Week 2

This week went well.

After some serious thought and looking at test scores, I decided to change the DLP for Intervention and the 2 Intermediate (ESOL 2a and 2b) classes.  I have cut the number of problems down to 5 and have added an explanation sentence for each that the students have to write.  This adds another element of writing – they have to explain their thought processes to do so.  Thursday was 10 sentences and that was too rough on them since it was the 1st time doing this.  After thinking about it I changed it to 5.  If I have to I can change it again to 2 sentences and 3 mistakes with 3 written explanations.

ESOL 1 Beginning classes are finally moving along.  After 3 days and 2 retests  everyone in the class is passing the to be verb in the present tense.  They are also all talking in English to some degree.   Jh will continue to be low, it is taking him longer to process then the girls.  B. is also slower than the others but is talking more in English than everyone else.  L continues to be a concern and she will be for a while.   Yesterday we moved into parts of the body and clothing.   They seem to be OK with this.  They moved quickly on it yesterday, homework came in finished – all labeled some with clothes others with out.  L looks like a 1st grader drew it.  Today we did the butcher paper people.  They all laughed and had a good time.  This brought them closer together and it turned out wonderful.  The tracings were funny but they all drew clothes on themselves and labeled the parts and clothing correctly.

IN Cable we moved into timelines.  Lesson went OK, will need more work.  I did teach them how to use the words in the questions to find the answers.  More practice is needed.  Charts is understood but with everything will have to be revisited again.

Intervention is going much better.  Working on identification of complete sentences.  I gave them a list and they had to tell me if it was complete or not.  Next step is why.

Intermediate groups – more work on Main Idea needed,  more work on information stated in the text is needed – it is when the information becomes rewritten is when it is a problem.   Starting poetry.  Using the prezi from Sidbury  everything good.  Introduced figurative lang. from prezi.  Also introduced the whole concept of a poem using song Call Me Maybe the video of the Swim team and the printed lyrics.  Teaching outline note taking at the same time.

Next week is testing and a short week.

Personal: Had class at Judy Hoyer with Betty.  It was excellent – good interaction good ideas.  Have a book to read and homework.

2 online classes started and I am behind this week.  I will get caught up this weekend.

BREAKTHROUGH!

Not sure if this is a student breakthrough or mine but it happened. I do know that the language barrier is the cause on both parts.  After I tested my students today  on the same skill that has been covered for weeks with limited mastery I noticed that the problem was singular vs. plural.   So I back tracked and reviewed the skill in Spanish and in English.  TO be clear from now on L. = English and them = Spanish.   and they = whole class

They were able to explain the concept to me in both languages oral. L. not in writing. them got it.  I then took it up a level with different words and they all understood it.   We then went into G to G and used the page,  there was still the issue with it just not a big one.  it was only 2 wrong each.  for Al, J, and L it was the word children and books and for A and B it was doors.  All said they did not see the s on the words.  We will continue this tomorrow with both the same and different words and see if it sticks.

This chapter starts the 2012-2013 school year.

So far this year is overwhelming most of the time.  While my duties have not changed the demands have increased.  This week I managed to: Get the monthly reports for my building done and in, written the 3 tests I have to, given them and the 4th one, completed the data trackers, written next week’s tests, completed and sent out the accommodation reports at least most of them, got most of the bilingual dictionaries to the testing coordinator, rewarded the students who came to the Back to School Night, counseled 2 students (this will be ongoing for the rest of the year), attended 2 trainings and the f. meeting, attended the department meeting, planned for and taught my classes, talked to colleagues about ESOL students, met with my mentor, and started 1 on the online classes that I am taking (the other one starts Monday), signed up for a book study at the ESOL office.

