Projecting Pretty (In Attitude and Dress)

Girl About Town lipstick by M.A.C. and J.Crew light pink stud earrings.

A co-worker called me on my attitude a few weeks ago, and I am all the better for it.  I was going through a frustration spell, where the patience I'm generally known for had completely dissolved. The children were being themselves, comfortable middle schoolers who want to talk and play as much as allowed. And I, I was being short and snippy.  There was a moment where my usual self was attempting to break through by means of a teaching moment.  A student was being rude, and when I broke down what was happening, I used the word "unpleasant."  That was when my colleague who was close by to overhear the interaction told me that the way I've been lately was also unpleasant.

In that moment, all I could say was "thank you" and mean it.  That was the part of me that knew what was said to be the truth and was willing accept it.  I had to humble myself and listen because how I had been presenting myself really wasn't who I am as an educator, nor who I am as a person.

Of course,there is a reason behind most things.  My work environment has been crazy this year, and I was starting to take on some qualities as means of survival that were unpleasant.  In the time since this interaction, I've reflected on what I want in a workplace and in a school community, and realized that my current placement was not it.  I did the best I could there; but a poor fit cannot be made right just like an ill-fitting shoe will never work without pain, corns, blisters and other unpleasantness.

As I wrap up my eighth year of teaching, it's more important to me than ever that I can be myself at work and be successful.  More about that later.  Here's what I wore on a sunny day in June.

H&M dress, sandals from DSW

What I love about this dress is that it's a zip up.  I realize that when I shop for clothing, I shop according to cut and shape.  Everything is is secondary.  In this case, I picked up this dress because I knew it would be very flattering on my figure.  The high neck is appropriate for work, but the fitted bodice compliments while the flare skirt accommodates.  I can wear this dress comfortably on my bike, as I did on this day.

party on my arm!  Fossil watch and assorting bracelets

With three more days of work, I realize that I didn't even get to have a proper countdown.  And that is exactly how I prefer a school year to end.

Love,
Miss M

A Fever in my Classroom

"It's the end-of-the-year fever," Little Miss said after I called her to the front of the room after her class erupted during eighth period dismissal.  "Fever, huh?" I responded.  "I guess I need to get the doctor in here," I added as I thought to myself, because this is not going to work unchecked.  With two more weeks of school to go, it is a bit too early for a teacher to be comfortable with any kind of feverish actions in her classroom.

Ah, such are the challenges of teaching public school in Brooklyn.  While I appreciate her candor and wisdom-- seriously, there's a reason why I call her "Little Miss"-- I know that I have to pull out all my tricks to keep my students engaged, relatively quiet and doing the right thing.

Perhaps it was the rough, longer than usual NYC winter.  Or maybe it's the sudden and complete onset of summer with little warning.  Regardless, the children are ready for recess all day long, and that, unfortunately, is not an option.

In these moments, I have to remember to just breathe.  The fever will break subside, the children will learn how to end their first year of middle school successfully, and we will all celebrate when it gets close enough to the last day of school.

Love.
Miss M

Cords and Sneakers

Work has been crazy busy and I am looking forward to things calming down soon.  Here's what I wore last week to a Professional Development on PBIS, Positive Behavior Intervention Systems.  The PD was actually the only one I've attended in my career that focused on behavior. I really enjoyed it. The more I grow as an educator and develop my educational philosophy, the more I can confidently articulate that I believe in teaching the whole child. Educators often assume that students know or should know how to conduct themselves in the school setting and beyond. But they do not always, and if they do, they are easily swayed by peers. While teaching small classes, I always taught behavior. Now I'm realizing that students in the general education setting also need the same teaching. I digressed; this is an outfit post after all, so more about teaching the whole child another time.

I am enjoying my newish highlights!  And I am growing in my brows, they will soon be beautifully thick:-)

J.Crew Factory sweater, Old Navy chambray shirt, Gap cords

I'm loving my Gap 1969 thin cords. Love, love!  I also have them in hunter green.

