Unions and the law

I am dreadfully upset by all of the recent unrest and attack on teachers. Each and every teacher I know, even the "bad" ones, started the profession optimistically and with good intent. We all start with the notion of changing the world or making a difference. We all want our test scores to be up. We all care about our kids. We really, really do. So this week, as teacher unions are being attacked and dismantled across the nation , I am appalled at the products of a free and compulsory education [ahem, legislators] attacking our national Rights citizens have for so dearly fought. Seriously, attacking teachers?? How can democracy stand without us? What do you think happens to the poor kids without us? How dare you say that our voice, that our opinions, and rights aren't important? Do you know with whom you mess? Do you realize, dear public, how much we are capable of when allowed to make decisions and teach on our own?? We are the keepers of the children, the architects of the future, we inspire and love. We guide and protect. We carry our "work" in our hearts and minds 24/7. And, then, as we have your children in our hearts and minds, you send only messages of criticism and mistrust. We have rights that we fought for. We ask for things that help us do a better job serving you and your children. Trust us. We are amongst the most educated, compassionate, tolerant, and loving people in the world. If we say we need 48 hours before a parent-teacher conference, and we need a union to get that point across to politicians that have never been in a public school, then let us have it.
I have friends in Tennessee and Indiana, and I am hearing about the debate in Wisconsin.

Here are a few quotes from fellow teachers circulating this week:

Only 5 states do not have collective bargaining for educators and have deemed it illegal. Those states and their ranking on ACT/SAT scores are as follows:
South Carolina - 50th, North Carolina - 49th, Georgia - 48th, Texas - 47th, &
Virginia - 44th. If you are wondering, Wisconsin, with its collective bargaining for teachers, is ranked 2nd in the country. Let's keep it that way.

Our union has helped us gain the following rights, all of which could be nullified with the passing of new legislation. To gain and retain caring professionals, we must have a voice!
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salary schedule that recognizes for advanced degrees
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duty-free lunch
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specified planning time
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coaching supplements
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stipend for National Board Certification
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protection for Career and Technical Education teachers and classrooms
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specified pay periods and pay dates
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cap on individual insurance premium
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advance pay for newly-hired teachers
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grievance process for contract violations
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dues deductions for REA-TEA-NEA members
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48-hour notice before parent conferences
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reasonable limitations on bus duty, arrival or dismissal duty
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guidelines for school in-service meetings
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guidelines for regularly scheduled faculty meetings
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protection from excessive vendors/solicitation at faculty meetings
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protection from students who have committed a violent act/threat against a teacher
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outline of the evaluation process
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specification for how to document conferences and reports
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contents and maintenance of personnel files
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bereavement leave
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Sick Leave Bank
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coverage for Workman's Compensation
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defined maternity, sick, and personal leave
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professional leave for individual schools
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school calendar committee
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fair treatment and nondiscrimination clauses
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tuition for hard to staff areas
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reimbursement for required Praxis testing for tenured teachers

Differentiated Instruction

Reccomended by another teacher friend.  A must see for anyone in the business.

Reforms: Step 1

Forget everything  you know about how you learned and what kids are supposed to be able to do.  Wipe the slate clean.  Doing the same thing over and over and expecting different results is the definition of insanity. It is time to get radical if we want to see change.

 

No more bells and 54 minute classes.  No more yelling at kids to tuck their shirts in (but how will we be able to tell if they have guns?? Umm..maybe if we stop yelling, they won't bring guns..)  Every teacher must also study psychology and development.  They must study cultures around the world.  They must know each and every family and student that comes into their classroom intimately.  Classrooms should be small, no more that 10-15 kids for each "normal" classroom.  Smaller for ELL and special ed students.  Much smaller.  Classrooms should have big work tables and lounging spots for reading.  They should have computers and easy access to books.  They should have papers and pencils.  They should be required to go outside daily, weather permitting, to play, to run, to hike, or just to sit and read.  We must go back to meeting the physical and psychological needs of our kids, and then move it to worrying about testing. 

