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

Student-Led, Parent-Teacher Conferences

This is my first year doing exclusively student-led teacher conferences.  99% of students were forthright.  Parents are more receptive to hearing the truth when their child is the one saying it.  Some of the admissions I heard were: "I insult people," "I talk too much" and "I'm doing well because I've been a star scholar three times."  It was awesome.  Below are the steps I used during these student-led conferences.

Step one:  Greet the parent and student warmly; welcome them into your classroom. Step two: So-and-so, talk to us about how you're doing in ELA class. Or if scaffolding is necessary, how are you doing in ELA academically and in terms of your conduct, how you behave in class?  If student says one or two words, I ask for evidence, or a detail to support their claim (perfect way to once again practice using evidence). Step three: affirm in most cases what student said and connect to the grade received. Step four: if it hasn't been covered,  mention how student has improved, what she needs to improve upon and steps to take to get there. Step five: elicit from student, what she will do to improve or maintain grade. Final step: thank parent and student for coming.  

Now that I teach general education students and special education students in an inclusion setting, I have excellent parent turnout for conferences. In my past experiences teaching self-contained classes, I often got maybe six parents total during both afternoon and evening conferences.  This year, I got about sixty parents, or just over two-thirds of the students I teach.  As you can imagine, the time goes very fast because everyone comes to speak to the ELA teacher and to see how their newly-minted middle schooler is doing. 

To prepare for parent-teacher conferences, I do the following: One, make sure portfolios are in order and accessible for parents. Two, tidy up the classroom and make sure student work inside and out is current. Three, prepare for each student a positive comment, an area of growth, and how to improve their grade. Of course this was a lot easier with 24 student instead of 90, but just as necessary. It's important for a teacher to be and feel prepared; this is something that helps me feel prepared.  Four, have a notebook or paper ready to take notes quickly, as well as a print out of your grades. Five, make sure you're dressed well. Half of the battle preparation is presentation. Look ready, be ready. 

On that note, time for work. I'm heading in early to work on some of the things I said I would do for parents-- from compiling list of book suggestions for a Christmas Kindle gift, to sharing the list of upcoming class novels for the year as well as supplementary reading on the same topics, and updating our online grade book/parent communication tool with additional emails and phone numbers. Yup, a teacher's work seems never-ending. 

Until next time,

Miss M

Creating Balance

It is so important for a teacher to maintain a life out of work.  Those of you who know me well, know that this is something I am usually good at.  Ever since I reclaimed my life from teaching, balance is something I prioritize.  I usually maintain my social calendar, exercise several times a week, get eight hours of sleep and work on side projects.

However, lately between my second semester of graduate school for my administration degree and my second year working at my current school with a new co-teacher, I have been neglecting balance.  I did manage to see a good friend for happy hour in the middle of last week, but to only work and drink would be regressive and a little too much like my first few years of teaching.  I digress.

This is all to say, today I made it to the gym!  And yes, that deserves an exclamation point.  Despite running a 10K last month, without much training I should add, I have not been exercising during the week at all.  Today, I lifted before cardio, and during my sprinting portion of my 20 minute session of intervals, I found myself repeating the following mantra: I will teach <insert class section> and <repeat class section> will learn.  That came to mind as I ran hard, when I really wanted to be done with the day and at home already.  It felt good, and uplifting.  This particular section is challenging in ways, but they are learning and today was a good day. 

Something teaching has taught me is: take each day as it comes and count even the smallest successes.  The day a teacher gives up and stops trying, no learning happens and she, herself, is miserable.

On that note, time to write a paper as I watch Greys Anatomy on Netflix.

<3,
Miss M

From a Summer Perspective

Thankfully, my usual extreme level of patience has lasted me nearly the entire year.  Unfortunately it has run out.  I need the summer, with its freedom, endless sun rays and actual vacations, to replenish my depleted supply of patience.

Children tend to fare decently when I run out of patience.  It surprises them, but they're okay.  It's the adults that should worry. 

**I initially drafted the above June 11th.  Summer has been awesome.  I don't even remember what that was about.

Note to self during the future trying moments I will have this upcoming school year.  It is possible to truly let everything go and forget.  Come summer, it won't even matter.