I didn't realize I wore red and blue together until looking at these pictures.  I think the gold accents made it okay for me.  I typically avoid wearing certain color combinations that remind me of popular things, such as red and blue or orange and black.

J.Crew pave link bracelet, Guess watch

Yes, that's a snowman on my nail:)

Vince Camuto gold wedge sneakers

Happy Friday!

Miss M

Sometimes a Detective

On a recent morning, I had to put on one of my many hats.  Forget Miss M, I was Detective M.  

It was one of those days, having just retuned to school after a twelve day vacation, and I turned my back for ten seconds to edit something on the SmartBoard.  While I didn't see it happen, I knew immediately what happened. Or maybe I did see it-- they do say that teachers have eyes behind their heads.  Either way, I turned back as the class erupted with laughter.  That real bold laughter of sixth grade students returning to school after a vacation, no longer newly minted, but offically and comfortably middle schoolers.

It was then that I saw the candy, a purple Now & Later, on the floor in the front of the room by a student's desk.

"We are quiet in 3...2... and 1."  Maybe the students heard it in my voice, the it where they understand that I was not having it that day, because they quieted and returned to work.  "Until I find out who threw this, I will be keeping you all for detention tomorrow (nothing like Fridaay detention!). Before you leave here today let me know any information you have."

Whole class consequences do work, especially when it comes to getting information.  One student told me: "I think it was that side of the room.  So-and-so 1 or So-and-so 2." I wrote her name down. "One of you will be excused for information."

Then I looked at where the candy was and thought about trajectory.  With that I walked to the opposite corner and took a chance when I reached into So-and-so 1's  backpack and pulled out an open pack of Now and Laters. A match! I took the pack walked to front and said: "I found the culprit. You are all now released from detention, save for," I paused to look in the direction of the So-and-so 1, "the person who threw the candy."

I am truly a detective by necessity. In addition to investigating situations, I analyze handwriting (for neutral and questionable reasons), I ask "friendly" questions to gain information and I use reverse psychology to influence situations.  I can tell what a child was doing without even looking at her. I can hear things better in my classroom than I can in general, especially whispers. 

It's important that students see the teacher solve things especially when she didn't actually see it.  Half of the battle of everything teacher related is perception.  Maintain positive perception, and you're one step closer to maintaining classroom control. 

Love,

Miss M

TL: Students Deserve Honest, Yet Sensitive Feedback

The school year is off to a great start-- my new co-teacher is awesome, we're establishing consistent routines and procedures and my new curriculum is engaging, as well rigorous and thorough. In addition to rolling out our intense unit on the second day of school, we are also actively establishing our classroom culture as we revise, add on and re-teach expectations and procedures. It is a lot of work!  Sixth graders need structure, structure and structure.  It takes time to teach procedures so that they are rooted enough to last the whole year. Our challenge so far is to condense and teach lessons that are meant for longer class periods, as well as teach to our classroom culture. Nonetheless, are getting it done!

I'll post some classroom photos soon. Yesterday, I had a mini realization. I realized that students want honest feedback even if its something they don't want to hear. I was giving feedback during one of our many group discussion based lessons, and I focused on the positive about a particular group. They then self-assessed and shared their negative which is that a specific group member was not participating. I had noticed this and addressed it with little success.  While I didn't want to call out a specific student and focus on the negative when the rest of the group was great, they wanted and expected me too.

Teacher lesson: honest, though sensitive feedback is key. Likewise, when it came to the group that had conflicts most of the period-- from who would be the group manager and why to how the note taker was taking notes-- I addressed their struggles while giving them acknowledgement for getting it together in the end, as evidenced by the work they produced. 

I realize my tendency to focus on the positive is part who I am, and part six years as a special educator teaching 12:1:1 classes. However, in my new inclusion setting, the students are not as fragile and deserve honest, yet sensitive feedback.   

