The principal came in this week when I was working with my Homework Club (different group of kids, different day) and said that there would be no Art Club next week. Bummer! So my last planned project won't happen after all. Considering that next week also happens to be finals week in college, I'm not crying too hard.
The next series of Art Clubs won't start until close to the end of January, and with all of the Mondays off... it may a short series. I have all new ideas for projects, so when my promised smaller group of kids shows up, we will be ready to start up right away. Yay!
In the meantime, Happy Holiday wishes to everyone. Wishing you a safe, warm, and family-focused holiday season. And thanks, so very much, for your support. It is appreciated more than you will ever realize.
See you next year!
Friday, December 6, 2013
Sunday, December 1, 2013
Little Turkeys Making Little Flocks of Little Turkeys!
Last time, the kids painted their luminaries. I took them home, repainted them (in some cases more than once), and then twisted and added the little blue glittery pipe cleaners and snowflake washi tape around the neck of each of the jars. I brought them back to school fully dry, decorated, and with a little tealight in the bottom. The kids were so excited to see them and to be able to take them home!
So this past week was the Monday before Thanksgiving. So, the theme was of course, TURKEYS!
I had two different projects planned. Kids could make turkey place cards (4) and then they could each make a turkey coffee filter magnet.
The place cards required students to take 4 different sized half scalloped circles and glue them onto each other for the feathers. Then they took a lopsided heart, turned it upside down, and stuck that to the front of the feathers. Add a couple of googly eyes, and then they stick them onto the top of a place card, and add a name with a sharpie. They could do this 4 times.
Then I had students who were done, work with me to use paint daubers to add color onto the folded over coffee filter, and then add a circle for the turkey face, and use a Popsicle stick with a magnet already glued onto it, on the back of the filter.
If I had not limited kids to four place cards, then they might have made the four I asked them to. Yes, you read that right. I told them they could make four, one for everyone in their families, and most of them made less than four.
Because kids were finishing faster with their place cards and not making the number assigned, they were all crowding around me, poking me, whining "I'm done! I want to make the magnet!"
AAAAARGH!
We got the projects done. I had no time for photos, since it was all I could do to get kids to make everything and clean up. Well, it was all I could do to get the kids to make some of the projects. Cleaning up still seems to be beyond their capabilities. Which is why I used a minimum of glue and the googly eyes were already adhesive.
As was the magnet tape I used. Note to self - buy and adhere the magnet tape in enough time to flatten it out. Or use magnets.
And I had pre-punched every single one of the circles, cut them in half, and arranged them into carefully counted piles so that each student would have enough supplies. So if you consider the math here: 4 half circles of different sizes x 4 place cards x 26 students + extra... and then divide the number of circles in half since we used half circles... Yeah, I must have punched about 250 circles and cut them all in half. Yes, these are the things I do at night while watching TV. My husband is thankfully very forgiving.
It was another art class of mayhem, but at the end of the period, the kids got to take home their luminaries and their place cards and their magnets.
I received the most lovely thank you from one parent, who took pictures of the unlit and lit up luminary and posted it on Facebook. I printed that page for my own records and as a reminder.
That's what makes it all worth it. The smiles on the kid's faces and the thanks from their parents.
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| Table Group 1 |
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| I love how this student put the house at the bottom so then the snowflake could fall... |
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| Table Group 2 |
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| I like how this one put the house at the bottom and then overlapped the snowflakes! |
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| Table Group 3 |
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| And this student also put the house at the bottom and then had a ring of snowflakes all around the jar! |
So this past week was the Monday before Thanksgiving. So, the theme was of course, TURKEYS!
I had two different projects planned. Kids could make turkey place cards (4) and then they could each make a turkey coffee filter magnet.
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| Model minus the name written on the place card. |
The place cards required students to take 4 different sized half scalloped circles and glue them onto each other for the feathers. Then they took a lopsided heart, turned it upside down, and stuck that to the front of the feathers. Add a couple of googly eyes, and then they stick them onto the top of a place card, and add a name with a sharpie. They could do this 4 times.
Then I had students who were done, work with me to use paint daubers to add color onto the folded over coffee filter, and then add a circle for the turkey face, and use a Popsicle stick with a magnet already glued onto it, on the back of the filter.
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| Yes, this IS my model! The turkey face couldn't have been made any more complicated than this. Trust me. |
If I had not limited kids to four place cards, then they might have made the four I asked them to. Yes, you read that right. I told them they could make four, one for everyone in their families, and most of them made less than four.
Because kids were finishing faster with their place cards and not making the number assigned, they were all crowding around me, poking me, whining "I'm done! I want to make the magnet!"
AAAAARGH!
We got the projects done. I had no time for photos, since it was all I could do to get kids to make everything and clean up. Well, it was all I could do to get the kids to make some of the projects. Cleaning up still seems to be beyond their capabilities. Which is why I used a minimum of glue and the googly eyes were already adhesive.
As was the magnet tape I used. Note to self - buy and adhere the magnet tape in enough time to flatten it out. Or use magnets.
And I had pre-punched every single one of the circles, cut them in half, and arranged them into carefully counted piles so that each student would have enough supplies. So if you consider the math here: 4 half circles of different sizes x 4 place cards x 26 students + extra... and then divide the number of circles in half since we used half circles... Yeah, I must have punched about 250 circles and cut them all in half. Yes, these are the things I do at night while watching TV. My husband is thankfully very forgiving.
It was another art class of mayhem, but at the end of the period, the kids got to take home their luminaries and their place cards and their magnets.
I received the most lovely thank you from one parent, who took pictures of the unlit and lit up luminary and posted it on Facebook. I printed that page for my own records and as a reminder.
That's what makes it all worth it. The smiles on the kid's faces and the thanks from their parents.
Monday, November 18, 2013
Luminaries
As it turns out, this project is more age appropriate for 3-5 grade, and younger students who have the ability to listen and follow directions, like my awesome God-daughter and her friends.
That is lesson 1.
Lesson 2 is not to underestimate the thoughtful parents who send in extra (and sometimes entire bagfuls) of extra jars. Just in case someone forgot. Which they always do. I ended up with extra jars. Thanks, Thoughtful Moms!
Lesson 3 is that the time when you encourage students to use lots of paint, to really glop it on, they will use it as sparingly as possible.
Lesson 4 is to use small jars for the students you know won't take you seriously when you tell them repeatedly to cover the entire jar with paint. I sent one kiddo back to keep working 5 separate times. The jar still isn't covered.