Reflection:  ESOL 1 – Beginning –  “TO BE” verb.  Tuesday – the sentences on the board confused them, we reviewed them as a group , it seemed to make sense to them – A. and M.  got 80% on the assignment.  I did break it down into AM/IS/ARE for I, he/she/it/you.   CABLE – Political and Physical Map differences/Compass Rose/Scale/Key is still giving them problems.  What I had been doing was not being successful.  I put the T chart up on the board again, had them make a foldable of it.  It still was not working so I added pictures – mountains, rivers, plains for physical and a heart with the name of their country for Political.  The back had the pictures of the 3 skills.  On Wednesday I printed up the test and let them use the foldable.  They still did not understand.  We reviewed it.  On Thursday was SCORE day.  L and J did not pass the verb test – they are improving slowly.  I am still going to continue with the charts, the DLP, board work and so on.  I know that this works – it just takes lots of practice for some newcomers to get it.  J. is still in the silent phase and is still looking like he is dazed.  It will take him some more time to adjust and he is starting to talk and answer questions. (other teachers say he is trying just not understanding – SPED maybe? I have to watch.) L. I know is trying but is not understanding the written word.  It will take her months.  Interrupted education is the cause.  Not only is L. having to adjust to America, living back with her parents, but since L. has not been in school – L. needs to learn school and everything that it involves.  Skills are somewhere around early 1st grade.  Joie from ESOL gave me some materials to use.  The CABLE test was failed by most.  I am running out of ideas.  I did take them out to the courtyard and used the sidewalk as the political map and the grass with the trees as the physical map.  I repeated this on Friday and they seem to get it.  We will see this week.  Do different- labels for the courtyard, and use chalk to draw the 3 map labels.  Also use other maps and have them id the parts.  SPED lent me maps to use.  If all else fails make maps out of clay or mache? Started on charts/graphs/timelines.  I am getting bored with maps since we have done them for 3 weeks.  I had them color paper plates with their favorite colors and turned it into a chart on the board and turned that into a bar graph.  I have made a sample timeline to use with them.  Do different – favorite foods, can’t do sports since they all love soccer and only 2 teams.  Next week will be the map skills and charts/graphs/timeline.  “TO BE” verb still with the pronoun chart and adding the names but break it down to they/we/you.

ESOL intermediate classes main idea and information stated in the text.  Not mastering it.  Part is the problem is that the 7th graders are still adjusting and not understanding that they are in middle school and it no longer works to do minimal work and get the grades.  Progress reports should take care of this.  The side conversations are continuing no matter what I do.  I finally had to get mad and yell.   The 8th graders are low but are mastering the skills.    I am now pulling out the learning cards and making new ones to use with them.  I am also going to move them into small groups and do a rotation.  Lessons will be DLP, cards, and now adding poetry in.  2b needs the informational text worked on.

Intervention class-  I am so not happy with this class and the students know it.  THe behaviors are showing it.  My original thought with this class was to do context clues and the matching MSA skills and writing.  It changed into a RELA class and it was too much to plan something different for that class that they had not had on top of what I am planning for the other classes.  I did a lot of thinking last weekend and on Monday at my training and decided to go back to my original plan.  As D.Y. explained writing was low across the county and I what I was blaming myself for was not true.  While I can take part of the blame for the 8th graders because I did not teach it much last year and what I did teach was based on something that was not being accessed in the same way or amount.  What I did do would have been good enough but not with the new test.  I am starting over with this class and will teach writing the way I know how to – I am going back to the ‘old’ way.  The way that I taught it 20+ years ago.  Common Core is taking it back to that type of teaching.

Personal note: the school retreat.  While I would love to go, I don’t want to.  I have to leave home for the weekend, leave K alone (I know she is old enough but),  I am putting so much time in at school and at home that I am exhausted when I get home on Friday’s I sleep for 12 to 16 hours on Friday night into Saturday.  I also have too many issues with people, that spending the weekend with them is too much.  My body is not handing my hours at all.  My hands hurt by the end of the week, my hips and back don’t want to move in the morning (it takes meds to get me to the point that I can shower) and at night I can’t walk.  I do not want to show these people how much pain I am in and what it is taking me just to come to work.   I am doing the best I can and am not sure if it is good enough.

