Speaking of Halloween…I think I may have found my costume for this year.
Student 1: No offense Miss S., but you really remind me of Velma from the Scooby Doo movie. You know, the really nerdy one who always wears an orange sweater?
Me: …Thanks…
Student 2: Shut up! Don’t say that to her!
Student 1: What?! She’s not mad!
Wow. What a character to be compared to. The sad thing is…he is so right.
Unfortunately, the New York City Department of Education FORBIDS dressing up on Halloween. So I’m just going to come in subtly dressed as Sarah Palin, AND I’m going to pass out candy. I wonder if anyone will notice the costume part.
Are you going to be festive this Friday and dress up for Halloween at school and pass out candy?
This is my first holiday during a school day. What other fun things can I do in class instead of teach a boring lesson on author’s purpose?
Though I maintain this year’s schedule is far more difficult than last, not everything’s turned for worse. One difference is… I’VE GOT HELP NOW!
Three things:
1.An Algebra Tutor
Recently graduated from college, and helps out in ALL THREE of my algebra classes. We’re developing a routine where he pulls out 3-4 students per day to provide my remedial students the support they need. The smaller the group, the more attention each student receives. Since we’re not able to make this happen in the normal classroom, it’s HUGE that students get this support. It’s essentially the private tutor privileged students get – but for MY students. Big time help.
2. A TA
About 5 ex-students turned seniors approached me at the beginning of the year inquiring to be my TA. I chose 1 from that pool, and that 1 has been colossal for me. She comes in during 2nd period, and takes care of ALL GRADING DUTIES aside from assessments. It’s amazing. After the period is done, we’ll check in… the once huge stack of assignments is no longer… and I’ll ask “Did you really grade all that?” She always answers with a calm “Yeah.” “Really, even left feedback, comments, and marked incorrect answers!?” Another calm “Yeah.” I’ll occasionally check, and it’s no lie. ALL OF IT… DONE. Honestly, this probably saves me about an hour per day (5 hours per week… ~25 hours per month)…. COLOSSAL.
3. Learning to Delegate
Students are willing and able! Let me repeat, students are WILLING AND ABLE! It seems any task I find tedious is a task students enthuse over… handing back papers, passing out materials, walking the attendance back to the office, putting things in their proper place, tidying up the classroom, etc, etc. I’m only beginning to harness the immense power behind this. Two other things I’ve brainstormed delegating: a great note-taker who can take notes for those absent, and an organized student who can keep a running record of assigned work. The best thing about it – gives a greater sense of purpose to students doing the task, especially those who loathe mathematics.
Teaching does not necessarily mean you MUST do it all. Delegate, facilate… finding ways to make it easier for you – in a way, it also makes it easier for them.
The other day was not so great; it may have started with the lack of sleep the night before or just the immense responsibility that follows me like a shadow. By 2:30 pm on Thursday my patience had run low, my students were frustrated, and so was I. One student in particular was not engaged in the class activity and when I spoke to him he responded with the oh-so-aggravating “uh huh, sure, okay” with just a tinge of attitude. I was so upset that I could not get through to this student and felt the tears rising. Thank goodness I remembered that I had to look presentable for parent teacher conferences later that day. I got through the class with no tears shed, but with a feeling of impotence. But get this, only twenty minutes after class ended the same frustrating student graciously helped clean up my lab so that it could be squeaky clean for the parents. WTH
Parent teacher conferences (PTC) had its ups and downs. Teaching is tough when I feel like I want my students to succeed more than they do. Meeting the parents showed me that they too feel their children are not prioritizing their school responsibilities; this was strangely comforting to hear. It seems that an epidemic of senioritis has struck early this year, which scares me…A LOT.
One of the scariest moments from PTC occurred when a student got a little lippy with his parents after they expressed concerns about the student’s relationship with his girlfriend. The father quickly rose from his chair, got up in his son’s face and threatened, “You wanna keep up that attitude? You better be careful before you get smacked right here.”
Thank goodness I was not alone at the time, my mentor was also in the room. As I witnessed this my heart was pounding and I was frightened, but my body did not react. I remained neutral and reminded myself that the father’s reaction was not out of the ordinary for my student to experience. The conference ended shortly after the incident and I was assured that the family would have words when they returned home and that my student would not cause any more trouble.
My favorite moment from PTC occurred when a student introduced me to her mother. Her mother greeted me with the warmest hug I’ve ever received from a stranger. (Dominican mothers pretty much rock.) It felt great to be welcomed by my student’s mom; it felt even greater to report on her daughter’s positive progress in chemistry.
PTC taught me a little more about my students’ backgrounds (for better or for worse), which I hope will benefit me in the classroom. You know, I’m beginning to understand the adage “it takes a village to raise a child.”
P.S. Apologies for not updating in more than a week. October’s been hectic.
Mistermaestro teaches at a middle school in Oakland, while CMalixi is working and student teaching towards a single subject social studies credential. Both would like to share their experiences with you.
If you’re new to SupTeach and would like to read up on backgrounds and other tidbits of all our writers, check out the contributors tab up top!
October is not a good month for new teachers. October is the month you lose that initial adrenaline of “wow, I’m a teacher. I’m going to change lives” October is the month your ‘honeymoon’ period with students fades away. October is the month when students start to test you. Me: “Alright, you guys got that? You understand?” Student: “F*** NO I don’t!” (and then the whole rest of the class stares, awaiting your response).
After putting hours and hours of sweat, stress, and work into your teaching, October is the month you realize you probably won’t reach every single student. That realization is heartbreaking, heartbreaking to the point that you don’t want to do it anymore. You start to think, “what’s the point?” You start blaming the administration for handing you too rough a schedule. And you start to wonder how much greener the grass is on the other side.