So today's project was to create a winter themed luminary. Students brought in glass jars, and we used a Modge Podge mixture (with a little blue paint and glitter) to adhere snowflakes and paint the outside of the jar. I used my die cutting machine to cut out about 224 different snowflakes and another 28 house/tree scenes from white paper. I then sorted all of those little snowflakes into sets and put them into little baggies for each student to alleviate the usual "she got a different one than I got!" complaints.
Using foam brushes, they apply the "paint" to the jar, add the paper piece, and go over it again with more "paint". And then they repeat, until they have covered the jar and theoretically used all of their snowflakes.
I demonstrated how to do this in front of all of them, I swear.
Oh well. The good news is that they are drying in the teacher's lounge for a few days, and then I can go back and "touch them up" a bit. Once they are done, I will take some pictures and post them.
Next week, we will be starting the class with a little discussion about listening, and also about cleaning up. I had to throw away all of the used paper towels because the kids would wash their hands, dry them, and then leave the crumpled up towels on the counter. I'm not even sure where that idea came from.
Lessons learned for the future. Next week, Thanksgiving themes...
That is lesson 1.
Lesson 2 is not to underestimate the thoughtful parents who send in extra (and sometimes entire bagfuls) of extra jars. Just in case someone forgot. Which they always do. I ended up with extra jars. Thanks, Thoughtful Moms!
Lesson 3 is that the time when you encourage students to use lots of paint, to really glop it on, they will use it as sparingly as possible.
Lesson 4 is to use small jars for the students you know won't take you seriously when you tell them repeatedly to cover the entire jar with paint. I sent one kiddo back to keep working 5 separate times. The jar still isn't covered.
So today's project was to create a winter themed luminary. Students brought in glass jars, and we used a Modge Podge mixture (with a little blue paint and glitter) to adhere snowflakes and paint the outside of the jar. I used my die cutting machine to cut out about 224 different snowflakes and another 28 house/tree scenes from white paper. I then sorted all of those little snowflakes into sets and put them into little baggies for each student to alleviate the usual "she got a different one than I got!" complaints.
Using foam brushes, they apply the "paint" to the jar, add the paper piece, and go over it again with more "paint". And then they repeat, until they have covered the jar and theoretically used all of their snowflakes.
I demonstrated how to do this in front of all of them, I swear.
Oh well. The good news is that they are drying in the teacher's lounge for a few days, and then I can go back and "touch them up" a bit. Once they are done, I will take some pictures and post them.
Next week, we will be starting the class with a little discussion about listening, and also about cleaning up. I had to throw away all of the used paper towels because the kids would wash their hands, dry them, and then leave the crumpled up towels on the counter. I'm not even sure where that idea came from.
Lessons learned for the future. Next week, Thanksgiving themes...
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| This is my model luminary. I made the kids' paint a little lighter, since this came out really blue. |
Fall Collage
We actually did this project on the fourth of November, but I was pretty focused on some assignments for the classes I am taking at the time, and so I am just now posting.
Since our autumn seemed to last longer than usual for those of us in the Pacific Northwest, I decided to take advantage of it. I also decided to try and use some of the various foam pieces I have had in my craft room from when my daughter was younger. And the project I had originally envisioned involved too many instructions. Try to imagine 26 kids with a piece of egg carton, googly eyes, glue, felt pieces, and a pipe cleaner... and you too, would decide upon a different project. And there was the fact that my voice was almost gone.
So I designed an image on blue construction paper (for the sky), and drew a tree and branch with brown crayon. I cut out a grey squirrel for every student, and collected a real leaf from my backyard, flattened and dried it, and then put together assorted foam and paper leaves, a paper acorn, and an owl sticker. Some of the foam pieces were adhesive, and some were not. I used basic white glue as well.
I set up a baggie for every student with all of the same basic items. I set up little bins of brown crayons. I set up paper plates with a pool of glue for each table.
We talked about what a collage was - a group of related items. I gave them free rein on design, that my model was only an idea.
Other than the lack of ability to use a pool of white glue (glue sticks wouldn't give enough adhesion), the projects came out pretty well. Mostly they copied my idea, and then just plastered their paper with all of the leaves. Even though I had told them that I had included real leaves from my backyard, they were astounded to see them. This is our last "fall" themed project. Considering that I came up with it on the spur of the moment, it wasn't too bad.
It is interesting to think about the things you take for granted that kids know how to do. When I was a kid (and yes, that was still when we had paste pots that some kids ate, and rubber cement we all liked to let dry on our hands and then peel off to creep out our friends), we all had white glue bottles. We knew you didn't glop it all over your item, even though it would dry clear. So when I told the kids they could dip a finger into the pool and put some on the back of the item to be glued, they ignored me and instead dipped the entire item (submerged is probably more appropriate a description) into the pool of glue. I mean, it worked, but it was messy. Is it always like this? Am I just being selective about my own memories? I will admit it is possible.
I know that students need explicit instruction, that's a basic given. I have been assuming that students are used to using these art supplies, but the truth is, with teachers being pressured to use their time in the classroom to the best of their abilities, maybe it's possible that they aren't getting the explicit instruction in art tools... and that's where I come in. So, I am trying to restructure my lessons to include that demonstration for students that is so integral for them to understand the how, as well as the explanations of the what.
Next time - hopefully, if students all bring glass jars (and after multiple reminders!) - we start working on our first winter project - luminaries. They will go home the week of Thanksgiving, but they need cure time. Plus I will be dressing them up a little. the week of Thanksgiving, we will make turkey magnets and place cards... maybe a little out of order season-wise.
Since our autumn seemed to last longer than usual for those of us in the Pacific Northwest, I decided to take advantage of it. I also decided to try and use some of the various foam pieces I have had in my craft room from when my daughter was younger. And the project I had originally envisioned involved too many instructions. Try to imagine 26 kids with a piece of egg carton, googly eyes, glue, felt pieces, and a pipe cleaner... and you too, would decide upon a different project. And there was the fact that my voice was almost gone.
So I designed an image on blue construction paper (for the sky), and drew a tree and branch with brown crayon. I cut out a grey squirrel for every student, and collected a real leaf from my backyard, flattened and dried it, and then put together assorted foam and paper leaves, a paper acorn, and an owl sticker. Some of the foam pieces were adhesive, and some were not. I used basic white glue as well.
I set up a baggie for every student with all of the same basic items. I set up little bins of brown crayons. I set up paper plates with a pool of glue for each table.
We talked about what a collage was - a group of related items. I gave them free rein on design, that my model was only an idea.
Other than the lack of ability to use a pool of white glue (glue sticks wouldn't give enough adhesion), the projects came out pretty well. Mostly they copied my idea, and then just plastered their paper with all of the leaves. Even though I had told them that I had included real leaves from my backyard, they were astounded to see them. This is our last "fall" themed project. Considering that I came up with it on the spur of the moment, it wasn't too bad.
