New Adventures, New Blog!
Many have asked–okay, only one, actually, but it sounds better to say many–and I have responded!
I will continue to blog my experiences as an educator, but I am moving everything to a new site. Actually, I’ve already moved the content; I just need to sit down with the missus and have her do the awesome designy stuff she does. (It is possible that this will simply entail changing the title in my current header… we shall see.)
Anyway, after much internal debate and mutterings against those who are squatting on the domain name I wanted to use, I have decided that I with henceforth be blogging at Adventures in Teaching Fourth, found at http://teachingfourth.wordpress.com. Please update your bookmarks and come on by! I should be having a new post up shortly describing my adventures in organising my classroom with just two weeks of prep!
And with that, I really am done updating Adventures in Substituting – cheerio!
The End of a Journey
For the first time in a very long time, I find myself struggling with words. How do I start this? What do I say? How do I say it? I usually write in a kind of extemporaneous way, with a general idea fixed in my but nothing specifically planned. But all of my words seem to come out too cliche and unoriginal.
Many of you who come to read my blog are also friends on Facebook and/or followers on Twitter, or you may be one of my family members who actually reads this. So most of you know already. But I have a hunch that I have a few lurkers who are none of the above.
I guess I can take my advice from The Sound of Music and just start at the very beginning. Well, okay, not the very beginning, but close enough to the beginning for my purposes.
The past couple of weeks have been quite busy ones for me. I had several job interviews, I started a new job, then started another new job, quit the first, and kept preparing for interviews. I heard back from the first interview quite quickly and learned the position had been filled. I came out of the second interview feeling lackluster about it. I didn’t think I had presented myself very well. I was upset with myself because the latter job was very much the job I have been looking for. However, I have a policy of not writing off an interview until I hear back from the interviewer.
So imagine my surprise when I got a call on Monday morning asking if I would be willing to come in for a second interview the following day.
I thought about what I needed to do to prepare for a second interview and realised that I had no idea. You see, I’ve never had a second interview before. I’ve either been hired on the basis of a first interview or I’ve never been called back. I was told that the interview would be fairly informal, just the principal and myself and maybe another teacher. The principal made a point that I did not need to get “all dressed up” or wear a suit. So I donned my brown leather shoes, light brown slacks, blue dress shirt, and my awesome Utahraptor tie my baby sister got me for Christmas. It is one of my favourite ties, and I wanted to show the principal the kind of attire she could expect me to wear every day at work.
I arrived for the interview and was shown around the school, including the room would possibly be mine. We talked about classroom management, education philosophies, best practices, and other esoteric topics that fascinate me but probably bore those not deeply invested in the education profession. Then we returned to her office and continued our discussions. She told me about the goals of the school, including their efforts to become a fine arts and international studies building without becoming a fine arts or international studies program. I shared my experiences living in Australia and my networking with other teachers across the nation and in other countries. I also talked a little bit about my missionary work in California and how it related to my teaching.
After about an hour (during which the other teacher never arrived), the other candidate arrived, so we had to end our interview. And it was our interview. The principal wanted to know what I wanted from her and her school, since I was shopping for a school as much as she was shopping for a teacher. On my way out, I greeted the other candidate, who happened to be the student teacher I’d worked with at Stratton while subbing for the 4th grade (gifted) teacher. That was when I realised that I was one of only two candidates being considered for the job. I left feeling considerably better about how I presented myself and about the job in general.
It was at 11:13 am CDT that I got the phone call that has, in no uncertain terms, changed my life. After saying hello and exchanging the requisite “how are you” queries, I heard this words: “Alex, I would like to invite you to join our team here at Wiley, if you are interested.”
Holy freaking cow!
After well over 1,000 applications to posting in over 350 districts in the state of Illinois, not to mention the many applications sent across the nation last summer, I finally found my new home.
My new home isn’t even that far from my current home. Wiley Elementary School (home of the coyotes, as my oldest brother was so kind to find out and tell me) is located in Urbana, Illinois, which is home to one of the three districts to have utilised me as a substitute teacher last year. Admittedly, I was only in Urbana twice, and it wasn’t at Wiley, but it is still one of those districts to have had me on their lists. So in addition to the wonderful joy of having a full-time teaching position after three years of searching, I have a full-time teaching position in my own community of Champaign-Urbana!
While on the phone, I sent Gretch a message on Google Chat that said, and I quote: “EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE-EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE,” to which she responded, ” you ok dear?”
To be fair, she was at work, and may not have been fully aware of the sequence of events of the day. So when I got off the phone I called her and told her. Then I got the response I had expected: she squealed, told her coworkers, and said, “Oh my God… Oh my God… Oh my God! Honey, that’s great!” Ah, understatements, how I love thee!
I made Gretch promise not to say anything online until I had finished calling parents, which didn’t take me long. I called my mum, who didn’t answer, then my dad, who didn’t answer, then repeated until I got through to one then the other. I called Gretch’s mum, who was instrumental in me getting an interview, and then I let Gretch know that she could announce it to the world. I had already posted it on Facebook and Twitter, and, I’ll be honest: I have been shocked by the response! I knew a lot of people were waiting for such good news, but I didn’t realise how many there were! I’m not even sure if a positive pregnancy announcement (whenever that happens) will generate as much response!
Several more phone calls and emails were exchanged with my new principal. I will be attending new teacher orientation on Monday and Tuesday, and then new employee orientation on Tuesday afternoon. I am heading over to my building to see my room (MY ROOM!) and start unpacking. Tomorrow morning I will be going in to get keys and work more on the room.
Oh, and school starts in two weeks. No pressure there, right?
So now I think I’ll start a new blog (Adventures in Fourth Grade, perhaps) in a couple of weeks, unless I feel compelled to write sooner, which will almost certainly happen, and just import all of these posts to make sure they have a home. Of course, all new blog entries will be posted on the various social networking sites, and I hope you’ll continue to come by and see what kind of crazy adventures I’m having! Thank you, one and all, for your love and support. Best of luck to my fellow substitute teachers, wherever you may be and whatever paths you choose to take! I’ll continue to keep up with your blogs!
In the meantime, I am off to explore my building and figure out what the heck I’m supposed to do next! My next blog post will be from whatever my new blog will be called.
Cheers!
