Alternative to Detentions

This week I've been substitute teaching for a Math Special Education teacher. It's always nice being at the same school for a few days in a row. I'm even starting to feel like a member of the team.

Anyway, one thing I've seen one of the other teachers doing that I love is that instead of giving students detention for chewing gum, coming late or whatever, she puts them to work! She's had a stream of students coming in during lunch to help her file papers for 20 minutes each. I think that's genius. Not only is her paper pile shrinking by the day, but the students are being productive.

Detention is pretty useless as far as I'm concerned. It doesn't deter students from repeating the same behaviors. However, putting them to work may be more effective. I mean how much paper filing or board cleaning or pencil sharpening can one student handle before deciding to straighten up. I think system of community service in relation to the violated rule would be a whole lot more effective than detention.

Sub Adventure #18: 9th and 10th Grade Art in the Bronx

Thursday's adventure was one of the best that I've had yet. It was the first day of a four-day assignment as I'm covering for a teacher who is attending an art education conference in California (lucky her!).

There was a bit of a hiccup when I arrived because apparently the school put in the order for a sub twice and School Professionals sent two subs. Fortunately, I was the one who got to stay and he other guy went home.

I met the teacher who was leaving later in the day. She left excellent plans and made sure I was prepared before she left at 2:30. The last two periods I had after were great. The students were mostly on task and cooperative, except for a few. I put on some Adele and joined the students by beginning the same art project. (Not only was it fun, but it helped me to better help students who were having trouble because I understood it myself.)

After the school ended I faced a dilemma. I had an open house at a charter school that I'm very interested in and I had two options.
A. I could go straight there and arrive an hour and a half early.
B. I could run home, chill for 30 minutes, and arrive on time.

I chose option two. Big Mistake. It took longer than expected to arrive home and I only had enough time to toss my shoes (I had changed shoes because my wimpy feet were paining me) and uneaten lunch onto the table. "Hi Mommy, bye Mommy," and I was back out the door and running for the next scheduled train.

By the time, I came home at 9pm, I was exhausted. I think it was worth it as I was able to leave my name and inform them that I was a 2014 TFA corp member and requested that my resume be sent to their school. The recruitment person assured me she would discuss with her boss whether a particular TFA member could be requested for interview. Score!

Have I told you guys about my joining Teach for America? No? Well, look out for the next post. I'll be sure to tell you the story.

Til then,
Fatuma

Sub Adventure #17: 7th Grade Math & 11th Grade English in the Bronx

As you can possibly deduce from the title of this post, today's adventure was a crazy one, putting me in both a middle school and high school.

Everything started perfectly enough with a shorter day schedule at a school where I had previous subbed. The first period, I was free. Things took a turn for the worst during second period. Apparently, the 7th graders were scheduled to go on a movie trip. However, the HS principal decided that they should go later in the day so as not to miss important classes. Unfortunately, none of the teachers (including the teacher I was subbing for) had plans. Add in the fact that I was subbing for a sub who didn't have a set curriculum in place, the students didn't have a math textbook, and many of them left their books at home thinking that they wouldn't need them, I was a little lost as to what to do. I did have a game planned (SNAKE), but I was unable to get the students' cooperation as they were already in the "triptriptrip" mind frame and there was no going back. I had to call for reinforcement who helped straighten everything out. This meant switching me with another sub in the high school. So, off I went to cover a high school English class. Thankfully, this teacher left very clear plans and there were no other issues.

Tomorrow, I'm off to start a four day assignment substituting for high school art at the same school from Sub Adventure #4.

Sub Adventure #16 - 11th and 12th grade History in the Bronx

This was one of my easiest, most laid back adventures. 1) I've been to this school before so the usual anxiety wasn't present. 2) The teacher left clear plans. 3) 90% of the juniors were gone on a college trip. I had about 25 students altogether in five periods. 4) Students simply worked independently on a project as I supervised and wrote blog post drafts.