Love,
M

Frozen Faces

When I was in Tobago, I met some young girls swimming at the beach. They asked me a series of questions, shared versions of their American accents and the like. But then one asked me what do I do for work. I know right, how grown!  My response: "I'm a teacher."  There was a moment when all of their faces froze. I'm sure teachers in Trinidad and Tobago are stern and well-respected. There I was in my bikini, completely in vacation mode and these girls looked like I would give them homework or keep them for detention. But then their faces relaxed and one asked what my friend lounging in the sun does.  Further awkward moment averted. Who wants to remember work when they're on vacation in the Caribbean?

Not I!

<3
M

Grad School Update: Late Nights

I got home just after ten o'clock last night.  My classmates started looking at me crazy when I talked about how late it was to be out and about.  It was 9:15 and we were being dismissed from class.  What I meant was, it felt ungodly to be out and about on a school night for some purpose other than a teacher's fun-- at the bar, somebody's bornday, finishing up a late dinner, getting off a plane just in time for some ZZZs before work...

"Good night" has a whole new meaning.  Last time I said that to colleagues, it was really the afternoon, as is customary in NYC school culture.  Good night at 3:45 pm.  Good night. I get it though.

I digress.

This whole teaching a full day at work and then taking two long classes back to back takes some getting used to.  Thankfully my second professor let us out 25 minutes early.  I am grateful for her understanding.  After all, I do live in Brooklyn, and class is in upper Manhattan.

On a productivity note, a classmate shared with me Notability.  I actually had it downloaded already on my iPad, but I didn't realize its full capacity and benefits.  I get it now.  Organize articles and notes by class, highlight text and write on the articles just like paper.  Only thing now is I need to recover my stylus, the one I never used.

Will do in time.
Love,
Miss M



** written a while back, finally published!

Un-Sweatpants on a Saturday

I thought about wearing sweats to Saturday school today.  For real.  I was thinking my J.Crew un-sweatpants.  Yup, that's what they're called.  Slim fit, olive green, draw-string waist with zipper detailing at the ankles.  I resisted though.  What I wore instead: dark Levi skinny jeans, olive green loose fit sweater, flat boots, bangles.  I tried.  I wore the sweatpants after work to walk the dog.

A Moment of Clarity: I'm Taking the Summer Off

I had a moment of clarity Thursday morning as I stood over my classroom computer printing out a graduate school template before my morning program began at 7:30 AM. Nope. I am not working this summer.

I've always been the teacher to not work summer school, nor was I about to begin this summer.  But I did hear about a special education program in Queens, a twelve month school for students recently released from psychiatric institutions, that needs special education teachers for the summer and pays very well. I guess their teachers also take the summers off.  However, between teaching 6th grade ELA, SETSS, morning school and Saturday Academy plus graduate school, I am beat.  Thankfully NYC public school teachers are salaried, so I don't have to work.

This summer, I will chill. Chill and read young adult books now that my students are above level and voracious readers.  I will likely read those books and more on my stoop, at the park, on the beach and on the plane as I travel the world.  So far I have one trip confirmed-- Mexico City in July-- and another trip in the works.

This traveling teacher is thoroughly looking forward to summer.

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.

A Pocketed-Skirt in Pink Tweed

Here's what I wore today on my Monday-that's-really-a-Wednesday.  This was the least of my J.Crew pencil skirts, prior to discovering my skilled tailor.  I started to wear flats, but then decided to fully commit to starting off my three-day week right.  And it worked.  I had a beautiful, and beautifully productive day.

Love, 

Miss M 

my favorite button down, tweed pencil skirt from J.Crew (had for a while, finally got taken in), dark gray skirts also J.Crew, go-to brown leather pumps by Frye.

I LOVE the detailing on this skirt-- mix of colors & coin pocket.

my makeup-to-work-phase may be over. no time for that! shea butter moisturizer and tinted lipgloss from Victoria's Secret.

Here's the skirt in another color of "Caribbean Tweed."