Leadership Time

FIRST TEACHER  LEADERSHIP PROJECT TIME SHEET SUMMARY

 

 

My leadership project was as Communication Liaison.  As the liaison I spent most of my time in short intervals that as recorded took up both sides of the time sheet.  I have summarized both sides here.  The time sheet is behind this page.

 

October through December 2011: 10 hours total

January and February 2012: 10 hours 45 minutes

March 2012:  6 hours

April 2012: 7 hours

 

Total hours : 33 hours 45 minutes

 

Peace the stats

Money:

$15.00 for the dye.

$8 for the background fabric

$12 for the thread.

$10.00 for the original white fabric, the backing, and the batting.  (all from my stash)

total: $45.00

time: design: 2 hours

fabric dye = 2 hours

cutting and lay out = 2 hours

applique = 1 hour 30 minutes

sandwich and sizing = 3 hours

quilting words = 3 hours 30 minutes

quilting background = 4 + 6= 10 hours

binding = 2 hours by machine and hand

finishing = 15 minutes

total = a whole lot of time

Presentation to Principal = priceless, the man had tears and was touched and is now talking to me!

 

*Leadership Portfolio Reflection

Briefly describe what you accomplished through your leadership positions.  Refer to the work samples included in your discussion.

I attended the Professional Development sessions hosted by the FIRST OFFICE for communication liaisons.  At these sessions we were told about what was required of us in this role.  I returned to school after each session and communicated with the other teachers via email about the requests.  I made hard copies of everything requested and placed in the others boxes.  After my first attempt to get the information requested I not only emailed them, made a second or third copy which was placed in their box, but I also met with each teacher to get the paperwork completed.  Copies of all this is in the documentation and the teacher information files.  The information for the hard to staff and teaching assignments was difficult to get from the teachers.  I finally printed the information myself, had the principal sign it, and turned it in via pony. This was done in January well prior to the deadline in March.  Notice of this was sent via email to the principal from the FIRST OFFICE. Copies of all of these materials are in the documentation and teacher information file.  I have also met with small groups of teachers presenting the Leadership and Professional Development deadlines. I also met with teachers as needed to answer any questions they had.

In what ways did your leadership contribute to the improvement of your school, the school system or a specific colleague?

I was able to document and submit to the FIRST OFFICE what each teacher’s leadership project was, their teaching assignment, and hard to staff areas.  The teachers’ will receive the $1500 when payout is made.   The Cohort 4 teachers had several questions and I was able to help them with their understanding of the evaluation process and how to work on their portfolios.  As I had conversations with each teacher I found myself reflecting on each conversation and what I had said.  There were several emails also with these teachers as they asked questions.  As I replied to each of these emails that I found myself reading and rereading and reflecting on what I wrote.  I did this not only because I did not want to give them the wrong information but I also wanted to be sure that I was clearly answering their questions and that I understood not only the question but the answer.

What did you learn regarding professional practices as a result of your leadership work?

Organizational skills were refined.  I was able to keep all my FIRST documentation together and was able to access it quickly as needed.

Communication with my colleagues was successful and I was able approach them with very little resistance on their parts.  I finally felt like I was a member of this school. This enabled me to work with my colleagues to meet the needs of my students.  My colleagues saw that I am working for my students needs and theirs so that the can be successful in what they are teaching and in their professional growth. This in turn gave me the ability to teach and spend my time  doing what I am supposed to do in my professional life.  After each conversation and email I reflected on what had been said and I found that my confidence in myself and my knowledge grew.  This added to my professionalism in that I did not second guess myself and was able to relate to my colleagues better.

I was able to refine some of my organizational skills.  Both the leadership portfilio and the PD on were organized and kept together in 1 location so I could access them quickly.  This skill was/is moved over into other areas in my classroom and how I organize things.

