Inauguration 2021

I'm a member of several teacher groups on social media, many of them created last spring when so many of us were sent home to teach on-screen. I regularly skim posts from these groups because, for the most part, members are there to share and to learn from each other. 

Monday evening, one member of a group asked how other teachers planned to spend today, Inauguration Day, and what, if anything, they'd teach their students about the event.  "Praying for our country now that the socialists are taking over," "Nothing- I won't show my students a fake inauguration because that's what it will be," and "I plan to wear all black, but I'm really worried because I'm not sure I will be able to keep from sobbing as I watch this country being destroyed" were some of the responses.  

I posted the following:

The first female vice president and no one wants to even mention that accomplishment? How about a rescue dog being one of two pets in the White House? How about the fun title of Madame Vice-President's husband, the first Second Gentleman? Students are going to be hearing some new language- it's our job to help them with this schema. No fear. Just facts.

... at which point another group member tagged me, saying "... oh geez, here comes a unicorn!"

Now if "... oh geez" hadn't prefaced my being called a "unicorn" I would have thought R-O-C-K ON! A fellow teacher gets what I'm saying! She relates to this being yet another teachable moment that can (and should) transcend politics!  But the "... oh geez" gave me just enough pause to realize that it was likely I wasn't being complimented. Once I did a little digging and discovered that being called a unicorn was akin to being labeled a "liberal snowflake" amongst Trumpers, I decided this was an appropriate response:

After taking a screenshot of the dialogue (I won't share her identity here), I noticed that the unicorn-labeler's comment disappeared several minutes later. Perhaps she rethought her tone, or maybe she remembered that her comment didn't exactly follow the group's guidelines.  Perhaps simply a page administrator decided to intervene. But after some affirmations from other like-minded colleagues, and the insistance by the naysayers that the inauguration "shouldn't be touched with a ten-foot pole," I resolved to CONTINUE to teach my kindergarteners about what an inauguration is, and to provide a simple introduction to President-Elect Joe Biden and Vice-President-Elect Kamala Harris.

That's right: I've taught my students about presidential inaugurations every four years. I blogged about President Obama's first here, and reflected upon a publisher's message to teachers about content regarding Donald Trump's inauguration here, but I'd also done some deep thinking about Mr. Trump when he was still a presidential candidate.  Caring for my students and their emotional well-being while providing them an introduction to our nation's democracy, curricular content and creating a supportive learning environment have been goals throughout my career.  Providing learners with carefully selected content that communicates factual information and helping them to explore ideas such as leadership are just some of my responsibilities as an educator.  I didn't get to just skip over social studies lessons in 2016 because I didn't like who won the election: I still had to teach.  More importantly, I still wanted to teach.

Yesterday I introduced my Super Stars to the word "inauguration," explaining that it means the beginning or the start of something. I told students that today would be the first day that President Biden and Vice President Harris would go to work together in the White House to help all Americans.  "Oh, like we had the first day of kindergarten?" asked a student.  Yes, just like our first day of kindergarten.  I offered "Maybe Mrs. Sommerville should have called our first day of school together OUR Inauguration Day!" I watched approval spread across my iPad screen as students nodded and gave thumbs-up signs.  I also explained that in addition to reciting the Pledge of Allegiance (just like us!), that our new President and Vice-President would be making another promise to all Americans called the Oath of Office. 

Today I shared some facts about President-Elect Biden and Vice-President-Elect Harris.  The Stars loved seeing pictures of Champ and Major, the new White House pets and were excited to discover that our soon-to-be new vice-president had written a book for children. But the biggest wave of Zoom-screen glee and unmuted laughter came when I explained that President Joe Biden's full name was Joseph Robinette Biden Jr.:

Can you imagine, boys and girls, what it must have sounded like when President Biden was a little boy and he did something that got him in trouble?  His mom and dad probably yelled 'JOSEPH ROBINETTE BIDEN JR.!  DID YOU BREAK THIS BLAH-BLAH-BLAH-BLAH?  COME HERE RIGHT NOW, YOUNG MAN!"

They.  Were.  R-O-L-L-I-N-G. 

"Mrs. Sommerville!!  What about Kamala?" begged a student.  I explained that "Kamala" means "lotus flower."  My Star snickered before breaking into giggles, saying in her best pretend-parent voice "Oh Lotus Flower, come tell me what happened to my blah-blah-blah-blah!  You might be getting grounded, Lotus Flower!"

Two leaders of our country, who they might never meet in person, were instantly relatable to my class of five and six-year-olds learning from home.  That's all the lesson needed after our vocabulary, truly. 

*****

I understand that classes full of students older than mine were going to have more in-depth discussions and voice (or parrot) some uncomfortable thoughts today.  I didn't play any of the inauguration ceremony for my students, leaving that decision to the discretion of their families, and at the request of administrators who wanted to protect students from the possibility of seeing or hearing something unplanned or dangerous.  And I didn't ask why some colleagues were dressed as if in mourning.

I wore red(ish), white, and blue, a charm I made in my crafty nook, and of course, pearls:

... and yes, I absolutely checked Etsy for some teacher-unicorn t-shirts, *wink*. 

Like a Regular Teacher Shirt

Unicorn Teacher shirt

... and Kindergarten Teacher Dabbing shirt found here.

My New Classroom in the Time of COVID-19

I'm a remote learning kindergarten teacher this year.  In my district, this means that I will still report to my school building each day, but will teach students from my classroom via Loom, Google Classroom, and pre-recorded content videos while other teachers' students join them for face to face instruction on campus.  My new classroom is a teaching space that would never in a million years be able to support all of the materials, furniture, decor and experiences that my previous room did, but I selected some essentials that remained with me in the building while everything else was brought home. I hope to be able to mount my laptop (camera) on a swivel stand in the middle of the circle, so as I move from location to location, all I have to do is check for focus and framing, without trying to finagle the right height for my laptop in each location, risking gravity's inevitable assertion.

Here's the "before:"

I've arranged my classroom into three areas.  The first is my instructional "circle," which includes in a clockwise rotation my SMART Board, a reading table, bins full of ELA and math manipulatives that can be displayed via projection provided by a document camera, an art easel for painting and craft table for demonstrations/tutorials, and a big book, calendar and story time area next to a cart that is positioned next to the SMART Board. The second is my office area, complete with desk, second monitor that can be hooked up to my laptop, my bulletin board and curriculum storage, and a large table that I can use to sort consumables, create work packets (hopefully), and spread out curriculum guides or other bulky items if needed.  The last area is the real estate for my bulletin board displays and other visuals such as anchor charts and dry erase surfaces.  

Here's the view from my desk (my SMARTBoard is against the far wall, past the big book stand and storytime easel):

I've been keeping half of the room's lights off and the projector of the SMARTBoard dimmed this past week in an attempt to keep the room as cool as possible.  Even with the help of two oscillating fans, I haven't been able to get it cooler than seventy-three degrees, which, no joke, is almost ten degrees hotter that I like any room to be. There are no quilts or lots of puppets and stuffed animals in my room now because we need to minimize the amount of fabric and other porous surfaces into which I and other visitors to my room may come into contact, but the bulletin boards are prepared and surfaces are decorated as they would be if my students were going to be with me in-person. I plan to photograph our sound wall, a display of our 7 Habits, our sixty Power Words, our math vocabulary wall (it's taped to cabinetry), and the front of our room in case a Bitmoji-style room isn't allowed for reference on a Google Site or in Google Classroom.  Even if our building is closed again like it was last spring, I should be able to use the pictures I've taken as reference materials online. 