Other items of note:
- I should have eaten more than yogurt for breakfast. The teacher I was covering (poor guy) teaches four periods straight after a 1st period prep. I was starving by 6th period lunch.
- The seniors were a hoot. They were reliving/retelling some while night they had. The bits and pieces I heard worried me and I told them so. (A man with a pitbull, a random building, a person trapped, a life saved, a bag of Cheetos eaten, jelly beans eaten, and an arrest.)
- I dunno how I feel about one of the female seniors saying that I'm so "cute" after Chatting with them a bit about my Nerd status and non-participation in Pace party life.

Well that's that. Don't know where I'll be tomorrow. No assignment as of yet.

Til the next adventure,
Fatuma

Sub Adventures #15: High School Health in Washington Heights (Days 2 & 3)

Yesterday, there wasn't much to write about. I arrived on-time, most students were rowdy and didn't complete assigned work, and I became incredibly frustrated.

Today, I reset the tone and mood for the problematic classes. The first two periods were nearly empty as the juniors had left for their three-day college trip. In period one, there were only two students. In period two, there were none! So, I enjoyed an additional impromptu prep period. Period 3, 5, and 6 were my problematic classes (9th and 10th graders). For the past two days, they've been getting away with yelling, throwing paper balls and pens, touching one another, wandering the classroom, and not completing the assigned work. Not today.

I made sure to stand at the front of class, urging students to come in quickly and take a seat. When it was time to begin class, I shut the door and considered those students loitering outside late. I told them to find a seat where they would okay for the next three days because I'm doing a seating chart. Once everyone settled down, I went around and had students write their first and last names down. Knowing someone's name gives you a certain level of power over them. In the case of students, I could now hold students accountable for their behavior. After completing seating chart, I reviewed expected behaviors:

"The way you've been acting for the past two days? Not happening anymore. You guys know exactly what kind of behavior is expected in the classroom and I'm not going to accept anything else. So, no yelling. Cell phones? You know you shouldn't have them out. I don't want to see them or hear them. Keep your hands to yourselves. Stay seated unless you have a purpose for being up. And I don't want to see anything flying across the room. If I see any of this, you won't get a warning, I'll simply write you up and send you to the dean. Now, our task for today . . . "

Sure, there were still students who didn't complete the work, but their behavior was a lot more appropriate. I could now call certain students by name to bring attention to their behavior. And the fact that I knew their names made the students reluctant to misbehave.

By reestablishing my authority in the class and gaining control, I was able to get to know the students a little more and enjoy my time there. I expect the rest of the week to continue just as smoothly as long as I remember that consistency is key.

Sub Adventures #14: High School Health in Washington Heights (Day 1)

Day one of the week-long physical education/health assignment was pretty run-of-the-mill. Nothing too exciting happened. An article about "The Skeletal System" was left for students to read and summarize.

During the first period, the students were mostly concerned with an upcoming three-day college trip for the Juniors, but most of them still completed their work.

Second period had only eight students who started an intense game of "Keep Away" with one student's snackage. I confiscated the snacks in the name of "safe keeping" and returned them to the student at the end of the period.

For third period, there wasn't a lesson left, so I found something in the Health textbook that I felt the students would find interesting and be willing to do: Write a dialogue between two teens in which one wants to get a tattoo and the other explains the health and social risks.

I also had to reallyreallyreallyreally use the potty during third period. The pressure on my bladder was maybe a six on the pain scale. It was the longest 52 minutes of my life.

Things Not Mentioned in Teacher School Disclaimer:

Strategic bathroom breaks are a necessary skill for the effective teacher. Have three morning classes in a row? You may want to hold off on finishing that 16oz coffee. 

The teacher left her computer turned on and logged in. Score! I was able to check my email and begin a draft of this post during my prep.

Public Announcement:

There is a new phenomenon in high schools of students writing their Instagram/Twitter handles on classroom whiteboards.