Summer Reading V: The Hunt for Red October
I am continuing on my quest to read the entirety of the Jack Ryan/John Clark canon as written by Tom Clancy, following the chronological order of the story. The most recently completed book is The Hunt for Red October, which is actually the first book Clancy wrote. I love the description of Clancy that appears at the end of the book:
He has had a private chat with the President of the United States who proclaimed himself to be an avid fan of The Hunt for Red October. He has lunched with the White House staff. His novel has been a top seller at the Pentagon. Yet the author in question is neither a former intelligence nor naval officer. Rather, Tom Clancy is an insurance broker from a small town in Maryland whose only previously published writing was a letter to the editor and a three-page article about the MX missile. Clancy always wanted to write a suspense novel, and a newspaper article about a mutiny on a Soviet frigate gave him the initial idea for Red October. He did extensive research about Soviet-American naval strategies and submarine technology. Then, in the time he could spare from his insurance business, Clancy sat down at his typewriter and wrote. The rest is history…
Red October was the first Clancy novel I read, after I attempted to read Clear and Present Danger and found it a bit too complicated. (This was when I was in 7th or 8th grade, I believe). After reading this one, though, I was hooked, and quickly sought out the other books. Today I own 9 of the 13 novels in the series and after reading Without Remorse (given to me by a friend who didn’t want to keep it), I decided to read the rest of the series. I love this book. It is everything a first-time suspense novel should be. Clancy doesn’t give away the end early in the story, even though he has ample opportunities to do so. The plot moves quickly but jumps around to keep the reader engaged and trying to keep track of everything that is happening. It isn’t Clancy’s best novel, to be sure, but it is still a great story.
It takes place in the midst of the Cold War between the US and the Soviet Union. A Soviet submarine commander, Marko Ramius, has decided to go rogue and is attempting to steal a brand-new submarine and deliver it and himself to the United States. The Soviets learn about it and send its entire fleet after him in a search-and-destroy mission. At the same time, the US has learned about the attempted defection, and are sending their fleet out to bring him (and the sub) safely in.
The thing I find most interesting in the story is the description of the American response to the Soviet Union in general. As I mentioned in the comments of my previous summer reading post, Tom Clancy is clearly an American Exceptionalist who grew up in the turmoil of American-Soviet tensions. Everything he writes is pro-America, pro-American intelligence services, and pro-American military. I’m okay with this; I think it is impossible for an author to not write with a bias, and those who attempt to do so tend to write boring stories. At least, that has been my experience with the many thousands of books I have read. The author has to have a purpose in writing, and that purpose is his or her bias. Clancy’s purpose is to write a suspense story that shows why America is superior. Of course, he also throws in shout-outs to our allies, but it is still the Americans who win the day.
It would be interesting to read pro-Soviet fiction as a counterbalance to Clancy’s stories, but I don’t know if any such books exist. My only exposure to Russian literature has been a few attempts at Tolstoy, but I’ve never actually completed any of his books. I’ve also read most of Ayn Rand’s works, but hers are certainly not Russian lit. Maybe I’ll explore this train of thought later; for now, I am going to continue through my Clancy reading and then find something else.
Interviews VI, VII and VIII
I don’t know why I didn’t blog about my interview on Wednesday, nor do I know why I have put off blogging about today’s interview, but I guess I should do it to keep my running record of my professional life going. Because this is a bit over 1,400 words, I’m going to put a break in here, just to keep my home screen from being overwhelmed by this post.
What Is Leadership?
In the process of completing hundreds of job applications, I have gotten used to seeing the same questions pop up time again. In fact, I have saved my responses to these questions so that I can copy-and-paste into my applications. (For those who may be concerned, this is actually encouraged!)
Today I saw a new question. It asked me to describe my views on leadership. My recent week at the Illinois Teen Institute, coupled with a discussion with my father-in-law about what leadership is (and what it is not) has prompted me to share my response with all of you. (In the meantime, I am delaying the writing of two book reviews and an interview report. I’ll get to it all eventually, I’m sure!) Anyway, here it is:
Leadership is taking a principled stand on an issue and inspiring others to join you in that stand. Leadership is walking beside those you would lead, and sometimes walking behind them. Leadership is setting a positive example by doing what you say and saying what you do. Leadership, more than anything, is a matter of being an example to others.
Leadership is not to be the person up front, the person in charge, or the person directing the actions of others, although these may occasionally be included in the roles of a leader. Nor is leadership a lonely position; one can be a leader among a group of leaders.
As an educator, my primary role as a leader is to provide students with the skills and knowledge they need to be leaders among their peers, within the school, and within the community. I do this by modeling positive leadership traits both within the classroom and without and encouraging my students to do the same.
ITI 2011: There and Back Again
[Note: This was originally posted on the blog that my wife and I share.]
As much as I would enjoy writing a post about The Hobbit, this is actually my annual post on my experiences at the Illinois Teen Institute just a couple of weeks ago. While some who read this blog are surely familiar with it, I am going to assume that there are at least a few visitors who may not know. So before I get into ITI 2011, let me give a brief recap:
The Illinois Teen Institute is a week-long leadership camp during the summer, sponsored by the Illinois Alcoholism and Drug Dependence Association (it has taken me many years, but I think I’ve finally gotten the name down pat). ITI was started in 1974 and has been going strong ever since, making it the longest-running Teen Institute in the nation.
As a Teen Institute, it is aimed at, well, teens. Students are able to attend as participants from the summer before their freshmen year of high school until the summer after they graduate. As a participant, teens are placed into two groups: First is a small discussion group of 8-12 teens and two staff members (depending on attendance numbers). The members of the discussion groups generally do not know one another before hand, and the purpose of the groups is to discuss the general sessions and workshops offered each day. The second group is a Community Action Team, and it is the heart and soul of the Illinois Teen Institute. Teens from the same area/school/community/etc work together to come up with a plan to improve their community, utilising the skills and information they have gained at the Institute. The CAT plan is conceived, planned, and carried out by teens, with adult sponsors or volunteer staff members present as resources. (As an aside, Operation Snowball, Inc. was the result of a community action plan from 1978, or thereabouts, that has become an international drug prevention program.)
As a leadership camp, ITI focuses on helping teens become better leaders in the schools, their communities, and in the state. It is also a “prevention first” program, meaning that students learn about ways to prevent risky behaviours, most notably alcohol, tobacco and other drug (ATOD) abuse, unhealthy relationships, bullying, etc. It is not a treatment, rehabilitation, or recovery program. The entire week is focused on the teens. The speakers and workshops are selected to provide meaningful information and useful skills.
I first attended ITI in 1999 as a participant. In 2000 and 2001 I was back again as a member of the Administrative Team (A-Team), which allowed me to attend free of charge as a teen staff member. As a member of the A-Team I did not have a discussion group, although I did participate with my Community Action Team. From 2002-2004 I was absent due to serving a mission in California, but I returned in 2005 as a member of the volunteer staff, working as a co-facilitator. This placed me with a discussion group and a CAT. I did this for two years before being selected as a PALS 1 Coordinator in 2007.
The PALS 1 program is designed for Peers with Advanced Leadership Skills who are coming back a second or third year to really focus on specific leadership skills. The program has changed somewhat over the years, but the main focus has always been to help those teens who are in positions of leadership be more effective leaders and to train to be leaders at ITI. (The PALS 2 program has been renamed Youth Staff and is just that: teens who have been through the program and are ready to practice what they’ve learned. They work with a volunteer staff member in leading discussion groups, working with action teams, and making sure the participants feel welcome and have a great week.)