To the right of my desk, behind the instructional circle is a long table, rolling cart, and bulletin board/tub storage.  I anticipate this area will end up full of math workbooks, packets, and whatever other resources I might be providing to my students.  Because there's a huge bulletin board in this area, I've put up a sound wall that I can easily photograph for my students' reference.  All of my ELA book tubs are stored within easy reach, though I don't know yet if my students will be able to borrow and use books at home, or if they'll only have access to them digitally.

(Sound Wall printables by Must Love First on TPT found here)

Though I'm hoping I'll be able to teach effectively for the school year from within this classroom, I'm setting up an instructional closet area at home in my craft room should our buildings be closed again like they were in the spring. Over-prepared is better than under-prepared, right?

This year my classroom won't be full of students or their work, creative constructions, or seasonal crafts.  It will be odd, and even uncomfortable. I'll be hearing other children and colleagues as they pass by my classroom each day and it will be an adjustment to only interact with my own students via a screen with little if any time in each other's presence.  It will be refreshing yet unusual to eat my lunch and snacks and drink my water outside for as many days as it is possible.  It will be uncomfortable, worrying about what might be in the air all around me indoors, and what I might bring home with me each day.

No, I cannot take a year without pay.  I'm at least fifteen years away from retirement.

Vigilance. Grace.  Hope.  Patience. "Preparedness." 

I'm not sure they, or my organizational efforts, will be enough.

Kindergarten Cop: I've Got Questions

When I began my teaching career in 1994, Kindergarten Cop, starring Arnold Schwarzenegger, had already been seen in theaters.  For whatever reason, I didn't watch the movie until after I had taught for two years, and like everyone else, I thought the most entertaining and hysterically charming scene was the one featuring a student sharing his prior schema about anatomy:



Over the next fourteen or fifteen years, I could watch maybe ten minutes of the movie at most when I'd stumble across it while channel-surfing, especially the comedic scenes of the first fire drill, and the awwwww Gettysburg address.  I had the predictable and appropriate visceral responses when Mr. Kimble hit the father who had a history of wife and child abuse, and when firearms were taken into the school and used by the father/grandmother villainous duo.  When introduced to someone unfamiliar with teaching, I'd occasionally be asked "Oh, so you're just like Kindergarten Cop, right?" to which I'd jokingly respond "Yep, only they don't give me a gun."  Laughter all around.

Then around five or six years ago, I couldn't bring myself to watch any of the movie at any time, anywhere, for any reason, thanks to the day-to-day routines of my profession evolving to include the real life possibility of school shootings, standardized test overkill posing as pedagogy, and kindergarten being turned into the new first grade.  There was no charm to be found in the movie any longer.  My husband even noticed that I wouldn't watch it, so we moved on to establishing a new list of ol' faithfuls and preferred standbys for our movie nights, none of them kindergarten or teaching-related.

Last weekend we were flipping through cable channels on a rare afternoon of not having a Netflix mini-series to watch, and there it was, Kindergarten Cop.

We didn't watch all of it, but we did see enough to generate some fresh questions, such as "Who gave Kimball a jeans day coupon on his first day of work?" and "How did the custodial staff refrain from hiring a hit man to off Mr. Kimble?"  Seriously, LOOK at the walls and floors.



If anyone needs PD on Teaching With Love and Logic or The Leader in Me, it's Kimball, am I right?




Where are the nut/food allergy warning signs?  Perhaps we'll find our answers in the straight-to-DVD Kindergarten Cop 2, yes, TWO.  And this time it's Dolph.

Is that peanut butter on his face?



Have you seen it?  Will I enjoy it?  Here's hoping.

Excitement: Where Women Create

Regular visitors to the blog know that I tend to get my craft groove on at home as well as at school.

Away from the hustle and bustle of the classroom, there was some excitement today when I checked my email: the chairs in my at-home crafty nook were shared with readers at Where Women Create!

Where Women Create has been one of my favorite publications and regular source of crafty and organizational inspiration since my crafty nook really was ~just~ a nook.  Buntings and classroom decor have been created in my special room since we moved into our home almost two years ago.

Thank you Jo and company, for sharing the story of my meant-to-be chairs.  Want to read about them?

~Click here~

*****

When were my chairs featured?  On my mother's birthday!

Happy Birthday Mommy.

(Psst: she's a teacher too!)

*****

And the end of the story? Where Women Create shared my "meant-to-be" chairs online *today.* My eldest, Nathaniel, met Jo, creator and Editor-in-Chief of Where Women Create in Alaska, t-o-d-a-y. Meant. To. Be.

Tragic Events in the News

Teachers, if you are needing to share a link with parents/colleagues on how to handle tragic events in the news, here's one from The Fred Rogers Company:

http://www.fci.org/new-site/par-tragic-events.html#


Shielding my Super Stars from the news today, I couldn't help but hug them longer and tighter as they wished me "Merry Christmas" and left school with their parents for winter vacation.

Odd Day, Merit Pay, Chocolate HEY

Odd day. Not bad, but not "usual" either.

~ Dear Daughter's school was evacuated today after a bomb threat was received and a suspicious backpack was discovered. Interesting that we've been here less than a year and her school has had three big "situations," compared to last year when she was attending a junior high in Texas that five years prior had been *the* drug and gang school to fear... which didn't have a single issue for us to complain about other than 1) rude audience behavior at band concerts and 2) the TAKS.

Her school will be back in session tomorrow with "heightened security measures" in place.

~ Class photos were sent home today with students, and I'm not in them. The picture was taken the day my truck was stolen, so I'll have to set up a date and time that I can have someone play photographer/paparazzi during recess to get a photo of us all together. They won't be my students for much longer- only forty days left in this school year. Thankfully they'll always be my Super Stars.

~ The pre-schooler said "stop it" today for the first time. Up until now, it's been "top it." He *loves* his new class and his teacher's pet iguana, Lizzy.

~ I have "merit pay" whirling around in my head thanks to other teachers' recent blog posts. I've read and thought about many of the details and just can't find a good balance between the "feel-good reward goals" of the proposition and the reality of all of the abuses that will happen if and when a slipshod evaluation "system" is put into place that frankly, won't evaluate *teachers* at all. Test scores will be evaluated. Contrary to popular belief, test scores aren't students. Popularity is an issue in every workplace: will who-you-know translate into how you're evaluated?

Education isn't the great equalizer. It's a business, pure and simple. Thanks a lot, NCLB, the propaganda worked. Some states now require that kindergarten students be assessed with fill-in-the-bubble tests. It's inappropriate and appalling, not "necessary" as many politicians and curriculum publishers would have you believe. Still far too many parents passively allow this abuse to happen, probably buying the hype that the tests hold their child's teacher accountable...the tests guarantee that a child has a quality teacher, and that children will somehow be "better prepared" for school. The Merit Pay Plan tries to appeal to teachers by dangling money under our noses (it's a tempting carrot after all, we have bills to pay too) and to parents by offering an emotional sense of security by implying teachers are now being evaluated by someone capable and inclined to critique us on the actual skills required of us to do our jobs- which can't be the case if test scores end up being the only proof-positive that learning has or hasn't taken place.