In a perfect classroom, there is a kitchen.  Yes, a kitchen, wherein we all prepare the food and dine together.  Oatmeal and fruit for breakfast instead of a fried "chicken" patty on a stale "bun" that smells like cardboard that my kids literally eat for breakfast.  If the kid is "lucky" he eats a bag of chips for breakfast instead.  This is an insane way to start the day, but many, many of our kids do.  If the parents won't change it, we need to, and then, maybe, just maybe, they'll teach their kids how to eat right too.  We are one of the richest countries in the world, and we throw money at an enormous problem all the while ignoring the very basics.  We talk about reducing childhood obesity, and teach nothing.  We offer them no healthy choices.  We need to INVOLVE them in the process of food rather than just sticking an old apple at the end of a cafeteria line.  When I bring apples in for my kids, they act like I have just brought them a piece of heaven.  (I try to do this once a week.) One teacher in my school reminisces of the days when she brought in an exotic fruit once a week for them to sample.  What a great way to get kids excited about good food!  You can also use cooking to teach math and reading, following directions, problem solving, respect, and creativity.  You give them experiences to write about.  Cooking and preparing food for each other, meal planning, serving, and cleaning up can take less than an hour, but I would contend could shave hours off of "test prep" because we have met basic needs.  Please, do a cost analysis and tell me how this option could possibly cost more than poor lifelong health, or the inability to learn and focus because of poor nutrition.  Food is so basic a need and concept, yet in this fast food world, who has time to focus on the essentials? We need to teach our kids survivial skills- how to feed themselves well.  From day one.   Our kids are paying the price, and this could be an easy fix. 

Pep Rallies

Once upon a time, in middle-school, in fact, I was a cheerleader.  I made the team.  I used hairspray and cheered the team.  I giggled with girls after school and even was elected co-captain one year.  Then, I grew up and changed.  I decided that I wasn't in to sports. At all.  I decided in the 11th grade to run with a different crowd that wasn't in the spotlight.  I became more interested in music and reading than jocks and scoreboards.  We all change and grow.  We discover who we want to be and how we will be that.
As a teacher, I see my students as diverse as the adults that I encounter every day.  I am baffled, however, that as schools and teachers, we seem to think that each student should be the same.  At our school, a middle school, a pep rally is a reward.  Students are allowed to not wear standard school attire on pep rally day as long as they wear a school t-shirt.  They are allowed to miss class and instruction time, ONLY to go to the pep rally.  There are no other options. If you don't go to the pep rally, it is because you are being punished.  The pep rally is billed as this wonderful event that only if you are good, you get to go to. Problem is that not all students give a flip about booty rap, teachers competing against students in b-ball, and seeing which grade can yell their grade the loudest.  ("Seventh grade, " yell, stomp, repeat.)  Some kids LOVE it.  Some kids find it relatively amusing, and some loathe it. But, as a reward, they all have to go.  And, I have to go.  Pep Rally's are loud and annoying.  The superficial light in the gym combined with the arbitrary yelling is enough to give anyone a headache.  It is nightmarish in many ways.  As a teacher, I have to go, too.  The cool teachers are the ones digging it, boogieing, and showing their school spirit.  A few students asked me for an alternative.  A reading club or a study hall, but this is frowned upon.  Not wanting to attend is an obvious affront to school spirit.  Or maybe, this assumption that we are all the same or should be is ingrained not only in our testing but in our recreation as well.  I love to see my kids having fun and enjoying themselves, but I also clearly see that the kids who seek the alternative should not be incriminated or discriminated against.  Neither should I. Just think what kind of service projects or learning subjects or critical thinking skills we could get in with a group of middle schoolers and a concerned teacher!

Saying yes..

 We interupt the rant to show you a few pictures of what saying yes looks like. 

 When I was doing my student teaching, I had one of the worst teacher and one of the best.  The best suggested that it was easier to say yes than to say no.  When a student says, "can I do this awesome project?" even if it isn't in the plans, say yes. 

 Sometimes they change their mind, or don't exectue it well, but sometimes, they do this.

 The assignment was to draw and label a blue print of a school, town, or classroom.  (Keep in mind I teach a foreign language.)  A student said, "can I build it with legos.  I, of course, said, yes. 

 Well, then he did!  We are a Lego household, and I have developed a deep respect for the Lego art.  I was really impressed with how much time and effort the student put into this assignment. 

The subsequent Spanish conversation we were able to have about this little project was awesome.

Kids are so amazing and creative. 

I've gone dark..

