Though I am done with my requirements at UW, at school we are in the midst of report card season. I had no idea how in depth report cards have gotten. I think it can be powerful for parents and teachers to have such detailed records of student performance, but it takes so much teacher time. From assessing students to writing report cards, this is a crazy time of year. I have done much of the writing instruction during my student teaching time, so my CT decided to have me write that portion of the report card. Each student is assigned a score for each of the writing standards in either 2nd or 3rd grade. There is also a box for commentary on each of the standards. I've been taking notes throughout the week and plan on getting that done when I get home tonight. A teacher's job is never done!
PS. When I left our closing circle today, C said, "I'm just gonna hang on to your leg and never let you go. Yep, that's what I'm gonna do. I'm just gonna hang on to your leg. Wherever you go, I'll always be hangin' on to you." Oh, sweet boy, I'll always be hangin' on to you, too.
Love,
Ms. T
Thursday, January 17, 2013
Monday, January 7, 2013
Hiatus
Oh my word. It's been almost three weeks since I posted on this blog! A man very dear to my heart said to me a short time ago, "So the blog thing is kind of done for now, huh?" I responded with a prompt, "No!" and then realized that my actions were certainly speaking louder than my words. I need to work on that!
Alas, it's been a crazy couple of weeks. On our last week before winter break, we had a crazy snowstorm (I'm talking blizzard, here) that caused a double snow day on Thursday and Friday. I was painfully disappointed that I wouldn't get to see my kids before our long two weeks off. I joked that I knew I was a novice teacher when my bleeding heart took over my common sense. I certainly made use of those two days off! I was able to finish my entire TPA assignment and get it officially turned in. What a weight off of my shoulders! I also finished up my six non-TPA standards for my eportfolio. To keep my mind occupied while I was feverishly typing away and snowed into my apartment, I took breaks away from screens to scrub every surface in my kitchen and bathroom. To quote Blink-182, "I guess this is growing up."
I had an amazing ten days at home with my loved ones! The holidays are always a combination of bliss, stress, overeating, and complete joy for me. My crazy family is really huge and absolutely wonderful. I didn't have much downtime but I wouldn't have it any other way! I was fortunate enough to see my immediate family for several days, as well as both sides of my extended family. We had some wonderful gatherings. I came back to Madison and worked Thursday and Friday at the daycare. The six hour shifts were longer than I've ever had, but it was great to see my kids again.
Today was my first day back at school! Immediately when the kids walked into the hallway, my CT and I got lots of big hugs and even more big smiles. It is crazy that we had so much time off but fortunately, everyone seemed happy to be back. We had a short day, as Mondays always are, and the kids did really well. They were relaxed and happy- we couldn't ask for more. There was certainly an adjustment period where we had to figure out where we'd left off with reading and math groups, but we got it worked out. The kids brought up my leaving several times. They seem almost anxious for me to go, always asking when it is going to happen and if I'll be there the next day. It breaks my heart! Big C even said to me, "I am going to miss you a hundred-thousand percent!" As the conversation continued, he just shook his head and said, "Nope. I'm just gonna go with you to your new place. That's it. I'm just gonna go with." Love that sweet boy!
I have my final student teaching observation on Wednesday. My hope is that by Thursday morning, I can have my entire eportfolio complete. That way, my supervisor can alert UW that I have completed my program requirements and get the ball rolling on some potential long-term sub positions in the Eau Claire School District. It's all starting to feel so real!
That's all for now. I'm happy to be back and I hope I remember to update this for my last 13 days of student teaching. I don't want to miss a thing!
Love,
Ms. T
Alas, it's been a crazy couple of weeks. On our last week before winter break, we had a crazy snowstorm (I'm talking blizzard, here) that caused a double snow day on Thursday and Friday. I was painfully disappointed that I wouldn't get to see my kids before our long two weeks off. I joked that I knew I was a novice teacher when my bleeding heart took over my common sense. I certainly made use of those two days off! I was able to finish my entire TPA assignment and get it officially turned in. What a weight off of my shoulders! I also finished up my six non-TPA standards for my eportfolio. To keep my mind occupied while I was feverishly typing away and snowed into my apartment, I took breaks away from screens to scrub every surface in my kitchen and bathroom. To quote Blink-182, "I guess this is growing up."