I applied to be a PALS 1 Coordinator in 2008 but, due to a mix-up in contact information, I didn’t learn that I had been selected until the Friday evening after staff training had started. Gretch and I had just gotten married about 3-4 weeks earlier and I was scheduled to work that entire week. Whoops. I was disappointed, but it was probably for the best, since we were still trying to get settled and all.
After bringing Gretch to my high school’s Operation Snowball weekend in 2008 and 2009, I encouraged her to come to ITI, despite her complete lack of experience with the program. She applied as a volunteer staff member and was accepted as a co-facilitator. I returned as a PALS 1 Advisor (new name, same job) and we had a wonderful week together. We came back in 2010, volunteering for the same roles. During the 2010 camp, Gretch and I helped the girls in Headquarters (formerly known as the A-Team) with scheduling of workshops and other things, and I was encouraged to volunteer for HQ staff for the following year, which I did.
Which finally brings us up to ITI 2011. Due to Gretch’s work schedule, she was not able to attend ITI this year. So I went alone. This marked the longest period of time we have been separated since we started dating on 16 August 2007. However, frequent telephone calls during free time and occasional chats on Google helped us make it through the week. Besides, many of our ITI friends are married and also spend the week apart. So we knew we’d be okay. Everyone asked how Gretch was doing and where she was. It was great to know that so many people care.
In fact, this is the very reason that I find myself going there and back again year after year. I love the community of caring that exists at the Illinois Teen Institute. My first CAT advisor was Brian Weidner. He had been going to school at Bradley University in Peoria back in 1999. Today he and his wife live and work in Minnesota, but he comes back each year as a workshop presenter, and we also catch up. I consider my friends at ITI to be like a family, and I hope that they think the same of me (and Gretch). Two experiences from this year really capture this sense of family.
The first was a girl who was attending as a first-year participant. She arrived with her mom, but nobody else. She was alone, and she was scared. She wanted to leave. A few of us helped her through the first few hours and encouraged her to stay, sharing our own experiences. After listening to our first speaker, the Amazing Tei Street, she decided to stick around. I later learned that she called her mom that night and said how glad she was to be there. I saw her off and on during the week, and each time she had a big smile and was laughing with her peers. She came alone; she left with a network of friends and supporters.
The other is also about a girl, here for the first time. She came from another state. She is kind of quiet and seems the kind who keeps to herself. I don’t think anyone would look at her and think of her as someone who would be popular, or even someone who would hang out with the popular kids. On Tuesday evening, the teens participated in a talent show. This girl walked onto the stage and, without saying a word, put on her guitar and began to play the opening chords to Stairway to Heaven. When she finished, 300 people rose to their feet, cheering, clapping, and calling for an encore. Later on, she and one of the teen staff members, a young man who is a semi-professional musician, were jamming in a lounge area.
That, my friends, is why I keep coming back. It is because the world is not as bad as we are led to believe. There are good people doing good things. They say that the youth of today are the leaders of tomorrow. The young men and women and the Illinois Teen Institute prove that wrong. The youth of today are the leaders of today. I am blessed to work with them and I know that I am a better person because of it.
Interview V
As you are probably aware, I have applied for well over 1,000 jobs at more than 300 schools/districts/consortiums across Illinois. Nearly every one of the applications has been submitted using the AppliTrack system, which is an excellent bit of software that allows districts to collect and sort job applications online. Last year, I discovered k12jobspot.com, which is an aggregate site that culls all of the AppliTrack sites in the nation and puts them in one place. This has made it incredibly easy for me to apply for jobs, particularly since I can import applications and thus skip the tedious task of filling out all of the information each time.
The vast majority of job postings in Illinois are grouped near Cook and Lake counties, which are essentially what is known as Chicagoland–all of the districts in the greater Chicago area that are not part of Chicago Public Schools (they are a separate entity from the rest of the state). Alas, this also means that everyone wants to work there. For example, I applied for one opening in the North Ridge area. I received an email that informed me that, regrettably, I was not selected among the more than 1,000 applicants.
Yikes!
But I’ve continued to apply for every self-contained, general education (SCGE) teaching position I could find from 2nd to 6th grade (I don’t really want to teach kindergarten or 1st grade and few schools have SCGE classes after 6th grade). Which is why I applied for a couple jobs in Matteson School District 162 on June 16 and again on July 1. According to my records, I applied for a 5th grade opening and a 6th grade opening.
Two days ago, on Sunday (July 10) I received an email informing me I had been selected to interview for a 4th grade teaching position at Sauk Elementary School in the Matteson district. I was informed that the principal would be conducting interviews today (the 12th) from 8 am to 1 pm and to contact him to schedule a time. I wasn’t at all concerned that I hadn’t actually applied for a 4th grade position, mostly because I had indicated an interest in any intermediate position available. So something about my application caught his attention.
At the same time, I was already scheduled to substitute for one of Champaign’s high school summer school classes on Tuesday. (More on this later.) I determined that it would take me approximately two hours to drive to Ricthon Park from Champaign, and I didn’t want to pass up one more subbing opportunity. So I did what any sane, rational, job-seeking person would do:
I asked that he schedule my interview for the first time slot.
So I woke up this morning around 5 am, ate, dressed, attended to hygiene, kissed my wife goodbye, and headed off around 6 am to fill up the gas tank before making my trek to Richton Park. The drive actually only two about an hour and a half, so I got there much earlier than necessary. I killed time by driving around the immediate neighbourhood and checking on Twitter updates. At 8:15, I went in and was seen by the principal immediately.
The interview went very well, I think. The principal (a former teacher at Champaign Centennial, coincidentally), asked me about my approach to standardised tests, classroom management, repeat offenders, parental contact, and differentiation. He was brief and to the point, and my responses were in kind. Then he told me about his school district: 98% African-American, pure chaos when he arrived six years ago, with test scores in the bottom 70%. A year later, he suggested that students wear navy or black pants and white shirts (but no formal dress code or school uniform was made). Everyone complied. Discipline problems have gone way down, academic success has gone way up. The parents are extremely supportive, too, but they also work a lot, so they can’t be there every day. However, the school hosts an annual Dads’ Day, in which over 250 fathers in the community attend, some of whom don’t even have kids in the school! The test scores are now in the low-to-mid-80s, but they need to go higher. The focus will be on literacy and mathematics (woo hoo!) but without excluding science, social studies, health, etc. Literacy will be taught across the curriculum (double woo hoo!) and the teachers are encouraged to do whatever it takes to reach their students.