It is interesting to think about the things you take for granted that kids know how to do. When I was a kid (and yes, that was still when we had paste pots that some kids ate, and rubber cement we all liked to let dry on our hands and then peel off to creep out our friends), we all had white glue bottles. We knew you didn't glop it all over your item, even though it would dry clear. So when I told the kids they could dip a finger into the pool and put some on the back of the item to be glued, they ignored me and instead dipped the entire item (submerged is probably more appropriate a description) into the pool of glue. I mean, it worked, but it was messy. Is it always like this? Am I just being selective about my own memories? I will admit it is possible.
I know that students need explicit instruction, that's a basic given. I have been assuming that students are used to using these art supplies, but the truth is, with teachers being pressured to use their time in the classroom to the best of their abilities, maybe it's possible that they aren't getting the explicit instruction in art tools... and that's where I come in. So, I am trying to restructure my lessons to include that demonstration for students that is so integral for them to understand the how, as well as the explanations of the what.
Next time - hopefully, if students all bring glass jars (and after multiple reminders!) - we start working on our first winter project - luminaries. They will go home the week of Thanksgiving, but they need cure time. Plus I will be dressing them up a little. the week of Thanksgiving, we will make turkey magnets and place cards... maybe a little out of order season-wise.
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| This is entire club's work as it dries. |
Monday, October 28, 2013
Sugar Skull masks
Since it's almost Halloween, I really wanted to do something that was both Halloween-related and yet not, since so many districts have moved towards "Harvest" themes. I settled on the idea of making some kind of sugar skull mask, and after many iterations, I eventually elected this one. We talked in class about Dia de los Muertos ("Hey, that's Spanish!") and that it is a holiday celebrated in Mexico after Halloween to celebrate family members who have died. I mentioned that the skulls were made out of sugar because it wasn't about being scary. I forgot to mention (and I read this somewhere, it is not original to me) that sugar skulls are sweet like life, but skulls to reflect death. I think that comparison may well have gone right over this groups' heads! But since so many kids in this school have Mexican friends or family, it seemed appropriate.
I took a sugar skull stencil and oversprayed it with yellow glimmer mist. Then I cut each of them out into a 6" circle. I enlisted my husband and his drill in order to get the eye holes just right. (I don't recommend this exactly... turns out the regular drill you have at home isn't quite delicate enough to cut perfect circles through an inch of paper and paper plates.) Fortunately, the kids didn't care about that.
I also sprayed glow in the dark fabric paint onto each of the paper plates, in the hopes that the outer edges would give off a glow. I also added some glitter glue in yellow, pink, and green to give them a little more "sugar" effect and dimension. Finally, I prepped the paper plates by using poster glue dots to adhere the popsicle sticks to the back of the paper plates.
Each table was given a set of colored pencils ("extreme colors"), two packs of neon crayons, and two sets of flourescent highlighters. We talked about how we were using bright colors ("happy colors", two of my buddies called them), because the purpose was not to make scary skulls, but spectacular, vivid skulls. Naturally, one of the kindergarteners asked where the brown was, just seconds later.
The trickiest part of this project (yes, it came as a surprise to me as well) was applying a glue stick to the back of the mask and adhering it to the paper plate. We had discussed how we wanted to match up the eye holes, so that wasn't the issue. It was the actual use of the highly technical glue stick. Here is a partial listing of some the issues I faced today:
Once we finished the masks, I gave them some printed out sugar skull coloring pages (thanks to various sites on the internet and an e-book I bought: Thaneeya McArdle's Sugar Skulls) and I traded out the various neon colors for regular colored pencils, so that we would have all colors to work with.
As you will see from the following pictures, the kids did an amazing job of coloring their masks. I am not even posting my own model (which I did late last night, and I have to admit, it was pretty lame) because they outperformed me so impressively. Overall, I am thrilled at their work today.
Next week, I think we will be making squirrels out of egg cartons. Or maybe I will go with something easier. Something, I suspect, that does not involve glue sticks.
I took a sugar skull stencil and oversprayed it with yellow glimmer mist. Then I cut each of them out into a 6" circle. I enlisted my husband and his drill in order to get the eye holes just right. (I don't recommend this exactly... turns out the regular drill you have at home isn't quite delicate enough to cut perfect circles through an inch of paper and paper plates.) Fortunately, the kids didn't care about that.
I also sprayed glow in the dark fabric paint onto each of the paper plates, in the hopes that the outer edges would give off a glow. I also added some glitter glue in yellow, pink, and green to give them a little more "sugar" effect and dimension. Finally, I prepped the paper plates by using poster glue dots to adhere the popsicle sticks to the back of the paper plates.
Each table was given a set of colored pencils ("extreme colors"), two packs of neon crayons, and two sets of flourescent highlighters. We talked about how we were using bright colors ("happy colors", two of my buddies called them), because the purpose was not to make scary skulls, but spectacular, vivid skulls. Naturally, one of the kindergarteners asked where the brown was, just seconds later.
The trickiest part of this project (yes, it came as a surprise to me as well) was applying a glue stick to the back of the mask and adhering it to the paper plate. We had discussed how we wanted to match up the eye holes, so that wasn't the issue. It was the actual use of the highly technical glue stick. Here is a partial listing of some the issues I faced today:
- twisting off the cap
- twisting up the glue
- applying the glue to paper
- twisting the glue down so that the cap fits on
- finding the cap
- putting the cap onto the top of the stick
- not gluing your friend's arm
Once we finished the masks, I gave them some printed out sugar skull coloring pages (thanks to various sites on the internet and an e-book I bought: Thaneeya McArdle's Sugar Skulls) and I traded out the various neon colors for regular colored pencils, so that we would have all colors to work with.
As you will see from the following pictures, the kids did an amazing job of coloring their masks. I am not even posting my own model (which I did late last night, and I have to admit, it was pretty lame) because they outperformed me so impressively. Overall, I am thrilled at their work today.
Next week, I think we will be making squirrels out of egg cartons. Or maybe I will go with something easier. Something, I suspect, that does not involve glue sticks.
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| This student mentioned that her dad is from Mexico, so she is familiar with these skulls. |
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| Love all of the bright colors! |
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| The three amigos? |
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| Love the usage of color to really brighten them up! |
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| Amazing how everyone had a slightly different take on coloring these in. |
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| Group photo! |
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| They were all so proud of their work. I love it! |
Sunday, October 27, 2013
Using swabs to paint autumn leaves
How do you get 26 kids to use swabs to dab 4 colors of tempera paint onto trees they painted last week?
Answer? I'll let you know if and when I figure it out!