I had an amazing ten days at home with my loved ones! The holidays are always a combination of bliss, stress, overeating, and complete joy for me. My crazy family is really huge and absolutely wonderful. I didn't have much downtime but I wouldn't have it any other way! I was fortunate enough to see my immediate family for several days, as well as both sides of my extended family. We had some wonderful gatherings. I came back to Madison and worked Thursday and Friday at the daycare. The six hour shifts were longer than I've ever had, but it was great to see my kids again.
My niece and nephew playing beauty shop on their live model... Auntie B!
Today was my first day back at school! Immediately when the kids walked into the hallway, my CT and I got lots of big hugs and even more big smiles. It is crazy that we had so much time off but fortunately, everyone seemed happy to be back. We had a short day, as Mondays always are, and the kids did really well. They were relaxed and happy- we couldn't ask for more. There was certainly an adjustment period where we had to figure out where we'd left off with reading and math groups, but we got it worked out. The kids brought up my leaving several times. They seem almost anxious for me to go, always asking when it is going to happen and if I'll be there the next day. It breaks my heart! Big C even said to me, "I am going to miss you a hundred-thousand percent!" As the conversation continued, he just shook his head and said, "Nope. I'm just gonna go with you to your new place. That's it. I'm just gonna go with." Love that sweet boy!
I have my final student teaching observation on Wednesday. My hope is that by Thursday morning, I can have my entire eportfolio complete. That way, my supervisor can alert UW that I have completed my program requirements and get the ball rolling on some potential long-term sub positions in the Eau Claire School District. It's all starting to feel so real!
That's all for now. I'm happy to be back and I hope I remember to update this for my last 13 days of student teaching. I don't want to miss a thing!
Love,
Ms. T
Thursday, December 13, 2012
Day 4
Oh Thursday.
I started the day with a morning meeting of my choosing. Inspired by a run-in with my friend Andy, a local UPS driver on campus yesterday, we did a fist bump greeting. A couple students shared a culture interview they completed on our of our ESL teachers, we did the "Question Ball" activity, and I had students add a colorful snowflake to a piece of paper to brighten the classroom a bit.
Literacy time went smoothly, except for a couple of students who STILL aren't getting their reading group work done. I heard, "I forgot about reading this book" more than once today. After several (and I do mean several) conversations about how important it is for students to get their book group reading done, we talked about it in the large group. I reiterated that listening to reading and buddy reading are second to finishing reading group work and word work. Hopefully simplifying it in this way will help them get it done.
While the kids were at specials today, I went to an SSIT meeting about one of my students. This is a "building team" meeting with classroom teachers, the school nurse, the principal, the speech/language specialist, CC teachers, the school psychologist, as well as any available IRTs. As part of the RTI process, the classroom teacher refers a student who has an exceptional need that cannot be met by the classroom teacher. In this case, the student was lagging academically despite double doses of literacy instruction. It was exciting for me to see a whole group of staff members pooling their knowledge and resources to help a child. We created interventions and set measurable goals for our next meeting. In this case, we want to increase the student's text reading level from a 10 to a 12 and his sight word writing from 66 words to 75 words in the next six weeks. It's a lofty goal, but with extra instruction from a CC teacher and other classroom interventions, I think we can make it happen.