As good teachers continue to argue against the abuses of NCLB and its mediocre, in some cases, horrific results, spin doctors immediately go on the offensive, insinuating that if teachers can't "prove" their teaching prowess via documented student gains, then my, my, my, perhaps those teachers really shouldn't continue to be employed by their districts. And do parents do the number crunching when it comes to evaluating all of the numbers, scores, rubrics, gains, and areas of need? No. Do they question the data reported in newspapers, magazines, in blogs or news broadcasts? No. They take it as fact, usually oblivious that while "figures don't lie, liars certainly can figure." Data can be manipulated, tweaked, fabricated. Good data can be misrepresented, under-represented, or even buried in order to further the goals of the Education-as-Business Machine.

It's the opinions of psychologists, sociologists, and behaviorists that interest me...why we as members of society always insist on wheeling and dealing, undercutting, depriving, lying, misrepresenting, damaging so much and so many in our paths on the way to rake in the almighty dollar, all the while claiming to be doing it all for the common good.

I need some chocolate.

Flow

Watching and listening to TED Talks periodically does (for me) exactly what Mihaly Csikszentmihalyi discusses in his presentation about creativity, fulfillment and flow. Feeling re-energized, interested, engaged, and motivated is how I know I'm in the "flow" state- my challenges are higher, and I'm pushed to increase my skill level... or my skills are high, and I'm ready to challenge myself. It's a state that in my case, doesn't usually occur out of necessity for my home life or my employment. It's a state I enjoy for myself, and what I mean to express when I describe myself as a "lifelong learner." When I learn, integrate new knowledge and use it, it's rarely if ever a dull series of events for me.

The talk is slow going at first, but if you're interested in creativity, that automatic, spontaneous rush (ecstasy), this man is worth listening to:



*****
As a teacher, the quote by Masaru Ibuka struck a nerve as I reflect back on how many teachers, including myself, have felt about teaching since NCLB's mandates. Mr. Ibuka's goal, his mission, when co-creating Sony was:

To establish a place of work where engineers can feel the joy of technological innovation, be aware of their mission to society, and work to their heart's content.

How many educators today feel something akin to his focus when they enter the classroom each morning?

Not many.

More importantly, how many students find their schools this supportive and empowering as they are introduced to new information and skills, develop those skills and expand their learning techniques, and are immersed in a culture of knowledge that will hopefully, one day, enable them to create?

The answer:

Not enough.

Freedom...to Blog...to Read Blogs...to Avoid Blogs

Blogging for almost two years now, I’ve read with great interest those posts by favorite authors (bloggers, whichever you prefer) that pop up from time to time regarding anonymity, confidentiality, off-limit topics, etc. I’ve found it interesting that bloggers of all makes and models, be they crafters, artists, teachers, poets, home decor gurus or chefs, have had to deal with clarifying their blogs' focus and intentions, and in some cases, have either had to publicly defend their blogs' value and validity at the risk of losing their employment or customer base, or stop blogging all together because bosses didn't like what was being put out there.

Several of my favorite educational bloggers write anonymously. Some blog sites include disclaimers such as “this blog reflects my own personal opinions and not necessarily those of my colleagues or employer,” while other authors avoid identifying their schools, school districts, state or locale in any way, shape or form. Some friends and blogging colleagues with whom I write identify themselves and their locales on their blog sites, and have received varying feedback from their employers when their blogs have been shared, or in some cases, “discovered." Encountering a few no-holds-barred blogs authored by anonymous teachers with bones to pick and gripes to share, I felt a strong inclination that my own blog should be written honestly and without cheap shots.

When I decided to start blogging, I did so only at my MySpace page. Only friends or those who were willing to dig through millions and millions of MySpacers could find the blog, and frankly, I wasn't sure anyone would find it of interest once they did. Friends, family, colleagues, even former students are linked to my page, so should you visit it, you'll find it's a pretty accurate reflection of who I am. The page expresses my tastes, my humor, and my interests, much like my blog. My friends and family reflect a wonderful diversity that I enjoy, but I understand that visitors might not feel as comfortable with what they encounter when they leave my page to explore others. As always, it’s your choice to keep reading, or hit the back button. Leave the page, empty your cache or history, or shut down your computer. I have the right to write, you have the right to read, or to not read. Freedom is cool that way.

My writing evolves as do my interests. My writing "voice" continues to develop and change. I’m not only a teacher, but a wife, mother, daughter, friend, baker, and crafter, who enjoys sharing discoveries, recipes, teacher tips, family funnies, and the occasional rant with my readers. Since moving to Blogger (Kindergarten’s 3 R’s) I've gained more experience, fiddling with templates, subject matter, my blogroll, avatar, and all of the other bells and whistles that accompany publishing online. I choose to use my real name on my blog, but also choose to not “out” my family, friends, or colleagues by using their last names, location, school, or naming their employer(s), or mine. I am sensitive to the issues of confidentiality, safety, and mutual respect. I have chosen to share my thoughts with whomever might want to read them, and understand that just because I want to share doesn't mean everyone else will feel so inclined. I'm sassy, I'm silly, and I'm sarcastic. I appeal to some readers, not to all. Thankfully it's not my job to make everyone happy.

My present employers have told me they do not have a problem with me maintaining the online presence that I have at Blogger, EduBlogs, or MySpace. The content I’ve shared isn’t cruel or illegal, nor have I exposed my students’ or their families’ identities. As a teacher I’m happy to give credit where credit is due, so I link back to blogs I share, and identify colleagues (former and current) by first name only. They are appreciated, they are creative, they are inspiring, and for those far from my present location, they are missed. Many of them keep tabs on me and my family’s adventures by subscribing to my blog or checking directly at the site. Some colleagues have been inspired to create their own blogs, while many others enjoy their "lurking" practices. Several readers love the videos, while others find them a waste of space, preferring photos of my home decor or classroom center arrangement from which they can draw inspiration. To each his/her own.

Being a teacher who has been on the move for the past five years, my blogs reflect my emotions and impressions that are tied to each relocation, family upheaval, new school district, each state, and yes, each staff. I post the good, the funny, the stressful, and even the not-so-hot. I voice my enthusiasm, my questions, my concerns, and my frustrations. I advocate for my students, their families, and for my colleagues. My criticism and rants almost always strike a nerve with those who agree with my point of view as well as with those who don’t. When I read comments or emails about particular posts, I know many of us share common issues and concerns, though we don't always agree with each others' philosophies or opinions. I welcome dialogue and open communication- it’s how I learn, clarify, and understand. While readers regularly offer support and agreement, often it's due to the fact that my rants match many of their own beliefs. Those who disagree with me move on and find other bloggers with more appeal. Readers may feel that I’ve aired dirty laundry about my school environment, though I’m guessing they find no objection with the praise and appreciation that I’ve also shared.