This is where I want to work. A district with challenges, but the resources to tackle the challenges head-on. No excuses, take no prisoners, give it all you go, go big or go home. It isn’t about machismo or teaching to the test, or anything like that. It is about helping the boys and girls in this school become young men and young women, literate and ready for the challenges ahead of them. It is awesome, it is enthusiastic, it is positive. It is what I want to be a part of.
Is Matteson 162 the only district in the state like this? No, of course not. But their principal gave me the chance to interview and to discuss how I might be an advantage to his community. As with some other districts, I would be thrilled to work there. He said I should hear back from him on Friday. I am praying I get a phone call from the 708 area code on Friday that will have good news!
(Oh, and we would be much closer to many of our friends in the prevention field–always an added bonus!)
Summer Reading IV: Red Rabbit
Hopefully I won’t be boring anyone with my summer reading but, then, my main purpose in blogging is for personal reflection and recording, not for gaining an audience. (That being said, I certainly appreciate those who come and read my musings and those who comment, as well.)
As previously noted, I am working my way through Tom Clancy’s “Jack Ryan/John Clark universe” collection. I just finished reading Red Rabbit, which is a later book (in terms of when it was written), but takes place early on. Over all, I enjoyed the book. It gives some interesting insights into life in Soviet Socialist Russia in the early 1980s, albeit from a very Western perspective.
It is fun to see how Tom Clancy places his characters in key places in history, or, rather, in the alternate universe that parallels our own. The American president in clearly Ronald Reagan, but his name is never given. Likewise with the British Prime Minister, Margaret Thatcher or the Polish Pope, John Paul II. This is an idiosyncratic thing that Clancy does in nearly all of his books. The players in the various government bureaus all have names, like Emil Jacobs, head of the FBI, Arthur Moore, Director of Central Intelligence, and his two deputies, James Greer and Bob Ritter. But the Heads of State are always referred to by title, not name. Even the Royal Family in England is never named.
The story focuses on Clancy’s fictionalised account of one of the many theories surrounding the assassination attempt on Pope John Pual II in the early 1980s. Not knowing much about the actual historical account beforehand, other than the fact that it had happened and that it was the primary reason for the Popemobile being more secure with bullet-proof glass. (Interesting side-note: apparently “Popemobile” is an acceptable informal term for the vehicle that has no formal moniker. Go figure.) The “Red Rabbit” is a Soviet defector (“rabbit” being used as an espionage terms to describe a defector) who has learned of the assassination plot on the Pope and wishes to alert the Americans so as to protect the life of an innocent man.
While enjoyable, it was not the most suspenseful of Clancy’s novels, and it certainly didn’t have the usual plots, sub-plots, and sub-sub-plots that are typical of his works. I get the feeling that this story was more of an attempt to flesh out the Ryan biography (and earn some more money) than to really present a gripping tale of suspense and intrigue. Next up is The Hunt for Red October, which was actually the first Clancy novel I ever read.
Interview IV
Today I had an interview at Booker T. Washington Elementary School in Champaign. I was interviewing for a 2nd grade (gifted) position that is, in many ways, a new position.
In past years, the gifted program at BT Washington has been two classrooms: 2/3 and 4/5. This year, there will be three: 2, 3, and 4/5. Another change is in the school itself. BT Washington has long been the only bilingual school in the district. Many kindergarten students come in speaking only Spanish and learn English as they go through the grades. There are also English-speaking students who learn Spanish every other day. The district is moving (or just closing–I’m not clear which) the bilingual program, and turning the building into a STEM magnet school – Science Technology, Engineering, and Mathematics.
All of this means that they are really looking for a candidate who has expertise in gifted education, science, technology, engineering, and math. (Although they would be okay with someone whose expertise is gifted and one of the four STEM classes). Alas, I have none of the above.
As a substitute teacher, my expertise is a mile wide and a fathom deep. It is deep, but it covers a vast array of topics. I am a generalist educator, first and foremost. I am very pleased with my broad knowledge base, and actually consider it to be a strong selling point for my qualifications for a full-time teaching position. It is a rare day when a student asks me a question and I don’t know the answer. Even rarer is when I can’t find the answer. So, honestly, I don’t know if this position really is the best one for me.
But we shall see. I have another job interview tomorrow morning for a 4th grade position in Richton Park (a Chicago suburb) and will hopefully have an interview in Urbana soon for another 4th grade position. Lots of interviews this summer. Gretch and I have already decided that, since I am only applying for jobs that I would actually accept if offered, I should take the first offer made. So it’ll be an exciting week!
Update: I apparently never blogged about my third job interview, which was for a 3rd grade position at Thomasboro Elementary just north of the Champaign-Urbana area. Thomasboro has a nice school and a great teaching staff. The principal and superintendent were both very supportive and I could tell that they work hard to work with their teachers to improve their school. I had the interview on June 21, not quite a week after my interview at Woodland. I sent the superintendent an email the following morning with a question and an additional letter of reference and got a reply back that, while they were very impressed, they selected someone else. Sorry about forgetting about it!
Brief Statement
An anonymous commenter on the blog that I linked to a few days ago left the following response on that blog:
And, yes, I have heard teachers and administrators say, “Given the population we teach, we can’t possibly be expected to meet the NCLB benchmarks.” That is code for, “the students in this school are too dumb to learn.”
That, my friends, is one completely ridiculous and asinine statement. So I responded, and wanted to share my response here, too:
Actually, it is code for, “our politicians who know nothing about education have set artificial boundaries to determine whether or not a student has learned when in reality we, as the professionals, know that learning happens in different ways for each child, and you can’t possibly determine if it has occurred simply by setting a numerical value and telling teachers that if students don’t achieve the value then they, the teachers, have failed.”
My life is about to get busier, what with me training for my summer job (finally! huzzah!) this coming week, in between an interview on Monday and a summer school sub assignment on Tuesday, then leaving for the Illinois Teen Institute for a week, and then starting said job when I return, but I am more and more wanting to get involved with the political aspects of my profession. My state representative has indicated that he is sincere about wanting input, and I want to see what I can do to help. Comments like this anonymous person’s are strengthening this resolve. I want to be a part of the process that puts us all back on the same team, rather than allow the status quo to continue with slanderous comments like this.
Interlude
It has been a busy summer yet, at the same time, it has also been a not-busy summer. I think I understand how Charles Dickens could write a story about times that were both the best and the worst.
I spend my days applying for jobs, scanning old photographs and posting them on Facebook, watching The X-Files, applying for jobs, reading, listening to music, doing housework, applying for jobs, being lazy, doing work around the yard, applying for jobs, and reading blogs. Nearly all of these activities take place in the office my wife and I have set up in the second bedroom of our house, which means I spend most of my days sitting at the computer, probably developing some terrible spinal disorder as a result. I try to get up and move around, too, but it only helps so much.
I wish that more educators updated their blogs in the summer, but most of them are like me. There’s not much education-y type stuff going on, and the stuff that is going on is often so frustrating that I hate to write about it lest I go off on a rant about the lack of justice in the world.