I put a little bit of red, orange, yellow, and brown paint into cupcake containers, 2 per table. I added a handful of swabs into the empty spots. I talked to the students about using one swab per color, so as not to mix the colors, since everyone at each table was going to be working with the paints. I demonstrated at each table how to dab the paint, not smear or paint with the swabs.
We talked about how we aren't using the swabs in our ears. Evidently, also reviewing not sticking the swabs into other orifices should have been covered as well. You think you can predict kindergarten behavior, but you're wrong... they are so creative, they'll find a way around that rule you just laid down.
The perk, I had thought, about using swabs was that there would be less paint mess. Less paint in the tins, less surface area to soak up paint, less spray of paint off of swabs. In practice, not so much. So glad I laminated those place mats for the kids - so much easier to clean up later.
I will say that some of the art pieces were amazing. The smears were minimal. They really did dot (mostly) their trees and ground with an autumnal symphony of colors. The idea of including falling leaves was appealing as well. They dotted piles of leaves beneath the trees. And most of them even allowed for the lack of green paint, for grass, and blue paint, for sky. Conveniently, there was yellow for that sun in the corner though. Phew!
Actually, other than the fact that the kids were really wired, we had a good conversation about poking the teacher. We talked about how it was a cleanliness issue - having been raised by a woman in whom the words "tempera paint" instilled instant terror, I have now inherited that concern. And yes, I have a smear of red paint on my shirt hem. we talked about keeping our fingers away from others in general because that was not a "good choice". How many times was I poked? Probably fewer, but at least I could turn around and say, "Did you just poke me?" to which the student would admit the action, and then I would smile and say, "we'll keep working on it."
And that's the truth... we'll just keep working on it.
Next week is Halloween. Hmmm, what to do, what to do...
The kids got to take their work home, so pictures are on my phone again. Will upload when I can. Thanks for stopping by.
Answer? I'll let you know if and when I figure it out!
I put a little bit of red, orange, yellow, and brown paint into cupcake containers, 2 per table. I added a handful of swabs into the empty spots. I talked to the students about using one swab per color, so as not to mix the colors, since everyone at each table was going to be working with the paints. I demonstrated at each table how to dab the paint, not smear or paint with the swabs.
We talked about how we aren't using the swabs in our ears. Evidently, also reviewing not sticking the swabs into other orifices should have been covered as well. You think you can predict kindergarten behavior, but you're wrong... they are so creative, they'll find a way around that rule you just laid down.
The perk, I had thought, about using swabs was that there would be less paint mess. Less paint in the tins, less surface area to soak up paint, less spray of paint off of swabs. In practice, not so much. So glad I laminated those place mats for the kids - so much easier to clean up later.
I will say that some of the art pieces were amazing. The smears were minimal. They really did dot (mostly) their trees and ground with an autumnal symphony of colors. The idea of including falling leaves was appealing as well. They dotted piles of leaves beneath the trees. And most of them even allowed for the lack of green paint, for grass, and blue paint, for sky. Conveniently, there was yellow for that sun in the corner though. Phew!
Actually, other than the fact that the kids were really wired, we had a good conversation about poking the teacher. We talked about how it was a cleanliness issue - having been raised by a woman in whom the words "tempera paint" instilled instant terror, I have now inherited that concern. And yes, I have a smear of red paint on my shirt hem. we talked about keeping our fingers away from others in general because that was not a "good choice". How many times was I poked? Probably fewer, but at least I could turn around and say, "Did you just poke me?" to which the student would admit the action, and then I would smile and say, "we'll keep working on it."
And that's the truth... we'll just keep working on it.
Next week is Halloween. Hmmm, what to do, what to do...
The kids got to take their work home, so pictures are on my phone again. Will upload when I can. Thanks for stopping by.
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| Which color to use? |
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| Lots of leaves on the ground... |
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| So much movement and color! |
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| Looks like most of the leaves have fallen off of the trees! |
Monday, October 14, 2013
Naked, Bald Trees
The sign of a good teacher is the ability to be flexible. I say this because I spent hours trying to blow various paint viscositys through a straw over the weekend, and ended up with brown blotches and a headache. I figure if I can't do it with relative ease, I cannot expect Kindergartners to do it, either. So I decided we would paint our trees today instead. Ahh, flexibility.
I used watered down tempera paint at home, and mixed up a batch that was still thick enough to hold color on the watercolor paper. Since I had already checked to make sure I could use the school's tempera, I didn't bring any extra. (Note to self: ALWAYS bring your own.) Upon arrival, I discovered that the tempera paint supply in the office was limited to magenta and orange, and had been used heavily, based on weight and the amount of dried paint on the outside of the bottles. I found a bottle of watered down brown, added it to what I had, and then after splitting it into 4 batches, watered it down a bit again.
When the students showed up, (24 today), I showed them that we would be painting "just the trees" today, having learned that if I was not specific, we would end up with squirrels and other additions. We talked about the fact that we had no sky, no grass, no leaves... just the naked tree. And they giggled, as any K-2 student would do when you say that word. And then my tiniest Kinder raises her hand and says, "It's like the trees are bald." How cute is that?
So I get everything handed out, and the class quiets down while they are working. They naturally finish at different times, so some start cleaning up while others are evidently trying to cover their entire paper in brown. Finally, I get the brushes in the sink (and rescue the ones going down the drain, toss out the watered down tempera paint, and collect the bald tree scenes on the only other table in the lounge.
After enduring several pokes (two of which were at my breast!) and the repeated question, "What are we doing now?" (even though we had already talked about it it at the start of class), we were ready to start the second project for the day: cards for our principal, in recognition of Boss's Day, coming up on Wednesday.
Over the summer, I had been given a set of cards for high school graduation announcements that were blank, and so I showed the students we were going to use these to make cards for Mr Principal. (Not his real name). I set up the three tables with different activities, and told the class they could move around to whatever table they wanted to work at. One table had crayons and markers, one table had Sharpies and finger ink pads, and one table had scissors, glue sticks, and some construction paper.
We had to ensure that Mr Principal did not come in, of course, and he was just across the hall from us. Oh, the terror when he came near the door!
By the end of this project, every table had every item. Yeah, you can imagine that cleanup was fun. How is it possible to lose glue stick tops? And one of them that was returned (minus the glue stick itself), had some blue construction paper all screwed into the cap. What is the thought process here?
We were able to get most of the pieces of construction paper (I call it destruction paper) picked up from all of the nooks and crannies it always ends up hiding in, glue sticks and tops mostly together, and we even checked the floor for runaway crayons and Sharpies. I have to say, they all (mostly), worked together to clean up so they could go home to their waiting parents.
