We have been studying force and motion in science, and learning new vocabulary words like friction, inertia, and velocity. The students have a "Science Dictionary" that we add to each time we have new vocabulary. So as you read the following answers to a recent science quiz, keep in mind that yes, this was taught, and yes, these are terms we have been using in class regularly.
The question that stumped so many students was:
What would one need to know in order to find a car's velocity? (speed and direction)
And here are some answers that literally had me laughing so hard I was crying:
- a gun that police use to give tickets out when you are speeding
- you would need to take the car out for a test drive
- an odometer
- to know how to take a car apart and put it back together again
Then there was a motorboat question, in which a motorboat has stopped and is decelerating slowly. When asked why this happened, a couple of answers were particluarly creative:
- the boat had to overcome it's interia.
- the boat ran out of engine.
Needless to say, I re-taught the terminology.
Saturday, September 10, 2011
Monday, August 22, 2011
Week #2 and I am still standing
I love teaching. I sincerely do. I love having my own class and planning what we are going to do, and seeing how the students react, and what their questions are.
It's the "other" stuff that is wearing. Like schedules that don't really work and are changed daily. (No really, the first week, it was DAILY changes.) And procedures not fully communicated to those involved. Or procedures changed at the last moment. Or trying to figure out where supplies are locked up, and how to gain access. And trying to figure out how to dress for AZ weather when you've brought school-prohibited clothing, like sleeveless tops.
In the end, it's all good. I tell myself and I tell my kids that every day is an adventure when we face a new deviation from the anticipated pathway. I fear my smile is wearing thin, but I will push on. And things are getting better, as days pass and everyone settles into their own routines.
My first week was busy. Turns out the classroom I put all my stuff in was the wrong one, so my first day (when we were asked to wear professional clothing) I spent moving all my boxes into the other room. It was a meager 80 degrees or so. Then I got to meet all the other teachers. In full sweat. I am sure I made an impression. Oh well. The other classroom was reserved for my partner teacher who, it turns out, was expecting to be in first grade, not fifth. It took her about a week to readjust her mind to upper elementary needs. I really like her. She has proven to be a great teammate.
So I arranged my classroom. Square room, 2 doors in odd places, a one-way window we look into the cafeteria through, 2 white erase boards (one that is ready to fall out from the wall, the other 3/4 up the wall, so I can reach the lower third), no closet/storage, an odd selection of textbooks, and 21 student desks. Not perhaps the "dream" classroom, but all mine. I set up the desks, set up the student center and class library (thank you, IKEA!). I organized the textbooks into "sets" - ones I have enough to make a class set, and those I do not. I put up a Reading board, a Space board (but we decided to study Forces and Motion first), a bunch of Language Arts posters students typically ignore, and a map of the United States. And I pondered what to do with the one-way window. (I still am, actually, but have placed a reading poster in the center for the time being). I printed out labels at home, and re-printed labels as students were added to my roster.
I met parents and students on the Friday Open House before school, hoping I wasn't looking as nervous as I felt. I was warmly welcomed by parents and shyly approached by students sizing me up. I planned for the following week.
My first week seemed like it was spent doing a lot of talking. Routine this, procedure that, always, never, and so on. I memorized the kids' names by the end of the first day. Got used to them calling me "miss" (not Middleton or M, just miss). Listened to their gripes as the changes mounted, encouraged flexibility, and smiled a lot. When the gigantic 2 inch long cockroach scrambled across my floor, a student offered to kill it, and the rest of the class assured me it "wasn't all that big". By the end of the week, the kids were more comfortable with me. I could tell because they were starting to act up, so I put a stop to that by making them write about respect. That helped.
I spent the weekend reviewing assessment data, personal journals (one of them thinks I am a spy - what, like I have time for that too?), and planning for my second week. I learned the basics of how to run the assorted computer softwares, and discovered all my work was being "converted" when I brought it to work on a thumb drive. So then I spent evenings turning everything into a .pdf.
The work never ends. The changes to my roster are easing up, although I know one student who isn't going to show up, so his desk has been pushed to the side. I have lessons to plan, write, and submit to what I refer to as "Taskmaster", an online site the school uses. Grades are already due and I am recording those in my gradebook, to transfer later in the week onto the computer. I have set up folders for Science and Reading Conferences, collected items for science experiments, and ensured that every student has all the supplies he/she could possibly need. I still have reading assessments to review and finish calculating, math worksheets to check over, and I am sure there is something else, but I can't recall what it is right now.
And did I mention I love this? All of it. Yes, my eyes hurt from trying to read all the handwriting. My back hurts from sitting in a chair correcting papers and recording grades for longer than I care to admit. I am terrified of turning on the light in my classroom and seeing something scurry across the floor. I am still too warm every day.