In writing, students finished up their Winter Simile Poems and continued to publish previous poetry. I did a read aloud about a little girl who celebrates both Hannukah and Christmas. We had a nice conversation about how Hannukah is celebrate by people of the Jewish faith, and Christmas was originally celebrated by people of the Christian faith. We talked about how today, there are non-Christians who also celebrate Christmas traditions. It was nice! Math was pretty standard, with rotations and math groups going well. I wrote a warm-up problem that included my niece's names... just because I miss them! One of the perks of being the one writing the math problems, I suppose ;) Two of my kids came up to me during math and said, "Miss T! We have a surprise for you!" Each of them wrote a note to be about how they love me as a teacher and as a friend. Melted my heart! Those are certainly going in the "Happy Teacher" file for the future when I'm feeling down and out in the classroom.
At the end of the day, we did a lesson on sound for science. As a teaching team, we adapted the FOSS science "Drop Chamber" lessons into one lesson. The kids got really excited about it, but with that comes a really high noise level in the classroom. There is a strange phenomenon in schools- where a high level of noise in the classroom seems to bring out the "silly" and "overconfidently funny" in some of my kids. I wish I knew how to do something loud and silly and then transition kids back into quiet, settled learners. All I can say now is that it takes a lot of time and a lot of practice. It took us around five minutes to move to our closing circle. Because I have had incessant issues with getting kids to sit down and calm their bodies and mouths, I told them we must really need to practice that skill. It literally took them six tries to do it without talking or moving like the silly gooses that they are. If they take forever to settle in at morning meeting, we'll practice again. I feel bad for the handful of kids that do it right all the time, but I had to do something to make my point. I said, "If it takes us 4-6 minutes just to sit in a circle, how will we have time for games, activities, or directions?" Hopefully they understand where I'm coming from!
I'm spending tonight working on my e-portfolio. I'll feel so, so good when this is done.
Tomorrow is Friday :)
-BJT
I started the day with a morning meeting of my choosing. Inspired by a run-in with my friend Andy, a local UPS driver on campus yesterday, we did a fist bump greeting. A couple students shared a culture interview they completed on our of our ESL teachers, we did the "Question Ball" activity, and I had students add a colorful snowflake to a piece of paper to brighten the classroom a bit.
Literacy time went smoothly, except for a couple of students who STILL aren't getting their reading group work done. I heard, "I forgot about reading this book" more than once today. After several (and I do mean several) conversations about how important it is for students to get their book group reading done, we talked about it in the large group. I reiterated that listening to reading and buddy reading are second to finishing reading group work and word work. Hopefully simplifying it in this way will help them get it done.
While the kids were at specials today, I went to an SSIT meeting about one of my students. This is a "building team" meeting with classroom teachers, the school nurse, the principal, the speech/language specialist, CC teachers, the school psychologist, as well as any available IRTs. As part of the RTI process, the classroom teacher refers a student who has an exceptional need that cannot be met by the classroom teacher. In this case, the student was lagging academically despite double doses of literacy instruction. It was exciting for me to see a whole group of staff members pooling their knowledge and resources to help a child. We created interventions and set measurable goals for our next meeting. In this case, we want to increase the student's text reading level from a 10 to a 12 and his sight word writing from 66 words to 75 words in the next six weeks. It's a lofty goal, but with extra instruction from a CC teacher and other classroom interventions, I think we can make it happen.
In writing, students finished up their Winter Simile Poems and continued to publish previous poetry. I did a read aloud about a little girl who celebrates both Hannukah and Christmas. We had a nice conversation about how Hannukah is celebrate by people of the Jewish faith, and Christmas was originally celebrated by people of the Christian faith. We talked about how today, there are non-Christians who also celebrate Christmas traditions. It was nice! Math was pretty standard, with rotations and math groups going well. I wrote a warm-up problem that included my niece's names... just because I miss them! One of the perks of being the one writing the math problems, I suppose ;) Two of my kids came up to me during math and said, "Miss T! We have a surprise for you!" Each of them wrote a note to be about how they love me as a teacher and as a friend. Melted my heart! Those are certainly going in the "Happy Teacher" file for the future when I'm feeling down and out in the classroom.