I collected the cards in a brown gift bag for Mr Principal, and the plan was that I would decorate the bag before giving it to one of the secretaries to give to him on Wednesday. However, between the huge falcon constructed card, my personal exhaustion, and the need to clean up and take one of the students home, I admit I cheated and gave them all to Mr Principal early. He was thrilled.
Next week: q-tips and paint. What could go wrong?
- I figured out how to load pictures... The first one is mine. -
I used watered down tempera paint at home, and mixed up a batch that was still thick enough to hold color on the watercolor paper. Since I had already checked to make sure I could use the school's tempera, I didn't bring any extra. (Note to self: ALWAYS bring your own.) Upon arrival, I discovered that the tempera paint supply in the office was limited to magenta and orange, and had been used heavily, based on weight and the amount of dried paint on the outside of the bottles. I found a bottle of watered down brown, added it to what I had, and then after splitting it into 4 batches, watered it down a bit again.
When the students showed up, (24 today), I showed them that we would be painting "just the trees" today, having learned that if I was not specific, we would end up with squirrels and other additions. We talked about the fact that we had no sky, no grass, no leaves... just the naked tree. And they giggled, as any K-2 student would do when you say that word. And then my tiniest Kinder raises her hand and says, "It's like the trees are bald." How cute is that?
So I get everything handed out, and the class quiets down while they are working. They naturally finish at different times, so some start cleaning up while others are evidently trying to cover their entire paper in brown. Finally, I get the brushes in the sink (and rescue the ones going down the drain, toss out the watered down tempera paint, and collect the bald tree scenes on the only other table in the lounge.
After enduring several pokes (two of which were at my breast!) and the repeated question, "What are we doing now?" (even though we had already talked about it it at the start of class), we were ready to start the second project for the day: cards for our principal, in recognition of Boss's Day, coming up on Wednesday.
Over the summer, I had been given a set of cards for high school graduation announcements that were blank, and so I showed the students we were going to use these to make cards for Mr Principal. (Not his real name). I set up the three tables with different activities, and told the class they could move around to whatever table they wanted to work at. One table had crayons and markers, one table had Sharpies and finger ink pads, and one table had scissors, glue sticks, and some construction paper.
We had to ensure that Mr Principal did not come in, of course, and he was just across the hall from us. Oh, the terror when he came near the door!
By the end of this project, every table had every item. Yeah, you can imagine that cleanup was fun. How is it possible to lose glue stick tops? And one of them that was returned (minus the glue stick itself), had some blue construction paper all screwed into the cap. What is the thought process here?
We were able to get most of the pieces of construction paper (I call it destruction paper) picked up from all of the nooks and crannies it always ends up hiding in, glue sticks and tops mostly together, and we even checked the floor for runaway crayons and Sharpies. I have to say, they all (mostly), worked together to clean up so they could go home to their waiting parents.
I collected the cards in a brown gift bag for Mr Principal, and the plan was that I would decorate the bag before giving it to one of the secretaries to give to him on Wednesday. However, between the huge falcon constructed card, my personal exhaustion, and the need to clean up and take one of the students home, I admit I cheated and gave them all to Mr Principal early. He was thrilled.
Next week: q-tips and paint. What could go wrong?
- I figured out how to load pictures... The first one is mine. -
Monday, October 7, 2013
Watered Down Art Club
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| This was the model... my daughter did this one for me. |
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| Notice the scarecrow? And the heart? |
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| I love the hay bales! |
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| This is the one with a stump and ferns. And a very angry scarecrow. |
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| This is one of my Kindergardener's work. Notice that everything has to be at the bottom of the page, and there is a sun in the top corner? |
Our project today was based on Monet's "Haystack" series, using crayons and oil pastels and then watercolors for a "crayon resist" technique. I showed them several print outs of some of Monet's work, all showing haystacks. We talked about haystacks, that we could make them shaped a little differently (Monet's kind of look like houses), and that we could have more than 2... I don't think I encouraged the inclusion of scarecrows, squirrels, hearts, or houses. Okay, it's art, it's their work and their ideas, it's all good. So I have them using colors I specifically chose for the project - yellows, oranges, browns - for the haystacks (and other items). "Where's the green?" one child asks. "Well, that's not a color I want you to use in the haystacks" I reply. (Because we are going to use green next anyway). I tell them we are really focusing on fall colors, to which these kids argue that green is a fall color. "Look outside" they tell me. Well, they ARE right, it IS still pretty green outside. I promise that we will get to green in a bit.
We get to add trees and shrubs using the greens. "I would like you to draw them along the middle of the paper", I tell them, showing my example. I saw trees in every spot possible... along the bottom, only along the sides, growing off the top of the page, and even where I asked them to draw them in. I also got blackberry bushes, an apple tree, and ferns. And a stump. With mushrooms.
And then we got all wet. The idea was the kids would use their brushes to brush water along the bottom, to which I would add droppers of brown, red, and orange, allowing the colors to spread out before using their brushes to meld the colors. I didn't put that much water on the tables... we were using metal cupcake trays half filled with water. Suddenly, we had puddles on every piece of art. Some before I ever added the drops of paint. So kids did what evidently is the natural response to this problem - they held up their papers and let all of the water and paint run off and onto the floor. "Let's try and keep the water on the paper and the tables; I don't think I need to have to clean the floor, okay?" I mean, how do you prepare for that? I guess I am prepared for it in the future.
But we weren't done yet. We still had the sky to complete, which was going to be similar to the other colors, but only with the one color. And we had to clean out the water left in the tins because it was mostly brown. Which was a new opportunity to get more water onto the sodden papers.
They came out pretty good this time. Even with the squirrels and houses and stumps with mushrooms. They were amazed at how the oily crayons resisted the watercolor paint. Even though I had promised that they would do exactly that. It was also the wettest watercoloring I have ever done.
The placemats we fingerprinted last week had been laminated over the weekend (thank heavens for a local Lakeshore store that has do it yourself laminating), and several of the kids were reluctant to "get their placemats wet" or "dirty". I tried to point out that they had plastic on them to prevent exactly that issue, but again, they didn't believe me, I guess. I had one kid who really could not grasp the idea that we could work on the placemat all term. He really wanted to take it home, and tried several times to do exactly that.
And let's get back to class size. This class was supposed to limited to 20 children. I was given a new and updated class list, upon which I have 26 student names. 2 names are brand new. Which also means they have no placemats. Which I will have to make and laminate. And I will have to re count all of the prepared supplies. The good news? Today I was missing 8 kids who were sick, since there is something going around. So I had 19 artists. I also had my 17 year old daughter who really is an artist helping me out. She had two things to say afterwards, "yeah, they don't really listen, do they?" and "now I understand why you are so tired after teaching". We both just laughed.