Couple this with the horrifying reality that NO extended break exists in sight within a months time, and you feel suffocated.
Last year, October was the month I left ALC. This year, I have nights where I want to throw in the towel once again. One day I’m flying, the next, I’ll wake and hide under my blanket and hope responsibility will take a chill pill for once.
Last Thursday, I loved my job. This Sunday night, I feel overwhelmed by the weight of another 5-day week. October days have my emotions on an erratic track.
I’d like to send a shout out to all those who look out. The phone calls, the check-ins, the “how was your day?’s” – the positivity when you hear that it’s good, the concern when you hear that it’s bad. I know I’ll vent and complain over and over, but it’s comforting to know there’s folks out there who care, who understand, and who root for my success as a teacher – for the success of my students. I’m beyond appreciative.
Last night I brought some students to see a show called Taking Overby Danny Hoch, a pioneer in Hip-Hop Theater. Taking Over is a one-man show where Danny takes a look at the gentrification in Brooklyn through the eyes of various community figures, from greedy developers to hippy hipsters to the locals who have lived in the neighborhood all of their lives.
Our Center seeks out social justice issues that our students can confront and talk about. Last night, that definitely happened. Danny talked a great deal about the influx of new residents into Brooklyn; many of these transplants come from fairly wealthy backgrounds, many are young professionals, many are white and many are students. He explicitly called out students from our university as well, warranted or not (it probably is). The reaction from the students was varied. Some were angry and didn’t enjoy the show while others felt like it was a revelation. Whatever the case, Danny achieved his goal because we were talking about it and will continue our discussion and continue asking questions.
Prior to watching the show, I had talked about gentrification with fellow California “transplants”. This was the first time that I really heard the perspective of the local, the native, the angry. In my apartment building, there are 3 university students (that I know of). It’s no surprise that the area is attractive to students – it’s [fairly] affordable and [fairly] close to the school. Our gain, but whose loss? Many people are being driven out of these neighborhoods, and rents will increase much more once businesses start up and such.
So what is the role of universities and colleges in this process? Or better yet, what is their responsibility? Institutions of Higher Education change the landscape of the communities in which they exist on a daily basis. When you’re talking about an extremely large school such as mine, you’re also talking expansion. NYU and Columbia are two of the biggest owners of real estate in the city and they continue to gain. As they bring in more and more students from around the globe, what happens to people who call New York home, especially those whose neighborhoods have been neglected until now? Do the locals enjoy access to university resources or facilities? Do the children get access to the schools? As of now, no.
I’ve yet to hear any stance of the university in regards to gentrification. If the trend towards the university as a business and education as commodity continue, I’d be hardpressed if a stand against the injustice is made. Extremely pessimistic but don’t worry, I will hold true to my belief that universities can’t be in a community but not of and for the community.
My favorite field trips in school include the farm in 3rd grade, camp at Catalina in 5th grade, outdoor ed. camp in 6th grade, Washington DC in 8th grade, Knott’s Berry Farm for band in jr. high, and Six Flags for fall rally in high school. As a student, field trips were a day of fun. As a teacher, they are brief but coveted respites from hectic school days.
Today I took on the role of chaperone as ~40 of our high school seniors left the south Bronx to go apple picking. Yes, apple picking. Apparently it’s an east coast thing…
While planning for the trip my students all decided that they did not want to pay more than $10 to go apple picking. Upon arrival at the orchard they were each given a bag with a carrying capacity of 6 decent sized apples (lame, i know). The orchard lady wanted to charge $20 each to get a larger bag… So, being the resourceful south Bronx youth that they are, my students brought out their backpacks, bags and big sweaters and picked all the apples they could carry. Ethical? Not so much. Funny? Entirely. Did I condone it? Let’s just say the orchard isn’t empty, so no big deal. As one can imagine plucking fruit from a tree isn’t so easy for someone of my stature. Thankfully my students were generous enough to help a teacher out and I came home with half a bushel of hand picked apples.
The bus ride back was a trip down memory lane. I don’t know how my students have become so educated in jams from my youth (and even before my time!) but they were belting out old songs like nobody’s business. Some surprising serenades included: Too Close by Next, Candy Rain by Soul for Real, and my personal favorite Weak by SWV.
I enjoyed interacting with my students outside of school and seeing them in their own clothes (rather than in uniform). My students can totally be pains, but they really are sweethearts when it comes down to it.
One trait good teachers share is they all really care about their students. They really care about their success, and they really care about them as people – as more than just students.
You can toil over lesson plans til your brain explodes, you can grade until your body drops, but care is almost innate. I do acknowledge that EVERY teacher must care about their students to some extent. The problem is, some teachers just don’t know how to express it. It’s almost impossible to work on improving your care – either it’s there or it isn’t, but you can workon improving HOW you express it.
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I’m taking a quick break home this next weekend to celebrate a friend’s birthday. I’m no good at giving gifts; I’ve never been. However, this year I’m trying to change that. And it all starts in the classroom.
At the beginning of the year I created a spreadsheet with all my student’s birthdays. When their birthday hits, I greet the “happy birthday!” as they walk into class and give them this:
Just a small token to acknowledge: “Hey, it’s your day! You know it. I know it. I hope you enjoy it.” Something really small, but students love it. Makes them feel at least a little special as they spend a portion of their birthday in my classroom.
With 130+ students and 365 days in the year, you can imagine that I’m handing out a few of these every week. It is overwhelming to play caregiver to so many, but it’s the little things that make it happen.