Until tomorrow's adventure,
Fatuma

Sub Adventures #11: 8-11th Grade Theatre in the Bronx

I got a call at 5am this morning for an assignment in the Bronx, covering for Theatre/Drama classes! The shortened day (ending at 2pm) was perfect as I am attending the NYC Charter School Career Fair tonight from 7pm-9pm, allowing for an afternoon nap. *fist pump*

First thing I noticed was how friendly and helpful the staff is. I've begun judging whether or not I can work at a school by how friendly and welcoming the staff is. My student teaching experience at Valhalla has ruined me for life. I want to be in a working environment where your co-workers are also your friends. Where when there is parent-teacher conferences, you and your co-workers sneak out for a special lunch to help you get through it. Where co-worker/friends ask how you're feeling and if they can help with anything.

As I've been planning to attend the Career Fair for a few weeks, I've been paying attention at my assignments and making a list of schools that I wouldn't mind working for (seeing as they'll most likely be at the fair and all). Well, today's school is one I can definitely find myself working at. Though, I am seeking middle school positions and this school is mostly high school, the school seems well-run and the students respectful.

About the day: there wasn't anything too exciting. The absent teacher left perfectly clear plans. The students were either working independently to revise a quiz (Theatre) or watching a film (Musical Theatre)--both activities where I merely needed to supervise and avoid casualties. Here's the result of me having nothing to do and the students being mostly behaved:

To deal with the pain of having to sit behind the desk . . . I doodled. Oh, the shame!

For the Musical Theatre classes, I was asked to show episodes two and three of Broadway: The American Musical, a PBS documentary. While I found it quite interesting, the students not so much. In the first class, where there were only three students because the 11th graders went for SAT prep, all three fell asleep!

Until Friday! (Taking a day off tomorrow to visit with childhood friends from out of town.)

Sub Adventures #7: 9th Grade ELA in the Bronx

Today's adventure started with taking two buses and walking around an entire block unnecessarily because Google Maps steered me wrong--again. (Refer to Sub Adventure, 6th/7th grade science in Brooklyn.)

Walk northwest on H Street towards G Place, it said. Turn right onto G Street, it said. Turn right onto H Street, it sai--Wait. Wasn't I just on H Street? And this is actually F Street! As I could use the exercise, I decided to continue around the block to get back onto H Street, just to realize that the school had been directly across the street from the bus stop. If only I had looked up from my screen.

Entering the building, I was impressed by the new, sleek look of the school. It was extremely clean with great lighting. The principal greeted students with a handshake as they entered the building. I got a handshake as well before explaining that I was a substitute.

For the first period, I "babysat" for an art class whose teacher was running late. The students had a project and they spent the period working on that. The rest of the day, I covered two Rhetoric and Composition classes and three English I classes. The students were chatty as to be expected, but no major issues.

The school had a very comfortable atmosphere. Teachers had a shared office where all of their desks were held. Students had a hangout nook with couches and vending machines for when they have free periods or in between classes. On the door of each classroom was a sign showing what each teacher was currently reading with book covers. I love that!

This was a great assignment. I couldn't help thinking that I wouldn't mind working there as I could feel the strong sense of community between students, between teachers, and between students and teachers.

Sub Adventures #5: 9th and 10th grade History in the Bronx

Today was . . . interesting.

It started off normally enough. Actually . . .  no it didn't. From the second I set eyes on the building, I thought uh-oh. For one thing, the building was absolutely ginormous. And as is typical of many Bronx public schools, it housed 5-6 other schools. Upon first entering the building, I was subjected to walking through detectors. Then, I had to be hand-wanded for some reason. Next, I had to find the main office of the particular school where I was subbing. To avoid getting lost in the maze-like halls, I went against my natural tendencies and immediately asked for directions.

From there, things were pretty normal for the first 4 periods. I think I was covering for a co-special education teacher, so there wasn't a need for me to lead the class. I was kind of bored since I wasn't doing much. One student even took it upon himself to call me out on it: "I would love your job. Getting paid to do nothing." Brat!