A Student Again: Paperless in Grad School

I am offically a student again. This time around I am trying to lessen the paper load and keep as much as I can digitally. I read my articles online or in Dropbox, take notes in notepad, and only carry my iPAD to class.
The thing is, I am such a paper person. I begrudgingly made the switch from paperbacks to a Kindle due to the lure of sometimes-free books. I still receive the NYTimes Weekender on Friday, Saturday and Sunday, though I read the paper online during the week when I have time.  I enjoy the feel and look of paper. And thank goodness for my tablet because reading the paper on my basic Kindle is not the same. Fewer photos, and I've come to appreciate the interactiveness of reading online.

Yet, yesterday as I sat down to do a good two hours of reading and note taking-- ah the joys of being a graduate student who this time around is literally watching the money go from her account to the bursar's for tuition-- I initially longed for a print out and my colorful highlighters and sticky notes. I love me some school supplies!  But then I thought about paper cluttering my already not-as-neat-as-I'd like apartment that I had managed to tidy up between the gym and studying after a long day at work, and I refocused.  The last thing I need is a bulging notebook to lug around along with my change of shoes, lunch bag, water bottle and what ever else is in my tote bag.

With that said, I do have a few textbooks to read, so I will be getting some colorful bold ink pens and sticky notes with lines on them. But I will continue to type notes because I certainly will not lug any books uptown from Brooklyn along with my work gear. Unless it's Waging Peace in Our Schools which I started last night and have decided would make for good subway reading.

And since my professor gave the option of downloading our handouts instead of printing them, I will be doing that as well.

I'm excited to be in school again, and as I alluded before since I am paying out of pocket this time around, I want to fully commit to being a student despite my busy schedule. We'll see how that goes.

Love,
Miss M

Teaching Saturday School

I am working Saturday school for the first time in my teaching career.

What I wore: mint colored, v-neck sweater by J.Crew, dark skinny jeans from Levi's, hot pink Swedish Hasbeens, gold watch, no makeup.

I like that Saturday Academy at my school is no nonsense. My students saw a different side of me today. I don't get up early and return to the school building on the sixth seventh day of the week for games. Absolutely not. While I don't tolerate off-task behavior during the week, I know then that the days are long and there is a lot to accomplish. Therefore, I do have more patience for typical sixth grade antics. On Saturday, I know that it's the weekend and I'm not at the park with my pup nor am I sleeping in. Most kids got it, and were on task though not happy about coming to school on a Saturday. But nine to noon is not bad at all.

Time for homework. Graduate school the second time around started this week.

Love,
Miss M

Everybody is Not Going to Like You

The student I mentioned with a chip on her shoulder struck again. I was walking down to the lunch room, a place I don't like going because it is crazy and dangerous with all the energy, to get my students for tutoring.  I overheard her saying: I don't like her to two students who do "like" me.

I jumped in saying: You're not going to like everybody. And everybody is not going to like you. That's a life lesson. The sooner you learn it the better. She didn't like what I was saying. Probably because I was right in feeling she was talking about me.

The girls, who are quite mature and have their own troubled history but have turned around, agreed with me saying: Yup, she's right.

And that was that. I've taken to giving life lessons to students when they least expect it. Keeps me sane, and may even teach them a thing or two.

Love,
Miss M

A Trip with Sixth Graders

I recently went on my first trip at my new school.  While it was awesome-- my sixth graders are a lovely group-- the teachers seemed very stressed even though we were at an interactive museum with a science playgroup where the kids could safely run around and explore.

I mentioned this to one of the teachers, and was told that the school projects this energy around trips.  There seems to be an overall worry that if something can go wrong, it will go wrong.

At one point, after I had finished scaling the rope jungle gym, with encouragement from a student I'll call N, I had to monitor my energy by leaving a certain area of the playground and heading to another.  In the midst of such a fun, hands-on trip, there were unnecessarily sharp words and uncalled for attitude towards the children. So I removed myself.

I am aware that people don't always know what they're putting out.  Since energy is a big deal to me and I am sensitive to it, I noticed the slight stress. Maybe this is due to my self-contained teacher past, but I allow children to be children with guidelines of course.  I do not anticipate the worst and then prepare for it by being overbearing and in turn, stressed out.  I have the ability to keep tabs on ten children even if they're not hanging off my arms.  It's my job to know where they are, even if that means knowing they are in the vicinity of a place.