New kindergarten teachers who are seeking out their place in their new schools, parents of soon-to-be kindergartners or teachers in Title I schools have thanked me or subscribed to my blog because they feel it offers an honest voice, hope, helpful links and some tricks of the trade worth sharing. It helps to hear that similar misconceptions about kindergarten and public education are being dealt with by someone other than ourselves, that the joys of teaching outweigh the stresses, and that we are not alone, though we may occasionally feel isolated in our new environments. Teaching is not all glory and roses, it's also not all torment and drama.


There are some really terrific teachers out there, and a lot of great teachers that also happen to be human and have tough days. Mistakes are made, even by yours truly. No one is perfect. Whether we like it or not, there are also some bruised or bad apples in the barrel, narrow minded educators who are more defensive than supportive, more belligerent than collegial, and administrators, school boards, and politicians who for some reason have lost sight of the fact that students are more important than numbers, and that diversity will always prevent one-size-fits-all programs from ever helping each and every child. Many parents will be involved, some parents will occasionally need more hand-holding than their children do, and sometimes parents won't ever set foot in your classroom.



I've done this job long enough to recognize the truths of it. I've traveled enough to have some tales to tell, and have been both blessed and burdened by those who inhabit with me the playing field that is Public Education. I have a lot yet to learn, and more students to reach and teach. I anticipate having more thoughts to share, examine, and rethink with my colleagues both past and present, and I look forward to continuing to connect with educators, administrators, parents, and those interested in early childhood education via the web.

This blog is not a witch hunt, nor is it written with the intention to harm my students, their families, my colleagues, or our administrators. Breathe. Relax. Come ask me for clarification if necessary as we're all still getting to know one another. Otherwise, feel free to NOT read this blog. Check out the links to some other "teacher bloggers" on the right hand sidebar (they are awesome!), sit back and enjoy a recipe or two, or avoid my blog completely. It's all good.

Cookie anyone?

What Would I Be if I Couldn't Be a Teacher?

After the first two weeks of school, my classroom aide told me "You know, you are a good teacher."

As she has an early childhood/preschool background and loves younger children, and also has lots of experience at my new school, I realize her statement was made after careful observation and time spent adapting to my teaching style, my classroom environment, and my students' personalities for those first ten days. She is the only person at my school who has seen me teach at length so far, so her validation is extremely relevant to me.

Last Thursday, as she prepped her work area for the upcoming week, she asked me what I would have been if I couldn't have chosen to be a teacher. I told her "lots of things," which made her laugh because it sounded very much like what one of our kindergarten students would say. I asked her what she wanted to be "when she grew up" and she mentioned she had always been interested in law, and so would have become a lawyer. Our conversation continued with another one of my kindergarten colleagues, and after a bit we said goodbye for the long weekend.

What would I be?

• A writer


• A restaurant hostess


• A baker


• A crafter


• A shop owner (books, home decor, crafting, something)


• A librarian


• An organizational consultant


• A musician


• A day care manager


• A gardener


• A broadcast journalist


• A photographer

After some reflection, it turns out that I'm already dabbling in those occupations in some way, shape or form. After updating my blog subscriptions earlier in the week, it turns out that those interests are reflected in my choice of blogs and web sites to visit.

Apparently I'm going to be all of those things AND a teacher.

Just like a kindergartner!



(Heidi Goennel)

My Own Personal Teacher Quirks

More self-reflection and "A-ha" moments for me:

~ I'm not a teacher who can hang out in the teachers' lounge. Visit on occasion, yes. Donate goodies and nummies on payday Fridays, certainly. Eat lunch every day...no. Working with kindergarten students means I'm talking with them, listening to them, taking in their verbal and non-verbal communication constantly. Lunch time is my break. I like to listen to a bit of music, or even just have some quiet time. Teachers' lounges are rarely soothing, calm places. Being social 24/7 is not in my nature. I could roam antique malls for hours, silently, all by myself, or with a friend. Shh. No wonder I almost became a librarian.



~ I don't hang out with parents while I'm their child's teacher. Invite them to volunteer in my classroom, yes, oh yes. Attend their Longaberger or Pampered Chef parties? Nope, though I certainly welcome a catalog or two into my classroom and gladly order goodies that will help out the hostess! Once I'm done being the teacher and school is out at the end of the year? Lunch at Panera, Ladies, lunch at Panera!



~ I have to do all the motions to "The Wheels on the Bus," "Five Green and Speckled Frogs," and "Little Bunny Foo-foo" with my students. HAVE TO. Thankfully, I also have a toddler, so I can usually get away with doing the motions on the weekend, out in public with my family. I suspect that my husband and daughter are looking forward to the day they have to pull me aside and whisper "uh, Honey/Mom, could you *not* do that anymore?"

~ I like putting up bulletin board displays and vignettes. Yep, I'm a sicko.

~ This year, I'm not a fan of "professional development" for "new teachers to the district." Probably because this is the THIRD ROUND of "new teacher PD" I've had to go through in the last four years. Show me the computer program, tell me the quirks, give me the inside scoop on the ins and outs of drills and the school calendar, and then let me teach, please. A person who will be teaching for the first time *ever* needs all the support and help colleagues can muster to give them. They need to be taught that they have resources, they often need to be taught HOW to use those resources and build collegial relationships~ I remember, I've been there. Meanwhile, a person who has taught for twelve years previously needs to know what abbreviations his or her new school uses as labels for the same services s/he was required to provide at the previous district and his or her district password to get into school programs, records, e-mail. Is it called the intervention team, the S.I.T. Team or the S.W.A.T. team? They're the same thing (though their format and operations change a bit, especially now with "response to intervention," R.T.I.) and every school has to have one. My most helpful "training?" Being taught how NOT to set off the alarm at school when I'm there after hours. Alarms are new to me. Otherwise I know how to get information and who to ask. When I don't know who to ask, I ask colleagues anyway, and get steered in the right direction. I know how to read teachers' manuals, know how to set up my curriculum map for the year, and know how to assess my students. I operate PC's and Mac's quite well, and know how to communicate with parents. I know how to teach.

Yet another reason to hope Uncle Sam doesn't move us again any time soon: I don't want to be the new teacher anymore. I just want to teach.

~ Many teachers have day runners, Blackberries, or desk top calendars. I have my binder, divided by sections: Class lists and info; Curriculum map and year long calendar; lesson plans; Kansas State Standards for kindergarten; screening sheets. Want to get on my not-so-nice side? Move the binder.



~ Though the thought never appealed to me before, I would consider being a "mentor teacher" if I could follow the example of my own, Laura. She welcomed me to the district and Kansas before school started, has had lots of info to share with me, has made it clear that she both IS a resource and HAS resources for me should I need or want them, and folks, she has a garden! My family and I are enjoying cucumbers and tomatoes thanks to her green thumb- I'm thinking BLT's for breakfast tomorrow...seriously!



~ My students accommodate me as much as I accommodate them since I hear things a bit differently than most people. I hear everything (except for whispers), and I mean, everything, at the same volume. I hear the student talking with me, the lights buzzing in my classroom overhead, the water dripping from the water fountain, colleagues talking across the hallway, students debating on whether to build a tower or a snake out of blocks, and parents chatting outside of my classroom windows if they're occurring at the same time, AT the same time. Students have to get used to raising hands, and taking turns when I'm listening to someone else, because it takes a lot of focus and attention for me to give a person my almost-undivided-attention. Just another reason I could handle working in a library!