Progress Peace

At this point I am up to the binding, the shelve, and the signature. Time was spent  getting the sandwich together in the middle of the week and basting it together.  I then spent most of Friday and into Saturday on quilting the words and the peace sign.  Sunday and Monday was spent on the rest of the quilting – I stipple stitched the entire quilt except for the sign. I did quilt my name and the date into this but it is very well hidden.    I did this because I wanted the sign to pop out and the words to recede into the background.  The words were done in a variegated gold/silver/lavender/pink metallic thread.  The rest is in a gold metallic thread.  The results are quite nice.  The binding will be in the same fabric as the background.  It will just finish it off and the peace sign will continue to be the main focus.

A Different Direction Reflection Final

Start 11:00 pm end 4:05   am   4/ 7 to 4/8  I finished reading this book in one night.  At this point I had finished my PD requirement and am adding extra time in.  Also I wanted to finish the book.   5 hours later I am done.

Part Three The Madness pages 147 to 227

Chapters:

12 pages 147 – 158 Think For Yourself = This chapter starts off with the warning of “proceed at your own risk.”  This is the part of the book that the author discribes some of the ways that he takes teaching to a higher level.  He is at school very early and then very late, vactions and Saturdays.  He is doing this all for the students but what about himself? He says he is married and has children.  His message is loud and clear – in order to be as fantastic as he is you have to give everything you have to the job.  That I don’t understand.  To me I give 100% plus of me at school  and go home to the very quietness of my life to recharge.  I taught both my children that “You give all you can and more at work/school and home is for recharging.”  I gave all I had at school and when they were young, I gave even more to them and their activities and needs at home.  I have 2 personal choldren with a very strong work ethic.  Ok back to the book.

This chapter is about problem solving.  What is required and how to do it is given here.  Page 147 gives an outline on how he teaches this. THe rest of the chapter is filled with examples and how to find them.  Finding them is easy.  I have so many of them that I can use them.  The part that was/is lacking for me is the how to teach it.  The outline will help.  Side note: problem solving in 0 mod?  

13 Pages 159 – 171 Celluloid Heroes  = Movies and how he uses them.  Rafe uses them in tiny teeny amounts in school and huge amounts after school.  He shows all movies from G rating on up with parental permission.  He shows mainly classic movies with a few modern ones thrown in.  All movies are related to the content and curriculum in school.  He outlines how he gets them and how the students check them out for weekends.  He talks about his afterschool movie days.  To me movies are great. They show and give students pictures about what we have learned.  They also give real life visual learning.  Once again, Rafe gives up his time for all of this.

14 pages 172- 189 Going’ Mobile = Field Trips! These are not the regular day trips but the major planning long distance trips.  Rafe outlines every part of how his trips run, the amount of preplaning that he does, the lessons that he teaches before they go – behavior, walking/crossing the street. hotel rooms, etc.  All of this is valuable and makes his trips run smooth and have very few problems if any.  Good for him!

15 pages 191 – 200 It’s Only Rock ‘n’ Roll (but I like it). Music and how he teaches it and uses it in class.

16 pages 201 – 207 Do They Know It’s Christmas?  Community Service event that takes place on Christmas Eve.  His class takes care of a homeless shelter by giving clothes, pesonal care items, and serving a meal once a year.  This is a major even that includes months of preplanning and organization not only by him but by the students.  This is wonderful and good.

17 208 – 223 Will Power.  The author and his class give plays.   Shakespeare Plays.  This chapter outlines in detail how this happens.  From the beginning to the end.  Every person in class is involved and includes many to be students and former students.  This is the chapter that this book is leading up to.  It is long and involved and very detailed.  I give this man credit.  He manages to do what not many others can do and his class loves it.   Will I ever do this? NO.

Epilogue pages 224 – 227 Rest in Peace.  These pages wrap up the book with a letter from a former student.

Appendixes;

A : Hooray for Hollywood- list of movies

B: Sample Washington D.C. Itinerary

C: Rock ‘n’Roll Shakespeare – list of plays and the music in them.