Yep.
The really important thing to take away from this experience is that the kids are having fun, learning new ways to make some arts and crafts, and hopefully learning ways not to do things. The artwork looks decent, considering that they don't have a great artist leading them. But their creativity abounds and they seem to be proud of their work.
Looking forward to using straws to blow black watercolor on paper next week. I'm sure nothing could go wrong there...
Monday, September 30, 2013
Fingerprint Art
I panicked. I did. I'm not proud of it, either. The grade K-2 kids aren't exactly known for their ability to share easily. I had three tables set up, 8 kids per table... and 4 ink pads. You'll notice the math doesn't really divide out nicely here. A few of the students did not show up, but the ones who came in last moment more than made up for the empty spaces... I was frantically trying to get extra chairs, write out names for their projects, and direct students. I kept thinking, "I am not prepared for this many kids, I am not prepared..." Aaaack! My boss and the principal both came in and wrote names and handed out papers as I worked to get the students focused on the task.
And we made it work. This is a fun project to start the year off, and it is easy for kids to get moving with their own ideas. I had copied off a few pages in black and white for the kids to look at, to spur their imaginations, and they were able to look at my sample as well. We ended up making some fun images, sharing supplies, and being reminded to say please and thank you. They completed the project, and most of them even made some smaller versions to take home. They cleaned up, grabbed their backpacks, and waited for parents to pick them up. The hour flew by, especially once they were settled into their project.
Phew! I have a better feel for what I'll be dealing with next week. Think I will need to get a few more supplies. In checking in with my boss and the principal, they were suggesting that I have a volunteer from the PSO to come in and help with handing out supplies and whatever else I might need. Which would be great. Although once we got started, the kids were pretty good about handing and passing supplies. But another pair of adult hands - and eyes - sure wouldn't hurt.
I am excited for the rest of the year, and looking forward to what they will produce.
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| Here is my sample. |
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| Love that the sun has sunglasses on. |
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| One of the Kindergardeners. Sharpies had more appeal for him. |
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| Love the bat! |
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| This is a totally different take on the project. |
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| Love the owl! |
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| Happy mice |
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| The tree is really well done here. |
Tuesday, September 24, 2013
A new school year, a new adventure...
Yep, I spent another summer applying for the teaching positions that were posted, and not receiving any calls. I don't really take it personally anymore. When you find out that for every position posted, there are hundreds and hundreds (one even had close to 1,000 responses) of applicants, you know that unless the person reviewing potential candidates knows you personally, then you aren't likely to get a call. Who can possibly review that many applications? It does amaze me, however, that people seem surprised when you tell them that yes, you have been applying to jobs, but no, you have not received any invitations to interviews. Yes, there really are THAT many people looking for teaching positions in this area.
So yeah, the first day of school was a tough one for me, as it always is. I did get to see my God-daughter off to the bus, as is tradition. She is in first grade, and her sister is in third, so it was fun to see the other God-parent and our friends. Certainly took a little of the ache away.
My plan this year is to continue to substitute in the district that I always have been associated with, and then to pursue a Reading Endorsement... essentially, this means I could be a Reading Specialist, working with kids who struggle to read, a Reading Coach, working alongside teachers to create better reading programs within their classrooms, or become a really awesome reading teacher within my own classroom. I chose this endorsement because I have always loved reading... immersing myself into books and places and allowing my imagination to come alive. And I was a natural reader... I learned to read early and easily, and I was encouraged by my parents to continue. So with that as my own background, I find that I struggle to understand the "how" of reading, as it came so naturally to me. There is a program called Read Oregon that allows me to take the courses online, from many of the state universities. After being registered as a non-registered student (yeah, read that again...) at 4 universities, I start my classes in a week.
I also thought maybe I would try something different, and volunteer at my God-daughter's afterschool program, holding a "Homework Club", a place where kids could come and do their homework, have a teacher available answer questions, explain how to solve that math problem, or just give them the quiet space to work. So many students these days don't have parents at home when they come home from school, or who are able to help their kids with homework. I contacted the principal, and through the grapevine, I found out they were also looking for an afterschool art teacher for the K-2 ages. I thought, "I could do that!", and added it to my list. I met with the principal and the AmeriCorps volunteer (who is my boss), and the principal told me that as a paid employee, I would be much higher on the potential list for new hires when teaching positions were available. And he told me that as a paid employee, I would be better regarded than a volunteer. Finally, a principal who is honest and knows how things really work! So, they decided to take me on as a paid employee Art Teacher for their afterschool program, and then I volunteered to do the Homework Club. I start next week.
I am putting together art projects at home, so that I have examples to show the students. My goal is take pictures and post them here...
See you next week!
So yeah, the first day of school was a tough one for me, as it always is. I did get to see my God-daughter off to the bus, as is tradition. She is in first grade, and her sister is in third, so it was fun to see the other God-parent and our friends. Certainly took a little of the ache away.
My plan this year is to continue to substitute in the district that I always have been associated with, and then to pursue a Reading Endorsement... essentially, this means I could be a Reading Specialist, working with kids who struggle to read, a Reading Coach, working alongside teachers to create better reading programs within their classrooms, or become a really awesome reading teacher within my own classroom. I chose this endorsement because I have always loved reading... immersing myself into books and places and allowing my imagination to come alive. And I was a natural reader... I learned to read early and easily, and I was encouraged by my parents to continue. So with that as my own background, I find that I struggle to understand the "how" of reading, as it came so naturally to me. There is a program called Read Oregon that allows me to take the courses online, from many of the state universities. After being registered as a non-registered student (yeah, read that again...) at 4 universities, I start my classes in a week.
I also thought maybe I would try something different, and volunteer at my God-daughter's afterschool program, holding a "Homework Club", a place where kids could come and do their homework, have a teacher available answer questions, explain how to solve that math problem, or just give them the quiet space to work. So many students these days don't have parents at home when they come home from school, or who are able to help their kids with homework. I contacted the principal, and through the grapevine, I found out they were also looking for an afterschool art teacher for the K-2 ages. I thought, "I could do that!", and added it to my list. I met with the principal and the AmeriCorps volunteer (who is my boss), and the principal told me that as a paid employee, I would be much higher on the potential list for new hires when teaching positions were available. And he told me that as a paid employee, I would be better regarded than a volunteer. Finally, a principal who is honest and knows how things really work! So, they decided to take me on as a paid employee Art Teacher for their afterschool program, and then I volunteered to do the Homework Club. I start next week.
I am putting together art projects at home, so that I have examples to show the students. My goal is take pictures and post them here...
See you next week!