~ I can't wait to make more banners for my classroom decor- I'm enjoying the shift away from pre-printed, pre-packaged classroom displays that can be found at teacher supply stores to more homemade and kindergarten friendly elements that I can create over the weekend. The fact that I have to drive half an hour to forty-five minutes one way to GET to a decent teacher supply store might have something to do with that too! I found some inspiration on Flickr...



1. Back to School Banners, 2. fall round tag banner, 3. Fall Tag Banner, 4. Sparkling Fall Banner, 5. trick or treat swap banner for jess and sarah closeup, 6. Spooky Halloween Banner

*****

How "quirky" are you?

Blogging and Technology Reflection

I've caught myself in a state of self-reflection again, this time in regard to my presence out here on the web.

I've read the newest issue of Artful Blogging. For months now I've been enjoying my morning ritual of parking myself and my coffee in front of the computer to scroll through NetNewsWire. I've noticed the monthly blogging/commenting challenges that have popped up all over Blogsville this past week, and have wondered if I should join in or just keep my blogging activities to myself and my readers. I'm still confused as to why some of my subscriptions load reliably almost every day, while others get stockpiled in blog limbo and then flood my feed in one fell swoop after a month or so. It reminds me of my cell phone service here in the Bordertown. I miss calls, and messages get held for days, weeks sometimes, before hitting voicemail. Message after message, the callers' tones seem to get testy, because they* JUST KNOW* I'm ignoring them and not returning their calls.



There goes that blind trust and over-reliance on technology again. Don't trust the phone company or advances in voicemail technology, trust ME.

*****

From what I could gather during my job interview over the phone with my new employer (I'll be back in Oz, this time at District #2), I'll be working with a staff that is a bit different from the last three with whom I've taught. This is completely understandable to me because I've witnessed first-hand the diversity that exists in the United States each time Uncle Sam has relocated us, however it might still come as a surprise to those who assume school districts across our nation are actually nearing some state of standardization with one another.

During my interview I was asked about PLC's and technology in particular, a question I've never been asked before. It's a question I myself have asked prospective employers at each of my interviews here in the Bordertown, a question I received very awkward answers to, responses indicating that I was more familiar with current technology usage in education than the interviewing principals were. I was told by District #2 that my classroom would have at least three wireless laptops for my students to use, so no, I wouldn't have to bring my outdated iMacs with me when I moved. For the first time, I was able to say "I have a blog" without worrying that the interviewer's mental alarm bells were going off, imagining a site full of inappropriate photos and text of a wanna-be-web-celeb instead of a teacher/crafter/mother/military wife who was sharing recipes, craft ideas, family updates, and links to kindergarten-related themes. I'm guessing someone at District #2 has already Googled me...probably did it before ever dialing my number for the interview. I would if I were in his or her position.

*****

I know that time has continued to march on as my family and I relocate from state to state. When I left Alaska, my teaching experience was built over a decade's worth of observations and paradigm shifts, most notably in regard to technological advances and their impact on school and society. I had to learn how to be responsible for an entire new iMac lab (not so new now!), and had to exercise caution because of what my students might encounter or see "out there," *NOT* what they themselves might PUT out there. Teachers with their own web pages were testing the water for all of us, and must have felt the pressure of it. My usage of White Out decreased significantly when a computerized report card replaced the traditional hand-written one.

In New Mexico, the kindergarten curriculum included goals for computer technology, but my classroom was given rarely operational PC's for the job because really, why would five year olds need computers? They'd just "play on them." Many of my colleagues had never heard of or seen Living



Books before (another no-longer-"new" resource). Teachers emailed, or instant messaged one another, but other than professional communication and entering data for attendance records, computers were to be used for student assessment only via Accelerated Reader. During chats in the staff lounge, no one complained about their own childrens' MySpace pages, and no one understood why I would want a dry erase, mobile magnetic white board in my room instead of the singular chalkboard I had. My son's and daughter's teachers didn't assign web projects. My own students were taught how to use the overhead projector, c.d. player, computers, and scanner instead of just being parked in front of them during lessons. Report cards still had to be filled out by hand. DIBELS too, though the number crunching of scores took place at Central Office somewhere.

In Oz, District #1 seemed to focus on using technology primarily again for student assessment. Improved reading and math scores were the be-all-end-all goal, with lists of acceptable web resources and sites xeroxed off and distributed ad nauseum during most professional development seminars, while statewide assessment test "practice" took precedence over any other web activities or lessons that students might have normally been assigned. My old iMacs came in handy, as my students were never a priority for computer lab time when the assessment crunch was in full swing unless my colleague and I were prepping them for future first grade AR assessments. I'm guessing the proposal I helped to author for an additional portable/cart computer lab wouldn't have created increased computer access for my kindergartners...it would have provided more test prep for additional (older) students. District email was handy, as were the attendance and report card programs though the kindergarten report card wasn't aligned with state standards and didn't provide enough narrative space for additional and essential info/documentation.

A younger group of teachers have MySpace pages, but several still don't quite know that their just-out-of-college-weekend-partying photos that they regularly post on their public sites are still viewable by students, parents, and colleagues. Some post photos on their personal pages of not only themselves but their students as well, something as a parent and teacher I find highly inappropriate. Some colleagues have their own personal blogs, where they reflect on their teaching practices and philosophies, their frustrations and their goals. Many of their identities are kept private for good reasons, as professional retribution and/or public misunderstandings by parents and colleagues who might search the web for them would be unbearable and possibly even job-threatening.

District #2 sounds incredibly promising, pro-teacher and therefore pro-student.

*****

I'll reflect more on why I blog at some later time, but I have to tell you, it's because of blogging, reading, commenting, participating in discussions, and contributing to the sea of teaching perspectives out there that I've been able to continue my own professional development during my Stay-at-Home-Mom year. My professional learning community stretches around the world, crossing borders, philosophies, cultures and ages, and in many cases it includes my own personal tastes and interests apart from public education. A wiki on cross stitching, a MySpace group devoted to scrapbooking techniques, a subscription to a photographer's blog overseas, my weekly download of the latest Oprah podcast for A New Earth, and my own contributions to blogs like In Practice aren't threatening to me or my employer- they've been essential to expanding my connections with others, and with myself.


My next goal? Podcasting- reading my students' favorite stories for them to access at school or at home. My voice, and the memory of face-to-face storytime can increase the personal connection with my students that promotes literacy better than any digital/cartoon character ever could.

*****

Thanks for reading. Don't forget to comment here for a chance to win the blue wreath tomorrow~

There's No Place Like Home, There's No Place Like Home...

...there's no place like home!



And "home" is a classroom in Kansas!

I had my very first phone interview yesterday afternoon, a kind of "initial-meet-and-greet" event. It ended up being full of laughter and cut-off sentences with asides that made the whole call such a friendly and upbeat conversation- which *would* have carried me through the rest of the day with its lingering energetic buzz if I hadn't been called five minutes later and offered a teaching position by the deputy superintendent! Now here I am, the morning after, and I'm still smiling, grinning, walking with a spring in my step, typing like mad without the help of multiple mugs of coffee! It's a very good sign, don't you think, when you have a Terrific Monday?

