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.

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

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

Paper Clips and Staples

I had a child who I asked to staple his packet together and he was unsure how the staples went. As a special educator for seven years, nothing surprises me.

In my self-contained classes, I have instructed students on how to use paper clips.  I have learned to put my surprise aside and teach to most moments.

As an ICT teacher, I continue to teach during all teaching moments.

Love,
Miss M

Fiction: High-Low Book Series

The other day, I was searching for high interest, low level book series and I struggled to find reviews from urban, public school teachers, such as myself.  So here goes.  Below are a few excellent book series, I've come across thus far.

The Carter High series is amazing.  It is low level, as in third grade or so, and it is high interest in that it is a realistic fiction series that deals with issues high schoolors go through.  Middle schoolers, especially the upper grades that I've worked with, eat it up!  Both boys and girls seem to thoroughly enjoy this series. 

Ideally, a struggling reader will go from devouring the Carter High series and graduate to the well-known and loved Bluford series. However, the Bluford series while lower-level is still too high for some students who struggle with reading but are socially mature. It can be especially challenging to get most students to read what they consider baby books at their current levels.  The Bluford series is great for reluctant, middle school readers who are only one or two years below grade level.  Here is a link with information on how to purchase Bluford books for $1 directly from the Townsend Press publisher. Just a heads up, keep a tight grip on these books; they will disappear from your classroom forever if you are not diligent! 

For the not-as-socially mature, or perhaps more playful, struggling reader, R.L. Stine's Rotten School series is perfect. Who know the writer of the acclaimed Goosebumps series could be so hilarious!  The Rotten School series is on a third or fourth grade reading level and enjoyed by boys and girls. 

There is also the Captain Underpants series by Dav Pilky.  This graphic novel of sorts is very popular with children who have a sense of humor or enjoy reading silly, not-too-serious books.  The reading level for the series is approximately third or fourth grade.  These books will also disappear from classroom libraries forever if the teacher is not careful! 

Similarly, there is the Ricky Ricotta's Mighty Robot series, also by Dav Pilky.  This action, adventure series is also a graphic novel, and is on a second grade reading level. 

The Weird School series by Dan Gutman  is on a second grade level and is a fun read for boys and girls. This series includes many, many books which can be helpful for older, struggling readers who need to read a lot at their level in order to improve their fluency and comprehension.

As you can see, most of the low level, high interest book series I can vouch for are humorous, often slightly-zany books. It is challenging to find realistic fiction books that adolescents can relate to. I did request that my principal order the Orca Currents series, but I haven't read any of these books nor have I seen students in my past school devour this series in the way they have responded to the aforementioned books. Either way, Ocra prides itself on catering to reluctant readers, so I will let you all know what I think when I get to read a few.

Next up, nonfiction books for reluctant readers.  Until then...

Love, Miss M

Trip Ideas in New York City

Sony Wonder Lab-- one of the best trips I've taken students on was to this interactive museum.  Very hands-on, fun and informative!  Plus there's a free Sony arcade in the adjacent building.

Transit Museum-- located in downtown Brooklyn, very interactive.  Great for younger kids and middle schoolers.

Musuem of Moving Image-- located in Astoria Queens, this is a must as most students don't get to go here.  This museum is also very interactive and informative.  The kids get to do voiceovers, sound mixing, create short animations and learn about the history of TV and film.

Museum of Natural History-- one of my favorite museums in the city, though many students tire of it by the time they reach middle school.  Plenty to see that aligns to science and history curricula. 

Hall of Science-- located in Queens, this is a hands on science museum with an interactive, science-orientated playground. The kids love it here, and so do their teachers!

Apple Store-- one of the best trips I've taken students on was to the Apple Store on 14th street for an iMovie workshop.  We learned how to create movies using photos taken with Photobooth.  Our instructor was very personable and great with my special education group.  We left the store with bright yellow t-shirts, and CDs containing our movies.  Very cool trip with a long waiting list.