At the end of the day, we did a lesson on sound for science. As a teaching team, we adapted the FOSS science "Drop Chamber" lessons into one lesson. The kids got really excited about it, but with that comes a really high noise level in the classroom. There is a strange phenomenon in schools- where a high level of noise in the classroom seems to bring out the "silly" and "overconfidently funny" in some of my kids. I wish I knew how to do something loud and silly and then transition kids back into quiet, settled learners. All I can say now is that it takes a lot of time and a lot of practice. It took us around five minutes to move to our closing circle. Because I have had incessant issues with getting kids to sit down and calm their bodies and mouths, I told them we must really need to practice that skill. It literally took them six tries to do it without talking or moving like the silly gooses that they are. If they take forever to settle in at morning meeting, we'll practice again. I feel bad for the handful of kids that do it right all the time, but I had to do something to make my point. I said, "If it takes us 4-6 minutes just to sit in a circle, how will we have time for games, activities, or directions?" Hopefully they understand where I'm coming from!
I'm spending tonight working on my e-portfolio. I'll feel so, so good when this is done.
Tomorrow is Friday :)
-BJT
Wednesday, December 12, 2012
Days 2 & 3
Well, so much for posting every night! I had some wireless internet connectivity issues that kept me from posting last night. Luckily, the old "unplug the modem and router and hope for the best" tricked worked in my favor. Whew! So, here I am, updating about my second and third days of my second week of lead teaching.
Tuesday
The big excitement of Tuesday morning was the school Spelling Bee. Kids had the option of attending or staying back and reading. Most of them opted to go (no surprise there) and while they were there they wrote down each of the spelling words from the bee in their word study journal. I stayed back with our CC teacher to supervise the readers. It was nice to have a small group of kids and a colleague to chat with! We started writing winter similes in writing and went outside to observe the school garden in it's winter state. Some students decided it would be recess time instead of observation time, so we had a nice, long chat as a class about expectations. I explained that this was sort of a "test run" for a longer trip to Owen Woods on Friday. The kids were really reflective about the experience and seemed to understand the issues. I said, "I'm concerned about our trip on Friday. Why do you think I am?" I liked hearing them share what they thought the issues would be. I can honestly say that they hit every single one that I had in mind. I know that they know the expectations and how they can meet those expectations. The question is... how do you convince them to actually DO it consistently?
Wednesday
Today went by really quickly. In celebration of 12/12/12 (also known as Aaron Rodgers' Day in Wisconsin) our entire morning meeting was 12 themed. I had students make 12 on the chalkboard prior to the start of morning meeting, we did a greeting where students had to give 12 high-fives and then greet the person, and we did a quick activity involving 12 jumping jacks, 12 arm circles, and 12 push-ups. Reading was a bit disappointing because there are a couple of kids who still aren't getting their reading group work done. We've reinforced the expectation several times, but they "forget" to read their book group book and read something of their choosing instead. It's frustrating!
I had to leave right after writing to head to campus. I've been having some trouble with the files on my flashdrive for my e-portfolio, so I met with an EPCS rep to smooth over some issues. Luckily, I got it worked out! I then went to my last ever class as a UW undergrad. It is so surreal! I made chocolate chip cookies and dip with pretzels to share with my classmates. My supervisor made homemade Chinese dumplings- so yummy! We shared one of our portfolio standards and chatted. It was nice!
I still cannot believe that I graduate from college on Sunday. How does time move so slowly and so quickly simultaneously? Amazing.
-BJT
Tuesday
The big excitement of Tuesday morning was the school Spelling Bee. Kids had the option of attending or staying back and reading. Most of them opted to go (no surprise there) and while they were there they wrote down each of the spelling words from the bee in their word study journal. I stayed back with our CC teacher to supervise the readers. It was nice to have a small group of kids and a colleague to chat with! We started writing winter similes in writing and went outside to observe the school garden in it's winter state. Some students decided it would be recess time instead of observation time, so we had a nice, long chat as a class about expectations. I explained that this was sort of a "test run" for a longer trip to Owen Woods on Friday. The kids were really reflective about the experience and seemed to understand the issues. I said, "I'm concerned about our trip on Friday. Why do you think I am?" I liked hearing them share what they thought the issues would be. I can honestly say that they hit every single one that I had in mind. I know that they know the expectations and how they can meet those expectations. The question is... how do you convince them to actually DO it consistently?