It will be two months before I report for duty- two months and my mind is racing NOW. Since I don't know what grade I'll be teaching, and I don't know which school will house my classroom and students, it's a bit like waiting for Christmas, with the present sitting there, under the tree, ever-so-slightly taunting me as I glance its way. I can eyeball a few grades' worth of Kansas State Standards until then just so I can have my bases covered, decorate a classroom binder or two for school info and lesson plans, make a few "Welcome to School" banners, finish reading the books on my current book list and find a copy of the text that my new school district is taking on as a collegial book study project... update my blogroll, make sure I'm subscribed to all of the podcasts I've been enjoying this year, write my introductory letter... Once we're moved and unpacked I can move on to the silly things, like ironing all of my teacher dresses and making sure my teacher jewelry is sorted!

What a wonderful start to the week!

Back to the Dark Side

Oh, how I wish I was referring to chocolate, cookies, anything other than teaching. I've been a bit torn lately in fact, because I've found I've been spending more and more time reflecting upon home, family, creativity, emotions, and craft explorations than I have on teaching as our year-long stay in the Bordertown stretches on. Totally natural, I'm sure, but I'm going to have to dive head-first back into the Land of Public Education when I return to teaching kindergarten (hopefully this fall), and that means I'll be back to inservices, professional development days, collegial groups, and trying to pep-talk myself into demonstrating a rah-rah mood about the new learning community to which I will belong. School number four, back in Oz. Which hopefully will be pro-student, and pro-teaching, not pro-Kill-and-Drill-for-the-State-Assessments.

Baby steps, baby steps. So I've gone back to listening to podcasts related to education, visiting the blogs of some of my favorite teachers (their moods don't help, most are bummed out, burnt out, sick and tired), exploring web sites and blogs featuring actual kindergarten classrooms, and trying to leave meaningful comments at the posts that speak to my inner-teacher. Staying on top of my game requires that I continue my own education, formally and/or informally. This year, podcasts, online essays, e-books, and visits to Barnes and Noble to follow up on recommended reading suggestions have been the affordable way to go,and have kept me from having to choose a subject of study for a Master's program.

With NCLB and the attacks on students, teachers, and public education as a whole, I cringe at the thought of one day growing up to be a principal... of being a curriculum coordinator whose job it is merely to buy the the sole program and products approved by the government-approved corporations that have no scientific basis for their claims to fame and success...or the education professor at a university rehashing this whole nightmare for future generations of teachers. Nope, sorry, I'd rather do crafts. Make wreaths. Figure out how to read stories to blog visitors via podcasts. Learn more about digital photography. Lose myself in an antique store or flea market. Or wow, just TEACH.

I'd like to introduce my students to new forms of expression, to new authors, new voices. Encourage them to sing, to question, to discover, and to help others. To take chances, to forgive, to problem-solve. To laugh at knock-knock jokes, to encourage their friends, to persevere when an answer doesn't come easily. To try something new, to enjoy something not-so-new. To paint, to plant, to pretend. To read, to write, to communicate with a diverse group of people, to know they have value. It's wonderful when students realize that LMNOP is really "L-M-N-O-P," five letters, not one. It's even more rewarding when my students help one another celebrate an accomplishment like learning how to tie one's shoes, writing both first and last names, or reading a story. Sharing wonderful stories with parents about those moments they miss as a result of allowing me to spend so much time with their children is something I'm happy to do. Offering longer conferences, sending silly emails, keeping parents in the loop, inviting them to spend time with us.

Time spent actually teaching and guiding is a gift, not a chore to tolerate or endure. But the careful activism that seems to be required right now, advocating for my students, advocating for their future, advocating for their parents, advocating for my own children, advocating for my colleagues, and frankly, advocating for my job is a heavy burden. They're worth it, we're worth it, I'm worth it, but it is difficult. Unpleasant. And it takes away from what I feel I should be doing: opening finger paints, helping cut yarn, vacuuming sand out of the carpet from our sand table...whatever it takes to give my students an environment rich in kinesthetic, emotion-imprinting discoveries and inspirations.

Here's what I've been reading- some of them are lengthy, in-depth... all provide important information and viewpoints of which more parents should be aware...of which more new teachers should read up on if they ever hope to be "real" teachers and not just script readers and assessment administrators:
Drop Out Explosion: Wonder How Come:

"...teachers and principals are blamed and held "accountable," which reinvigorates all over again the inhumane and immoral practices that the Bush kind of tough-love exacts from educators turned into brutal bureaucrats. In order to keep their schools from being shut down or taken over by charter outfits or EMOs, the just-following-orders educators make sure the losers are shoved out, encouraged out, and pushed out in order to avoid their negative effect on school test performance."

A Nation at Risk: Burn in He** (outlines the scare tactic that has been used to great success to destroy public education):

"From an irrational faith in the ability of standardized tests to inspire greater learning, and from an unwillingness to finance more expensive tests that would sample critical thinking as well as basic skills, we’ve again narrowed the curriculum to “minimum competency,” precisely the 1970s standard that A Nation at Risk denounced. From a belief that an alleged decline in student achievement must be attributable to a decline in teacher quality, at best, or to malfeasance (‘low expectations’) of teachers, at worst, many districts have attempted to overcome this teacher incompetence by implementing scripted, or nearly so, curricula. We’ve attempted to focus teachers’ attention by a testing regime so rigid that it threatens to destroy teachers’ intrinsic motivation and their ability to address the full range of student difficulties that can only be diagnosed by creative teachers, student-by-student.

Again, this does not suggest that teachers are as well trained as they should be, as well-motivated as we would like them to be, or as student-oriented as they must be. But it is hard to defend the proposition that teachers, especially those of minority and disadvantaged children, have been sitting around making excuses for poor performance when these children have gained a full standard deviation in test score improvement in a single generation."

Mike in Texas posted "Get Those Test Scores Up or I'll Kill You" at his blog, Education in Texas (and oh yes, I left a comment):

"Of course, it had to have happened in Texas, where the drive to destroy public education began via high-stakes testing. A principal has threatened 'I will kill you all and kill myself.' if TAKS science scores don't improve."

(What galls me is that parents decided to pooh-pooh the teachers, when those same parents would have been the first to worry about and report the incident if it had happened in their own workplaces, or if their child had come home and told them that another student had made a similar threat. )

Endure. Teach in spite of the ever-increasing-list of obstacles. The students need me. Their parents need me.

I'm going to need a LOT of coffee.

Transition Time

Before becoming an Army Wife, images of herding large groups of five year olds to and from centers, art lessons, the gym, lunch, and recess were the only ones that popped into my mind when I heard the term "transition time." After receiving the latest version of our latest orders (military families will understand that one), I'm preparing for my family's next move. It requires us to get back into the all-too-familiar yet not-at-all-convenient preparation mode, and it lasts for months.