I previously, as some of you know (most, probably) posted under a different blog, and then quit.  I quit for several reasons.  First, I found out about a teacher in my district who had some major issues, mostly very public issues dealing with Facebook very inappropriately speaking his mind, and maybe even losing it on students.  He was put on leave with pay, then retired.  Ugh.  All very, very unpleasant business.  Then, all of the teachers in my district got an email warning that what we said publicly WAS important, and understandingly, should not be slanderous.  When I got that email on a quiet Saturday morning in my pjs drinking coffee and blogging, I sort of got nervous.  I never really said anything slanderous, but really, was it worth the risk?  Should I find myself at the board with my ass on the chopping block, I would be lecturing myself on the ole- mouth- with- my- foot- in- it, shutting- my- trap- sometimes inner dialog   I may even lose my job, I guess, or be afraid to say something  for fear of repercussions.  THEN, a distant relative.  My mom's cousin.  A friend on Facebook, but someone extremely random, emailed me a to warn me about my philosophy on teaching and being construed as radical.  Oh boy..third times a charm as they say, and I decided that I didn't actually have time to fool with it anyway.  So, I quit.  

Then, a few of you said, hey, what happened? And, I enjoy blogging.  I did it for my own personal life and homeschooling days before, so I missed it.  This is what I would talk your ear off about if I sat with you on Saturday morning over a cup of coffee.  This is what I drone on about to my husband.  This is my rant and truly my way to find peace.  I enjoy the dialog and your response.  I love to share with you how truly awesome teaching is and can be.  I want to brag on my students.  And, I want to be honest about what does and does not work.  And, now that I feel more anonymous, I may be able to be more honest.  

I cut and paste old entries just for fun, but couldn't do the pictures..Thanks for reading.

Apples and Oranges

"In the 21st century, one of the best anti-poverty programs is a world-class education." 

With all of my optimistic ideals, this above quote from Obama's State of the Union Address really has been the driving force behind my educational philosophy.  I have always bought into the notion that education is life-changing.  Just knowing inklings of the how and why about life deepens your appreciation for people.  Realizing that you don't know everything and getting a glimpse at the vast oceans of things that you don't know both excite and enrich your life in innumerable and inexplicable ways.  Knowing what questions to ask, associations to make, and how to investigate on your own- these things stir a love of learning and education.  Seeing how much you can learn is life-enriching, mind blowing and awe- inspiring.  Not to mention the statistics that point to financial gain the more your education level rises. 

  So combined with this educational philosophy, and my philosophy that dumb is a myth (more on that later), I am passionate about the need and ability of every human to learn and be educated.  That being said, I have been struck this week with a few basic truths that many educators, but few politicians seem to realize and acknowledge.  That is that the public education system is inherently different from other countries with whom we are often compared.  Our philosophy in public education is that EVERY student should be prepared to attend college.  We assume that each student should know the same thing at the same age and same time in their lives.  They should be able to demonstrate this knowledge in exactly the same way.  This philosophy is idiotic at best and detrimental to national image and student confidence at worst.  When we hear statistics that China scored higher than the US on standardized test, or Finland, or any other developed country for that matter, the fact remains that we are comparing apples to oranges.  Many other countries do not have compulsory education until 17 or 18 as we do in this country.  Many countries begin to weed out students that are not academically inclined more honestly at a much earlier age than we do in this country.  Thus, the testing pool for other countries, consists of students with an interest in academics, parents with an interest in academics, and/ or an innate ability to be good at school.  The other kids, the ones in deep poverty, the one's whose parents make them work or don't care if they go to school, the one's who don't speak the language of the school, or who have special education needs, the students who are driven to become an artist or a singer, poet, mechanic, lion tamer, acrobat artist, etc, well these kids are already weeded out before testing.  They go to a different program and aren't tested and then compared to the US who tests EVERYONE.  In the US, if you've been in this country for 3 days, if you can hold a pencil, if you have absolutely no will in the world to write a five paragraph essay so one day you can go to college-- your numbers, your test results count against our nation and our hardworking, devoted, passionate educators.

Attitude adjustment

Well, we've started our TCAP intervention sessions during a seventh period. Our student's test scores were not what they need to be in order to receive federal dollars. Our kids don't know what they need to know to be successful. As their teachers and administrators, it is our job to make sure that they learn the skills that they need to go to high school, or college, or to work. Currently, our test scores say that most kids do not know what they need to, so again it is our job to make sure that they do.

I disagree with the philosophy of test scores tied to money. I have a problem with the way the tests are written and the limited areas of value (I would have LOVED to learn different things in school, but that is another post). I am sorry that teachers and students fear the test, analyze the test, discuss, emphasize, are threatened by the test.

On the other hand, our kids depend on us as the adults to teach them what they need to know. They believe us when we tell them they need to know something. They trust us. (For the most part they really do.)