Thursday, August 1, 2013
It's the start of August...
The beginning of August brings a bittersweet taste. Locally, school won't begin for another month, but the back-to-school advertisements are filling the television and newspapers. School supply sales abound, and many folks are taking their last real vacation before another year of catching the bus, homework woes, and making healthy but edible lunches begins. Summer heat remains, and vegetables grow into full size for harvest. Berries and cherries, peaches and plums, the best of the summer fruit, are available in the grocery stores, along country roads, and at weekly farmer's markets. And teachers begin to review their notes from last spring, select themes for the classroom, and peruse Pinterest for new ideas.
That is, if you are employed. The unemployed teachers continue to scan the job listings, apply to newly posted positions, and resign themselves to another year of subbing.
The piece of advice I have heard most often is, "don't take it personally". In the first few years, I was happy to substitute. I got to practice my classroom management, I didn't have to determine grades or deal with serious academic issues, and I worked fairly often. I didn't take the lack of positions as a personal affront. And then I took on a couple of long term sub assignments. By then, my classroom management had improved, I felt confident working with students and teachers and parents, and I could handle the issues that come up in classrooms. I developed (appropriate) relationships with the kids in those classrooms. We laughed, we learned, we worked together. I became a teacher in those days... it's hard to explain exactly, but now I realize that I did. I graded work, examined my own teaching and worked directly with students who needed extra help. I spoke with parents and counselors and other teachers on how to help my students, how to best support them, what other things had I not yet thought of? I took pride in my student's achievements, and I took it to heart when they failed. Walking back into a classroom a week after the regular teacher had returned to his duties, I was surrounded by cheering students, anxious to share with me their latest news and stories. I took that personally, you betcha.
I was advised that if I wanted to be seen as a "real" teacher, then I needed a "real" teaching job. So I moved away from my family, my home, my mentors, and my friends for a "real" teaching job. It was a tough year. I learned a lot, I worked 12-14 hour days, and I continually worried about my class. I bought my own curriculum, I searched high and low at hardware stores for items we needed for science experiments, and I gave my all to my students. And I was delighted to do it.
After a year of "real" teaching, I returned home, and returned to subbing. Not nearly as busy as I had been before I had left, I spent my year looking for positions, wondering what to do, and taking in all of the changes. The once a week Spanish teacher was replaced with Rosetta Stone programs in the computer lab. Common Core headlined every standard, and class sizes were past 30. "Don't take it personally" repeated through my mind constantly.
Here is my question. How? How do I not take it personally? All I want to be doing right now is finishing up on lesson plans based on my previous experience, and organizing myself for the incoming classroom. I want to be reviewing files and seriously thinking about how best to approach this new group of minds. When it is something so integral a part of you, how do you not take it personally?
If you figure it out, please clue me in.
That is, if you are employed. The unemployed teachers continue to scan the job listings, apply to newly posted positions, and resign themselves to another year of subbing.
The piece of advice I have heard most often is, "don't take it personally". In the first few years, I was happy to substitute. I got to practice my classroom management, I didn't have to determine grades or deal with serious academic issues, and I worked fairly often. I didn't take the lack of positions as a personal affront. And then I took on a couple of long term sub assignments. By then, my classroom management had improved, I felt confident working with students and teachers and parents, and I could handle the issues that come up in classrooms. I developed (appropriate) relationships with the kids in those classrooms. We laughed, we learned, we worked together. I became a teacher in those days... it's hard to explain exactly, but now I realize that I did. I graded work, examined my own teaching and worked directly with students who needed extra help. I spoke with parents and counselors and other teachers on how to help my students, how to best support them, what other things had I not yet thought of? I took pride in my student's achievements, and I took it to heart when they failed. Walking back into a classroom a week after the regular teacher had returned to his duties, I was surrounded by cheering students, anxious to share with me their latest news and stories. I took that personally, you betcha.
I was advised that if I wanted to be seen as a "real" teacher, then I needed a "real" teaching job. So I moved away from my family, my home, my mentors, and my friends for a "real" teaching job. It was a tough year. I learned a lot, I worked 12-14 hour days, and I continually worried about my class. I bought my own curriculum, I searched high and low at hardware stores for items we needed for science experiments, and I gave my all to my students. And I was delighted to do it.
After a year of "real" teaching, I returned home, and returned to subbing. Not nearly as busy as I had been before I had left, I spent my year looking for positions, wondering what to do, and taking in all of the changes. The once a week Spanish teacher was replaced with Rosetta Stone programs in the computer lab. Common Core headlined every standard, and class sizes were past 30. "Don't take it personally" repeated through my mind constantly.
Here is my question. How? How do I not take it personally? All I want to be doing right now is finishing up on lesson plans based on my previous experience, and organizing myself for the incoming classroom. I want to be reviewing files and seriously thinking about how best to approach this new group of minds. When it is something so integral a part of you, how do you not take it personally?
If you figure it out, please clue me in.
Tuesday, June 25, 2013
Teachers "get" the summer off? What an outrage...?
In recent local news, there is a representative in Washington who is lambasting teachers for asking for a raise in pay. She says that teachers have the weekends, evenings, and summers off, that teachers knew they were going into a sector which did not pay well, and that they have excellent benefits.
http://www.kirotv.com/news/news/lawmakers-facebook-post-blasts-teachers/nYTkm/
Huh.
Perhaps she needs a little education. Teachers are paid for their number of days of work - usually about 180 days. I know that some districts provide the option to spread the salary over the entire year (instead of receiving pay only during the 9 months of a school year), so that teachers will receive a paycheck during the summer. It is still the same amount of pay. They are not getting paid for their summer off.
The term "summer off" riles up a lot of teachers I know, and here is why: the summertime is the best time of year to catch up on the latest teaching trends, updating professional knowledge, and attending seminars. Which most teachers I know, pay for out of pocket. The state licensing requires that you complete X amount of credit hours before issuing a new license. And we pay for the license, too. For example, my license costs $100. That does not include the classes I took in order to earn the license - over $1000 spent there. Guess who pays for the professional development that we take while enjoying our "summers off"? Oh, that's right, we do. Some districts used to pay for the development, but that was cut when we first starting trimming budgets. I have worked with a teacher for the past four years every summer to review and update lessons, units, and teaching strategies. Discussion of what we have seen in class, in schools, and in the news allows us to determine whether we are serving our students to the best of our ability. And as we adopt new curriculum (Common Core), teachers will spend their time off learning how best to incorporate those requirements. I don't think that qualifies as "summers off".