Things really aren’t all that bad. But it is awfully frustrating to read news articles about how lazy, greedy, unmotivated, unprofessional, and unwilling to change my colleagues and I are. One of the education blogs I follow is written by a semi-anonymous special education teacher in Washington, D.C. I have her blog linked on the side, and I highly recommend it. She has recently written a fabulous piece about the problems of the education reform debate. I hope that you will read it and comment on it there, here, or in both places. We need more people talking about education but, more importantly, we need people talking about education in productive tones.
My favourite part of her message is this:
I think my biggest problem with the debate is the assumption that teachers are against reform. We absolutely want the best for our kids. Do we want more testing? No, but not because we are lazy, we are scared for our jobs, or because we have low expectations for our kids. We don’t believe testing, as it has been implemented, improves the students’ education. In fact, in many ways, when working in the trenches, we watch how it is a determinate to actual student learning. We watch how children lose out on essential instructional time because of the amount of classroom time dedicated to test prep. We struggle knowing what best practices are and knowing they are out of our reach as we drill and kill for the test.
We want reform, but we’d like to have a straightforward conversation about how that is best done. Yet anytime one of us opens our mouth we’re immediately told that we have low expectations for our students- after that our arguments are cut off at the knees. We mention what we know are best practices- research-based practices that will give success but no one wants to hear it. We’re told that where we learned those best practices and theories- in graduate school- was a waste of time. The general public tells us that we only went back to school to get a raise in pay, that our masters degrees are worthless, and that we are simply working the system…
Too many reformers do not have a background in education, do not understand how children learn, and do not have a grasp on recent break throughs in best practices. When someone comes to us with a true, improved teaching idea we celebrate. We sit through afternoon workshops we don’t get paid for in order to learn how to improve our teaching. We are always seeking how to improve our teaching. Yet what is brought to us by “reformers” is not helping our teaching. We’d love it if it was different.
A friend has suggested that I apply to join my local state representative’s education advisory committee. I am interested, but first I want to know what Rep. Barickman will do with my advice. Will he listen to educators? Will our input make a difference? Or are we going to be treated like the problem, like so many others do?
I find myself repeatedly turning to what is probably my all-time favourite political movie: The American President. I don’t think I’ve linked it here before, but even if I have, I am going to again:
The relevant portion is this:
We have serious problems to solve, and we need serious people to solve them. And whatever your particular problem is, I promise you Bob Rumson is not the least bit interested in solving it. He is interested in two things, and two things only: making you afraid of it, and telling you who’s to blame for it. That, ladies and gentlemen, is how you win elections. You gather a group of middle age, middle class, middle income voters who remember with longing an easier time, and you talk to them about family, and American values and character…
Insert “education reformers” for “Bob Rumson” and you pretty much have the same thing going on. I’ve said it before and I’ll say it again: It is time we stop blaming and starting working.
Summer Reading III: Patriot Games
I recently finished the second book (chronologically) of Tom Clancy’s Jack Ryan/John Clark Universe, Patriot Games.
I quite enjoyed this story, even though some of the characters were a little stiff. I could tell that this was an earlier writing endeavour by Mr. Clancy, which probably explains a lot. However, it was a very well-written story, despite its flaws. It was fun and quick to read and, as with most of his stories, it makes the reader ask important questions about right and wrong and how we respond to fuzzy boundaries, as my one-time social and cultural geography instructor liked to call them.
Far too often, we try to paint the world in terms of black and white. But the reality of our world is that we don’t even live in shades of grey; our world is full of vibrant colours that blend and contrast and clash and mix. Sometimes things are very pretty. Other times they are quite ugly. And then there are the things that are either mostly ugly with a secret treasure of beauty in the middle or the exact opposite. This is what I think of when I read Tom Clancy’s books. He is showing that, for all of our desire to determine right and wrong, there is an awful lot of confusing mish-mash that we have to deal with, too.
I think my favourite line from the book is when Jack Ryan’s friend Robby Jackson tells him, “I am the voice of reason in a chaotic world.” That, to me, kind of sums up the whole of what Tom Clancy is trying to help us find.
And yeah, I am probably reading far too much into the author’s purpose. For what it’s worth, I would never expect anyone else to identify the same reason, nor do I think that you even need to know the purpose when you read. One of these days I am going to finish reading this book on balanced literacy that I’ve been working through for several months. In the meantime, I will share this: the book discusses the idea that we tend to read for one of two purposes: for pleasure (aesthetically) or for information (efferently). Maybe it is just me, but I tend to read for both reasons simultaneously. Scratch that. I know it isn’t just me because I am 99% certain I got this habit from my mother. So there are at least two of us.
Anyway, I am looking forward to reading the next book in the series, Red Rabbit. This is one of those that I don’t own, though, so I am waiting for the library to get it. While I wait, I am finally going to read the Jared Diamond book that has been sitting on my nightstand for more months that I care to count.
Safe Driving, Cell Phones, and the Law
A friend of mine recently posted an op-ed piece she had written to her newspaper in Texas. It was about Gov. Rick Perry vetoing a Texas law that would make it illegal to text while driving. Illinois passed a similar law about a year or so ago. My response then was the same as it is now. I shared this with Sarah, and thought I’d share it here, because it touches on issues of driver education and general safety issues that need to be taught at an early age, anyway. (Nice justification for posting this on an education blog, eh?)
While I understand the rationale behind the driving-while-texting laws, the small government part of me keeps saying, “But it is already illegal! It is called reckless driving!” If you are driving an automobile and an accident occurs because you were distracted, whether by talking on a cell phone, texting, changing a radio station, reading the newspaper, putting on make-up, changing your clothes, fiddling with an mp3 player, or anything else, you will be faulted for the accident. You can also get ticketed for reckless driving if you are swerving all over the road, even if you don’t cause an accident.
Illinois passed DWT legislation about a year ago and, honestly, I haven’t heard anything to indicate there have been fewer accidents. And I still see people texting and doing other ridiculous things. (All of the examples I listed above are things I have seen people do while driving.)
So, on the one hand, I agree that driving while texting (or anything else that distracts you from driving) is a bad idea but, on the other hand, I don’t think the people who do it will be swayed by the laws. After all, how does an officer even prove someone was texting? Look at their phone to see if there is a message in drafts or just sent? The motions required to write a text are nearly identical to those needed to dial a number, but it isn’t against the law to make phone calls (at least not here). I guess that, at the end, these laws are much more symbolic than anything, but I still have my doubts about whether or not they are effective.
I’ll ask the same thing that Sarah asked: Do you agree or disagree? Please explain but remember to play nice!
Summer Reading II: Without Remorse
It probably seems like quite a jump in genres, but that’s because it is. That’s just how I read. After finishing Tuck Everlasting, I decided to make good on my decision to read Tom Clancy’s Without Remorse.