Yesterday, I felt a tide of resentment and apprehension from teachers. I heard their complaints about teaching math to all of the kids at the same time of the day by unqualified teachers. I heard their distrust and doubt of the curriculum. Unfortunately, so did many of the kids. No matter if we agree with the powers that be, if we like the curriculum or agree with standardized tests in the first place, we owe it to the kids to still teach them. The hubby mentioned something this week that struck a chord. Only get upset about the things you can change, and make the best out of the rest. The curriculum decision has been made. The classes have been set. The ball has been put in motion. Complaining about the situation in front of the kids discredits the program and sabotages any chance of success. Our kids success. Your kids success. The soon to be adults that will run our society's success. They will only too soon start to realize that we don't have it all figured out and we don't even believe in our own system! Oh the paradox.

Many, many teachers are doing the right thing. They are discussing better ways. They are giving it a shot and hoping for the best. I contend that disgruntled teachers leads to disgruntled students and not the other way around. I am pretty sure that if WE approach this enthusiastically with purpose, high expectations, and passion, then our kids will be successful, make high test scores, and learn. I would bet that if our test scores were up, we'd have time to focus on other areas (art, music, heath, fitness, etc...)

The Story of Stuff

This morning I am spending a few minutes researching American trade habits for my social studies class, and I stumbled again into the Story of Stuff. I love this video, and discovered that they have a plethora of teacher resources, lesson plans, and activity ideas all linked to standards and objectives. The lessons challenge kids to ask questions about the stuff we buy examining origin and impact in meaningful lessons and activities The more I get into this geography thing, the more I realize that I have a wonderful forum for directing the lessons in such a worthwhile, meaningful way for my kids. But honestly, since I've never done it before, I feel scattered and rushed with the threat of TCAP leaning over my head. What if I teach them to be critical thinkers and educated little consumers, but I leave out things that are on the test
BECAUSE I'VE NEVER SEEN OR TAKEN THE TEST??

Sick day

For the record, I did not go to work today. I couldn't. I wasn't ready. I couldn't take 140 little voices and needs. My lesson plans weren't good, and I chickened out. I felt the weight and noise of the world on my shoulders. My mom once said, "they're your days, take them if you need them. " So I did need it, and I did take it. Is that too honest? Did I sleep late, drink coffee reading a book and gazing out the window at the birds and falling leaves? Did I catch up with my friends that I desperately miss? Did I shop? Or clean? Did I go to the dentist, get my oil changed or spend time with my kids? No. Alas, I was awake by 6:30 and went through the same motions. I showered, drank a cup of joe, took the boy to school, and came back home to start work. I graded and entered, I lesson planned and emailed and called. In fact, on my "sick day" I worked all day, and finally feel like I can breathe for a week or two. Three classes to plan for, getting home at 5, and 140 kids to love on, grade, and attend to and I started to sink. To drown. I literally sat at the kitchen for 6-7 hours doing school stuff. I really think I should do that once a month to just get caught up on the sheer amount of paperwork and planning that needs to be done. Or maybe teachers should just have a planning day once a month as part of their job. I could use it!

More than frustration

FRUSTRATION is putting it much too mildly! I object to the situation outlined in the previous post on SO many levels! Allow me to begin with a list of questions:

** What are the parents saying about these changes?
** Do the parents even know that their children will be taught core subjects by teachers trained to teach other subjects?
** Do they know that their children will have an extra subject each day?
** Will the students receive a grade for this new class? If so, what criteria will be used? If not, how can they be expected to “buy” into this with only the argument “that the school system has lower than average test scores”?
** What do parents think about shaving time off the regular class periods each day in order to add another period?
** Ten weeks into the school year, schedules will be changed and children will be shifted to new situations with new teachers. How will this benefit them?
** How will students be assigned to these new classes? Will they be “ability grouped”? Grouped alphabetically? Gender grouped?
** Will they stay with the previous period teacher (meaning they would be in the same desk for two periods straight)?
** If this MUST be done, why is it being added to the end of the day? Hasn’t research shown that the students are fresher and, therefore, learn better earlier in the day?
** What about the lack of knowledge of or interest in math from the new teacher? How can a teacher be expected to be enthusiastic and “sell” the subject to the kids when this is not his/her area of strength?
** Even if materials and standards and plans are provided, how can a conscientious teacher be expected to have sufficient supplementary materials for students who don’t quite “get it”?
** How can teachers be expected to explain concepts and formulas when they may not fully understand it themselves?
** How will the quality of this experiment be measured? Has a “starting point” or baseline been established?
** Have very specific outcomes been established? Or is the goal only to “raise scores” without any specifics?
** Will these “new to the subject area” teachers receive any training?
** It is understandable to do a “push” a few weeks prior to a standardized test, but over a long period of time, won’t this become a case of “diminishing returns”?
** Where is the inspiration? How will this situation motivate students to love learning?
** If this is such a good idea, why were the teachers told that “what happens at school should stay at school”? If this is expected to be an innovation and to actually improve test scores, why can’t it be shared across the system?
** What about the instructional coach and/or the site coach? Do they believe this will be an effective use of time and that it will effectively raise test scores?
** What does the research say? Has anyone checked?