Many teachers I know spend evenings, weekends, and summers with their second job, which is typically mentoring or tutoring students, one on one. How many representatives spend their "off hours" working a second job which is making up for the lack of political leadership? I say this because large class sizes (we are talking in the teens for private schools, thirties in elementary, and sixty students and more in high school classes), affect the quality of teaching. Behavioral and Special Education students require more one on one time in the classroom, which is provided - however, with a larger class size, comes more of these students, which means that the other students are left without that extra attention. And so they come into teacher's homes, or meet at the local library for tutoring and assistance. How many teachers spend their evenings with a stack of papers to grade on their laps, not really focusing on their own families? How many weekends are spent planning lessons, buying supplies, and entering grades? Does this representative think that teachers get paid overtime for this? There is no overtime when you are a teacher. We do, however, get to pay back our student loans for our Masters or Doctorates in Teaching, Counseling, Education, or Administration.
I wonder who paid this representative's access to office supplies. My guess is the taxpayers, of whom teachers are a part. Who pays for school supplies in the classroom? After the district, it's the teachers, along with the parents who are able to school shop with their students. And when you have 30 kids in a classroom, with conservatively half of whom don't have school supplies, that cost stacks up. And yet, teachers supply their students with everything they can provide to give each student the best chance at learning. So teachers spend their "summers off" watching the sales, so that they can spend their own money to provide supplies for their next batch of students. For example, Dixon Ticonderoga yellow pencils run about $2.79/dozen. Estimate a dozen pencils per student in the school year, and you are looking at about $83 out of pocket expense.
This representative is right, people who chose the teaching profession did not choose it because of low pay. Does that mean that teachers don't have the right to seek reasonable pay for their work? Perhaps if all the teachers became legislators, we would see some quality education in this country. And I would invite legislators to spend an entire day in a classroom. I suspect they would change their tunes pretty quickly. How many legislators have to deal with groups of people who spit, bite, have bloody noses, throw up, cough, or urinate (sometimes all in one day)? Do they have to take yearly courses in infectious disease, child abuse, and sexual assault? Teachers get to do all of that, and more.
I saw a post on Facebook recently about some possible responses to critics of summer break, and I think perhaps this under educated representative might need to take a peek at it...
http://www.scholastic.com/teachers/2013/06/five-responses-critics-summer-break?eml=Teachers/e/201306018/Facebook///SMO/Teachers/TopTeaching/Christy/
Last but not least, it is important to note that legislation to re-work the teacher pension system is definitely needed. But when teachers who have not had any pay increases in several years certainly have a right to ask for it. Particularly when the political leadership spends taxpayer dollars with no thought about where it is coming from.
Thank you, from the bottom of my heart to the teachers out there... and for the people who have a clue as to what teachers do every day, whether school is in session or not.
http://www.kirotv.com/news/news/lawmakers-facebook-post-blasts-teachers/nYTkm/
Huh.
Perhaps she needs a little education. Teachers are paid for their number of days of work - usually about 180 days. I know that some districts provide the option to spread the salary over the entire year (instead of receiving pay only during the 9 months of a school year), so that teachers will receive a paycheck during the summer. It is still the same amount of pay. They are not getting paid for their summer off.
The term "summer off" riles up a lot of teachers I know, and here is why: the summertime is the best time of year to catch up on the latest teaching trends, updating professional knowledge, and attending seminars. Which most teachers I know, pay for out of pocket. The state licensing requires that you complete X amount of credit hours before issuing a new license. And we pay for the license, too. For example, my license costs $100. That does not include the classes I took in order to earn the license - over $1000 spent there. Guess who pays for the professional development that we take while enjoying our "summers off"? Oh, that's right, we do. Some districts used to pay for the development, but that was cut when we first starting trimming budgets. I have worked with a teacher for the past four years every summer to review and update lessons, units, and teaching strategies. Discussion of what we have seen in class, in schools, and in the news allows us to determine whether we are serving our students to the best of our ability. And as we adopt new curriculum (Common Core), teachers will spend their time off learning how best to incorporate those requirements. I don't think that qualifies as "summers off".
Many teachers I know spend evenings, weekends, and summers with their second job, which is typically mentoring or tutoring students, one on one. How many representatives spend their "off hours" working a second job which is making up for the lack of political leadership? I say this because large class sizes (we are talking in the teens for private schools, thirties in elementary, and sixty students and more in high school classes), affect the quality of teaching. Behavioral and Special Education students require more one on one time in the classroom, which is provided - however, with a larger class size, comes more of these students, which means that the other students are left without that extra attention. And so they come into teacher's homes, or meet at the local library for tutoring and assistance. How many teachers spend their evenings with a stack of papers to grade on their laps, not really focusing on their own families? How many weekends are spent planning lessons, buying supplies, and entering grades? Does this representative think that teachers get paid overtime for this? There is no overtime when you are a teacher. We do, however, get to pay back our student loans for our Masters or Doctorates in Teaching, Counseling, Education, or Administration.
I wonder who paid this representative's access to office supplies. My guess is the taxpayers, of whom teachers are a part. Who pays for school supplies in the classroom? After the district, it's the teachers, along with the parents who are able to school shop with their students. And when you have 30 kids in a classroom, with conservatively half of whom don't have school supplies, that cost stacks up. And yet, teachers supply their students with everything they can provide to give each student the best chance at learning. So teachers spend their "summers off" watching the sales, so that they can spend their own money to provide supplies for their next batch of students. For example, Dixon Ticonderoga yellow pencils run about $2.79/dozen. Estimate a dozen pencils per student in the school year, and you are looking at about $83 out of pocket expense.
This representative is right, people who chose the teaching profession did not choose it because of low pay. Does that mean that teachers don't have the right to seek reasonable pay for their work? Perhaps if all the teachers became legislators, we would see some quality education in this country. And I would invite legislators to spend an entire day in a classroom. I suspect they would change their tunes pretty quickly. How many legislators have to deal with groups of people who spit, bite, have bloody noses, throw up, cough, or urinate (sometimes all in one day)? Do they have to take yearly courses in infectious disease, child abuse, and sexual assault? Teachers get to do all of that, and more.
I saw a post on Facebook recently about some possible responses to critics of summer break, and I think perhaps this under educated representative might need to take a peek at it...
http://www.scholastic.com/teachers/2013/06/five-responses-critics-summer-break?eml=Teachers/e/201306018/Facebook///SMO/Teachers/TopTeaching/Christy/
Last but not least, it is important to note that legislation to re-work the teacher pension system is definitely needed. But when teachers who have not had any pay increases in several years certainly have a right to ask for it. Particularly when the political leadership spends taxpayer dollars with no thought about where it is coming from.
Thank you, from the bottom of my heart to the teachers out there... and for the people who have a clue as to what teachers do every day, whether school is in session or not.
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