But I'll tell you what: it's worth it. Every day is worth it. I love these kids already. And you know what? I think they kinda like me, too.
It's the "other" stuff that is wearing. Like schedules that don't really work and are changed daily. (No really, the first week, it was DAILY changes.) And procedures not fully communicated to those involved. Or procedures changed at the last moment. Or trying to figure out where supplies are locked up, and how to gain access. And trying to figure out how to dress for AZ weather when you've brought school-prohibited clothing, like sleeveless tops.
In the end, it's all good. I tell myself and I tell my kids that every day is an adventure when we face a new deviation from the anticipated pathway. I fear my smile is wearing thin, but I will push on. And things are getting better, as days pass and everyone settles into their own routines.
My first week was busy. Turns out the classroom I put all my stuff in was the wrong one, so my first day (when we were asked to wear professional clothing) I spent moving all my boxes into the other room. It was a meager 80 degrees or so. Then I got to meet all the other teachers. In full sweat. I am sure I made an impression. Oh well. The other classroom was reserved for my partner teacher who, it turns out, was expecting to be in first grade, not fifth. It took her about a week to readjust her mind to upper elementary needs. I really like her. She has proven to be a great teammate.
So I arranged my classroom. Square room, 2 doors in odd places, a one-way window we look into the cafeteria through, 2 white erase boards (one that is ready to fall out from the wall, the other 3/4 up the wall, so I can reach the lower third), no closet/storage, an odd selection of textbooks, and 21 student desks. Not perhaps the "dream" classroom, but all mine. I set up the desks, set up the student center and class library (thank you, IKEA!). I organized the textbooks into "sets" - ones I have enough to make a class set, and those I do not. I put up a Reading board, a Space board (but we decided to study Forces and Motion first), a bunch of Language Arts posters students typically ignore, and a map of the United States. And I pondered what to do with the one-way window. (I still am, actually, but have placed a reading poster in the center for the time being). I printed out labels at home, and re-printed labels as students were added to my roster.
I met parents and students on the Friday Open House before school, hoping I wasn't looking as nervous as I felt. I was warmly welcomed by parents and shyly approached by students sizing me up. I planned for the following week.
My first week seemed like it was spent doing a lot of talking. Routine this, procedure that, always, never, and so on. I memorized the kids' names by the end of the first day. Got used to them calling me "miss" (not Middleton or M, just miss). Listened to their gripes as the changes mounted, encouraged flexibility, and smiled a lot. When the gigantic 2 inch long cockroach scrambled across my floor, a student offered to kill it, and the rest of the class assured me it "wasn't all that big". By the end of the week, the kids were more comfortable with me. I could tell because they were starting to act up, so I put a stop to that by making them write about respect. That helped.
I spent the weekend reviewing assessment data, personal journals (one of them thinks I am a spy - what, like I have time for that too?), and planning for my second week. I learned the basics of how to run the assorted computer softwares, and discovered all my work was being "converted" when I brought it to work on a thumb drive. So then I spent evenings turning everything into a .pdf.
The work never ends. The changes to my roster are easing up, although I know one student who isn't going to show up, so his desk has been pushed to the side. I have lessons to plan, write, and submit to what I refer to as "Taskmaster", an online site the school uses. Grades are already due and I am recording those in my gradebook, to transfer later in the week onto the computer. I have set up folders for Science and Reading Conferences, collected items for science experiments, and ensured that every student has all the supplies he/she could possibly need. I still have reading assessments to review and finish calculating, math worksheets to check over, and I am sure there is something else, but I can't recall what it is right now.
And did I mention I love this? All of it. Yes, my eyes hurt from trying to read all the handwriting. My back hurts from sitting in a chair correcting papers and recording grades for longer than I care to admit. I am terrified of turning on the light in my classroom and seeing something scurry across the floor. I am still too warm every day.
But I'll tell you what: it's worth it. Every day is worth it. I love these kids already. And you know what? I think they kinda like me, too.
Thursday, August 4, 2011
Slowly Settling
The last of the boxes have been unpacked and flattened in my apartment. The IKEA furniture for the classroom was put together when we dropped off the boxes. Since the school isn't entirely certain that my classroom will be the one in which I have stored my things, I have not unpacked. Nor do I have access.
And perhaps that is a good thing. My apartment is functional, I can spend time doing some lesson planning, exploring the area, and sleeping. And just maybe get a little more acclimated. I am stunned at the amount of water I have been sucking down. For someone who doesn't really like water, it comes as a surprise. I realize it shouldn't. It's about survival in a desert. I get that. I really do. It's just another in a series of changes in my new life in Arizona.