This book is kind of a prequel of sorts, when it comes to the not-quite-a-series-but-so-close-it-may-as-well-be-one stories that Tom Clancy has written in what I guess it called the Jack Ryan/John Clark Universe. I haven’t read the entire series, although I have read most of it. I suppose I should get around to reading all of them. In terms of chronology, this story comes first, giving us the story of where John Clark came from.
I really enjoyed this book! The last Tom Clancy book I read was, in my opinion, his worst: The Teeth of the Tiger. That one is just not what I would have wanted it to be. So I glad that this one restored my pleasure in Clancy’s books. It had everything I have generally loved about Clancy’s other books: it is full of plot twists, intrigue, military technicalities, espionage, and challenges of how we determine what is and is not moral behaviour. We also got introduced to various figures in the other stories, which was fun.
I was shocked that it took me so long to connect some of the characters in this book to those in others. Like I said, I need to read the whole series. Maybe now that I’ve just read the first (in chronology if not publication) I will continue through. After all, I do own nine of the thirteen books and I can easily acquire the others. Other than that, I am not going to give any spoilers about it, though. I just thought I’d make a short post to keep up with the books I am reading this summer. Let’s see how many of them I can read before I need to take a break!
And, dang it, one of these days I will finish reading this book about balanced literacy so I can write about that, too!
Interview II
I have been busily applying for full-time teaching jobs all over the state. At last count, I have applied to over 300 districts/consortiums in the past year, probably approaching the 1,000 mark for the number of actual jobs I have applied for. It has been quite the journey. It has also been frequently disappointing, with most jobs getting filled within a couple of weeks. I have received a lovely collection of emails informing me that I was not selected for a given position but that my application will be kept on file for the next year. I also have a smaller collection of letters that were sent in the mail informing me of the same thing. At least one job had over 1,000 applicants. For a single job opening. So, clearly, I am up against a lot of competition.
I had started to get to the point where I was wondering if my applications were even going through and/or being seen. But I kept applying. If it was a self-contained general education class for second grade or higher, I applied. And I’ll admit, I was starting to lose track. Hundreds of job applications will do that to you, I imagine.
So imagine my surprise when I got a phone call about a week and a half ago from the principal of a small school in a tiny community! She wanted to know if I was still interested. All I actually caught was that it was a school, so I said, “Yes, absolutely!” and hurriedly searched my emails for an indication of what job I was going to be interviewing for.
I figured it out rather quickly, fortunately. A fifth grade position at Woodland Elementary in Woodland, Illinois. The school has about 180 students, give or take, with two grades, fourth and fifth. It is part of a large district that includes Watseka and the small communities nearby. Woodland Elementary happens to be the only school in the district not in Watseka. Woodland is a lovely hamlet of 350 people in the middle of the woods. An aptly named community, for sure! It is also about an hour from Champaign, which means that it is a perfect location.
My interview was this past Wednesday. I met the principal and we talked about my philosophy of education (so glad that I took the time to figure that out!), the role of technology in the classroom, my ideal literacy program, classroom management, and collaboration. We also talked about education policy and the role of research in the classroom. Then she took me on a tour of the building. It is small and old, but it has also been very well maintained over the past hundred years or so that it is has been around.
I know the interview went well. All of my interviews go well. I have no idea how many people I am up against for this job, but I do know this: I would absolutely love to work at Woodland Elementary in Unit 9! The grade level is exactly where I want to be, the school is doing exactly the kind of things I want to do, and the principal is amazing! She is innovative, she is well-read on research and best practices, and she really works with her teachers to provide a high quality of education for each student. I am hoping and praying fervently that I left a strong impression!
I find out on Monday! Please keep me in your thoughts and prayers!
Summer Reading I: Tuck Everlasting
A few months ago, I was subbing for a teacher who was reading Tuck Everlasting to her class. This is one of those books that every intermediate-level student reads or has read to them, even though it has not, to my knowledge, received any awards for being outstanding in anything. Then, just a few weeks ago, my baby sister (who just turned 17, but is still my baby sister) made a comment online that she has never hated a book as much as Catcher in the Rye since she read Tuck Everlasting, to which the youngest of my older brothers responded that he, too, hates it.
So I decided to give it another read. I’ve read it a few times, but I’ve never had strong feelings about it one way or the other. My wife and I own the 2002 Disney adaptation of the movie which, if I recall correctly, doesn’t really follow the book all that closely.
[NOTE: If you haven’t read the book before and you don’t like spoilers, just stop reading now. Seriously. Because I am going to spoil the ending.] (more…)
Merit Pay, Competition, and Improving Public Education
So. I’ve been on vacation for about a week now. For some teachers, vacation is a time to kick back, relax, and enjoy the warm summer weather. For me, it has been a time to amp up the job application process, not just for the coming school year, but also for the summer. I have promising leads on both fronts, but promising leads are not certain indicators of employment like they used to be.
As promised, I am going to be updating sporadically over the summer. With the adventures on hold, the subject for these posts will be quite the hodge-podge. I am going to be doing a couple of book reviews pretty soon, but for today, I am going to tackle a topic that is making its way to the forefront of public discourse: improving education in our nation.
I hope that this post will be coherent. I am not going to cite any specific research, data, news articles, or anything else in writing this. So these ideas are coming straight from my head. However, I am certain that you could easily Google any of my points and find scores of articles in agreement and scores of articles to the contrary. The inspiration for this post came from my brother Anton, who recently posted a link on Facebook regarding GOP presidential candidate Herman Cain. One of Mr. Cain’s statements on his site brings up the issue of education and, as many on the right, Mr. Cain believes the key to improving education in our nation is merit pay, vouchers, and charter schools.
I respectfully disagreed with his ideas. My brother posed this question, which is what I want to focus on: “If you don’t pay based on merit, how do you recommend paying? Shouldn’t the best teachers be paid more? How do you out the bad teachers?”
First and foremost, these three questions are quite separate from one another. The most important question, though, is the last: How do we out the bad teachers? How do we identify them, and how do we remove them from the system? (more…)
And Thus It Ends
Today was the last possible day I could have been asked to substitute in Mahomet. Champaign and Urbana both ended earlier this week. I didn’t work, because none of the teachers or administrators in Mahomet are sadistic enough to ask a sub to come in on the last day of the year. This is also true of those in Champaign and Urbana. Just one of the many reasons I love these districts!
And thus it ends. My third year as a substitute teacher.
Year one was a decent year, with assignments a few times a week. Year two was dreadful, with an average of one assignment a week, and then only when a teacher at Robeson Elementary had requested me. So I began this year with the desire to expand my opportunities. I officially entered the sub lists for Mahomet, Urbana, and Rantoul. Rantoul called me about four or five times, but always late in the morning when I already had an assignment. I spent a total of two days in Urbana, although they, too, had called when I was already working.