Wednesday
Today went by really quickly. In celebration of 12/12/12 (also known as Aaron Rodgers' Day in Wisconsin) our entire morning meeting was 12 themed. I had students make 12 on the chalkboard prior to the start of morning meeting, we did a greeting where students had to give 12 high-fives and then greet the person, and we did a quick activity involving 12 jumping jacks, 12 arm circles, and 12 push-ups. Reading was a bit disappointing because there are a couple of kids who still aren't getting their reading group work done. We've reinforced the expectation several times, but they "forget" to read their book group book and read something of their choosing instead. It's frustrating!
I had to leave right after writing to head to campus. I've been having some trouble with the files on my flashdrive for my e-portfolio, so I met with an EPCS rep to smooth over some issues. Luckily, I got it worked out! I then went to my last ever class as a UW undergrad. It is so surreal! I made chocolate chip cookies and dip with pretzels to share with my classmates. My supervisor made homemade Chinese dumplings- so yummy! We shared one of our portfolio standards and chatted. It was nice!
I still cannot believe that I graduate from college on Sunday. How does time move so slowly and so quickly simultaneously? Amazing.
-BJT
Monday, December 10, 2012
Lead Week 2, Day 1
I made a promise to myself to be really diligent about posting each day of this lead week. So, here I am! I am coming off of an amazing weekend with family. It did sort of hit me, though, that I am less than seven days away from unofficially ending my career as a Badger undergraduate. I feel a combination of emotions; one part of me feels so excited to be a grown-up and make decisions for myself and the other part of me is thinking, "How is this possible?!" It feels like just yesterday that I moved down to Madison and starting living out my dream of being a graduate of the University of Wisconsin-Madison. That being said, I really need to make it a priority to stay present in my classroom. I have five weeks left with my kids and I don't want to waste any of it planning (stressing) about the future.
This morning, I arrived at school and did some quick preparations. I planned on chatting with my CT about last week and what this week would look like, but she had some travel delays due to the crazy snowstorm that Minnesota and Wisconsin got Saturday night into Sunday. I had plenty of time to get things prepared though and soon her sub walked in the door. It's an awkward thing to navigate subs during a lead week. They clearly need to be in the room with me (that's what they're paid for, after all) but I also want to make sure that I'm still taking the lead. I've had the benefit of an extra adult in the room today (bathroom breaks, solving kid conflicts, extra help for those kids who need it) which has been wonderful. It's nice to be the one with the answers and have the lay of the land.
The biggest thing that stands out about today was the sass coming from some of my students. We are at that point in the school year where we are comfortable with each other. We can predict what the others will say and how they will respond to certain situations. Along with this comfort comes the loosening of respect. So many of my students think that they're so clever and so funny (which they absolutely are, part of the time) but it gets to a point where it's disrespectful. I called one of my 3rd graders for a chat in the hallway this afternoon because he shoots nothing but attitude all day long, until I call him on it, and then he apologizes. I just said to him that I love his personality because it's clever and it makes me laugh, but sometimes it's disrespectful. I mentioned a few times when he'd talked back or cracked a joke after I gave him a direction instead of doing what was asked of him.