One of the nice things about this area is how friendly people are. I went to Trader Joe's yesterday, and the woman at the check out counter noticed I was stocking up on spices. I told her I had just moved from Oregon. As she handed me my receipt, she welcomed me to Tucson and wished me luck. I met one of the middle school teachers when we moved my school boxes into the classroom, and she immediately offered me help and guidance.
It will take awhile to adjust. That's okay. Looks like I have a few days before I officially begin work as a full time teacher. (The idea makes me want to shout, "YEAH!") My fridge is fully stocked. I have a lovely, air conditioned home and car. I have maps and I am starting to be able to navigate my way around town. (This is a very big deal, actually.)
We had a big storm move through the other night. Lightning streaks and booming thunder. Heavy raindrops the desert cannot soak up immediately. And then the day brought bright sunshine and high temperatures. Like life, there are dark periods that are followed by times of breaking joy. I suspect I have just left the storm of unemployment behind, and am beginning the sunny days of teaching. Not that there won't be more storms in the forecast. But I can see the pattern of light, too.
And perhaps that is a good thing. My apartment is functional, I can spend time doing some lesson planning, exploring the area, and sleeping. And just maybe get a little more acclimated. I am stunned at the amount of water I have been sucking down. For someone who doesn't really like water, it comes as a surprise. I realize it shouldn't. It's about survival in a desert. I get that. I really do. It's just another in a series of changes in my new life in Arizona.
One of the nice things about this area is how friendly people are. I went to Trader Joe's yesterday, and the woman at the check out counter noticed I was stocking up on spices. I told her I had just moved from Oregon. As she handed me my receipt, she welcomed me to Tucson and wished me luck. I met one of the middle school teachers when we moved my school boxes into the classroom, and she immediately offered me help and guidance.
It will take awhile to adjust. That's okay. Looks like I have a few days before I officially begin work as a full time teacher. (The idea makes me want to shout, "YEAH!") My fridge is fully stocked. I have a lovely, air conditioned home and car. I have maps and I am starting to be able to navigate my way around town. (This is a very big deal, actually.)
We had a big storm move through the other night. Lightning streaks and booming thunder. Heavy raindrops the desert cannot soak up immediately. And then the day brought bright sunshine and high temperatures. Like life, there are dark periods that are followed by times of breaking joy. I suspect I have just left the storm of unemployment behind, and am beginning the sunny days of teaching. Not that there won't be more storms in the forecast. But I can see the pattern of light, too.
Friday, July 22, 2011
Moving on...
I got the job in Tucson. The interview went well. I feel very confident about teaching and working in the school. It appears from the interview that I have a lot of background that may become a handy thing to have in my arsenal of experience. (Oh, wait, as a sub, I have no "experience". Yeah, right!)
So I have been packing, researching paperwork, licensing (teaching and driving), obtaining a place to live, and organizing. Shopping, too. Lots of shopping. It has been a busy month. I have also played golf, read, hung out with friends and enjoyed the beautiful weather I am about to give up.
And I have been attempting to quell the inner fears. The concerns about how I will adapt to a new city, a new culture, a new environment. The worries about learning the computer system, the software, and creating my little classroom. That niggling, dark wonder, "Will they like me?" And the fear that what I leave behind will change, ignore, or forget me.
As I sit on my couch, making my daily list of things to do, it occurs to me this is the last Friday I will have here, for awhile. My corgi snoozes peacefully nearby, the cat purrs from her kitty apartment, and the puppy is running around our backyard, digging into fresh, earthy, mole mounds. Suddenly, so few days are left. And as I type those words, anxiety blooms from deep within, spreading quickly, reaching my fingers and toes, stinging my eyes.
Opportunity is not without risk. I know that I am capable to taking this on. I want this chance to teach, to prove to both myself and the world that I am a great teacher. I have worked towards this moment, yet I find myself afraid as it approaches. In this quiet moment, sitting alone, the full weight of this decision settles upon my shoulders. That it does not come crashing down tells me that I am not alone, nor did I make this decision alone. My husband, my family and friends all support me and this choice, even though it brings with it a bittersweet goodbye - for now.
I look outside and see the sunlight speckling through the trees onto the forest floor. The day is waiting for me to take action. Dwelling on fears that keep me captive will do nothing for me. Focusing on my goal frees me to smile, enjoy the time I have remaining, and spurs me to action.
My to-do list for the day awaits. Off I go!
So I have been packing, researching paperwork, licensing (teaching and driving), obtaining a place to live, and organizing. Shopping, too. Lots of shopping. It has been a busy month. I have also played golf, read, hung out with friends and enjoyed the beautiful weather I am about to give up.