This year, on the other hand, has been a very busy year. It had a slow start, with about three assignments a week, but by the beginning of the second term, I was working just about every single day possible. My reputation had spread, and many teachers wanted me in their rooms. It was exciting to have multiple requests come for the same day. Hopefully no feelings were hurt if I selected one teacher over another.
This was also the year I decided to blog my experiences. My one regret is that I didn’t start doing this three years ago! I think I have learned more about my craft by writing about it then I possibly could have just doing it. Reflection is such an important element of teaching. I remember my cooperating teacher from my first student teaching experience complimenting me on my natural desire to reflect and evaluate myself. I am glad that I have kept it up.
This summer will bring new adventures. I am on the list to sub for summer school teachers in Champaign, and I will be looking into whether or not Mahomet also uses subs in the summer. I have also applied for a variety of summer jobs, including evening custodial work, pharmacy/convenience store jobs, and small boutique firms. I will most likely be swabbing toilets again, which is a return to my first summer job after graduating from the University of Illinois. (It was a part-time temp job that turned into a full-time vocation as I ended up running the company with my wife for about a year and a half!)
And, of course, there are the scores of full-time teaching positions to be sought. I have spent the past two days applying for several dozen already, and there will be many more to go.
So, what of Adventures in Substituting over the summer? Well, the poll results are in (thank you to the six people who seem to actually stop by and read), and it looks like I am going to be writing about whatever education-y things that pop into my head. But, no fear, Laurie and mystery vote! I will also blog about books I’ve read and about my philosophy! So I guess I’ll be doing an all-of-the-above blog.
Please keep coming by! You can also follow me on Twitter or friend me on Facebook to find out when I update!
Cheers!
Summer Posts (A Poll)
Today was a day that I have spent (and will continue to spend, for those noticing that I am updating around noon) applying for teaching jobs all over Illinois. I am also going to be applying for jobs in the community for summer work. Which leads me to an all-so-important question:
What should I do with my blog until August comes? If I get a full-time teaching position, I will no longer have any adventures in substituting to share. I will, of course, create a new blog to track my adventures as a full-time teacher. If I don’t get a full-time position, I will have brand-new adventures to share when school starts up again. But that gives 12 weeks, at least, in which I won’t have much to write about. My wife and I share a personal blog, so there’s no need to make personal updates here (besides, that’s not really what I want this blog to be). So, I’ve thought about a couple of things I can do, and thought I’d post them here as a poll to see what you all suggest. (Note: I still don’t know who “you all” actually are… I know a few of you, but I seem to have far more site visitors than commenters, so either I have web crawlers all over the place, or I just have people who come read, and then run away.) (more…)
A Day for Shorts
Today I was an 8th grade science teacher at Mahomet-Seymour Junior High. I had been requested by the teacher, which is kind of odd, since I have only been in her room once, and then it was just to collect a couple of students who were being pulled out for supportive services. Somehow I managed to leave a positive enough impression to be listed as one of her preferred subs.
I was only there for the afternoon today, and all of the classes were doing the same thing: watching the Pixar Animation Studios Shorts. I’m not sure how this video really fit in with an 8th grade science class, but it is the end of the year, and I think the teachers just wanted to do something fun. Of my four classes, three of them watched the oldest shorts first, making it about as far as For The Birds (2000). It was fun to watch the progression of quality by the Pixar crew. We also noticed that most of John Lasseter’s story ideas are surprisingly depressing. I have no idea why this is the case, though. The last period, which does not have class tomorrow afternoon for some reason, opted to watch the more recent shorts, starting with For the Birds and going through to Lifted (2006).
There was only one down-side to the day: the room I was in was incredibly hot. I think the temperature was somewhere around 80ºF, with doors and windows open and fans on. It was one of the few days of this entire academic year that I found myself wishing that I was not wearing slacks, dress shirt, and tie. However, I was wearing them, and I survived. But the slacks, dress shirt, and tie were replaced with shorts and lighter shirt as soon as I got home!
Tomorrow is the last day of school in Champaign, with students reporting to school for roughly an hour or two. Mahomet-Seymour will continue on until Thursday, but it is highly unlikely that I will receive any assignments for the last two days of school. And so it is that today was (most likely) my last day subbing for the academic year. I will be giving a lot of thought to what I want to do with this blog over the summer, and will be posting a poll tomorrow to see if any of you faithful readers have a preference.
Memorial Day
Today is Memorial Day here in the United States of America, and so it is that all government buildings are shut down, including the schools. It is a day to reflect upon the great sacrifices made by men and women throughout history in the defense of our nation. I tend to avoid any overt religious commentary on this blog, for the simple fact that I wish to focus on my work as an educator, more specifically so as a substitute teacher, but I thought I’d make an exception today. I figure that if we truly believe that we are “one nation under God” then it is totally okay for me to bring up my own faith every now and then.
I am a member of The Church of Jesus Christ of Latter-day Saints–a church commonly known to many as “the Mormon Church” because of our belief in the truthfulness of The Book of Mormon as an additional book of scripture, similar in purpose to the Holy Bible. I give this introduction because, on this Memorial Day, I have been thinking of one of my great military heroes. There are some, even within my faith community, who do not value him for what he represents, but I am not one of those. This man was named Moroni, and he was the chief captain of the military forces of a group of people known as the Nephites. As the chief captain, he had to lead his people in war against those who sought to take away their freedoms.
There is an account in the Book of Mormon that tells of him rallying the people together under what was known as the Title of Liberty. This was a flag or banner made from his own coat that had written upon it these words: “In memory of our God, our religion, and freedom, and our peace, our wives, and our children.” It was with this that he raised an army and conquered his people’s enemies.
But what I love most about Captain Moroni is that he did not glory in battle. He understood that his purpose was not to conquer, but to protect, and he trusted always in his God. As the Book of Mormon says about him,
11And Moroni was a astrong and a mighty man; he was a man of a perfect bunderstanding; yea, a man that did not delight in bloodshed; a man whose soul did joy in the liberty and the freedom of his country, and his brethren from bondage and slavery;
12Yea, a man whose heart did swell with thanksgiving to his God, for the many privileges and blessings which he bestowed upon his people; a man who did labor exceedingly for the awelfare and safety of his people.
13Yea, and he was a man who was firm in the faith of Christ, and he had asworn with an oath to defend his people, his rights, and his country, and his religion, even to the loss of his blood.
14Now the Nephites were taught to defend themselves against their enemies, even to the shedding of blood if it were necessary; yea, and they were also taught anever to give an offense, yea, and never to raise the sword except it were against an enemy, except it were to preserve their lives.
