Attending the 86th TCWRP Saturday Reunion

I first heard of the Columbia Teacher's College Reading and Writing Project Saturday Reunions from a fellow teacher-in-training's Facebook status. As she had posted from the Teachers College at the time, it'd been too late for me to have attended the Fall reunion, but that same day, I added the date of the Spring reunion into my calendar. In October/ November.

So, you could say I was really looking forward to today's event and all of the possible workshops. Yet, I contemplated not going because I was so exhausted from a full week of substitute teaching and the thought of waking up early on a Saturday made me question my sanity. However, I knew I would regret not going, so I got my butt up bright and early and off I went.

It was as amazing, actually even more so, than I had expected. I learned so much. More importantly, I came away with clear strategies and resources that I could use in a classroom as early as Monday (if I, you know, had my own classroom). #SmallDetails #Don'tSweatTheSmallStuff

I'm planning a three part blog post regarding the Teachers College Reading and Writing Project Saturday Reunion.

Part 1: Ideas and Quotes from the Presenters to Mull Over

Part 2: New Strategies to Implement in Any Classroom

Part 3: Recommended Resources

Look for the above posts very soon. Any readers who were at the Reunion, please feel free to connect via commenting or email! 

Ciao,
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.

William Glasser's Control Theory and the Interactive Classroom

I'm currently reading a collection of articles, Managing the Interactive Classroom by Kay Burke, of which the first is "The Key to Improving Schools: An Interview with William Glasser" by Pauline B. Gough.

In this interview with Gough, Glasser explains that the core of disciplinary problems in schools is due to students disbelief in the usefulness of school. Students do not see school as a means to satisfying their needs. This disbelief in schools leads to students being unwilling to work, or misbehavior as students try other means to satisfy needs.

What are those needs? According to Glasser, they're more than the need to survive (most students have their basic needs for survival already met, think Maslow's Hierarchy of Needs). Instead, students have a need for love, power, freedom, and fun.

Glasser's Control Theory holds that people are "internally motivated and driven . . . to try to survive and try to find some love, some power, some fun, and some freedom" (7-8).

Glasser believed that those needs are more naturally met in group environments and in collaborative activities. By encouraging students to work in "learning teams," they feel like important members of a group and are thus more willing to work hard towards a common goal for the success of the group.

What does this mean for teachers?

Our roles change to that of a facilitator. It becomes our job to set up a workspace that makes students want to learn, that cultivates collaboration, and holds students accountable.

Teachers can't make students learn, but they can certainly set things up so that students want to learn.  - Glasser, p. 16

However, simply putting students into groups isn't enough, Glasser warns (18). "What is needed instead is a team assignment, one that can't be completed unless the team works together[,] . . . causes students to want to work together, because they perceive that together they can do a great job, but independently they can do very little" (18).

What are my thoughts on Glasser and the Control Theory?

I believe that there is definite merit in his ideas that students must feel important in order to have vested interest in something. The most eye-opening lesson from this article is that group work alone isn't enough. Teachers need to create group tasks with the goal of eliciting true collaboration between students, in which each member of the group is vital for successful completion of the task. Otherwise, you'll see the usual pitfalls of group work.



Off to think up some true team assignments for an English classroom. Ta-ta!

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 #13: 7th Grade Math in Washington Heights

I returned to the same school from Sub Adventures #2. Having spoken to a teacher from the school at Wednesday's charter school career fair, it was a great opportunity to continue to learn more about the school and to network.

Friday's adventure was for 7th grade math. The teacher left math packets for the students to complete. The students mostly behaved and were on-task, except for a couple of knuckleheads.

A normal day of subbing, so there's not much to say, but here are some gems I found near the teacher's desk.

Here's a great quote I found hanging on the wall near the teacher's desk. I was struck by the pure truth in the statement.

Here's a Quiet bell that I can see being very handy in the classroom. The teacher even had it personalized with her name on the top of the handle.

(For anyone looking to buy me a present: HINT HINT.)

 

I found this gem after a bit of bookshelf snooping. Tales from Shakespeare by Tina Parker, ten of Shakespeare's most popular plays re-told as stories for a middle school audience. Excellent resource for introducing students to Shakespeare. Get them hooked on the amazing stories, before they struggle with the language and depth of the plays.

For Sub Adventures #14 - 18, I'll be returning to the same school, but this time for a week-long high school physical education assignment. It'll be nice to go to the same school each day for a change. Being able to wear sweats and sneakers for a week is just the cherry on top. (I'll be sure to enjoy it while I can.)

Sub Adventures #12: 5th Grade History in the Bronx

On Thursday (3/13/2014), I substituted for 5th grade history at a private school in the Bronx. I normally stay far away from elementary school assignments (the thought of being in a room alone with 25 knee-high children sends shivers down my spine), but I decided to accept for two reasons:

1) I had plans to go to dinner with friends. The assignment was close by and ended early enough to give me time to run home and get prettified.
2) Having attended, student taught, and substituted at only public schools, I was curious about private schools and how different they really are from public schools.

I experienced a bit of a culture shock that I quickly got over, when I first arrived. There were some differences in the atmosphere of the private school that surprised me.
- the teachers seemed less frazzled than their public school counterparts
- sprawling beautiful campus with a maze of halls
- catered lunch for the teachers--everyday (I had beef stew and steamed potatoes. Yum!)
- books galore! Each classroom was overflowing with a varied library of brand new books

On to the kiddies: they were so cute and oh-so energetic.  Like energizer bunnies after three cups of coffee.