And I have been attempting to quell the inner fears. The concerns about how I will adapt to a new city, a new culture, a new environment. The worries about learning the computer system, the software, and creating my little classroom. That niggling, dark wonder, "Will they like me?" And the fear that what I leave behind will change, ignore, or forget me.
As I sit on my couch, making my daily list of things to do, it occurs to me this is the last Friday I will have here, for awhile. My corgi snoozes peacefully nearby, the cat purrs from her kitty apartment, and the puppy is running around our backyard, digging into fresh, earthy, mole mounds. Suddenly, so few days are left. And as I type those words, anxiety blooms from deep within, spreading quickly, reaching my fingers and toes, stinging my eyes.
Opportunity is not without risk. I know that I am capable to taking this on. I want this chance to teach, to prove to both myself and the world that I am a great teacher. I have worked towards this moment, yet I find myself afraid as it approaches. In this quiet moment, sitting alone, the full weight of this decision settles upon my shoulders. That it does not come crashing down tells me that I am not alone, nor did I make this decision alone. My husband, my family and friends all support me and this choice, even though it brings with it a bittersweet goodbye - for now.
I look outside and see the sunlight speckling through the trees onto the forest floor. The day is waiting for me to take action. Dwelling on fears that keep me captive will do nothing for me. Focusing on my goal frees me to smile, enjoy the time I have remaining, and spurs me to action.
My to-do list for the day awaits. Off I go!
Tuesday, July 5, 2011
The interview went well...
I arrived back home after an adventure in Arizona. It should be noted that it is important to have air conditioning - functioning A/C mind you - when temperatures reach 107 degrees. I figured this out when I discovered that my rental car no longer was going to produce cooling air and I had to drive all the way back to the airport an hour after leaving it. Fortunately, the good folks at Alamo upgraded me to a nice car with working A/C - after checking to make sure I had "pushed the little green button". I was also able to locate a great apartment.
The following morning, I showered, dressed, and readied myself for the interview. I arrived early enough to be able to take a tour of the school. Small charter school, small classrooms, but the people really care about the students. No library, but the kids have Music and PE and Computer class. There is a lunchroom - I have been working in a school where the kids eat in the classroom, and it's a bit gross. The kids play outside for recess, and I don't have duty.
Then I went into the interview, which I had been preparing for all month. And I was just fine! I wasn't ever stumped on a question, although the superintendant was clear about what he wanted - and what he wants is a good teacher who cares about teaching the kids. I felt clearheaded and confident.
I left the interview feeling great. I was myself - the best piece of advice I heard before I left was to be myself - if they didn't like me, then I would not be happy working there. I didn't have to think about my answers. I figured I had done my best.
Turns out, I did just fine. So well in fact, that I have been offered employment. After three tough years, I suddenly find myself preparing for the start of the school year - which is in four weeks.
What am I worried about? Lots of assessments. Lots and lots of 'em. Small classrooms - where do I put the classroom library, the math manipulatives, the "stuff"?
I have a lot to do. But that's ok, I have been hired! YAY!
The following morning, I showered, dressed, and readied myself for the interview. I arrived early enough to be able to take a tour of the school. Small charter school, small classrooms, but the people really care about the students. No library, but the kids have Music and PE and Computer class. There is a lunchroom - I have been working in a school where the kids eat in the classroom, and it's a bit gross. The kids play outside for recess, and I don't have duty.
Then I went into the interview, which I had been preparing for all month. And I was just fine! I wasn't ever stumped on a question, although the superintendant was clear about what he wanted - and what he wants is a good teacher who cares about teaching the kids. I felt clearheaded and confident.
I left the interview feeling great. I was myself - the best piece of advice I heard before I left was to be myself - if they didn't like me, then I would not be happy working there. I didn't have to think about my answers. I figured I had done my best.
Turns out, I did just fine. So well in fact, that I have been offered employment. After three tough years, I suddenly find myself preparing for the start of the school year - which is in four weeks.
What am I worried about? Lots of assessments. Lots and lots of 'em. Small classrooms - where do I put the classroom library, the math manipulatives, the "stuff"?
I have a lot to do. But that's ok, I have been hired! YAY!
Tuesday, June 28, 2011
An Interview at Last!
I head out for an interview tomorrow. I am very excited. Nervous too, but mostly excited.
I made the decision to start applying to other states this spring. As a married mother of a teen, this is not a choice I made easily. I have applied in the state, to no avail. I figured I had best begin looking "outside of the box", with the box being my home state. After two years of searching, I wondered if I was just not looking in the right places. So I expanded my search. Yes, I did get a bunch of rejection letters from other states, too. Actually, I sadly discovered that other states & districts are better at responding than ones locally. Go figure. And other states have plenty of "highly qualified candidates" to choose from as well.