On a brighter note, I took pictures with my new, bright purple Olympus E-PM1, and bonded with the students in a way I hadn't prior to the trip.  The students saw another side of me-- wearing jeans, climbing ropes, enjoying myself, choosing to take my group into the gift shop and not being worried about what a disaster that would be.  Likewise, I saw different sides of them-- from N helping me scale the ropes and giving me confidence, to the student who remembered the bus numbers.

Trips are important.  Another thing I miss about teaching self-contained in my prior environment is being able to take my students on seemingly-random trips aorund New York City to learn.  This city is amazing in that there are so many oppurtunitites to learn.  As a middle school teacher, I think it is important for me to expose my students to new things, all the while teaching reading, writing, lsitening and speaking.

Love,
Miss M

I Refuse

Today a student hit me with a pencil. I calmly addressed the situation and walked out of the classroom with the intent to make a phone call. But then I was reminded that I need to write it up. The situation warranted more than a phone call to mom.

I know this kid is acting out because there is something going on, but he won't say. He won't say to me or anyone else from what I hear. But that still does not allow him to disrespect my person. As I told him, I'll say here: I do not come to school to be hit with pencils. Or anything else for that matter.

I know of teachers being hit and physically assaulted. I refuse. I do not accept that idea with any ounce of my being. Unless you are mentally incapable of doing better, I expect that boundary to be respected.

More about that later.

Love,
Miss M

TL: Adults are Sometimes Worse Than Kids

Teacher Lesson: I learned in my third year of teaching that sometimes the adults are worse than the kids.  Often teachers watch out for students swiping our belongings (more about that later), but it can be a fellow teacher stealing right from under your nose.  As it happened...

A teacher was doing a display on Africa, so I bought in some Congolese malachite bracelets.  I didn't think to count them, as they were just going across the hall. The display ends a week later, things are returned.  I didn't think to count them then either.

Fast forward to several weeks later. I'm sitting in the library during a student assembly, and my bracelet walks by. I look up to see who this arm belongs to and I see a woman, Ms. T.

I've never been one to seek out confrontations, but I knew I had to act fast.  I asked my in-the-school-building-confidant and he adivsed me to "go tell her, she's wearing the bracelet you're missing."  I did just that.

She stuttered and lied that a student gave it to her, and then offered me ALL of her bracelets.  I stayed  focused to the one that I wanted-- the one that was mine.  She gave it to me.  I later asked said student, who responded saying, "No!" and "I told you, Ms. _____ lies!"

Lesson learned. Things disappear in a school building.  To name a few: a grammar workbook from the copy room (after that I learned to write my name on everything!), my usb drive, a surge protector (such a teacher steal!) and a few brooms.

All a teacher can do is label her things, search for missing items when necessary and live and learn.

Teaching Students How to Read in Grade 6

It dawned on me the other day, I am a middle school teacher who is literally teaching two students how to read. Seriously, we started from AaBbCcDd and graduated to BeBop Books, an excellent series beginning at level A for emergent readers.

In between reading Bebop Books, there is Words Their Way, the alphabetic spellers edition.  I just finished teaching the first six word sorts, which have to do with the initial consonant letter/sound.  Next up is word families, like the -at family and the -an family.  Both of the forementioned sorts include pictures.  While the first group includes mainly pictures and just one letter on the header, the family sorts include both words, like cat, hat, mat, bat and the matching pictures.

I've actually had the complete set of Words Their Way as a resource for the last two years, but I never had the time to implement it. I teach five kids from my ICT ELA class in a small reading group. Two are emergent readers. Why one of them is just now learning to read is beyond me. The other is from another country and has had very limited schooling up until now.

In the past I have come across students in 7th and 8th grades who are emerging readers.  Middle school teachers are often ill-equipped to teach older children how to read. Also, regardless of small class or not, we have standards to follow and curriculums to teach.

I can now say that I know how. I can teach eleven-year olds how to read. The more I observe (I take copious notes after each session), teach and see progress, the more understanding I gain of how people learn to read.  Who knows, maybe I'll turn this knowledge into a side hustle during the summer!