I also had an argument (Yes, I know, I shouldn't argue with students- but what can I say? I'm stubborn too.) with a student about wearing her snowpants and coat to lunch. Unfortunately, because of the way that our lunch/recess is set up, the kids need to get fully dressed for winter recess play before they eat their lunch. She said that she didn't want to spill food on her clothes and she couldn't possibly be expected to wear all of that to lunch. I showed her class after class of students walking to lunch with their winter clothes on. When she finally agreed and went to the lunch room, the lunch she chose was gone. She was so upset about eating with the older kids that she chose not to eat at all. Later that afternoon, she refused to move to a new spot when another student sat in the spot she'd chosen from across the room. She chose to sit outside the circle and argue with the student who supposedly took her spot. I gave her the option of moving to a different open spot in the circle or sitting at a table. She sat there, frozen, staring at me. The other kids got sick of waiting and one of them moved so she became part of the circle. Argh! At the end of the day, though, she left a little gift at my desk. I gave her a hug after school and asked her about it. I said, "Was that notebook for me?" She said, "Yeah. It was." I said, "Are you sure that it's not yours? I don't want you to give me something that someone gave to you." She said, "No, it's for you. I have a different one in my backpack." I thanked her again, and asked, "What is it for?" She said, "I just wanted to give it to you 'cause you is a good teacher to me. When you go to a new school I want you to still know me." Oh, sweet pea, I won't ever forget your cuteness or your sass! I'm going to miss these kids more than words can say.
Peace, love,& Diet Mt. Dew,
Ms. T
This morning, I arrived at school and did some quick preparations. I planned on chatting with my CT about last week and what this week would look like, but she had some travel delays due to the crazy snowstorm that Minnesota and Wisconsin got Saturday night into Sunday. I had plenty of time to get things prepared though and soon her sub walked in the door. It's an awkward thing to navigate subs during a lead week. They clearly need to be in the room with me (that's what they're paid for, after all) but I also want to make sure that I'm still taking the lead. I've had the benefit of an extra adult in the room today (bathroom breaks, solving kid conflicts, extra help for those kids who need it) which has been wonderful. It's nice to be the one with the answers and have the lay of the land.
The biggest thing that stands out about today was the sass coming from some of my students. We are at that point in the school year where we are comfortable with each other. We can predict what the others will say and how they will respond to certain situations. Along with this comfort comes the loosening of respect. So many of my students think that they're so clever and so funny (which they absolutely are, part of the time) but it gets to a point where it's disrespectful. I called one of my 3rd graders for a chat in the hallway this afternoon because he shoots nothing but attitude all day long, until I call him on it, and then he apologizes. I just said to him that I love his personality because it's clever and it makes me laugh, but sometimes it's disrespectful. I mentioned a few times when he'd talked back or cracked a joke after I gave him a direction instead of doing what was asked of him.
I also had an argument (Yes, I know, I shouldn't argue with students- but what can I say? I'm stubborn too.) with a student about wearing her snowpants and coat to lunch. Unfortunately, because of the way that our lunch/recess is set up, the kids need to get fully dressed for winter recess play before they eat their lunch. She said that she didn't want to spill food on her clothes and she couldn't possibly be expected to wear all of that to lunch. I showed her class after class of students walking to lunch with their winter clothes on. When she finally agreed and went to the lunch room, the lunch she chose was gone. She was so upset about eating with the older kids that she chose not to eat at all. Later that afternoon, she refused to move to a new spot when another student sat in the spot she'd chosen from across the room. She chose to sit outside the circle and argue with the student who supposedly took her spot. I gave her the option of moving to a different open spot in the circle or sitting at a table. She sat there, frozen, staring at me. The other kids got sick of waiting and one of them moved so she became part of the circle. Argh! At the end of the day, though, she left a little gift at my desk. I gave her a hug after school and asked her about it. I said, "Was that notebook for me?" She said, "Yeah. It was." I said, "Are you sure that it's not yours? I don't want you to give me something that someone gave to you." She said, "No, it's for you. I have a different one in my backpack." I thanked her again, and asked, "What is it for?" She said, "I just wanted to give it to you 'cause you is a good teacher to me. When you go to a new school I want you to still know me." Oh, sweet pea, I won't ever forget your cuteness or your sass! I'm going to miss these kids more than words can say.