15And this was their afaith, that by so doing God would bprosperthem in the land, or in other words, if they were faithful in keeping the commandments of God that he would prosper them in the land; yea, warn them to flee, or to prepare for war, according to their danger;
16And also, that God would make it known unto them awhitherthey should go to defend themselves against their enemies, and by so doing, the Lord would deliver them; and this was the faith of Moroni, and his heart did glory in it; bnot in the shedding of blood but in doing good, in preserving his people, yea, in keeping the commandments of God, yea, and resisting iniquity.
17Yea, verily, verily I say unto you, if all men had been, and were, and ever would be, like unto aMoroni, behold, the very powers of hell would have been shaken forever; yea, the bdevilwould never have power over the hearts of the children of men.
And so it is on this Memorial Day that I give honour to the men and women who “labor exceedingly for the welfare and safety of [our] people.” To all the families of all the slain of our battles, I give thanks for your sacrifice, and for the sacrifice of your loved ones.
Hulk Rage
Today I was a first grade teacher at Dr. Howard Elementary in Champaign. I actually worked with this class several months ago, and I’d had a fairly decent experience. I have a general belief that classes improve over time, but this was not true for today.
In fact, the class was considerably worse than they had been at the beginning of the year. Instead of having one or two students challenging limits and pushing buttons, I had nine out of seventeen. It was chaotic and nearly unmanageable.
Their teacher uses the lights in the classroom as a signal for the students to reset (stop, think about what they are doing, and start making better choices). Every teacher has a different management plan, and I try to follow each plan as best as I can. At first, the class responded well to the lights being turned off: they all got back in their seats, stopped what they were doing, and put their heads down. But then they would go right back to misbehaving after the lights were turned back on.
I tried to demonstrate that I was serious about the need for them to reset, and so I stopped everything again by turning off the lights. Of course, as soon as the lights went back on, so did the misbehaviour. And I can’t exactly have a class work all day in the dark. So the day was stop, go, stop, go, stop, go.
All. Day. Long.
After lunch, things were even worse. All of a sudden I had pencils, pens, markers, erasers, toys, and tissue boxes flying across the room. I tried some of my other methods of management: I simply sat down and refused to respond to any students until everyone stopped what they were doing. This works really well with most classes.
Not so much with this one. Things got worse. And worse. And worse.
And then the name calling started. Followed by the profanities.
Did I mention that these kids are in first grade? They are all about seven years old. And yet they were swearing at each other. It completely blew my mind.
And so I blew up at them. Actually, I just made it sound like I blew up. I was in complete control and knew exactly what I was saying and how I was saying it. They stopped then. Hoo boy, did they stop. But I hate when I have to raise my voice, and I hate it even more when I have to actually yell. But when everything else fails and I start to fear for the safety of the students in my classroom, I don’t have time to clap my hands, turn off the lights, or talk sweetly. And so I have to turn on the Hulk Rage:
Well, it worked for a couple of minutes. Then, just before the class went all crazy again, the assistant principal came in.
Because she could hear me.
From her office.
Across the building.
She talked to the class, threatened to haul some of them off to her office, and then left. About a minute later, I had to call for her to come back and take one of the boys. I was tempted to ask her to take four more, but I wanted to see what would happen with the biggest instigator gone.
It seemed to work. I finally had the class working for the last 45 minutes of the day.
I don’t say it often, but today is definitely a TGIF day. Also, we have a nice three-day weekend ahead of us. I’m ready for a long break!
The Late-Blooming Reader
Today I was an English teacher at Mahomet-Seymour High School. This was my last assignment subbing for this particular teacher. I’ve been there quite a few times over the past several weeks, and I am glad that each experience was better than the one before.
Today was no different, although it was unusual because the Seniors at MSHS are done. So the teacher who has been teaching Reading I for Freshmen in the mornings at AP English for Seniors in the afternoons now just has morning classes. It would have been awesome to get paid for the full day, but I was happy to get paid for a half-day, even though I was only there for two periods.
The students today were working on an in-class assignment that was an assessment of biographies/memoirs they had just finished reading. My job was to monitor them in the library and make sure that they were actually working on the assignment, and now playing around.
I am glad to say that everyone was on task and everyone finished the assignment. I glanced through a handful of the assignments to see what had been written. The assignment had three parts: first, summarize the ending of the book; second, share two or three traits of the featured individual that made the successful in what they did; third, share what you thought about the book itself. One student’s comment at the very end of his paper made me shout for joy on the inside. He wrote, “This is the first book I have read in many year that I actually enjoyed reading… so far. I would really like to finish it.”
I asked him why he couldn’t finish, and he said that he couldn’t check out any books from the library because of his fines. I hope that he now has the motivation to pay the fines so that he can get his hands on the book. The boys and girls in the Reading I classes are there because they are not quite at the reading level they should be. But that doesn’t mean they have to stay there; I would not be at all surprised if this particular student made some progress in his reading and moved up to more difficult classes in the future. He has many years ahead of him. Maybe this assignment will be the catalyst that helps him become a life-long reader.
I certainly hope it does.
Another Farewell
Today was the third day of my three-day assignment as the band teacher at Edison Middle School in Champaign. It was pretty close to being exactly what I expected, with a few exceptions.
With the DVD actually working this time (huzzah!), the day went quickly. I watched the same four scenes of Mary Poppins over and over and over again. Some of the classes went very well, with the students being polite and respectful not just to me, but to each other. One class was absolutely terrible, to the point that I told them that they were the worst class of my week. They were much better behaved after that, probably because it dawned on them that I report to their teacher how they were for me, and their teachers do not take kindly to students abusing the subs, even if there are just a couple of days left to the school year.
The worst, though, was when I had a group of four students talking throughout the movie in one period. I repeatedly asked them to stop talking, and eventually three of them did. But one boy kept it up. So when I told him again, he responded by accusing me of being racist.
*sigh*
I stopped the movie, turned on the lights, and explained to the class the difference between racism and having a white teacher tell an African-American student to stop being disrespectful. I don’t know that the message got through at all, but I wasn’t going to let a student get by with making such a ridiculous claim without any response from me.
Fortunately, the rest of my day went very well. The 8th graders, especially, were great. I told them that they could talk and sign yearbooks as long as they cleaned up the room and put all of the furniture back where it belonged at the end of class. They did. One boy asked me to sign his yearbook, and another promised to find me on Facebook. (I have a policy of not accepting friend requests from current students, but insofar as I do not sub at the high schools in Champaign, and he is done with school on Friday, I said he could friend me if he could find me.)
And then it was a quick farewell to the students I have come to know so well over the past several months. Some of them are probably glad to not have to see me again. Others expressed sadness but, at the same time, they are done with middle school, so the farewell was overshadowed with the jubilation that they survived. I’m glad they did, and I wish them all the very best in high school. I’m sure I’ll see some of them around, most likely at Wal-Mart, where I seem to run into a bunch of students.
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