Love,

Miss M

We Are KIND

My co-teacher and I have taken to wearing and distributing these kind stickers we received a while back.  Awesome idea.

We are kind.

Love,

Miss M


** written a while back, finally published!

I'm One of Those Teachers

Someone asked me today when school starts up again.  I seriously sighed before answering: "in about three weeks."  Honestly, I would have to look up the exact date.  I'm one of those teachers.  I know when, but not exactly when.  I have another vacation-- up next, Jamaica! with the boyfriend and our mothers -- another week until the end of the month, two days of work after Labor Day and the students come in after our four-day weekend due to Rosh Hashanah.

In my last school, I always got a letter each year from the principal, welcoming everyone back and letting us all know when we could enter the building early.  I used to go in for a day or two with my colleagues and work on my classroom-- cleaning, decorating, putting up colorful paper, adding personal touches*, and of course organizing.  Last year, at my current school I went in for a professional week in August.  This year I will be doing none of those things. 

It took seven years, but as I begin my eighth year teaching, I feel confident that I can put together a room worthy of the "Best Classroom Environment" awards I used to win at my old school during our two days at work without students.  Even if that means I work through lunch in between professional developments and stay an hour or two after work.  Maybe this is me trying to hold on to summer just a little bit longer; regardless seven years has gifted me the ability to not worry about things that will get done.  Setting up a room, writing out a list of rules expectations and planning the first few days of school is the easy part.  Sustaining a thriving classroom with control**, classroom culture and actual learning is the hard part.

On that note, time to pack for my next vacation.

Love,
Miss M

* I love color and vibrant prints, so past classrooms have included curtains made from fabric purchased at discounted rates and cloth over the teacher's desk and other surfaces.

** In other words, control in terms of classroom management is when the students make the right decision without your prodding.  This of course is a result of teaching routines and procedures, giving consequences and the like.

She Told Me "Godspeed."

Before my co-teacher left for the rewards trip she told me, "Godspeed."

I chuckle now to think of it, as I did earlier when I finally sat down to eat my steak and bean salad in the middle of my crazy-busy day.  While I wasn't having an awful day-- thankfully, at this point of the year I know my students and what "teaching" in mid-June requires-- I was tested and tried.  If I hadn't expected most elements of my day, I would have had a terrible day.  The students were overly-talkative, dramatic, slacking, some slightly rude, one straight belligerent, and a few threw things like paper!  I emphasive "threw" because few things are as disrespectful as talking while the teacher is talking or a classmate is sharing his work, and throwing is one of those things.  To me, throwing is disrespectful to the classroom environment and all in it. 

I don't know how many times I have to tell children that I really do see everything.  I just pick and choose what I acknowledge.  I digress.

So there I was staring at my lunch, wishing I had also packed a piece of brownie instead of or in addition to my apple, and thinking of "Godspeed."  If I hadn't prepared myself in all senses of the word, I would have been done for it.  I wore something I feel good in-- a bright, cheery outfit with lots of bangles and two fun rings-- and I wrote an engaging lesson complete with two full *RAFTs AND an extension just in case.  I said my affirmations in the school building, not just before leaving my apartment, and I put a smile on my face and vowed to keep it there unless...

As I mentioned, I was tried.  I did raise my voice, but then I bought it back down.  I took it easy while addressing what really mattered.  I waited for silence, or close enough to silence and I held the paper-throwers accountable.  I also pulled one of my self-contained moves and displaced a student.  I took "her" seat, the one she thought she would still sit in after I told her where she was supposed to sit.  She threatened to walk out, was coaxed back in by an adult in the hall, and there I was in "her" seat.  I then proceeded to pull the two students she was engaging in off-task behavior, on task.
 
In between it all, I taught an interesting lesson-- using knowledge of body language to analyze two Def Jam poetry slams-- and I realized that sixth grade is teaching middle school and kindergarten all in one.