Peace, love,& Diet Mt. Dew,
Ms. T
Friday, December 7, 2012
Happy
All I can say about my feelings right now is that I'm so happy. I feel blessed with an amazing classroom full of learners, a CT who supports me, and a job that I look forward to going to after my long day at school is done. I feel confident in my abilities to lead a classroom and I love that I can form relationships with these amazing young people! I get sad about leaving this happy little life, but I know that moving on is part of growing and I can't get my own classroom until I spread my wings and leave what I know right now. I realize that I still have several weeks left of my time here, but I want to make sure that I really "soak it in" and appreciate the time that I have left.
Yesterday, my CT gave me the day off. I was able to straighten out some things with my portfolio, turn in my teaching license application, have lunch with a group of old friends at my former campus ministry, and get a fabulous new hairdo! It was wonderful to have some time to myself and I have no doubt that today is going so well because I feel refreshed and excited about my kids. My CT is gone today so I've been teaching with a substitute. It's always tricky because you never know what kind of style a guest teacher might have, but the one we have today is really clicking with me. She even managed to form a relationship with C- quite a feat!
After work tonight, I am heading west on I-94 to spend the weekend with my family. I can't wait to talk with my parents, play with my niece, and gossip with my cousins! I feel so fortunate that they're only a couple of hours away and that they like spending time with me just as much as I like spending time with them. :) I hope to get some Christmas baking done, some presents wrapped, and maybe plan a few new activities for my upcoming second week of lead teaching. It should be wonderful!
(Finding surprise notes like this one on the chalkboard also help to brighten a teacher's day!)
With the happiest heart,
Ms. T
Yesterday, my CT gave me the day off. I was able to straighten out some things with my portfolio, turn in my teaching license application, have lunch with a group of old friends at my former campus ministry, and get a fabulous new hairdo! It was wonderful to have some time to myself and I have no doubt that today is going so well because I feel refreshed and excited about my kids. My CT is gone today so I've been teaching with a substitute. It's always tricky because you never know what kind of style a guest teacher might have, but the one we have today is really clicking with me. She even managed to form a relationship with C- quite a feat!
After work tonight, I am heading west on I-94 to spend the weekend with my family. I can't wait to talk with my parents, play with my niece, and gossip with my cousins! I feel so fortunate that they're only a couple of hours away and that they like spending time with me just as much as I like spending time with them. :) I hope to get some Christmas baking done, some presents wrapped, and maybe plan a few new activities for my upcoming second week of lead teaching. It should be wonderful!
With the happiest heart,
Ms. T
Wednesday, December 5, 2012
Lead Week Prep
I'm having a conversation with my CT right now about what will happen during my lead week next week. Some of the key areas that I really want to smooth out are:
That's all for now! Going to try and think of a couple more before next week. I'll have a good weekend with some of my most beloved teachers to problem solve some of these potential issues! :)
Love,
Ms. T
- Being consistent with expectations for every kid. Even if my favorite, cute little lass is talking on the rug, I have to call her out. If I call out one kid for doing something, I need to call out all of them for doing that thing *Also, not budging on expectations! For example, if I say you can't go to the bathroom, you
can't go. No matter how much arguing follows the big N-O, I have to
keep it consistent.
- Regulating chair use. We've had a mini war raging in our classroom for weeks now about when it's okay to sit on chairs and when it's not. Typically, I don't care if you sit on a chair as long as it's not a distraction and you're still paying attention. However, when the whole class spends three minutes lining up chairs on the rug for read aloud, it's not going to work. I have to think of some kind of management strategy for this and stick to it.
- Getting the kids' attention when I need to get their attention. My CT's tip is to do it 15 seconds earlier than I think I need to. It's important to crack down on things right away, not after it gets so crazy that they're already lost and I have to wrangle them back. If I plan ahead for when I need to get their attention, I'll have more time and feel less stressed about making it happen when it's necessary.
That's all for now! Going to try and think of a couple more before next week. I'll have a good weekend with some of my most beloved teachers to problem solve some of these potential issues! :)
Love,
Ms. T
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