For the first time, I wasn't left with a written lesson plan from the teacher or admin. I was given copies of Scholastic News. I chose an article about Jerrie Mock being the first woman to fly around the world and quickly planned a lesson.

"Who was the first female to fly around the world?" I began the lesson with this question. The students responded with "Amelia Earhart" as expected. We read the article aloud. Then I had the students write and discuss their responses to the following prompt: Why is Amelia Earhart more well-known for being the first woman to fly around the world? Is this fair? Why or why not? Lastly, the student wrote creative pieces about their own trip around the world and volunteers shared their stories with the class.

The creativity of the 5th graders was astounding. I had one student read aloud in an Australian accent, which was doubly impressive and amusing. Two students wrote poems, instead of stories. Students in another class decided to work in groups and wrote/performed skits.

Overall, it was a great day, but my goodness are 5th graders energetic. I was absolutely exhausted. As I was walking to the bus stop, I posted the following Facebook status in apology of my previous teasing scorn of childhood education majors. They just play all day, I laughed. Oh, how ignorant t'was I?

 

In my next adventure, I return to the same school of Sub Adventures #2.

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 #10: 6th Grade Social Studies in Manhattan

Sub Adventure #10 marks my first Social Studies assignment!

This was an interesting assignment in a few ways. To begin with, I accepted the assignment before researching the school. After finding that the school has had 4 principals in two years, mistakenly hired a drug dealer (former or current, remained unclear) as a teacher, and a lot of complaints on the net, I felt quite nervous! I mean, if the admin is that screwed up, imagine the kids. However, I gritted my teeth and went with it. I reassured myself that it may not be so bad and told myself that I shouldn't be so presumptuous.

After spending the day, I realized the my imaginings were mostly unfounded. The school is on the third floor and with giant windows, the classrooms receive incredible lighting. The staff was incredibly friendly. The kids were a bit of a challenge, but nothing that I couldn't handle. 

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

Monday morning found me once again covering for a 7th grade Health teacher in the Bronx. Unfortunately, the regular teacher didn't send over any lesson plans. ("Ooooh, she's in trouble," sang my inner 5-year-old as I involuntarily eavesdropped.) The principal pulled together some ELA test prep when I mentioned that my strength was in English. However, the students complained that they had already did the assigned pages. Even though the principal told them they would just have to do it again, the students were resistant to what they felt was a waste of their time.

In all honesty, I didn't blame them. If I were in their position, I would have resented having to do ELA when I should have been doing Health and doing a repeat assignment on top of that. However, I would have been too polite and respectful to refuse to do the work. Middle schoolers these days I'm finding are lacking a bit (okay, a lot) in the whole respect department. 

The teacher I was covering for had only two health classes, so I helped cover some of the classes of a another teacher who was absent. I was also asked to experience the joy that is lunch duty--where I got to watch 12-14-year-old channel their inner animal and shovel food into their mouths in 45 seconds, after which the next 44 minutes and 14 seconds are spent fighting for territory, protecting young, and doing elaborate mating rituals. It's like watching The Discovery Channel: Middle School Edition.

 

Some interesting things about the school:

• Morning homeroom ritual consists of students asking/answering one another a series of questions: How are you feeling today? What is your goal for today? Who can help you with that?
• There is a 5min "Please begin preparing for transition" announcements.
• Music is played, instead of traditional bells, to signal end of period.

Other happenings of note:

• I was asked some questions by the principal and another admin in what felt like an impromptu interview. 
• I found some great resources that I'll like to purchase. After ten minutes of contemplating "should I/shouldn't I," I asked the head of curriculum if she didn't mind me looking at her bookshelf. She was more than happy to let me look and even recommended particular titles for me.

   

Sub Adventures #8: 7th Grade Health in the Bronx

Sorry for the late post! This Sub Adventure happened on Friday. After subbing, I was forced to take the baby sis to her school's Family Movie Night. (After much begging, pleading, and cajoling, I caved, despite my extreme exhaustion.)

On Friday, I received a call at 7am for an assignment at 8am. After quickly looking up the address, I decided to accept even though it meant only having 30 minutes to get ready. For a girl who usual takes an hour and a half, it was an incredibly stressful way to begin the day. Especially as the agency repeatedly called me to make sure I could make it on time. I could if you'd stop calling and let me brush my teeth! In the end , I managed to brush my teeth, face my wash, get dressed, pack my lunch, and leave my apartment in 30 minutes! Certainly an accomplishment, as far as I'm concerned.

Anyway, this assignment had me returning to the middle school from Sub Adventures #6. This time covering for a health teacher. I was faced with my first obstacle when the health teacher's lesson plans involved technology--technology that I as a sub could not have access to. I utilized the part of the lesson that didn't need technology and made it fill the period by increasing the level of discussion. It all worked out.

In between classes, I spent several hours putting stamps on the envelopes that I had helped label, stuff, and seal the last time I visited the school. I also met other School Professional employees. They were friendly and made stamping less tortuous. Though, I hope to not have to see another stamp any time soon.

On to Sub Adventure #9, 7th Grade Health at another middle school in the Bronx.