Love,
Miss M


*note: RAFT is the paragraph formula we use, and another way to make sure students take their time with their writing.  In my case, it bought me time to settle them down and gave those settled something to do.  Again,
"teaching" in mid-June.

Meet Students at the Door!

I left my class today, after letting my co-teacher know of course, to find eight missing students.  It was eighth period, and after having taught the class earlier in the day, I knew those students were either in trouble in their last class or straggling in the hall.  Either way, seven years of teaching has taught me that nothing good comes of a mass of late students entering at once, without the teacher filtering them in.  I cannot stress the importance of meeting challenging students, or simply needy students, at the door instead of allowing them to enter on their own.  Energy is real.

I found four of those students in the guidance office, one was being picked up early and the rest trickled in.  With ten days left, I am not interested in entertaining an even slightly-rowdy class.  Therefore, I am especially preemptive.  Meet them at the door, lights dimmed, greet with calm tone and keep them engaged.  And when a bunch are missing, go find them if you have the luxury.  One student has the power to set off a class, and more than one late student has the ability keep the class off-task for an entire period.

Love,
Miss M

Playing With Toys

I confiscated a toy car in my SETSS class today. I put it right into my striped, colorful pouch from J,crew that I've taken to carrying everywhere with me.  I don't know how many times I can tell a child to put away a toy before taking it away. I'll give it back tomorrow, if all is well. 

List of things I've confiscated: phones, hats, miniature skateboards, footballs, rubber bands, ballons and a toy car. 

Is it June yet?

Love,

Miss M

TL: Sixth Graders Need Structure

What I've learned from eight months of teaching sixth grade: big changes happen in sixth grade year. Seventh grade remains the most challenging, but anticipate changes. Sixth graders go from elementary school babies to true middle schoolers.  Create structure, structure, and more structure.  Sixth graders want and need you to tell them how to do every, and I mean every, little thing.  That I know now.

Teacher Lesson: Sixth graders need structure.

The New Miss M

Apparently my students don't like the "new Miss M."  They let my co-teacher know this the period she teaches them without me.  Last week, also the same week as the new Common Core aligned state test, the students were atrocious.  I'm not sure how many detentions, both after-school and during lunch, that a teacher can give.  Something had to give.  So I gave. I changed.

I'm still myself-- it's not personal-- but, I am stern.  The students line up outside the classroom in two lines, one for boys and one for girls.  I filter them into the classroom, two by two by two.  There is absolutely no talking allowed, and I address every little thing from discreet gum chewing to getting up without permission.

Clearly, the sixth graders are not ready for seventh grade, so my co-teacher and I have to take it back to fifth grade for just a little bit.  And the students, they don't like it one bit.  But that is just fine.  A good teacher knows when she has to meet the students where they are in order to reach and teach them.

Love,
Miss M

The Children Will Learn

I lost my patience today.  I know that I teach sixth grade, and most of my students are actually eleven, but the tantrums coupled with a particularly disrespectful student was too much.  There are few things that get a rise out of me in the typical classroom.  One of them is when a student who is off task tries to either disrupt an on-task student, or even worse, attempts to instigate a situation between two other students.  It's one thing to sabotage one's own education, but it's another to do that to another.  Not on my watch.

I know this is a well-known story: A teacher frustrated by a student's lack of learning or distracting playful nature. We expect, hope the student sees the big picture, but often times they're too caught being ten, eleven, twelve, and thirteen to realize how today's lesson impacts their future. It all seems cliche, and not real. You're out to get me. You don't like me us. Regardless of how many times I say, I do, we do, they're just not ready to receive. Few are.

So with understanding, I continue on. Spewing my lessons, and occasional tirades, while doing my best to teach children who will learn.

TT: Address and Walk Away

The girl with the chip on her shoulder flipped me the middle finger today.  This was as she played with scissors nonchalantly.  She didn't expect me to catch it, but I did.  I addressed it privately and she denied it.  I always address and then walk away.  There's no sense in waiting for understanding when you're not likely to get it.