More and more questions keep coming to mind; possible suggestions and solutions will be posted tomorrow or the next day. Your comments will be welcomed by these bloggers.

Today started great..

Today started out GREAT. I wore my tennis shoes. I haven't tried that move yet, but when you are standing on a cement floor all day (literally, I do not sit down. I can't) for 7-8 hours, dress shoes suck. Yes, I may become that woman in a dress suit and tennis (ACKK!). They were bouncy and comfy. I felt like I was getting a work out. PLUS, I teach Spanish, and today is Día delos Muertos . I made Pan de Muerto for everyone to try. I found a decent video clip to show (youtube is blocked at school so you have be creative), and we were making papel picado, writing calaveras, and making paper marigolds. How fun! Tomorrow is parent-teacher conference day (shouldn't it be called "family conference"), so the kids were excited and upbeat (plus they had bags full of candy). (Why am I using so many parentheses?)

And then, I went to a faculty meeting. And, I will now be teaching math and maybe reading (I'm not really clear about which one). Our district and school have low math and reading scores. My school's scores are low according to standardized tests, and so the kid's class schedule will change. Now, the kids will have 7 classes in a day, and less time in their current classes. The 7th class will be an extra math and reading class for EVERY student. Every teacher in the school will get a math or reading class in addition to the other courses.

I don't like math. I hate it. I don't know how to push it. I don't know how to inspire it. I am super glad that someone loves math, and I think people who love math, like O and my dad, are both weird and impressive. I don't want to learn math games. Arggg...The more I wriggle and complain, the more I look forward to figuring out the why in life. Will I need math, reading, and geography teaching skills later in life? What will this teach me..

Maybe I should re title this blog, Scrap the system. I have so many oppositions to this from the bottom up that I want to explode. And, I did on the way home, in tears, on the interstate. I got home to my own children and family life at 6:15. It was almost dark. The children were done with dinner and in the bath. I didn't see the sunshine today or breathe fresh air. And now I'll be teaching math and reading. So much for the shoes....

More tomorrow on what I think COULD be done instead to improve test scores. What do YOU think?

Why I quit homeschooling..

I was asked by someone today, why I quit homeschooling. Some of you may bits and pieces of it, but please indulge me as I hash it out. Here is the whole story....

I was a non-traditional college student- meaning that I went to college as an older, married gal with the sole intent to graduate and get a job. As I was older, I had been to several different colleges accumulating credits in random majors (Indiana State, Univ. of Tenn, Faulkner State, Univ of South Alabama). When I finally buckled down, tired of the waitressing scene, I didn't waste anymore time. I wanted a job immediately upon exciting college this time, and I found education classes easy and fun. I thought it was cool to have a job wherein you get your summer's off. Mom is a teacher (hi mom!) I held a few lofty ambitions about changing the world one life at at time. I thought I'd teach for a while until I found something better.

But then, when I started doing it, I was hooked. I love it. I did love it. It was and is the best job I've ever had. I can't turn it off. I stay awake thinking about activities and things I need to share with my students, or worry about a misstep with them. Often I wake up before my alarm sounds restless to try out an idea I've had for the classroom. I love those stinkin' kids. I teach 11-13 year olds, and they are so COOL and sweet. I taught in the public schools for 4 years and never felt like this. I like my job. I am a Christian, and I constantly pray for guidance. I ask God to put me where I need to be. I tell God that I trust Him. I walked right into this job. The Principal welcomed me with open arms. My son got accepted to a magnet school. My husband wanted to get.the.hell.out of his job and go back to school. And, I asked God to tell me where to go and what to do, and this is where I landed.

So, all that to say, I love homeschooling. I hope we get to do it again. I hope I get to keep all of my homeschooling buddies. It is with them I hear sanity and feel consolation. They are the ones that speak about what's good for the KIDS. With them, I find diversity and kindness and intelligent discussion and fun. It is with each and every homeschooling family that I met, that I found my rebirth as a teacher, that I began to feel inspired again to change the world. Maybe every teacher should take off a few years to hang out with you broads.