So when I got a phone call from Tucson, AZ, for a 5th grade position, well, you can imagine the thrill.
I have had to wait until the end of the month for the face to face meeting. Which has given me time to plan, prepare, rethink, and sweat it.
I head out to the airport tomorrow morning. I will arrive in 104 degree weather, pick up a car and check out the school location, look at an apartment complex, and wander around the city a little. Then I get to wake up early, check out of the hotel, and arrive on time for my interview. I will have a chance to check out the school, and then head to the airport and fly home.
When will I find out? How will I interview? Will I say the right things? Am I ready to move away from all things familiar?
I don't know the answers to all these questions bubbling up. My friends are excited for me. I have been wished a tremendous amount of luck. I have faith in myself. I have had a friend prep me. What happens next... is what happens next.
I made the decision to start applying to other states this spring. As a married mother of a teen, this is not a choice I made easily. I have applied in the state, to no avail. I figured I had best begin looking "outside of the box", with the box being my home state. After two years of searching, I wondered if I was just not looking in the right places. So I expanded my search. Yes, I did get a bunch of rejection letters from other states, too. Actually, I sadly discovered that other states & districts are better at responding than ones locally. Go figure. And other states have plenty of "highly qualified candidates" to choose from as well.
So when I got a phone call from Tucson, AZ, for a 5th grade position, well, you can imagine the thrill.
I have had to wait until the end of the month for the face to face meeting. Which has given me time to plan, prepare, rethink, and sweat it.
I head out to the airport tomorrow morning. I will arrive in 104 degree weather, pick up a car and check out the school location, look at an apartment complex, and wander around the city a little. Then I get to wake up early, check out of the hotel, and arrive on time for my interview. I will have a chance to check out the school, and then head to the airport and fly home.
When will I find out? How will I interview? Will I say the right things? Am I ready to move away from all things familiar?
I don't know the answers to all these questions bubbling up. My friends are excited for me. I have been wished a tremendous amount of luck. I have faith in myself. I have had a friend prep me. What happens next... is what happens next.
Wednesday, May 18, 2011
The Latest "Must Have" for Teachers
I have been working a lot recently, which of course pleases me to no end. The classrooms I have been working in have student teachers who are doing their solo teaching. This makes for an easy day for me. I tend to establish myself outside of the classroom, so that the student teachers don't feel like I am hovering - one less pair of eyes watching their every move. But I am always close by so that they can poke their heads out of the door and call me in for help as needed.
Anyway, I have been doing some reading assessments for teachers. These are required by the district at the start and end of every year, and are supposed to show growth in reading. It starts with a running record (the student reads aloud, we note every error, and it is timed), and then we include a summarization and ask a few questions about the passage. (Yes, there is more to it than that.) I have done these for the past four years, using a couple of different programs. (Not Rigby or DIBELS).
So yesterday, my mentor teacher said she had a combination stopwatch and calculator. I realize this doesn't sound like anything much, unless you're a teacher who does reading assessments. Fountas & Pinnell, the reading goddesses, have developed what I call the "stopulator": it times the student, then you input the number of words read, number of errors and self corrections, and it calculates out the words per minute and the accuracy rate. SO COOL! No more looking up the equation for figuring this stuff out - YAY! I used it yesterday and flew through the calculation piece quickly and easily. Love it.
If you do an online search for "Fountas and Pinnell stopwatch", it will come up on Heinemann's website. It runs about $25, but is well worth it in saved time.
Anyway, I have been doing some reading assessments for teachers. These are required by the district at the start and end of every year, and are supposed to show growth in reading. It starts with a running record (the student reads aloud, we note every error, and it is timed), and then we include a summarization and ask a few questions about the passage. (Yes, there is more to it than that.) I have done these for the past four years, using a couple of different programs. (Not Rigby or DIBELS).
So yesterday, my mentor teacher said she had a combination stopwatch and calculator. I realize this doesn't sound like anything much, unless you're a teacher who does reading assessments. Fountas & Pinnell, the reading goddesses, have developed what I call the "stopulator": it times the student, then you input the number of words read, number of errors and self corrections, and it calculates out the words per minute and the accuracy rate. SO COOL! No more looking up the equation for figuring this stuff out - YAY! I used it yesterday and flew through the calculation piece quickly and easily. Love it.
If you do an online search for "Fountas and Pinnell stopwatch", it will come up on Heinemann's website. It runs about $25, but is well worth it in saved time.
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