D; A Day in The LIfe – The 12 hours this man is at school working.

Rafe Esquith is a remarkable teacher.  He gives 1000% plus percent to his students and he teaches them remarkable lessons.  His message is clear – to be this kind of teacher you have to give it all.  I wish I could.  What is stopping me?  The fact that I have given it all for so many  years and have burned out.  I have given just about all I can and this year I have felt the results of this – I have been ill most of the year from the stress of giving it all.  My body physically made me stop.  I have learned that if I give it all, it does not matter enough. Someone else will be there to replace me.  I can want it and I can do what I can to make my students want it but without support, especially the support that Rafe has from his school, home, and community, then it is not enough.

I started this book to give me the PD hours I needed and to give me the kick in the pants I needed.  It has given me both.  As much as I am defeated, I am also ready to go back and try again.

A Different Direction Reflections 10 and 11

start 1:00 am end 2;00 am  4/6  Chapter 10 pages 123 to 132 Put Me in Coach

Playground and Sports, how Rafe teaches it, the relationship between sports and math.

Chapter 11 Taxman pages 132 to 141

Teaching financial responsiblity

Basically this is what I don’t do because of time  restrants, testing, and being a middle school teacher

Ok at this point in the book I am at the end of part 2.  There have been several good ideas, some not so good ones, and lots of pep talk.  I can see some applications for my classroom and more nots.  The author is an elementary teacher and has his students in a year round school and teaches them all day in a self contained classroom.  Everything that he talks about is what happens in his class and how he handles teaching them.  I can tell that he is a very dedicated teacher and his students are successful in his class.

I am now at the end of the PD requirement.  My goal in reading this book was to get some inspiration to finish the school year and that is there.  I am going to continue this book to the end and will still blog as I have been doing, just not as much detail.

A Different Direction Reflection 8 and 9

Chapter 8 Rocket Man pages 96 to 105

Start 12:00 am  end   12:30 4/6

This chapter is about Science.  Teaching, it , funding experiments, etc.  The part that strikes me the most is after the author discusses an experiment that his class was doing.  They were divided into groups making rockets.  One group was not following directions and making their rocket incorrectly.  He had some teachers visiting them and they wanted to help and Rafe would not let them.  The other teacehrs saw this as failure, Rafe saw it as his students would fail at flying the rocket and then would come back and redo it.  Just like real scientists.

page 103 “Failure only happens when students stop trying to solve a problem.  It may take 5 minutes to solve or it may take two months….”

This I see as so true.  Many of my ESOL students are long term, that is they have been in ESOL since K, 1st, or 2nd grade, they have all stopped trying to get out of ESOL, they have failed by stopping to try to get out.  This is sad.  Now that I recognize this, maybe I can do something.

Chapter 9 Art Lover pages 106 to 122

start 12:30 am end 1:00 am

The author begins with letting children go to music and art classes and how they learn far more than just art and music.  They  learn numerous other skills that help them in all other subjects.  They also learn to think and to use their imagination more than what can be taught in a core content class.  I so agree with this.

Rafe then discusses several art projects that are done in his class and what they each teach – color, shape, math, experimentation, etc.  Early on in my teaching career most of the children I taught did not have or did not know how to use their imagination. Clarification here: students who did not have an imagination had never been given the opportunity to use what they naturally had and had never been taught to use it.  I still see that today.  This is the ugly result of poverty.  I have for most of my teaching career worked in the innercity or the poor suburbs where poverty is. Ok badk to the rest of my statement: Early on in my teaching career most of the children I taught did not have or did not know how to use their imagination and I vowed to myself that I would never allow my personal children to not have or use their imagination.  I very proudly say today that my son is an amazing artist when it comes to his masks and my daughter is an amazing artist in sculpture.  She is studying Art History in College and will some day return to her art.

As for my teaching now, I allow my students to use their imagination as often as possible in what ways they want. However they do not see the carryover into their school work.  I have an idea now what to do.  Imagination/sport/ball/score.