I then returned to her table twice. The first time, I told her to let it go and move on and the second,  I told her it's much easier to be pleasant. 

Teacher Tip: Address the situation, but don't always wait for acknowledgement or understanding. That way, students see you acknowledging the infraction, but you're not inviting opportunity for a power struggle.

Love,
Miss M

Using a Mood Meter

Since learning about the Mood Meter in graduate class last week, I've already used it twice.  I first used it when I realized my small group, of former self-contained kids that I meet with for support classes, were dealing with a bullying issue.  I also used it the following day, when my co-teacher was talking a seventh grader down from that angry place from which one makes poor, impulsive decisions.

I realize now that the mood meter can be a conflict management device.  I really liked the idea of the tool when I first learned about it; I wondered when and how I might be able to use it in my fast-paced, college-prep, rigorous teaching environment.  Things like mood meters make me long for the days of self-contained and closed doors.

Steps:
1. Plot mood using energy level and level of pleasantness.  (I used the words good and bad to simplfy it for some of my students.)
2. Write down an emotion word that goes with where you plotted your mood.
3. Ask: What happened to cause this emotion?

And then hopefully, as the girl eventually did, go on to class or whatever the next activity is in a much calmer state.  (On a side note, this student who I had encountered previously in seventh grade coverages, now goes out of her way to tap me and say hello.  I guess for many students, relationships are key-- all or nothing.  I digress...)

One situation you'll find is that students and adults alike do not know how they really feel.  The girl in question plotted herself in the blue and said she was angry when she was no longer angry.  She settled on mad when called on it, but really I think she was hurting.  Naming emotions is hard work, but the longer I teach and the more I learn about SEL, or social emotional learning, the more I tout its importance.

More to come.
Love,
Miss M

my much used, color-coded meter from one class period.  I went from green to red when there was a fight, and back to the green.

TL: Sometimes Students Say it Best

I love when a student says something to another that a teacher only wishes she could say without ramifications.  In my small group, one of my ELLs (English Language Learners) who has completely changed his attitude towards school checked another student who is classified as learning disabled and is an emerging reader.  The former student was trying to get his work done and the latter was being disruptively loud in his off-task behavior. 

He said:  "if you don't like school, go outside then!  Don't come here no more!  Right, Miss M?"

I said with a deep and sideways nod, "that's true."  But then I added, "What _____ is saying is, school is not a place for play. When you come here, be ready to learn."

I'm learning that sometimes children say it best. The off-task kid got on task and was quiet for the rest of the period. 

Teacher Lesson: Each one, teach one, also includes students teaching checking each other. 

Love,

Miss M

A Sticker Situation

The literacy coach was visiting the other day and she started a sticker craze in sixth grade ELA.  She placed a sticker on my cardigan, and later my co-teacher and I did the same to the children-- except we placed stickers on sleeves, notebooks, whatever we could reach-- and they went crazy!  They love stickers.  I also happen to love stickers, so I have since pulled out my entire sticker collection.  Yes, I do have a sticker collection.  Stickers are awesome.

I have little stickers, big stickers, flat stickers, raised stickers, hologram stickers, scented stickers and even heart-shaped perfume stickers that came in the Viva La Juicy perfume I treated myself to at the start of the school year.  I'm really good at scavenging things to re-purpose as student rewards.

Ever since that day, the sticker situation has evolved into stickers during the entry slip, or do now, and a super sticker for the star entry slip. My co-teacher and I will scan the entry slips as the students write, and place an awesome ant sticker or a tiny smiley face on notebook pages to acknowledge on task behavior. After four minutes are up, we acknowledge the best entry slip by shouting out that student as his class class gives props by clapping or snapping fingers.  That student reads his work and chooses a super sticker-- usually one of the larger stickers with an animal on it or brightly colored apple.

The sixth grade is eating up the sticker situation. And I love it.