Prospect Park Zoo-- most schools trek to the Bronx Zoo, which is the largest zoo in the city, but Prospect Zoo is small enough to enjoy in one trip and still has a variety of animals.  Plus, this zoo is adjacent to the beautiful Prospect Park in Brooklyn.

Yes, There are Good Public Schools!

In my two months of teaching sixth grade in Brooklyn, I especially know there are some outstanding, public elementary schools in this city!

On the second day of school, I had to ask my students, "What schools are you all coming from?" Already I could tell the children were bright and extremely articulate. The students were using accountable talk by connecting thoughts to their peers, they were using transitions in their writing and choosing huge, independent reading books. It was beautiful! So I made that connection and was curious to know more. Their responses were all "P.S. this" and "P.S. that." In non-New York terms, they were all coming from Brooklyn public schools.

I believe that all children are bright, some in unconvental ways.  However, this brightness needs to be nurtured and in some cases, uncovered.  It is refreshing to see students who are entering middle school, shining brightly and not afraid to be articulate and share what they know.

The other day, a student showed me her awesome fifth grade yearbook. It was nice to see the poems written by some of my current students; the trips attended; the social clubs including a sister circle (I'm part of a sister circle!) and a boys-to-men club. Talk about teaching the whole child, and fostering community!  Prior to viewing the yearbook, I already had an idea of this student's former school in terms of academics.  It was nice to see that some of these academically rigorous elementary schools are also culturally rich in that they teach the whole child.

Teaching upper middle school for most of my career thus far, my focus has been on high schools, and more specifically high schools that accommodate students with special needs.  Now that I teach sixth grade inclusion classes, I can see the fruit of solid elementary schools thanks to the children right in front of me. As for my current school, it's refreshing to be part of a rigorous, college preparatory school with high expectations of all, one that is also a public school.

Love,
Miss M

Fixing Things: Using a Toolbox in School

I put some IKEA furniture together last weekend. I also took apart an old, cast iron table that was left in my newish apartment, and used a power drill for the first time.

As I sat there in the middle of my kitchen floor early Saturday morning, I thought of how I especially encourage my special education students to think critically and practically. We even had a toolbox in my self-contained classroom (a lovely paraprofessional I worked with bought it in).  There was one student who would fix everything-- from broken clipboards and faulty staplers to the DVD player which he disassembled piece by piece.  He liked to, as he put it, take things apart and see how they work inside. 

Aside from fixing things, this kid was not into school. He and his father lived and breathed baseball. This kid was going to be a star one day, and that's was that. So in between persuading him to read, write and think critically, I allowed him to take on side projects of things that needed to be fixed or improved around the classroom. 

This is one thing I miss about teaching self-contained:  having the space to figure those thing out, and to nurture children in different ways that do not fall under the usual academic lens.  From the naturally, organized students who organized the room and kept it that way, to the artists who made the posters and decorated the room when there was time. Seriously, there were some interior decorators in my classroom!  Maybe the environment I came from is especially different from my new, college preparatory, rigorous environment. Or maybe it's the pressure of the new Common Core State Standards and all the testing and test prep. 

Either way its important for children to explore and learn. Unfortutely this is not always encouraged in the home, and in the past as a self-contained teacher I had the space to do it. 

This weekend when I put together a table set with four chairs, and a lovely turquoise cart, I problem solved. I read the wordless directions that IKEA is quite fond of. I tried things out and tried them again. And then I got it.

We are all special learners. While I was never in a special education class, I am happy someone noticed and encouraged that I have a way with words. I'm glad that someone noticed I had organizational struggles and helped me with my binder and when my locker fell out in high school, didn't judge me. Reading, writing, mathematics, science and history are are main subjects. But, nurturing an artist, allowing an organizer to aid with organization, and motivating a student to complete classwork by allowing him to use a toolbox in class are also important.

Love,
Miss M

Individual White Boards

I use student white boards in my Remedial Reading class.  I have a mixed group of five, and they love to write on the white boards!  Here a student just finished reading a level A book and is retelling the story in three parts.

 

Here a student is sorting pictures by vowel sounds and spelling them as he does so.  