Our "transition time" involves evaluating every personal belonging...is it a needful thing, or a wantful thing? Then sorting, yard saling, donating... We do enjoy knowing that we help each local Goodwill or Salvation Army with our clothing, bedding, and household items before we move, and yes, having a weight limit on our household items certainly does keep packrattiness at bay. But it's a PAIN. This will be our fourth move in five years. Our first move was from Alaska to New Mexico done in two trips as my husband had to report to duty six months before the family finished up the school year. Our next move was to be back to Alaska, only Uncle Sam decided we'd take the scenic route through Kansas first. After one year in Oz, Uncle Sam decided my husband needed to see the desert firsthand while the kids and I stayed in Tornado-ville. Upon his return, we were told we were moving to the Bordertown, for a one-year-only stay. We arrived over the fourth of July weekend last year, and more than likely, we'll be leaving over the fourth of July weekend *this* year.

*IF* our orders hold, we'll be returning to Oz, though a different post, two hours away from friends we made during our first assignment. I'd appreciate any good thoughts and positive energy in regard to getting hired- a year off at home with the toddler has been terrific, but I've got that itch to teach more children and be surrounded by kindergarten magic again. I've peeked at the websites of the school districts in the area we'll be living, and I've been pleased to find phrases like "developmentally appropriate practice" used regularly to describe the teaching methods used by kindergarten and primary teachers. Hopefully they're not all whistling Dixie for PR purposes while really inflicting NCLB atrocities upon children behind closed doors.



Future possible employers, I'll be bringing a classrooms' worth of materials, manipulatives, books, and even computers with me, though my most effective and important resource is my appreciation of children, how they think, how they learn, and how they share. Hire me. I make good cookies too, just ask my previous three employers! Yes, oh yes, GOOD cookies are important, very important- just ask any teacher sitting through yet another staff meeting, redundant professional development seminar, or lunch time in the teachers' lounge on that last crazy day before winter break. Cookies...good.

Who knows, by August, perhaps this blog will return to its original kindergarten focus- just another transition.

********************************************************************

While digging up my "flagged" list on NetNewsWire to share with you, it registered to me: once we're on the road again this summer, it will probably be a few weeks before MY computer arrives, is hooked up, and I'm back online. I will have a TON of reading to do! It seems I'll have to scale back my subscriptions- yet one more sorting chore before the movers arrive (see how my mind has already started with the listmaking?!?!?)

***************************************************************

Moving right along:

~The Secret Recipe Blog has come up with yet another recipe for me to try, though I think I'll have to save it for chillier months: Copycat Starbucks Gingerbread Loaf



~Cakespy cracked me up with its Interview with a Cadbury Creme Egg, apropos, no?



~Inspireco is making me rethink paper mache techniques with these beautiful "Surprise Eggs..."

~Dr. Jim Horn over at Schools Matter has been sharing, posting, and sharing some more... interesting stuff for parents and teachers alike that we should all really be aware of NOW, not later. Time to get fired up, think, put aside our lethargy and social exhaustion, and solve these problems:

Higher Teacher Pay: How To Kill a Great Idea

Opting out of Testing

Exterminating Public Schools

~And thanks to Ireland's Eye, I have more than enough recipes for Monday's St. Patrick's Day meal!

(Illustration by Jennifer E. Morris)



I hope you have a wonderful weekend!

Read It Read It Read It Read It!

Jim Horn at Schools Matter discusses Testing and the Death of Play, quoting a Morning Edition Story on NPR:

"Guess what? Play is required for the healthy development of children. Imagine that."

"It turns out that all that time spent playing make-believe actually helped children develop a critical cognitive skill called executive function. Executive function has a number of different elements, but a central one is the ability to self-regulate. Kids with good self-regulation are able to control their emotions and behavior, resist impulses, and exert self-control and discipline."

Parents, teachers, administrators, "behavior specialists," this is a *must read*.

Go.

Now.

Here.

Some S's, But Not All

Potato soup this morning for breakfast. Thick, hearty, peppery (added by me) with a toasted onion bagel and my sore throat is feeling soothed. I have some water on to boil for the preparation of green tea and honey, suggested by a friend after my ever-persistent cough forced me into pleading for a remedy, any remedy. No, it's not a "productive" cough, merely a dry, barely-there-but-there-enough-to-not-be-able-to-ignore-it annoyance. Sleep brought me relief until last night, when the dreaded hacking decided to come out in full force for my daughter and husband. No cough syrup or cough drop could provide relief for them. You can probably tell from my complaints that we're typically a very healthy family. A week or two (please not more!) of being inconvenienced by germs really throws us off-kilter.

I've done some sewing,



and the toddler has had fun stickering (probably not a word, but an incredibly accurate description) one of his coloring books, the coffee table, the carpet, and himself.



After school today I'll be taking Daughter up to the university campus so she can set up her science fair project for judging. The campus happens to be my old stomping grounds from pre-kindegarten age. I still have vivid memories of safari animals on display, a huge train engine encased in glass, rolling down green hills, wearing red shoes, and being the one who broke open the pinata during a kindergarten Halloween party. I'm guessing if the safari, train and hills still inhabit the university, they'll appear much smaller now. I'll take my camera, to document Daughter, her project, and to what extent time has changed things.

Inspired by Daughter's science project, this weekend we'll be enjoying "That's Not in My Science Book," by Kate Kelly (and I'll read part two, chapter six, "How They Learned Why We Get Sick: The Origin of Germ Theory" with great interest!).



Some suggested web reading:

Cakespy adds..... BACON and Sour Patch Kids to brownies!

Paper-and-String has made very cute felt iron-on patches...

Doug reminds us as teachers, administrators, and parents that there really *is* an art to teaching, and that our inherent nature that provides us and our students "multiple ways of knowing" shouldn't be set aside or ignored just because someone else wants teachers and students to spend hours, weeks, or months filling in little bubbles on ineffective and inaccurate assessments.

Don't think you can get fired up about your child's education? What if someone told you that your child's school funding was going to be cut, oh, say, $9000-$400,000, while the *consulting agency* hired to crunch the numbers off of the students' failing assessments didn't lose any funding at all? Taking money away from schools, and giving it to testing corporations...all while making sure no child is "left behind." Uh huh.

And while some of my wool and polar-fleece-lovin' friends in Alaska will try to tell me "fashion things" don't really matter to them, we'll see this spring and next fall, or even in their annual Christmas card photos, whether or not they're hip with the forecasted color palette (thank you Decor8) that we're to be seeing in clothing and home decor lines everywhere. I'm having flashbacks of The Devil Wears Prada (movie)...

Miranda Priestly: [Miranda and some assistants are deciding between two similar belts for an outfit. Andy sniggers because she thinks they look exactly the same] Something funny?
Andy Sachs: No, no, nothing. Y'know, it's just that both those belts look exactly the same to me. Y'know, I'm still learning about all this stuff.
Miranda Priestly: This... 'stuff'? Oh... ok. I see, you think this has nothing to do with you. You go to your closet and you select out, oh I don't know, that lumpy blue sweater, for instance, because you're trying to tell the world that you take yourself too seriously to care about what you put on your back. But what you don't know is that that sweater is not just blue, it's not turquoise, it's not lapis, it's actually cerulean. You're also blithely unaware of the fact that in 2002, Oscar De La Renta did a collection of cerulean gowns. And then I think it was Yves St Laurent, wasn't it, who showed cerulean military jackets? And then cerulean quickly showed up in the collections of 8 different designers. Then it filtered down through the department stores and then trickled on down into some tragic casual corner where you, no doubt, fished it out of some clearance bin. However, that blue represents millions of dollars and countless jobs and so it's sort of comical how you think that you've made a choice that exempts you from the fashion industry when, in fact, you're wearing the sweater that was selected for you by the people in this room. From a pile of stuff.