Until next time.
Love,
Miss M

How to Enter a 12:1:1 Classroom & Teach

I had a conversation with a co-worker recently that still has me pondering: How do you enter a self-contained class with the students already in it, and gain immediate control of the classroom?  Already, having students walk into a room from the hall can be challenging, in that the students come to you with all kinds of energies, moods and problems.  However, something that worked well for me during my self-contained years, was greeting my students at the door.  I addressed each of them by name and I taught them to address me similarly.  What I was really doing was monitoring the energy that was entering the room.  If a student was too rowdy or upset even, I told them to pause at the door, breathe deeply and let it go.  I taught them, mainly by repetition and practice, to leave all drama at the door.  If a student happened to run-in while I was not at the door, I asked them to re-enter like they knew how, in other words, in a more appropriate and respectful way.

Thankfully, I had my own classroom and I guarded its energy furiously.  My classroom was my home away from home, and the last thing I wanted was negative energies coming in and making home in my teaching space.

So when it came to this conversation with this co-worker, the only thing that came to mind was you can't start your lesson right away when you walk into a self-contained class, or any class for that matter.  You have to read and address the energy of the room.  Say good morning to the class and have them address you in turn.  Transition is important, even for the older-too-cool-for-school kids.  I also suggested he do a mood check-in by going around the room and having the kids say one word about how they are that day, or they can jot it down.

My advice to all teachers walking into a self-contained room to teach easily unfocused students: Acknowledge their person, acknoweldge them as students and make sure they address/greet/welcome you as teacher.

This is just the beginning of conversations between this co-worker and myself around self-contained teaching strategies, and I welcome this dialogue as means to reflect on my six years working with special education students in the 12:1:1 setting.

Love,
Miss M

Chip on Shoulder

There's a girl in one of my classes who has a chip on her shoulder. You could say hello to her, and she'll catch an attitude. The other day, I checked her class work and gave her a pointer. She caught an attitude. I simply addressed it in a very nonchalant way, as though I could be talking about giving text evidence. I told her, "You don't need attitude here."

And that was that.

I often address a situation, like the one here and some more troubling, with a piece of correction knowledge, and then walking away. If the student wants to talk back, I don't give her a chance.  I said the last word, and there is nothing more to say.

A few students will eventually apologize, but at least I acknowledged the situation. It's important that students understand that teachers will correct them when wrong.

Love,
Miss M

What a Day!

Yesterday was exhausting!  My co-teacher and I were slightly on edge because it was our formal observation day.  I co-teach three periods a day, so at least that narrowed it down a bit. During one of our periods,  our most challenging student created some trouble for himself and a new sidekick. It was ridiculous really. The main issue was his response to our redirection-- the laughing, looking towards peers for their attention, the loudness and the disrespect. At the end of the class, we ended up dismissing all except for two.  Let's just say, I learned about this kid. Usually when I show a strong-this-is-it energy, kids back away from it in response. While this kid's sidekick did, he did not. Instead, he stepped into my personal space and did not budge. I learned about him in that moment. A student with absolutely regard for boundaries.

Fast forward to end of day. Observation occurs, there are some hiccups but none of our doing, the class in front of us is a challenging grouping.  Last minute of period, as kids are packed up and standing behind their chairs, a fight ensues. I saw the punch go down and it drew blood. I held the kid who got hit back because he is such a good kid and he told me earlier that the puncher was disrupting his group and horsing around. I have never stepped into a fight in my teaching life, but these kids were sixth graders and of-age. (My former students were upper middle school, and tended to be older than typical middle school students and wouldn't have responded well.)

In the end, I took the kid down to the nurse and later wrote a statement. I talked to him throughout, giving him some praise because it is often very hard to do the right thing. I felt his frustration, but at the end of the day, he was still in the right and the other kid wrong.

There is no place for fighting in ELA class, nor is there room for disrespect of a teacher's personhood.

Love,
Miss M