Another great use of white boards is as a check in.  You can have the students jot down their answer and hold up so you can quickly access who understands and who needs more support.

More ideas to come!

Love,

Miss M.

TL: Monitor Your Energy Closely

Teacher Lesson: I learned on my second day of teaching ever, you cannot out yell a student.  When a student's energy is negatively high, monitor your energy closely.  Come down in voice, choose your words carefully, and breathe.

That was also the day I learned that my 12:1:1 special education class did in fact have a paraprofessional, who I met when she returned with one of the kids who had just gotten into a fight.

It was a small room, big enough for a related service provider's office.  My class was mostly boys and yes, there were many more fights that year.

Positivity and Rewards

Something I value deeply is positivity. One way I bring positivity into my classroom is by focusing on the good.  This year, my co-teacher and I are using props to quickly celebrate and show resect to the class or specific students. Teacher calls two claps! We all double clap creating a positive energy.

Last year I used snaps and student of the week celebrations. Every Friday, I would choose a member of each of my small classes and spend thirty seconds acknowledging something they did well. For one student it was coming to school at the end of first period instead of just before third, for another it was doing all her homework for the week, and for one kid it was for politely correcting students' rude  behaviors.  I would start off saying, "This student is someone who...."  By the end of my spiel,  the students would have thrown out a few guesses, and the room would be charged by the time I did say who it was.  After I'd announced the student of the week, I'd present them with a star student sticker-- love that Target dollar section!-- and he would riffle through my prize box as the class celebrated him with snaps.

Despite the busy and rigorous year ahead, it's nice to tie some of the positivity and acknowledgement that has kept me going on these years.

Love,
Miss M

Class Expectations or Those of the School?

Last week as my colleagues and I discussed which routines and expectations to teach first.  Our dialogue got me thinking: which do you teach first? Your individual rules, expectations and procedures for your class? Or do you, as a co-worker put, teach community first?

I've always taught my classroom expectations first. To me they lay the foundation of what's required to be successful in a classroom setting.  Coming from a self-contained, special education background, where class community is paramount, I couldn't imagine teaching a piece of a procedure for the school at large on day one.  My thing is, before you can even be part of a community, you need to have an understanding of who you are and what your role is.

I get the other side-- it is important to show a united front-- but I think it'd take much more planning to pull off a seamless day one of each teacher, teaching a part of all that a student needs to get through the school day successfully.

Regardless, just make you sure teach routines and rules expectations explicitly.

Love. 
Miss M

In a State of Transition

It is fitting that it took me seven years to start this blog, but everything is in time. I am in a space of transition. I have moved into a new apartment; I have started new work at another school; and I am going through a few personal shifts as well.

I am learning that not all changes, transitions, shifts, whatever you choose to name them as, manifest in obvious, unmistakable ways. My new apartment is literally two floors down in the same brownstone; my new work is still with special education students but in a different capacity and in addition to teaching mainly general education students; and my internal shifts, well all it took was thinking a few new thoughts and some deep breathing.

 As I near the end of my first full week, I know that my decision to start a new position was the right one. I am at a school where I will be challenged in new and exciting ways, and I know that I will continue to grow as an educator. It was a very hard decision to leave my old school, where I taught for six, heartfelt years, but it was a very necessary one.

Prior to this shift, I had one foot out the door. I had what I call a love-strong dislike relationship with teaching. I was so ready to quit by year five, and I even started a blog originally titled "I Quit So Hard." It makes me chuckle now to write this, but that was a sentiment that ran through my head one day as I took a seat at my desk in the middle of my teaching period. As I reflected, some clear statements came to mind, such as: I can't. I won't. I refuse. This is too much.

And it was. Teaching has been such an amazing experience, I don't know where to begin sometimes. Hopefully, this blog will chronicle many of those stories, observations, lessons and tips that I've accumulated thus far, and will continue to as my seventh year progresses. In between, there will be some fun, never too serious, photos of me in my work outfits.On that note, here's to the many learning styles, and the respect that they all warrant.

Love.
Miss M