Then during period 5, there was a fire drill. I repeat: A fire drill. At a school with thousands of students. In the freezing cold. It was not fun and it was not effective. I could barely find my way out of the building and I lost my students. #FAIL

Period 6 was lunch. Period 7 was a disaster. The teacher I was covering for doesn't have classes after 5th period, so I was sent to help another sub for 7th period. The students had a project to work on, but needed laptops to do so. Laptops they could not use because there was no official teacher in the room. The students then took that to mean that they could sit there and do nothing.

At that point, neither I or the other sub wanted to confront them. However, the level of blatant disrespect towards adults was appalling. I felt invisible trying to tell them to stop yelling at one another. And the potty mouths on these young people. I thought I had a potty mouth, but I ain't got nothing on these kiddies. Every curse word in the book was said. It didn't end there though: they slapped one another; they yelled at the top of their lungs; they even pulled out condoms that one of the boys had and one girl started puncturing them with a pen. Yeah, that was my reaction as well--utter shock.

What upsets me the most is that I'm discovering that these Bronx schools all have the same disciplinary issues and there seems to be a lack of authority. Students get away with too much. They are roaming the halls, yelling and fighting one another in the halls and no teacher, dean, or administrator ever scolds them for the inappropriate behavior. When, how, and why have adults in school buildings started to avoid confronting children?

On another note, I saw a student from my student teaching experience in a Bronx middle school two years ago. That was pretty cool.

Well that's my adventure for today. Tomorrow, we're still in the Bronx. A few blocks away from today's assignment actually, at a middle school.

Last Day of First Student Teaching Placement

Today, was the last day in my first placement in the high school as I'll be going into the middle school next week. It was quite a bittersweet day filled with endless surprises.

We could say it began the night before when I receive a text from my mentor teacher: "J__ has a little crush on you....!!" J__ is her cutie-patootie, 7-year-old son. He and her husband had stopped by yesterday morning to drop off her forgotten coffee (that, my friends, is real love) and had stayed for the first few minutes of Period A.

This morning she tells me the whole story of what he had said exactly: "Fatuma, didn't look the way I expected." Well, how did you think she would look? "I don't know, but I like her voice. What else did she teach besides the word of the day? She's in college? To be a teacher? What is she doing this weekend?"

Two words, folks: Life Complete.

Then, a student stops by before first period to drop off cupcakes . . . that were made for me! Apparently they'd said "We'll miss you," but she nearly dropped them as she was leaving this morning and the frosting message was smudged. Come one, everyone, say it with me: AWWWW! I was so pleasantly surprised. Astounded. Flabbergasted.

Even more so, when my mentor teacher turns around and pulls out a pink gift bag . . . again, for me! Inside was a beautiful faux leather bound journal, also in pink, accompanied with a beautiful card and the following message: Dear Fatuma, It has been a pleasure mentoring you--you are a terrific teacher with so much potential! Be sure to take time along your journey to record your thoughts and feelings. Stay in touch, H___. Be still, my heart, be still!

Next, towards the end of the first period, my mentor teacher makes the announcement: "Everyone say thank you to Miss Hydara." The Class: "Thank you, Miss Hydara--wait, what? Today's your last day?" "Yuuup," as I look up sheepishly. "Why didn't you say anything?" Because I hate goodbyes and I was planning to just slink out of here and send an email this evening. "Because Miss Hydara doesn't like goodbyes and didn't want to make a fuss." Amongst the "Going to miss you," "You were a great teacher," and "Good luck. You're going to be an amazing teacher," one student came up and stuck a hand out, "Thank you for everything Miss Hydara; you were an amazing teacher." "Thank you; the pleasure was all mine," I replied as I firmly shook this incredibly young man's hand.

Each period was this way, with students sad to see me go and wishing me luck. You could have knocked me over with a feather, I was so stunned.

My student teaching experience in the high school ended the same way it started and has been for the last seven week; an absolute-freaking-pleasure. I had a blast with my mentor teacher and the students. They were such a great group of kids and my mentor teacher was so supportive in giving me the freedom to grow into myself as a teacher. My time there has been reassuring in that it has not only confirmed that "Yes, I can do this," but that "I freaking adore doing it" as well.