In the past, with my non-readers, I did see some improvement just from the students being in a print-rich environment.  I, thankfully, had some BeBop books in my classroom, and would conference with these students as often as possible.  In those conferences, I would give them strategies to figure out unfamiliar words, take notes of new words and monitor comprehension.  I also used my paraprofessionals as resources to lead these children in shared readings.

One student I had last year improved drastically!  She knew her letters and sounds, but did not have a solid bank of sight words.  By reading the BeBop ooks, each one several times, and writing summaries (retelling the important parts), her reading and writing improved drastically.  I like to think of her because she inspires me; she shows what is possible when a student is open to do the work that it takes.  Often students masquerade and pretend with books way above their independent reading levels.  It can be challenging to get past that barrier when a student has been doing this behavior for years.  But, it can be done.

As all parts of teaching go, you may not reach all students, but there will be some who will amaze you with their academic growth.

Ah, the challenges of being a teacher!

Love,
Miss M

Act With Understanding

I continue to learn about myself in teaching, and in life.  I understand too much. Sometimes you just need to act.  Interestingly enough, this is what I named as my flaw in my final interview for my current teaching position, and I am just now realizing the depth of it.

In the classroom, having a deep understanding of people and an interest in understanding children is important.  I am able to see good qualities in all children; I welcome the task of unmasking the different intelligences that children have; I enjoy cultivating positive class culture with an understanding of the varying needs.

Successful teaching demands a level of understanding.  However, that child who possesses a deep anger, as a few that I have met over the years, needs to be understood when he catches an attitude without reason.  I can reprimand teach a child how to speak to people who have nothing to do with his anger when his is angry.  But when this angry child throws a punch in the middle of class, there must be an action in the form of a consequence.  To do nothing would be a true disservice, as a teacher's job as teachers is to teach students to be full and productive, participants in society. 

Understanding is a also significant part of my dealing with people outside of the classroom.  I prefer to understand a person's situation, outlook, mindset instead of judging first.  I like to know why people do what they do, and how their lives are.  However, I am realizing that the energy it takes to understand on a deep level is draining.  What about me?  The teacher?  The whole person?  Attempting to understand a situation, or a person, does not dissolve it.  The situation that perplexed in the first place often remains with the only change being, less concentration on other things that need attention.

Thus, I am learning once again that balance is key.  Whereas I initially sought balance between my work life and my life, I also need to balance my understanding with action.

And that I am.

Love.
Miss M.

Dress For Where You Want to Be

A co-worker commented today: don't dress for where you are, but for where you want to be.  Well, said.  Sometimes teachers get too comfortable, I know I struggled in my last year at my old school.  But for me, someone who always took pride in dressing my teacher persona, wearing more weekend-type outfits was not a good thing.  It symbolized an unhappiness with my then position.  I felt stagnant and less motivated by the overall school community.

Needless to say, I am back on track.  I once again dress everyday with the thought, I am going to work.  It's important to me, that I am able to separate my teacher-self from my overall self.  A teacher is just one of the many things that I am.  On the weekend, I dress differently and in the summer, you can find me in short shorts.  When a teacher dresses professionally at work, it also communicates that she takes her job seriously.  I've actually heard people at my last school say, why dress up?  We're just coming to work.  I can't even begin with that!  All I can say, is thank goodness I do not have that outlook on life.

On that note, I'm going to pick out a weekend outfit-- probably high-waisted skinny jeans and platforms-- and enjoy my Friday night.

Love,
Miss M

A Nightmare

It's only a few days into the school year, and I've already had a teacher nightmare. This is not including the dream I had earlier in the week about school. In the nightmare I was late for work. At most  jobs, being late may not acceptable but it's not like a group of 12-30 students are waiting for you at your office door as you fly down the hall all out of breathe, looking slightly frazzled.

And in this nightmare in particular, I was a good two hours late. In the dream, I awoke in a panic with the thought, "I didn't even call!"

That day I did got to work without a second to spare. I arrived just as the secretary pulled my time card. Whoops!  She gave it back though. And in my haste,  I locked my bike to the school gate and in the afternoon, part of my beautiful kickstand on my beautiful, new bike was missing. Yup, I do teach middle school.