(Quote found here.)

I hope you have a wonderful weekend, sans germs! I'm off to sip some more soothing tea...

Subs, Aides, Paraprofessionals

A former colleague of mine is now on maternity leave after the much-anticipated arrival of her daughter. My friend has been preparing her classroom, materials, and students for the long-term sub for months now, hoping that she and her students "get a good one." I'm keeping my fingers and toes crossed for her too.

For all of the wonderful substitute teachers, classroom aides, and paraprofessionals out there, thank you for all that you do. And thank you for all that you try to do.

I was raised "a teacher's kid," and was therefore privy to the inside track of public education from a very young age, but I still had to "do my time" as a substitute teacher before I was given the chance to teach my very own group of students. And Ladies and Gents, I never had it as difficult as many of you do simply because of my upbringing and exposure to the world of teachers, inservices, and educational training. I knew which substitute teachers my mother would request by name and why she would request them, and I knew why some substitute teachers had their names crossed off of sub-caller lists after their first visit to a school. I had my mental file cabinet full of tricks and could navigate the "Yay, it's just a SUB" minefield that miraculously appears whenever someone other than the classroom teacher enters a room.


Subs, aides, and para-professionals have to deal with so many issues when they step into another teacher's classroom. The biggest one being that they are not the regular classroom teacher. It's obvious for all to see, and the usual response from many students when a stranger enters the room is to assume all of the rules, limitations, allowances, and expectations of the classroom teacher were just thrown out the window. In response, many subs tend to choose one of several paths: they try to exactly follow whatever schedule or routine that has been left for them, attempting to don the costume, tone, mannerisms and authority of the teacher they are covering (while failing miserably on the classroom stage); they try to call down the thunder in their very best Viola Swamp impersonation, somehow failing to gain the compliance of the students as effectively as she; or they sit behind the desk, warming the teacher's seat and letting the students run the show for the day, merely looking up to check that no blood is left on the linoleum. But the exceptional substitute teachers, aides, and paras, are all able to leave a positive mark on our students, encouraging the academic learning process to continue to motor forward, and giving students some valuable social experiences as well.

Here are some of Amazon.com's recommendations for substitute teacher handbooks. I can't tell you how glad I am that I haven't come across a "Subbing for Dummies" book... or "Teaching for Dummies" for that matter.

As for my colleague's sub? Please do a good job. Enjoy your new students as much as she does. Laugh with them, sing with them, read to them, share with them, encourage them, listen to them, guide them, teach them.

No pressure.

Merit Hiring

I was reading Science Goddess' "More Isn't Always Better" post this morning and her thoughts took me down the road of introspection regarding my lack of employment this year. Her assertion that merit pay for teachers wouldn't guarantee better teaching made my head nod vigorously in agreement, and made me wonder exactly what equation used for hiring here in "Mexico-North" is applied to new teacher applicants such as myself.

My info? College graduate, twelve years teaching experience, licensed/certified to teach in Alaska, New Mexico, Kansas, and even here, Texas. I have glowing letters of recommendation, an excellent résumé, and wonderfully gracious references. Resources? My own extensive childrens' library, professional library, math/science/literacy/art/music manipulatives, classroom decor, puppets, puzzles, blocks, audio/visual teaching aids, computers (yes, I provide my own computers for my students) and even sleeping mats. Like most teachers, money for play dough, paint, glitter, glue, dress up clothes, and every small yet necessary detail for kindergarten explorations (sunflower seeds, cotton balls, snacks) comes out of my own pocket. I'm also not burnt out on teaching and I actually *like* children, both very valuable commodities.

After submitting résumé after résumé to school districts and having several interviews for kindergarten and other primary grade classes, I've not been offered a job. My observations as the parent of a student have had me cringing, shaking my head, venting, and vowing to move away from here as soon as Uncle Sam lets us. At this point I'm a fan of "merit hiring," hiring someone who is the most qualified, who offers the most resources, and who has the most desirable background as vouched for by other education experts. I was, in fact, under the impression that hiring highly qualified teachers was a requirement mandated to school districts nationwide in our latest educational reform. But like everything else, "highly qualified" is interpreted very differently here.

Budget constraints rule the day, and the logic used in the Bordertown when trying to address the needs and requirements of NCLB (not that I agree with them) just doesn't fit. The community is at least eighty-percent Hispanic, which makes not hiring me because I don't speak Spanish an understandable decision. The need to communicate effectively with all students, build those bridges, and give the gift of multiple languages to students are all goals I respect and believe in. In not speaking Spanish, I am not the most highly qualified. Hiring a Spanish-speaking aide with whom I could team-teach isn't an option here like it is in New Mexico however, perhaps because you really can't get two for the price of one.

During one of my interviews, a principal asked if I had any questions for her, to which I replied "yes, how does your school utilize technology, and what resources are available to kindergarten students?" The response of the other teachers in the room was polite laughter, while the principal explained that none of the kindergarten classrooms in her school had computers yet, though they were waiting for some old ones to be donated by a military Academy class here on post (which my husband attends) this year. I then asked her if sharing learning centers amongst kindergarten classrooms would be possible since I had computers for student use that I'd be happy to share. "Oh no, that would be unfair, one teacher having computers and the others not. We don't even have computer standards for our pre-k or kindergarten classes yet, just guidelines." Totally missed my point and offer, but apparently the bottom line was that NO students would have computer time if all classrooms weren't equipped. It's all or nothing.

Several weeks after my last interview, I ran into one of the teachers who had been part of the interview committee at a fast-food restaurant. She remembered me and we did some chatting while waiting in line to order. She said she was sorry I hadn't been hired though I was qualified and I had "done so well" during my interview, and said her principal had hired another applicant because she "wouldn't cost as much." She also divulged that the person hired was certified through an alternate licensure program that required she only complete a year-and-a-half's worth of education courses and practicum experiences before being employable by any district here. Budget again. I'm wondering how much classroom money, if any, she was given to set up all of the learning centers necessary to provide appropriate educational experiences for her students. With her limited knowledge and experience with public education, would she even know to ask for funding? Perhaps "clueless" is desirable.

Hiring Spanish-speaking applicants with the least amount of experience (and possibly skill) and least amount of classroom resources doesn't seem to be the best plan of attack when it comes to addressing this town's interpretation of NCLB's biggest rules:

1) All students must pass.
and
2) All students must pass in English.

Students are hit with monthly barrages of TAKS "practice" tests which take away from learning anything OTHER than how to take the TAKS. They are allowed to take the test in their "native language" until high school, when TAKS must be passed in English by all students, regardless of ethnicity or language experience.

Huh?

Okay, so maybe it's *just me.* Either I'm grossly underqualified because I just don't see (nor understand) the big picture, or I'm grossly OVERqualified because I've noticed that there isn't one.

Still, it would be nice to have a paycheck.